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Session 4

Session 4. July 24, 2003. Reading Check. Imitation performance in toddlers with autism generalized imitation and the mand. Imitation Repertoires. The Importance of Imitation in Typical Development. Important skill needed in learning Learning play skills (Meltzoff & Gopnick, 1993)

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Session 4

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  1. Session 4 July 24, 2003 Department of Behavior Analysis

  2. Reading Check • Imitation performance in toddlers with autism • generalized imitation and the mand Department of Behavior Analysis

  3. Imitation Repertoires Department of Behavior Analysis

  4. 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) Department of Behavior Analysis

  5. 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) Department of Behavior Analysis

  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! Department of Behavior Analysis

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

  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 Department of Behavior Analysis

  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 Department of Behavior Analysis

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

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

  12. 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 Department of Behavior Analysis

  13. 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 Department of Behavior Analysis

  14. 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 Department of Behavior Analysis

  15. 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 Department of Behavior Analysis

  16. Department of Behavior Analysis

  17. 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 Department of Behavior Analysis

  18. 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 Department of Behavior Analysis

  19. Other necessary imitation programs • See/Do Standing Motor • See/Do Multiple Step imitation • See/Do Imitation with blocks Department of Behavior Analysis

  20. Department of Behavior Analysis

  21. Hear/Say Phonemes • Single phonemes articulated accurately • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control:oral motor skills • Imitation • video example Department of Behavior Analysis

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

  23. Department of Behavior Analysis

  24. Department of Behavior Analysis

  25. 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 Department of Behavior Analysis

  26. Early Language Fluency  – Prevocalic /K/

  27. 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 Department of Behavior Analysis

  28. Early Language Fluency  – Postvocalic /K/

  29. 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 Department of Behavior Analysis

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

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

  32. Hear/Say Words • Suggested frequency aim: 40-60 per minute • Component skills • Auditory discrimination • Muscle control: oral motor skills • Imitation • CV/VC speech patterns • video example Department of Behavior Analysis

  33. 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 Department of Behavior Analysis

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

  35. 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.

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