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ERIC Number: EJ910310
Record Type: Journal
Publication Date: 2011-Feb
Pages: 11
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0271-1214
Teaching Imitation to Young Children with Disabilities: A Review of the Literature
Ledford, Jennifer R.; Wolery, Mark
Topics in Early Childhood Special Education, v30 n4 p245-255 Feb 2011
Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as early as the 1960s. Although recent studies regarding the nature of imitative abilities in children with disabilities have been published, relatively few intervention studies exist. The purpose of this review was to synthesize the literature on teaching young children with disabilities to imitate. Four distinct intervention types emerged. Suggestions for improving interventions include using specific prompting strategies; embedding instruction across activities; teaching imitation of multiple, salient models; and using reinforcing behaviors and materials. Future research is needed on questions regarding instructional sequence, effective instructional practices, and measurement and promotion of generalized imitation. (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A