JADD
Journal of Autism and Developmental Disorders
  • Screening for Autism Spectrum Disorders in Flemish Day-Care Centres with the Checklist for Early Signs of Developmental Disorders

    Abstract  
    A new screening instrument for ASD was developed that can be filled out by child care workers: the Checklist for Early Signs of Developmental Disorders (CESDD). The predictive validity of the CESDD was evaluated in a population of 6,808 children between 3 and 39 months attending day-care centres in Flanders. The CESDD had a sensitivity of .80 and a specificity of .94. Based on the screening procedure used in this study, 41 children were diagnosed with ASD or got a working diagnosis of ASD. Thus, including child care workers’ report on signs of ASD in screening procedures can help to identify cases of ASD at a young age.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0984-0
    • Authors
      • Mieke Dereu, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Petra Warreyn, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Ruth Raymaekers, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Mieke Meirsschaut, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Griet Pattyn, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Inge Schietecatte, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium
      • Herbert Roeyers, Ghent University Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology Henri Dunantlaan 2 9000 Ghent Belgium


  • Motor Coordination in Autism Spectrum Disorders: A Synthesis and Meta-Analysis

    Abstract  
    Are motor coordination deficits an underlying cardinal feature of Autism Spectrum Disorders (ASD)? Database searches identified 83 ASD studies focused on motor coordination, arm movements, gait, or postural stability deficits. Data extraction involved between-group comparisons for ASD and typically developing controls (N = 51). Rigorous meta-analysis techniques including random effects models, forest and funnel plots, I 2, publication bias, fail-safe analysis, and moderator variable analyses determined a significant standardized mean difference effect equal to 1.20 (SE = 0.144; p < 0.0001; Z = 10.49). This large effect indicated substantial motor coordination deficits in the ASD groups across a wide range of behaviors. The current overall findings portray motor coordination deficits as pervasive across diagnoses, thus, a cardinal feature of ASD.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0981-3
    • Authors
      • Kimberly A. Fournier, University of Florida Applied Physiology and Kinesiology Department Gainesville FL USA
      • Chris J. Hass, University of Florida Applied Physiology and Kinesiology Department Gainesville FL USA
      • Sagar K. Naik, University of Florida Applied Physiology and Kinesiology Department Gainesville FL USA
      • Neha Lodha, University of Florida Applied Physiology and Kinesiology Department Gainesville FL USA
      • James H. Cauraugh, University of Florida Applied Physiology and Kinesiology Department Gainesville FL USA


  • Brief Report: Animacy and Word Order in Individuals with Autism Spectrum Disorders

    Abstract  
    Individuals with autism or autism spectrum disorders (ASDs) are known to have difficulties discriminating animacy and are less likely to attend to animate stimuli, which may underlie the social deficits of autism. For individuals without ASD, animacy also affects word order choices: speakers choose syntactic structures (active vs. passive) that place animate entities as the grammatical subject, as a result of their conceptual salience. This study tested whether highly verbal adults with ASD would show sensitivity to animacy in a picture description task. Results showed that individuals with ASD were as sensitive to animacy as controls, and overwhelmingly placed animate entities as the grammatical subject. One stimulus proved an exception, where only individuals with ASD placed an inanimate entity (a clock) in subject position in preference to an animate one (a boy), which coincides with previous observations that individuals with autism find clocks highly salient. This study provides converging evidence of the role of conceptual salience in word order choices, and furthermore shows animate entities to be highly salient for individuals with ASD, at least as it pertains to these word order choices.

    • Content Type Journal Article
    • Category Brief Report
    • DOI 10.1007/s10803-010-0972-4
    • Authors
      • Johanna K. Lake, McMaster University Department of Psychology, Neuroscience and Behaviour 1280 Main St West Hamilton Ontario L8S 4K1 Canada
      • Shannon Cardy, McMaster University Department of Psychology, Neuroscience and Behaviour 1280 Main St West Hamilton Ontario L8S 4K1 Canada
      • Karin R. Humphreys, McMaster University Department of Psychology, Neuroscience and Behaviour 1280 Main St West Hamilton Ontario L8S 4K1 Canada


