MARC Record from marc_columbia

LEADER: 02786cam a22003733i 4500
001 10578942
005 20220615130833.0
006 m o d
007 cr |n||||a||||
008 131223s2011 nyu|||| om 00| ||eng d
035 $a(OCoLC)867753753
035 $a(OCoLC)ocn867753753
035 $a(NNC)ACfeed:legacy_id:ac:141637
035 $a(NNC)ACfeed:doi:10.7916/D8R217D6
035 $a(NNC)10578942
040 $aNNC$beng$erda$cNNC
100 1 $aDu, Lin.
245 14 $aThe Effects of Mirror Instruction on the Emergence of Generalized Imitation of Physical Movements in 3-4 Years Olds with Autism /$cLin Du.
264 1 $a[New York, N.Y.?] :$b[publisher not identified],$c2011.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
300 $a1 online resource.
502 $aThesis (Ph.D.)--Columbia University, 2011.
500 $aDepartment: Applied Behavior Analysis.
500 $aThesis advisor: R. Douglas Greer.
520 $aI tested the effects of teaching imitation using a mirror on the emergence of generalized imitation (GI) of physical movements by children with autism. I first tested if 128 adults, from 19 to 56 years old, emitted mirrored or non-mirrored responses in GI, because this had been a point of theoretical debate and little data were available. I found that typical adults emitted both mirrored and non-mirrored responses during the GI probe. Accordingly, topographically correct non-mirrored or mirrored responses were considered correct for Experiment Two. In the second experiment, using a combined experimental-control group design with a "nested" non-concurrent multiple probe design across participants, I compared a mirror-trained group (3 children, ages 3 to 4 years olds) and a non-mirror (face-to-face) trained group (3 children, ages 3 to 4 years olds), controlling for the amount of instruction and maturation. The dependent variable was the numbers of correct untaught imitative responses during face-to-face pre and post intervention probe sessions, and the independent variable was the mirror training.
520 $aThe results show that the mirror instruction facilitated in the emergence of GI in all 3 children with autism in the mirror-trained group: their controls that received the same amount of instruction face-to -face did not. I concluded that mirror training resulted in reinforcement of the duplication production and non-mirror training reinforced individual movements.
653 0 $aSpecial education
653 0 $aAutism in children
653 0 $aChildren with disabilities--Education (Preschool)
653 0 $aImitation in children
856 40 $uhttps://doi.org/10.7916/D8R217D6$zClick for full text
852 8 $blweb$hDISSERTATIONS