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Children diagnosed with autism spectrum disorder have difficulty acquiring imitative skills, which may serve as an important factor in developing social skills and language (Miller et al., 2015; Ledford & Wolery, 2010; Young et al., 1994). Research has shown that most-to-least prompting is most effective for children who do not learn quickly (Libby et al., 2008). The goal of this study was to discover whether the presence of a mirror affected the rate of acquisition of imitative behaviors compared to a no-mirror condition, using most-to-least within-session prompt fading. This study used a multiple baseline design across sets of behaviors. Sets of behaviors were chosen for each condition that shared similar topographies, response effort, and automatic sensory consequences. A most-to-least within-session prompt fading procedure was used for both conditions. Past studies have observed the effects of a mirror on the acquisition of imitative targets, but this is the first study to use a most-to-least within-session prompt fading procedure with a mirror (Miller et al., 2015; Du & Greer, 2014). The results of this study show how a mirror affects the rate of acquisition of imitation when using most-to-least within-session prompt fading.
Avelar, Giulia, "Teaching Imitation to Children with Autism Using Most-to-Least Prompt Fading in Front of a Mirror" (2017). Honors Theses. 2852.
Honors Thesis-Open Access