  • Early Language Patterns of Toddlers on the Autism Spectrum Compared to Toddlers with Developmental Delay

    Abstract  
    This study characterized early language abilities in toddlers with autism spectrum disorders (n = 257) using multiple measures of language development, compared to toddlers with non-spectrum developmental delay (DD, n = 69). Findings indicated moderate to high degrees of agreement among three assessment measures (one parent report and two direct assessment measures). Performance on two of the three measures revealed a significant difference in the profile of receptive–expressive language abilities for toddlers with autism compared to the DD group, such that toddlers with autism had relatively more severe receptive than expressive language delays. Regression analyses examining concurrent predictors of language abilities revealed both similarities in significant predictors (nonverbal cognition) and differences (frequency of vocalization, imitation) across the diagnostic groups.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0983-1
    • Authors
      • Susan Ellis Weismer, University of Wisconsin-Madison Department of Communicative Disorders and Waisman Center 1500 Highland Avenue Madison WI 53705 USA
      • Catherine Lord, University of Michigan University of Michigan Autism and Communication Disorders Center (UMACC) Ann Arbor MI USA
      • Amy Esler, University of Wisconsin-Madison Department of Communicative Disorders and Waisman Center 1500 Highland Avenue Madison WI 53705 USA


  • Multirater Congruence on the Social Skills Assessment of Children with Asperger Syndrome: Self, Mother, Father, and Teacher Ratings

    Abstract  
    Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results showed that children with AS had more social skills deficits according to all raters and that they reported more aggressiveness/antisocial behavior, more conceit/haughtiness, more loneliness/social anxiety, and less assertiveness than controls. The level of agreement between raters varied significantly, suggesting that social skills are best studied with multiple informants.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0978-y
    • Authors
      • Efrosini Kalyva, City College Department of Psychology 24 Proxenou Koromila Street 546 22 Thessaloniki Greece


  • Punishment and Sympathy Judgments: Is the Quality of Mercy Strained in Asperger’s Syndrome?

    Abstract  
    This study examined reasoning about wrongdoing in people with Asperger’s syndrome (AS) and matched healthy controls in relation to car accident scenarios. The two groups made similar judgments with respect to degree of driver negligence for both fines imposed and sympathy ratings. They also made similar judgments of fines in relation to the type of justification given for the drivers’ actions. However, the AS group differentiated more in sympathy judgments relating to good and poor justifications. The AS group thus appeared to show preserved judgment with respect to compensation and sympathy for the victim and fines for the driver, but expressed less sympathy towards drivers with poor justifications for their actions.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0980-4
    • Authors
      • Shelley Channon, University College London Department of Cognitive, Perceptual and Brain Sciences Bedford Way Building, Gower Street London WCIE 6BT UK
      • Sian Fitzpatrick, University College London Department of Cognitive, Perceptual and Brain Sciences Bedford Way Building, Gower Street London WCIE 6BT UK
      • Helena Drury, University College London Department of Cognitive, Perceptual and Brain Sciences Bedford Way Building, Gower Street London WCIE 6BT UK
      • Isabelle Taylor, University College London Department of Cognitive, Perceptual and Brain Sciences Bedford Way Building, Gower Street London WCIE 6BT UK
      • David Lagnado, University College London Department of Cognitive, Perceptual and Brain Sciences Bedford Way Building, Gower Street London WCIE 6BT UK


  • Optimism, Social Support, and Well-Being in Mothers of Children with Autism Spectrum Disorder

    Abstract  
    This study used structural equation modeling to examine the relationship between multiple sources of social support (e.g., partner, family, and friends), optimism, and well-being among mothers of children with ASD. Social support was examined as a mediator and moderator of the optimism-maternal well-being relationship. Moreover, the role of optimism as a mediator of the social support-maternal well-being relationship was also evaluated. Results revealed that family support was associated with increased optimism that, in turn, predicted higher levels of positive maternal outcomes and lower levels of negative maternal outcomes. In addition, partner and friend support were directly associated with maternal outcomes. Implications for the development of interventions directed at increasing the quality of social support networks are discussed.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0986-y
    • Authors
      • Naomi V. Ekas, University of Notre Dame Notre Dame IN USA
      • Diane M. Lickenbrock, University of Notre Dame Notre Dame IN USA
      • Thomas L. Whitman, University of Notre Dame Notre Dame IN USA


