Imitation Repertoires

1. Imitation Repertoires

2. The Importance of Imitation in Typical Development • Important skill needed in learning • Learning play skills (Meltzoff & Gopnick, 1993) • Imaginative • With toys • Learning novel motor skills • Learning social skills (Uzgiris, 1981; 1990) • Facilitates error corrections on more advanced skills • Learning communication skills (Nadel, Guerini, Peze, & Rivet, 1999; Kugiumutzakis, 1993)

3. Imitation Deficits in Autism • Children with autism have syndrome-specific imitation deficits (see Smith & Bryson, 1994 for review; Meltzoff & Gopnik, 1993; Rogers & Pennington, 1991; Smith & Bryson, 1994) • Imitation skills highly correlated with: • vocal verbal communication (Dawson & Adams, 1984; Stone, Littleford, & Ousley, 1997) • non-vocal verbal communication (Curcio, 1978) • Social skill development (Dawson & Adams, 1994) • Play skills development (Stone, et al., 1997)

6. Gross Motor Imitation Scope & Sequence • One or two imitations • Short timing interval • FR1 • FR2 • VR3 • One new imitation added at a time • Lengthen the timing interval • As skills progress, add in more than one at time • DRH • Once able to imitate novel movements at frequency aim, outcomes checks!

7. Imitation Repertoires • Gross motor (mimetic) • Oral motor (mimetic) • Fine motor (mimetic) • Imitation with objects (mimetic) • Sound, word, sentence imitation (echoic)

8. Gross motor imitation • Purpose: • Greater body awareness • Error correction implementation • Participation skills building • Increase component skills for learning • What skills are improved: • Example responses • Clap • Stand up/Sit down • Hands up • Hit table • Touch head

9. Gross motor imitation • General scope and sequence of instruction: • Single movements, easily prompted, large muscles • Tap table • Single movements, smaller muscles • Wave • Multiple movements, smaller muscles

10. See/Do Gross Motor Imitation • Uses gross motor muscle movements • Suggested frequency aim: 30-50 per minute • Component skills • Muscle control • video example

13. See/Do Fine Motor Imitation • Uses fine motor muscle movements • Suggested frequency aim: 30-50 per minute • Component skills • Muscle control • video example

14. Fine Motor • Purpose: • Build fine motor muscle strength and endurance • Move muscles independently • Teach new fine motor skills • Buttoning coat • Tying shoes • Holding a pencil • American Sign Language • What skills are improved: • Example imitations • Pinch • Open & close hands • Point

15. Fine motor • General scope and sequence of instruction: • Both hands, multiple fingers, motions from the metacarpophalangeal joints • Both hands, individual fingers, motions from the metacarpophalangeal joints • Single hand, individual fingers, motions from the metacarpophalangeal joints • Single hand, individual fingers, motions from the proximal interphalangeal joints

19. See/Do Oral Motor Imitation • Uses mouth/lips/tongue/jaw muscle movements • Suggested frequency aim: 30-50 per minute • Component skills • Imitation • Muscle control • video example

20. Oral motor • Purpose: developing spoken language components • Building facial muscle strength and endurance • Moving articulators independently • Tongue, lips, jaw, velum (soft palate), larynx • Teaching new oral movements • Incorporating new sounds • What skills are improved: • Example imitations • Open mouth • Tongue out (open & closed Mouth) • Smile • Pucker

22. Oral motor • General scope and sequence of instruction: • Begins after gross motor imitation firmly established • Begin with large head and face movements • Nod head, shake head, smile • Moves to more “gross” face motions • Smile, open and close eyes, purse lips • Move to finer or more difficult to prompt movements • Tongue in and out, tongue up and down, open/close jaw with lips open and closed

25. Imitation with objects • Purpose: • Expand play skills • Expand functional skills • What skills are improved: • Imaginative play • Acquiring new skills through observation rather than through specialized instruction • Hair brushing • Teeth brushing • Bathing

27. Other necessary imitation programs • See/Do Standing Motor • See/Do Multiple Step imitation • See/Do Imitation with blocks

29. Hear/Say Sounds • Single phonemes articulated accurately • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control:oral motor skills • Imitation • video example

30. Early Language Fluency  – Hear/Say Phonemes Review Slice 1

33. Hear/Say CV Combinations • Consonant-Vowel articulation combinations • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation • Single phonemes

34. Early Language Fluency  – Prevocalic /K/

35. Hear/Say VC Combinations • Vowel-Consonant articulation combinations • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation • Single phonemes

36. Early Language Fluency  – Postvocalic /K/

37. Hear/Say Syllables • Suggested frequency aim: 90-120 syllables per minute • Component skills • One to one correspondence • Auditory discrimination • Muscle control: oral motor skills • Imitation • Single phonemes • video example

39. Early Language Fluency – Changing Vowel Sounds Slice 1

40. Early Language Fluency – Changing Consonant Sounds Slice 1

41. Hear/Say Words • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation • CV/VC speech patterns

43. Hear/Say Sentences • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation • CV/VC speech patterns • One to one correspondence with syllables • Video example

45. Hear/Say Random Words • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation of words (one)

46. References Curcio, F. (1978). Sensorimotor functioning and communication in mute autistic children. Journal of Autism and Childhood Schizophrenia, 8, 281-292. Dawson, G. & Adams, A. (1984). Imitation and social responsiveness in autistic children. Journal of Abnormal Child Psychology, 12, 209-226. Kugiumutzakis, G. (1993). Intersubjective vocal imitation in early mother-infant interaction. In J. Nadel & L. Camaioni (Eds.), New perspectives in early communicative development (pp. 23-47). London: Routledge. Meltzoff, A.N., & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other mindsL Perspectives from autism/ (pp. 335-366). Oxford: Oxford University Press. Nadel, J. Guierini, C., Peze, A., & Rivet, C. (1999). The evolving nature of imitation as a format for communication. In J. Nadel & G. Butterworth (Eds.), Imitation in infancy (pp. 209-233). Cambridge: Cambridge University Press. Rogers, S., & Pennington, B. (1991). A theoretical approach to the deficits in infantile autism. Developmental Psychology, 3, 137-162. Smith, I., & Bryson, S. (1994). Imitation and action in autism: A critical review. Psychological Bulletin, 116, 259-273. Stone, W., Ousley, O., & Littleford, C. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal and Child Psychology, 25, 475-485. Uzgiris, I. (1981). Two functions of imitation in infancy. International Journal of Behavioral Development, 4, 1-12. Uzgiris, I. (1990). The social context of infant imitation. In M. Lewis & S. Feinman (Eds.), Social influences and socialization in infancy (pp. 215-251). New York: Plenum Press.