Podcast
Questions and Answers
Why might children with autism struggle to acquire imitative skills?
Why might children with autism struggle to acquire imitative skills?
- They are not motivated by social interaction.
- They have an innate inability to understand social cues.
- They often require direct instruction to learn these skills. (correct)
- They have difficulty with motor planning and execution.
What is the potential benefit of using a mirror to teach imitation to children with ASD?
What is the potential benefit of using a mirror to teach imitation to children with ASD?
- It simplifies the motor planning process.
- It reduces the need for verbal prompts.
- It offers visual feedback on the correspondence between the model and the child's own body. (correct)
- It provides additional auditory feedback.
In the study described, what experimental design was used to compare mirror-present and mirror-absent conditions?
In the study described, what experimental design was used to compare mirror-present and mirror-absent conditions?
- A cross-sectional survey
- An adapted alternating treatments design embedded within a concurrent multiple baseline design (correct)
- A single-subject ABAB design
- A randomized controlled trial
What primary intervention strategies were employed in both the mirror-present and mirror-absent conditions to facilitate the transfer of stimulus control?
What primary intervention strategies were employed in both the mirror-present and mirror-absent conditions to facilitate the transfer of stimulus control?
How was mastery of a response defined in this study?
How was mastery of a response defined in this study?
What specific measure was taken in the study to control for the possibility that visual feedback, rather than the mirror itself, was responsible for any observed effects?
What specific measure was taken in the study to control for the possibility that visual feedback, rather than the mirror itself, was responsible for any observed effects?
What was the primary finding of the study regarding the acquisition of imitative responses in the mirror-present versus mirror-absent conditions?
What was the primary finding of the study regarding the acquisition of imitative responses in the mirror-present versus mirror-absent conditions?
What is a limitation of the study regarding the emergence of generalized imitation?
What is a limitation of the study regarding the emergence of generalized imitation?
What is the definition of a 'behavioral cusp'?
What is the definition of a 'behavioral cusp'?
What implication does the study's findings have for teaching motor imitation to individuals in the early stages of developing a motor imitation repertoire?
What implication does the study's findings have for teaching motor imitation to individuals in the early stages of developing a motor imitation repertoire?
During the study's prompting steps, which progression was implemented to assist the participant?
During the study's prompting steps, which progression was implemented to assist the participant?
What was the purpose of conducting probe sessions several days after a response had reached mastery?
What was the purpose of conducting probe sessions several days after a response had reached mastery?
How did the researchers ensure consistency during the partial prompting procedure?
How did the researchers ensure consistency during the partial prompting procedure?
What type of reinforcers were used in the study?
What type of reinforcers were used in the study?
What does the study suggest about the position of the therapist in relation to the child?
What does the study suggest about the position of the therapist in relation to the child?
What percentage of the sessions were assessed for procedural fidelity?
What percentage of the sessions were assessed for procedural fidelity?
What was the average interobserver agreement in the study?
What was the average interobserver agreement in the study?
When was the mirror added to Pair 2?
When was the mirror added to Pair 2?
What instruction was used when modeling the response?
What instruction was used when modeling the response?
What concept did Catania's work (1998) provide empirical support for?
What concept did Catania's work (1998) provide empirical support for?
Flashcards
Imitation
Imitation
A behavioral cusp that leads to learning new behaviors, promoting social skills and language development.
Mirror Promotion
Mirror Promotion
Visual feedback showing the match between a model action and one's own body position, useful for imitation in ASD.
Imitative Responses
Imitative Responses
Orienting towards the model rather than just copying the behavior.
Prompt-Fading Procedures
Prompt-Fading Procedures
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Mirror Orienting
Mirror Orienting
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Incorrect Responses
Incorrect Responses
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Generality
Generality
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Study Notes
- This study evaluates using mirrors to teach gross motor imitation to a 2-year-old boy with autism
Key Findings
- Imitation responses taught using a mirror were acquired more quickly
- Maintained after the mirror was removed, which suggests that a mirror can facilitate acquisition of motor imitation
Imitation as a Behavioral Cusp
- Imitation is a behavioral cusp that leads to learning new repertoires
- Facilitates the development of social skills and language in children
Challenges for Children with Autism
- Some children with autism do not acquire imitative skills without direct instruction
Mirror Use for Promoting Imitation
- Mirrors may promote imitation by providing visual feedback regarding the correspondence between the observed sample stimulus and the position of one's own body
- Especially when the correspondence between the modeled and imitative response cannot be easily observed
Previous Research
- Researchers have begun evaluating the effects of mirrors on imitative responding
- One study evaluated benefits of including a mirror on acquisition of imitative behavior for children with ASD
Study Purpose
- Evaluate the efficiency of teaching imitative responses using a mirror compared to responses trained without a mirror
Method - Participants
- Bryce, a 2-year-old boy diagnosed with ASD, had attended a university-based early intervention program
Method - Design and Procedure
- Mirror-present and mirror-absent conditions compared using an adapted alternating treatments design embedded within a concurrent multiple baseline across sets of responses
- Four pairs of responses assigned to either the mirror-present condition or mirror-absent condition
- Target responses in each pair were quasirandomly distributed across a 10-trial session
Method - Interventions
- Progressive prompt-delay and prompt-fading procedures were used during both mirror-present and mirror-absent conditions to transfer stimulus control from prompts to the discriminative stimuli
- The prompting steps included Os to full physical; 2 s to full physical; 0s to partial physical, then 2 s to full physical; and 2s to full physical
Results
- Correct responding increased more rapidly for pairs of responses in the mirror-present condition compared to the mirror-absent condition
- When the mirror was introduced with Pair 2, responding reached mastery and remained high when the mirror was removed
- Mastery occurred in mirror-absent conditions, but almost twice as many sessions were required than during the mirror-present condition
Discussion
- Results provide evidence of the positive effects of mirrors on imitative responding in children with ASD
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