  • Brief Report: Telephone Administration of the Autism Diagnostic Interview—Revised: Reliability and Suitability for Use in Research

    Abstract  
    The Autism Diagnostic Interview—Revised is one of the “gold standard” diagnostic tools for autism spectrum disorders. It is traditionally administered face-to-face. Cost and geographical concerns constrain the employment of the ADI-R for large-scale research projects. The telephone interview is a reasonable alternative, but has not yet been examined for reliability with face-to-face administration. In this study, participants were interviewed both face-to-face and on the telephone using the complete ADI-R interview. Results indicate that there was no significant difference between the algorithm scores or the diagnoses arrived at for face-to-face and telephone administrations. Reliability statistics across the two modalities were very good and indicate that telephone interviews using the ADI-R are a viable option for researchers.

    • Content Type Journal Article
    • Category Brief Report
    • DOI 10.1007/s10803-010-0987-x
    • Authors
      • Jessica Ward-King, Queen’s University Department of Psychiatry Kingston ON K7M 8A6 Canada
      • Ira L. Cohen, NYS Institute for Basic Research in Developmental Disabilities Department of Psychology Staten Island NY 10314 USA
      • Henderika Penning, Queen’s University Department of Psychiatry Kingston ON K7M 8A6 Canada
      • Jeanette J. A. Holden, Queen’s University Department of Psychiatry Kingston ON K7M 8A6 Canada


  • County-Level Variation in the Prevalence of Medicaid-Enrolled Children with Autism Spectrum Disorders

    Abstract  
    This study examined how county-level resources are associated with the identification of children with autism spectrum disorders (ASD) in Medicaid. Medicaid claims from 2004 were combined with county-level data. There were 61,891 children diagnosed with ASD in the Medicaid system in 2004. Counties with lower per-student education expenditures, more students, a greater proportion of students in special education, higher per capita number of pediatricians and pediatric specialists, and a greater proportion of Medicaid enrollees and white residents had higher Medicaid prevalence. Within states, counties differ in how they implement Medicaid policies. The results suggest the substitution of education and Medicaid-reimbursed services. Our findings highlight the need for geographically targeted outreach to minority groups and clinicians to improve recognition of ASD.

    • Content Type Journal Article
    • DOI 10.1007/s10803-010-0982-2
    • Authors
      • David S. Mandell, University of Pennsylvania School of Medicine’s Center for Mental Health Policy and Services Research Department of Psychiatry 3535 Market Street, 3rd Floor Philadelphia PA 19104 USA
      • Knashawn H. Morales, University of Pennsylvania School of Medicine’s Center for Clinical Epidemiology and Biostatistics Philadelphia PA USA
      • Ming Xie, University of Pennsylvania School of Medicine’s Center for Mental Health Policy and Services Research Department of Psychiatry 3535 Market Street, 3rd Floor Philadelphia PA 19104 USA
      • Daniel Polsky, University of Pennsylvania’s School of Medicine’s Department of General Internal Medicine Philadelphia PA USA
      • Aubyn Stahmer, Rady Children’s Hospital of San Diego Philadelphia PA USA
      • Steven C. Marcus, University of Pennsylvania School of Social Policy and Practice Philadelphia PA USA


  • Christopher Kliewer: Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom

    Christopher Kliewer: Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom

    • Content Type Journal Article
    • Category Book Review
    • DOI 10.1007/s10803-010-0985-z
    • Authors
      • Trina D. Spencer, Utah State University Department of Special Education and Rehabilitation 2865 Old Main Hill Logan UT 84322-2865 USA


  • Behavior Problems, Psychiatric Symptoms, and Quality of Life for Older Adults With Intellectual Disability With and Without Autism

