Affiliation:
1. Vanderbilt University, Nashville, TN,
2. Vanderbilt University, Nashville, TN
Abstract
Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as early as the 1960s. Although recent studies regarding the nature of imitative abilities in children with disabilities have been published, relatively few intervention studies exist. The purpose of this review was to synthesize the literature on teaching young children with disabilities to imitate. Four distinct intervention types emerged. Suggestions for improving interventions include using specific prompting strategies; embedding instruction across activities; teaching imitation of multiple, salient models; and using reinforcing behaviors and materials. Future research is needed on questions regarding instructional sequence, effective instructional practices, and measurement and promotion of generalized imitation.
Subject
Public Health, Environmental and Occupational Health,Education
Reference43 articles.
1. Establishing a Normal Peer as a Behavioral Model for Developmentally Delayed Toddlers
2. Bricker, D. ( 1978). A rationale for the integration of handicapped and nonhandicapped preschool children. In M. Guralnick (Ed.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 3-26). Baltimore: University Park.
3. Analysis of social referencing skills among children with autism
4. Learning To Learn Through Observation
Cited by
32 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献