Transcription of Nonverbal Imitation - Autism Partnership Australia
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Nonverbal Imitation - Autism Partnership Australia
Nonverbal Imitation153 Nonverbal learns to imitate the actions of becomes the foundation upon which other importantskills are based ( , verbalization, play, social, self-help, etc.) is the basis for modeling which is a very important typeof facilitates a positive relationship between Student andteacher ( , being like the teacher becomes reinforcing) builds awareness of the helps develop attending is a simple task that can be used to establish or reestablishcompliance and attention. It allows Student to easily earn rein-forcementProcedure:The teacher demonstrates an action and says do this. Student is tomirror the action of the teacher ( if teacher uses right hand, he shoulduse his left hand). The phases start with obvious large actions andprogress to more subtle and refined movements. Imitations involving themanipulation of a physical object (dropping a block in a bucket) or pro-duce discrete sensory feedback (ringing a bell) are generally easier to that involve moving body parts away from the body ( , arms out toside) or a part of the body he cannot directly see ( , nose, head) are Student progresses, the verbal cue will be generalized to other phraseswhich have the same meaning as Do this ( , do what I m doing , copy me , etc.)
154 The Autism Partnership Curriculum for Discrete Trial Teaching with Autistic Children Prompts: Use physical guidance to move Student through the action. Gradually fade the prompt to a light touch and then a slight gesture.
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