    Abstract  
    The evidence base on outcomes associated with autism in older adulthood is limited. The expected increase in the prevalence of older adults with autism highlights the need to describe their profiles and service needs. Adults 50 years or older with an intellectual disability (ID) and the triad of impairments characteristic of autism spectrum disorders (ASD) were compared to peers with ID only, and younger adults with ASD and ID. After accounting for ability differences, older adults with ASD did not differ from those with ID in terms of behavior problems, psychiatric disorder, and quality of life. Any differences in the skills of adults with ASD were associated with decreased adaptive skills, and not the presence of ASD per se.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0975-1
    • Authors
      • Vasiliki Totsika, Bangor University School of Psychology Brigantia Building, Penrallt Road Bangor, Gwynedd, Wales LL57 2AS UK
      • David Felce, Cardiff University Welsh Centre for Learning Disabilities, School of Medicine Cardiff, Wales UK
      • Michael Kerr, Cardiff University Welsh Centre for Learning Disabilities, School of Medicine Cardiff, Wales UK
      • Richard P. Hastings, Bangor University School of Psychology Brigantia Building, Penrallt Road Bangor, Gwynedd, Wales LL57 2AS UK


  • Dysfunctional Attitudes and Perfectionism and Their Relationship to Anxious and Depressive Symptoms in Boys with Autism Spectrum Disorders

    Abstract  
    In spite of increasing interest in cognitive behaviour therapy for emotional disorders in children with autism spectrum disorders (ASD), little research has explored the relevance of the cognitive model in this population. This study explores dysfunctional attitudes and perfectionism in boys with ASD and the relationship with anxious and depressive symptoms. Compared to a typically developing group (n = 42), boys with ASD (n = 41) endorsed more dysfunctional attitudes and reported higher emotional symptoms. The relationship between emotional and cognitive variables was weak in both groups, although in the ASD group dysfunctional attitudes were significantly associated with reported obsessive–compulsive symptoms. Reasons for elevated dysfunctional attitudes in the ASD group are discussed and the roles of cognitive inflexibility and social impairments are explored.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0977-z
    • Authors
      • Rebecca Greenaway, King’s College London Department of Psychology, Institute of Psychiatry London UK
      • Patricia Howlin, King’s College London Department of Psychology, Institute of Psychiatry London UK


  • Comorbid Psychiatric Disorders Associated with Asperger Syndrome/High-functioning Autism: A Community- and Clinic-based Study

    Abstract  
    The present study identifies the prevalence and types of comorbid psychiatric disorders associated with Asperger syndrome (AS)/high-functioning autism (HFA) in a combined community- and clinic-based sample of fifty 9- to 16-year-old subjects using the Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifetime Version. The level of functioning was estimated using the Children’s Global Assessment Scale. The results support common (prevalence 74%) and often multiple comorbid psychiatric disorders in AS/HFA; behavioral disorders were shown in 44%, anxiety disorders in 42% and tic disorders in 26%. Oppositional defiant disorder, major depressive disorder and anxiety disorders as comorbid conditions indicated significantly lower levels of functioning. To target interventions, routine evaluation of psychiatric comorbidity in subjects with AS/HFA is emphasized.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0958-2
    • Authors
      • Marja-Leena Mattila, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Tuula Hurtig, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Helena Haapsamo, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Katja Jussila, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Sanna Kuusikko-Gauffin, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Marko Kielinen, University of Oulu Department of Educational Sciences and Teacher Education P.O. Box 2000 90014 Oulu Finland
      • Sirkka-Liisa Linna, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Hanna Ebeling, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • Risto Bloigu, University of Oulu Medical Informatics Group P.O. Box 5000 90014 Oulu Finland
      • Leena Joskitt, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland
      • David L. Pauls, Harvard Medical School Psychiatric and Neurodevelopmental Genetics Unit, Center for Human Genetic Research, Massachusetts General Hospital 185 Cambridge Street Boston MA 02114 USA
      • Irma Moilanen, University of Oulu Clinic of Child Psychiatry, University Hospital of Oulu P.O. Box 26 90029 Oulu Finland


  • The Validity of the Baby and Infant Screen for Children with aUtIsm Traits: Part 1 (BISCUIT: Part 1)

