(Deshais et al. 2020) Imitation Training Techniques for Children with ASD

Comparison of Imitation Training Techniques

In recent research, imitation training was thoroughly examined, particularly its role in teaching skills to children with autism spectrum disorder (ASD). Imitation is crucial for learning and social skill development, yet children with ASD often struggle with this ability. The study by Valentino, LeBlanc, and Conde (2018) found that utilizing an additional therapist can reduce delays in responding, enhancing the learning experience for participants. This study aimed to extend these findings by comparing the efficacy of different prompting methods: a one-therapist delayed prompt, a two-therapist delayed prompt, and a two-therapist concurrent prompt.

Imitative Deficits in ASD

Typically developing children show imitative behavior by their first birthday. In contrast, children with ASD frequently exhibit significant deficits in imitation compared to their peers. Generalized imitation is vital as it fosters future learning, making it a behavioral cusp and a valuable skill to develop according to Bandura (1977). Given its importance, many ABA interventions are designed specifically to target imitation skills, stemming from a robust evidence base that supports the effectiveness of discrete-trial teaching in establishing these behaviors.

Despite such developments, there is a notable gap in optimizing instruction for imitation training in practice. Ledford and Wolery (2011) researched imitation training for children with disabilities, pointing out a lack of concrete evidence-based recommendations on the best practices for such interventions.

Study Overview and Participants

The study featured three participants with ASD who showed no imitative skill as determined by the VB-MAPP assessment. Various target responses were identified and systematically taught through different prompting conditions to evaluate learning efficiency. The design involved a concurrent multiple-baseline approach across conditions, allowing for a clear comparison of effectiveness across the three established therapy arrangements.

Training Conditions

  1. One-therapist, Delayed-prompt Condition: A single therapist managed all aspects of the session.

  2. Two-therapist, Delayed-prompt Condition: A second therapist assisted by providing additional prompts while the primary therapist modeled the target response.

  3. Two-therapist, Concurrent-prompt Condition: Similar to the previous condition, but in this setting, the primary therapist continued modeling throughout the response interval, thereby reducing any potential learning delay.

Key Findings and Results

Outcomes varied among participants and across conditions. Notably, the condition most akin to standard therapy practices (one-therapist, delayed-prompt) proved most efficient in only 17% of cases. The two-therapist approaches showed superiority in certain instances. For instance, participant Joey reached mastery criteria quickly without significant differences between conditions, while Jackson and Romeo exhibited more varied responses.

The data analyzed across conditions demonstrated different rates of mastery depending on the prompting strategy used. For instance, Jackson’s acquisition was notably faster in the two-therapist concurrent condition compared to other setups, indicating its potential efficacy.

Clinical Implications

The findings suggest that using two therapists may mitigate certain barriers encountered in imitation training, especially regarding prompt dependence and response timing. The dual-procedure approach might enhance participant focus and clarify responses, minimizing the confusion between modeling and prompting faced by learners in single-therapist setups. However, the mixed outcomes indicate a need for further research to isolate the direct effects of structure on learning outcomes during imitation training. Strategies such as implementing mirrors, using video modeling, and pre-assessments for skill readiness could fortify future training methodologies.

Future Research Directions

Future studies should explore effective methods to increase engagement and learning efficacy in imitation training protocols. An evaluation of individual participant characteristics that could influence response to different prompting strategies would also be beneficial. Additionally, incorporating probes for novel responses into training could aid in measuring generalization, further solidifying the development of song imitative behavior. Comparison studies of one-therapist conditions against two-therapist conditions specifically for simpler, one-handed imitation tasks may yield new insights into effective instructional designs in behavior analysis.