Teaching Imitation to Young Children with Disabilities: A Review of the Literature

Autor/inn/en	Ledford, Jennifer R.; Wolery, Mark
Titel	Teaching Imitation to Young Children with Disabilities: A Review of the Literature
Quelle	In: Topics in Early Childhood Special Education, 30 (2011) 4, S.245-255 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410363831
Schlagwörter	Intervention; Imitation; Disabilities; Young Children; Teaching Methods; Literature Reviews; Educational Practices; Educational Strategies; Prompting; Reinforcement; Academic Accommodations (Disabilities); Modeling (Psychology); Skill Development; Early Childhood Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Benutzerführung; Positive Verstärkung; Modeling; Modelling; Modellierung; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	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.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10