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IMPACT OF PARENT-IMPLEMENTED CONTINGENT IMITATION ON YOUNG CHILDREN AT-RISK FOR ASD

Killmeyer, Susan R. (2017) IMPACT OF PARENT-IMPLEMENTED CONTINGENT IMITATION ON YOUNG CHILDREN AT-RISK FOR ASD. Doctoral Dissertation, University of Pittsburgh.

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Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by pervasive deficits in social orienting and social engagement. Research suggests that parent-implemented interventions using responsive interactive techniques may be effective to increase social engagement in very young children with ASD, although more work is needed to examine how best to support a responsive parental style in this exceptionally heterogeneous population. Emerging evidence indicates that contingent imitation (CI) may be uniquely effective to increase social engagement in children with ASD. This study used a multiple-baseline-across-participants single case design to examine how three caregivers learned to use CI at home with fidelity with their young children at risk for ASD, how use of CI was associated with changes in directive adult behaviors and to identify associated changes in child social engagement and eye gaze. Results demonstrate that caregivers quickly acquired the accurate use of this simple technique at home and sharply reduced their use of questions and directives during play sessions. Child social engagement levels and social eye gaze demonstrated positive changes across intervention and maintenance phases. Implications for research and early intervention practice are discussed.


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Details

Item Type: University of Pittsburgh ETD
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Killmeyer, Susan R.suekillmeyer6@gmail.comsrk54
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKaczmarek, Louisekaczmk@pitt.edukazcmk
Committee MemberKostewicz, Dougdkost@pitt.edudkost
Committee MemberRobertson, Rachelrachelr@pitt.edurachelr
Committee MemberNoll, Robertnollrb2@upmc.edunollrb2
Date: 29 September 2017
Date Type: Publication
Defense Date: 16 June 2017
Approval Date: 29 September 2017
Submission Date: 24 June 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 121
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: contingent imitation, ASD, toddlers, parent training, joint engagement
Date Deposited: 29 Sep 2017 13:42
Last Modified: 29 Sep 2017 13:42
URI: http://d-scholarship.pitt.edu/id/eprint/32546

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