Parent-Therapist Collaborative Intervention Model using Contingent Imitation in a Minimally Verbal School-Aged Child with Autism Spectrum Disorder

Abstract

This study investigated the effects of a brief parent-implemented intervention using contingent imitation and articulation training in a school-aged, minimally verbal child with autism spectrum disorder (ASD). A multiple-baseline design for target behaviours determined the effectiveness of the intervention. Results demonstrated increased vocal imitation and tacting, expressive vocabulary, and intelligibility of vocal imitation and tacting. The parents’ social validity assessment indicated that the intervention was effective and easy to implement. These results highlight the importance of parents using contingent imitation in home settings and of therapist articulation training to promote spoken language in a school-aged minimally verbal child with ASD.

Keywords:

• Word
• vocal imitation
• contingent imitation
• parent
• school-aged minimally verbal child with ASD
• vocal imitation
• tacting

Acknowledgments

The authors are grateful to the child and his parents who participated in this research.

Ethics approval

Ethical approval was obtained for this study from the Ethics Review Subcommittee of relevant University of Research Ethics Committee. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Consent to participate and publication

A parent of participant provided written consent for their child to participate in the study and the submission of the case report to the journal.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by a Grant-in-Aid for Early-Career Scientists (Grant Number JP19K14293, JP22K13743).