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ISSN: 2165-7890

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Research Article

Imitating the Child with Autism: A Strategy for Early Intervention?

Jane Lidstone1*, Mirko Uljarevic1, Hilary Kanaris1, Julie Mullis2, Laura Fasoli1 and Susan Leekam1

1School of Psychology, Cardiff University, UK

2Speech and Language Therapy, Cardiff and Vale University Health Board, UK

*Corresponding Author:
Dr. Jane Lidstone
Department of Psychology, Durham University
Science Laboratories, South Road
Durham, DH1 3LE, United Kingdom
Tel: +44 (0) 191 334 3243
Fax: +44 (0) 191 334 3241
E-mail: [email protected]

Received date: December 23, 2013; Accepted date: January 27, 2014; Published date: February 03, 2014

Citation: Lidstone J, Uljarevic M, Kanaris H, Mullis J, Fasoli L, et al. (2014) Imitating the Child with Autism: A Strategy for Early Intervention? Autism 4:124. doi:10.4172/2165-7890.1000124

Copyright: © 2014 Lidstone J, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Research indicates that imitation is a promising strategy for early intervention with children who have autism. Using a single case design we studied the effectiveness of an established imitation-based intervention, Intensive Interaction, for two 3-year-olds with autism. Outcome measures were the propensity to give social attention during imitation sessions and during free play with a researcher. Social attention did not increase over the course of the intervention phase for either child or during free play with the researcher. Thus, there was no evidence of intervention effectiveness.

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