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A single subject research design was conducted across four participants to evaluate the effectiveness of a peer imitation intervention. Three of the participants were preschool children with autism, and one of the participants was a preschooler with developmental delays. The intervention was implemented as part of the integrated classroom regular small-group activity. Data were collected at small-group time to assess the implementation and effectiveness of the intervention. Data were collected at free play, the generalization setting, to assess any changes in peer imitation behaviors, nonimitative social behavior, and nonsocial engagement. Results of the intervention indicate that the participants increased peer imitation behaviors in small-group and in free-play settings. Increases were also seen in social behavior (both in proximity to peers and in number of interactions) as well as in levels of nonsocial engagement. The results are discussed in terms of the importance of how interventions are planned, the importance of measuring the effects of interventions broadly, and the importance of developing interventions that teachers are likely to use.
Garfinkle et al. (Tue,) studied this question.