Teaching Peer Imitation to Toddlers with a.S.D Using a Modeling Treatment Package

Overview

Children with Autism Spectrum Disorder (A.S.D) experience impairments with social and communication skills, which also includes peer imitation. Peer imitation enables children with A.S.D to develop positive behaviors whilst additionally acquiring interpersonal skills. The current study examined peer imitation on pre-school aged children with A.S.D using delayed action prompting, often known as progressive time delay (PTD). We intended to investigate treatment strategies that could generalize through natural environment teaching (NET) and discrete trial instruction (DTI) in a therapeutic setting, using both an in-vivo peer with A.S.D and a video model of the peer performing the relevant activity. The participant's discerning behavior was graded during each session, which included a series of error corrections. We sought to find an answer to our theory that if we used a video model/ prompt model with PTD to acquire the skill of imitation, then said skills would generalize through a NET and other therapeutic sessions. We discovered that generalization was acquired by the participant through specific targets with various sets of toys provided, but no generalization was observed through the participant’s natural environment, despite the fact that he considerably improved his play and socialization abilities. The purpose of this study is to provide information to healthcare professionals, primarily Board-Certified Behaviour Analysts, about the most effective method to teach peer imitation in a therapeutic context, including how to treat patients and whether or not the skill would generalize through NET and DTI.

Competition history

• AJAS 2024 Category not listed

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