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Those with autism often show deficits in imitation skills (Freitag, Kleser, & Gontardf, 2006; Killen & Uzgiris, 1981; Rogers, Bennetto, McEvoy, & Pennington, 1996; Stone, Ousley, & littleford, 1997). Previous research has suggested that imitation is a prerequisite for major developmental milestones including social communication skills. Past studies have shown Video Modeling to be an effective intervention for teaching imitation skills, especially Video Self Modeling (VSM). However, VSM can cost researchers a great deal of time and resources. The purpose of this study is to find a new intervention that applies the mechanisms of VSM, while expanding on past research. This study seeks to determine the effectiveness of a mirror, as a new treatment method to increase imitation skills in children with a diagnosis of Autism Spectrum Disorder (ASD). Using a multiple baseline design across participants and behaviors, this study will measure changes in participants’ imitation skills. Repeated assessment measures will also be used to assess any changes in participants’ generalized imitative skills throughout treatment.
VanderWoude, Chelsea, "Examining the Effects of a Mirror on Imitation in Children with Autism" (2013). Honors Theses. 2311.
Honors Thesis-Open Access