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

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.