Deferred and Immediate Imitation in Regressive and Early Onset Autism

Autor/inn/en	Rogers, Sally J.; Young, Gregory S.; Cook, Ian; Giolzetti, Angelo; Ozonoff, Sally
Titel	Deferred and Immediate Imitation in Regressive and Early Onset Autism
Quelle	In: Journal of Child Psychology and Psychiatry, 49 (2008) 4, S.449-457 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2007.01866.x
Schlagwörter	Play; Autism; Imitation; Developmental Delays; Language Acquisition; Cognitive Development; Child Development; Cognitive Processes; Neurological Impairments; Young Children; Language Skills; Scores; Developmental Stages + Suchen Sie Ihr Suchwort? Spiel; Autismus; Entwicklungsverzögerung; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Neurodegenerative Erkrankung; Frühe Kindheit; Language skill; Sprachkompetenz
Abstract	Deferred imitation has long held a privileged position in early cognitive development, considered an early marker of representational thought with links to language development and symbolic processes. Children with autism have difficulties with several abilities generally thought to be related to deferred imitation: immediate imitation, language, and symbolic play. However, few studies have examined deferred imitation in early autism. The present study examined both deferred, spontaneous imitation and immediate, elicited imitation on a set of carefully matched tasks in 36 young children with autism: 16 with early onset autism, 20 with regressive autism and two contrast groups, younger typically developing children (n = 20) and age matched children with significant developmental delays (n = 21). Analyses of co-variance controlling for differences in verbal mental age revealed significant main effects for task, but no main effect of group and no interaction of task by group. Deferred imitation scores were lower than immediate imitation scores for all groups. Imitation performance was related to overall intellectual functioning for all groups, and there were moderate and significant relations between imitation in the immediate elicited condition and in the spontaneous deferred condition for all groups. Finally, there were no differences between onset subgroups in imitation scores, suggesting that the two share a similar phenotype involving both types of imitation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10