    Abstract  
    A top priority in the field of autism spectrum disorders (ASD) is the development of precise early diagnostic tools that can be completed with minimal time and training. We report on the convergent and divergent validity of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), specifically the BISCUIT-Part 1. Previous research with this scale has determined its reliability and sensitivity/specificity. In this study, a sample of 1,007 toddlers 17–37 months of age were assessed individually. The BISCUIT-Part 1 demonstrated good convergent validity with the Modified CHecklist for Autism in Toddlers (M-CHAT) and the Personal Social domain from the Battelle Developmental Inventory, Second Edition (BDI-2). Additionally, divergent validity was demonstrated by its small correlation with the Adaptive and Motor domains from the BDI-2.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0973-3
    • Authors
      • Johnny L. Matson, Louisiana State University Department of Psychology Baton Rouge LA 70803 USA
      • Jonathan Wilkins, Louisiana State University Department of Psychology Baton Rouge LA 70803 USA
      • Jill C. Fodstad, Louisiana State University Department of Psychology Baton Rouge LA 70803 USA


  • Erratum to: A Clinical Assessment Tool for Advanced Theory of Mind Performance in 5 to 12 Year Olds

    Erratum to: A Clinical Assessment Tool for Advanced Theory of Mind Performance in 5 to 12 Year Olds

    • Content Type Journal Article
    • Category Erratum
    • DOI 10.1007/s10803-010-0971-5
    • Authors
      • Anne E. O’Hare, University of Edinburgh Department of Child Life and Health 20 Sylvan Place Edinburgh EH9 1UW UK
      • Lynne Bremner, Royal Hospital for Sick Children Sciennes Road Edinburgh EH9 1LF UK
      • Marysia Nash, Royal Hospital for Sick Children Sciennes Road Edinburgh EH9 1LF UK
      • Francesca Happé, Kings College Institute of Psychiatry De Crespigny Park Denmark Hill, London SE5 8AF UK
      • Luisa M. Pettigrew, University of Edinburgh Department of Child Life and Health 20 Sylvan Place Edinburgh EH9 1UW UK


  • Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement

    Abstract  
    This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0946-6
    • Authors
      • Joe Reichle, University of Minnesota Department of Educational Psychology 56 E. River Road Minneapolis MN 55455 USA
      • LeAnne Johnson, University of Minnesota Department of Educational Psychology 56 E. River Road Minneapolis MN 55455 USA
      • Emily Monn, University of Minnesota Department of Educational Psychology 56 E. River Road Minneapolis MN 55455 USA
      • Michael Harris, University of Wisconsin-River Falls River Falls WI USA


  • Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation

    Abstract  
    Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.

    • Content Type Journal Article
    • Category Original Paper
    • DOI 10.1007/s10803-010-0959-1
    • Authors
      • Janine P. Stichter, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA
      • Melissa J. Herzog, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA
      • Karen Visovsky, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA
      • Carla Schmidt, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA
      • Jena Randolph, Columbia Public Schools Columbia MO USA
      • Tia Schultz, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA
      • Nicholas Gage, University of Missouri Department of Special Education 303 Townsend Hall Columbia MO 65211 USA


  • David H. Rakison, Lisa M. Oakes (eds): Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion

    David H. Rakison, Lisa M. Oakes (eds): Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion

    • Content Type Journal Article
    • Category Book Review
    • DOI 10.1007/s10803-010-0965-3
    • Authors
      • Gwenda L. Schmidt, Hope College Department of Psychology 35 E 12th St. Holland MI 49422 USA


  • Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism

    Abstract  Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT.

    • Content Type Journal Article
    • Category Brief Report
    • DOI 10.1007/s10803-010-0966-2
    • Authors
      • Brooke Ingersoll, Michigan State University Department of Psychology 105B Psychology Building East Lansing MI 48824 USA


  • Kathy J. Marshack: Life with a Partner or Spouse with Asperger Syndrome: Going Over the Edge? Practical Steps to Saving You and Your Relationship

    Kathy J. Marshack: Life with a Partner or Spouse with Asperger Syndrome: Going Over the Edge? Practical Steps to Saving You and Your Relationship

    • Content Type Journal Article
    • Category Book review
    • DOI 10.1007/s10803-010-0963-5
    • Authors
      • Oren Shtayermman, NYIT School of Health Professions Department of Interdisciplinary Health Sciences Kenneth Riland—Room 354/366 Old Westbury NY 11568-8000 USA