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Teaching reciprocal imitation traini...

Taylor, Johanna P.

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Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction./
Author:	Taylor, Johanna P.
Description:	197 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582628
ISBN:	9781321209648

Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction.
Taylor, Johanna P.

Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction. - 197 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2014.

This item must not be sold to any third party vendors.

Children with autism spectrum disorder (ASD) are known to have significant difficulties with imitation observed across settings and situations leading to deficits in pivotal skills necessary for development. Research has shown us that imitation is especially absent for children with autism within naturalistic, play-based routines. Reciprocal Imitation Training (RIT) has emerged as an effective method to teach children with ASD to imitate within these types of situations. Similarly, evidence supports parent-implemented interventions as a reliable way to improve skills in children with ASD. This research study implemented a multiple probe single-subject design across four children with ASD and their parents to examine the effect of practitioner training on parental acquisition of RIT strategies, child imitation, and child social-engagement. Findings support the effectiveness of training parents through a combination of Internet-based and in-vivo instruction. All four parents met the intervention fidelity criterion during training sessions and three maintained their skills during follow up. Rate of spontaneous imitation improved greatly in one participant with moderate improvements in three. Slight increases in duration of social-engagement were observed in three participants with a moderate increase in one. Limitations regarding combining Internet-based and in-vivo instruction and recommendations for future research are discussed.

ISBN: 9781321209648Subjects--Topical Terms:

606639
Education, Special.

Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction.
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020 $a 9781321209648
035 $a (MiAaPQ)AAI3582628
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100 1 $a Taylor, Johanna P. $3 3171176
245 1 0 $a Teaching reciprocal imitation training to parents of children with autism spectrum disorder (ASD) through combined internetbased and in vivo instruction.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Louise A. Kaczmarek.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Children with autism spectrum disorder (ASD) are known to have significant difficulties with imitation observed across settings and situations leading to deficits in pivotal skills necessary for development. Research has shown us that imitation is especially absent for children with autism within naturalistic, play-based routines. Reciprocal Imitation Training (RIT) has emerged as an effective method to teach children with ASD to imitate within these types of situations. Similarly, evidence supports parent-implemented interventions as a reliable way to improve skills in children with ASD. This research study implemented a multiple probe single-subject design across four children with ASD and their parents to examine the effect of practitioner training on parental acquisition of RIT strategies, child imitation, and child social-engagement. Findings support the effectiveness of training parents through a combination of Internet-based and in-vivo instruction. All four parents met the intervention fidelity criterion during training sessions and three maintained their skills during follow up. Rate of spontaneous imitation improved greatly in one participant with moderate improvements in three. Slight increases in duration of social-engagement were observed in three participants with a moderate increase in one. Limitations regarding combining Internet-based and in-vivo instruction and recommendations for future research are discussed.
520 $a Keywords: autism, children, imitation interventions, parent training, distance-based instruction.
590 $a School code: 0178.
650 4 $a Education, Special. $3 606639
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, General. $3 1019158
690 $a 0529
690 $a 0727
690 $a 0515
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0178
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582628