A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent reinforce- ment on increased levels of peer imitation across participants; levels also decreased when PTD was withdrawn, although not to baseline levels. Overall levels of peer imitation had a greater magnitude of change than demonstrated in previous research. Keywords Imitation · Play · Small groups Introduction for maximizing learning opportunities across activities, rou- tines, and environments. Imitation is a primary mechanism by which children learn Researchers have identified effective methods for teaching new behaviors and is considered a behavioral cusp. Imita- imitation to children with disabilities, including response- tion—like other behavioral cusps (e.g., crawling for infants, prompting procedures (e.g., progressive time delay [PTD], reading for school age children)—allows a child to access graduated guidance, system of least prompts [SLP]; Gar- many previously unavailable contingencies and learning finkle and Schwartz 2002; Ledford and Wolery 2011) and opportunities and often accompanies extensive, collateral naturalistic instruction (e.g., Gazdag and
Journal of Autism and Developmental Disorders – Springer Journals
Published: Jun 6, 2018
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