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An Exploration of Deferred Imitation in Young Children with Autism Spectrum Disorder

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dc.contributor.author Morgan, Jennifer
dc.date.accessioned 2013-08-26T18:13:24Z
dc.date.available 2013-08-26T18:13:24Z
dc.date.copyright 2013 en_US
dc.date.issued 2013-08-26
dc.identifier.uri http://hdl.handle.net/1828/4837
dc.description.abstract The purpose of this study was to explore imitation in Autism Spectrum Disorder (ASD) by (a) examining the ability of children with ASD to engage in deferred imitation, as compared to typically developing (TD) children; (b) determining the impact of differing time delays on the ability of children with ASD and TD children to imitate simple actions on objects; and (c) examining the role of a verbal prompt on the ability of children with ASD to engage in deferred imitation, as compared to TD controls. Additionally, the role of language in deferred imitation was explored. Participants included 15 children with ASD and 15 TD children. Participants observed object oriented actions and were given the opportunity to imitate spontaneously. Those participants who did not imitate spontaneously were given a verbal prompt and a further opportunity to imitate. Participants with ASD demonstrated fewer spontaneous and total (i.e. spontaneous and prompted) imitations and took more time to do so at a short and a longer time delay, as compared to TD participants. Participants with ASD were given more verbal prompts than TD participants at a short and a longer time delay. Language was related to deferred imitation at a short time delay for participants with ASD but not for TD participants and language was not related to deferred imitation at a longer time delay for either group. en_US
dc.language English eng
dc.language.iso en en_US
dc.subject autism en_US
dc.subject deferred imitation en_US
dc.subject spontaneous imitation en_US
dc.subject prompted imitation en_US
dc.subject language and imitation en_US
dc.title An Exploration of Deferred Imitation in Young Children with Autism Spectrum Disorder en_US
dc.type Thesis en_US
dc.contributor.supervisor Roberts, Jillian
dc.contributor.supervisor Macoun, Sarah
dc.degree.department Dept. of Educational Psychology and Leadership Studies en_US
dc.degree.level Master of Arts M.A. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US
dc.description.proquestcode 0525 en_US
dc.description.proquestcode 0529 en_US


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