Parent-Therapist Collaborative Intervention Model using Contingent Imitation in a Minimally Verbal School-Aged Child with Autism Spectrum Disorder

This study investigated the effects of a brief parent-implemented intervention using contingent imitation and articulation training in a school-aged, minimally verbal child with autism spectrum disorder (ASD). A multiple-baseline design for target behaviours determined the effectiveness of the inter...

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Bibliographic Details
Published inChild & Family Behavior Therapy Vol. 46; no. 3; pp. 298 - 325
Main Authors Ishizuka, Yuka, Fujimoto, Natsumi, Uruno, Satoshi, Aoki, Yasuhiko, Noro, Fumiyuki
Format Report
LanguageEnglish
Published Routledge 02.07.2024
Subjects
contingent imitation
parent
school-aged minimally verbal child with ASD
tacting
vocal imitation
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Summary:This study investigated the effects of a brief parent-implemented intervention using contingent imitation and articulation training in a school-aged, minimally verbal child with autism spectrum disorder (ASD). A multiple-baseline design for target behaviours determined the effectiveness of the intervention. Results demonstrated increased vocal imitation and tacting, expressive vocabulary, and intelligibility of vocal imitation and tacting. The parents' social validity assessment indicated that the intervention was effective and easy to implement. These results highlight the importance of parents using contingent imitation in home settings and of therapist articulation training to promote spoken language in a school-aged minimally verbal child with ASD.
ISSN:0731-7107
1545-228X
DOI:10.1080/07317107.2023.2299919