The Mirror Protocol for teaching generalized Imitation in six children with Autism Spectrum Disorder

Abstract

Background: Generalized Imitation is a higher-order ability that enables an individual to imitate novel behavior without extrinsic reinforcement. With this capability, children often learn by seizing natural daily opportunities. It is different, however, for children with Autism Spectrum Disorder (ASD) because the criticality of their imitative repertoire limits the learning modes and opportunities. The main objective of this research is to contribute to the validation of the Mirror Protocol, where the teaching of imitated motor actions through the mirror can foster the emergence of Generalized Imitation
Methods: We designed a single-subject study with a sample of six children with ASD to investigate the acquisition of this capability. We conducted a pre-probe to assess the presence of generalized Imitation across three types of actions: gross motor actions, vocal actions, and circle time dances. The children were not exposed to these actions afterward to prevent learning effects. Following this, we implemented a training period focused on teaching gross motor imitation (GMI) using a mirror. Finally, we conducted a post-probe phase, replicating the same tasks from the pre-probe to assess whether the children had acquired generalized Imitation.
Results: Since none of the participants met the criterion for all three variables, we could not confirm the acquisition of generalized Imitation. However, analyzing the individual performances shows an upward trend for five out of six participants.
Conclusions: These results, although limited, contribute to the literature on the efficacy of the Mirror Protocol, which facilitates the emergence of a fundamental capability for the growth and learning of children with ASD.