| 其他摘要 | Imitation is a foundational and critical skill in early social interactive learning for children, yet children with autism exhibit significant deficits in imitation abilities, potentially leading to challenges in social communication. Social communication impairments are one of the core deficits in children with autism. Previous studies have identified a correlation between the imitation abilities and social communication skills in autistic children, but there is a lack of systematic research and experimental evidence on the extent and pathways of the influence of imitation abilities on social communication development. The Early Start Denver Model (ESDM) is a comprehensive natural developmental behavioral intervention, with the social communication of autistic children being a primary target area of this intervention, and the cultivation of imitation abilities is considered one of the strengths of ESDM intervention. Therefore, this paper aims to explore the relationship between imitation abilities and social communication skills in autistic children through the experimental intervention of the Early Start Denver Model, as well as the impact of ESDM intervention on these abilities.
This study employed a non-randomized controlled trial with experimental and control groups, recruiting 52 autistic children aged 2-5 years, of which 28 received 12 weeks of ESDM intervention and 24 received standard intervention. Assessment scales for imitation and social communication skills were used to evaluate the children before and after the intervention. Data were analyzed using variance analysis, correlation analysis, and regression analysis. The results showed:
(1) A close link and significant correlation exist between the imitation abilities and social communication skills in autistic children. Different types of imitation may relate specifically to different areas of social communication. For instance, vocal imitation is more closely related to expressive communication, gesture imitation to social skills, and object manipulation to joint attention.
(2) Imitation abilities significantly impact the improvement of social communication skills in autistic children. Two imitation factors—improvement in imitation abilities and baseline level of imitation—significantly influenced the improvement in social communication, with the degree of improvement in imitation being the strongest predictor. These factors collectively explain and predict improvements in the social communication of autistic children to a considerable extent.
(3) The study found for the first time that age might play a significant positive moderating role in the relationship between imitation abilities and social communication skills. With increasing age, the impact of imitation abilities on social communication skills strengthens. This effect was consistent across both groups, indicating that the impact of imitation factors on changes in social communication in autistic children is robust and universal.
Additionally, the results of this study indicated that the ESDM intervention significantly enhances both imitation and social communication abilities in autistic children. The ESDM group showed significant advantages over the standard intervention group in the post-intervention total imitation ability score and in the improvement of object manipulation, gesture, and facial imitation. However, in the area of social communication, no significant differences in intervention effects were found.
Overall, this study found a close link between imitation abilities and social communication skills in autistic children. Imitation factors (baseline level, improvement in imitation abilities, and baseline level of imitation) significantly influence changes in social communication skills in autistic children, with the child's age having a moderating effect. The Early Start Denver Model can help improve imitation and social communication abilities in autistic children, particularly in enhancing imitation abilities. These results reveal the importance of imitation in the social development of autistic children, offering more effective guidance and assessment for early intervention in autism, thereby optimizing intervention programs and enhancing intervention effects. |
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