An Assessment and Instructional Guide for Motor and Vocal Imitation

Elaine Espanola Aguirre, Anibal Gutierrez

Research output: Contribution to journalArticle

Abstract

The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention.

Original languageEnglish (US)
Pages (from-to)2545-2558
Number of pages14
JournalJournal of Autism and Developmental Disorders
Volume49
Issue number6
DOIs
StatePublished - Jun 15 2019

Fingerprint

Autism Spectrum Disorder

Keywords

  • Assessment
  • Autism
  • Early intervention
  • Imitation
  • Instructional guide

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

An Assessment and Instructional Guide for Motor and Vocal Imitation. / Espanola Aguirre, Elaine; Gutierrez, Anibal.

In: Journal of Autism and Developmental Disorders, Vol. 49, No. 6, 15.06.2019, p. 2545-2558.

Research output: Contribution to journalArticle

@article{45ba227247c14b269a528e1a66e93735,
title = "An Assessment and Instructional Guide for Motor and Vocal Imitation",
abstract = "The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention.",
keywords = "Assessment, Autism, Early intervention, Imitation, Instructional guide",
author = "{Espanola Aguirre}, Elaine and Anibal Gutierrez",
year = "2019",
month = "6",
day = "15",
doi = "10.1007/s10803-019-04008-x",
language = "English (US)",
volume = "49",
pages = "2545--2558",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "6",

}

TY - JOUR

T1 - An Assessment and Instructional Guide for Motor and Vocal Imitation

AU - Espanola Aguirre, Elaine

AU - Gutierrez, Anibal

PY - 2019/6/15

Y1 - 2019/6/15

N2 - The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention.

AB - The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention.

KW - Assessment

KW - Autism

KW - Early intervention

KW - Imitation

KW - Instructional guide

UR - http://www.scopus.com/inward/record.url?scp=85066789330&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066789330&partnerID=8YFLogxK

U2 - 10.1007/s10803-019-04008-x

DO - 10.1007/s10803-019-04008-x

M3 - Article

C2 - 30968317

AN - SCOPUS:85066789330

VL - 49

SP - 2545

EP - 2558

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 6

ER -