Abstract
This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework (SCARF), positive outcomes were more likely to occur when dependent variables were primary (i.e., not secondary to another dependent variable) and context-bound (i.e., collected during intervention sessions). When only primary variables from high-quality studies were considered, embedded trials more often resulted in functional relationships. Recommendations for practice include using cues, prompts, and rewards for imitation; teaching imitation to toddlers; attending to imitation function; and teaching imitation in varied contexts.
Keywords
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
