The effects of Do-See correspondence training on toddler and preschooler’s imitation repertoire

Purpose This paper aims to conduct two experiments testing the effects of a Do-See correspondence training on participant’s gross motor and generalised imitation repertoires. Design/methodology/approach Experiment 1 was the pilot study, where the authors used a nonconcurrent pre- and post-intervention design with an embedded changing-criterion design to evaluate the effects of the Do-See Correspondence training on the imitation repertoires of five developmentally delayed toddlers. In Phase 1, experimenters imitated participants in two-minute sessions and recorded the number of times the participant acknowledged their mimicry. In Phase 2, experimenters continued imitating and recording acknowledgements while interspersing see-do opportunities. In Experiment 2, the authors replicated the pilot study with some modifications to the criterion and procedures with three preschoolers with Individualized Education Plans (IEPs) using a multiple probe across participants’ design. Findings In Experiment 1, all five toddler participants increased their correct gross motor imitation responses, with four demonstrating 100% accuracy for Generalised Imitation (GI) as well. In Experiment 2, all three preschoolers showed improvements in their imitation responses, but only one met the criterion for gross motor imitation. Originality/value Overall, the Do-See correspondence training appeared effective and offered a viable alternative for students who may have difficulty learning from traditional imitation instruction.