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Abstract
Previous research explored the importance of imitation and provided interventions to teach imitation. However, traditional imitation interventions where the implementer provides the instruction and prompts enable a delay in imitation responding. More recent research addresses this gap through interventions where there is an implementer that provides the task direction and model to imitate and a secondary prompter that prompts the participant to imitate the implementer’s model. This study sought to replicate a previous study in which a secondary prompter was used to teach motor imitation and that led to an increase in spontaneous vocalizations. Our findings show that incorporating a secondary prompter when teaching motor imitation may lead to gradual acquisition of imitation including generalized motor imitation, vocal imitation, and the production of spontaneous vocalizations.