Literaturnachweis - Detailanzeige
| Autor/inn/en | Ledford, Jennifer R.; Windsor, Sienna A. |
|---|---|
| Titel | Systematic Review of Interventions Designed to Teach Imitation to Young Children with Disabilities |
| Quelle | In: Topics in Early Childhood Special Education, 42 (2022) 2, S.202-214 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ledford, Jennifer R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-1214 |
| DOI | 10.1177/02711214211007190 |
| Schlagwörter | Imitation; Disabilities; Intervention; Program Effectiveness; Cues; Prompting; Positive Reinforcement; Toddlers; Preschool Children; Peer Influence; Play |
| 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. (As Provided). |
| Anmerkungen | 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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