Definition of Imitation

• Any physical movement may function as a model (antecedent stimulus that evokes the imitative behavior) for imitation
• An imitative behavior must immediately follow the presentation of the model
• The model and the behavior must have formal similarity
• The model must be the controlling variable for an imitative behavior

Types of Models

• Planned Models
  • Pre-arranged antecedent stimuli that help learners acquire new skills
  • Shows the learner exactly what to do
• Unplanned Models
  • Occur in everyday social interactions

 Formal Similarity

• The model and the behavior physically resemble each other and are in the same sense mode (i.e. look alike, sound alike)

 Immediacy

• The temporal relation between the model and the occurrence of the imitative behavior is very important
• Topography of a previous imitation may also occur at later times and in the context of everyday life situations
  • However when it occurs in the absence of a model, it is not imitation
  • The discriminative features of the environment are different in this context (i.e. the model is not controlling the behavior)

Controlled Relation

• The controlling relation between the model and the imitative behavior is paramount
• This is best evidenced when the model is novel and it still evokes an imitative response
  • After this first occurrence, the new behavior has a history of reinforcement
  • Becomes a discriminated operant

Imitation Training

• Typically developing children acquire many skills by imitating unplanned models
• Some children with disabilities require instruction in order to learn to imitate
• Objective: teach children to “do what the model does”
  • Generalize a rule to imitate models
  • Also known as generalized imitation

Steps to Imitation Training (Striefel, 1974)

• Assess and teach prerequisite skills for imitation training
• Select models for training
• Pretest
• Sequence models for training
• Conduct imitation training

Assessing/Teaching Prerequisite Skills

• Prerequisite skills needed:
  • Attending (staying seated, keeping hands in lap, looking at teacher when name is called, looking at objects when prompted by teacher)
  • Problem behaviors that may interfere with training may need to be decreased

Selecting Models for Training

• Begin with selecting about 25
• Include gross and fine motor examples
  • Movement of body parts
  • Manipulation of physical objects
• Use only one at a time (don’t sequence them–save sequences for later)

 Pretesting

• Purpose: to determine if individual already imitates some models
• Procedures:
  • Prepare learner’s attending behavior
  • If object is to be used, placed in front of you and individual
  • Say learner’s name, get eye contact, and the “do this”
  • Present the model
  • Immediately praise each response with formal similarity to the model
  • Record learner’s response as correct or incorrect

 Sequence the Selected Models for Training

• Arrange from easiest to most difficult
• First models for training are ones the individual has imitated correctly on some, but not all, pretest items
• Next, teach ones the learner approximated but did incorrectly on pretest
• Finally, teach items the learner did not perform or performed incorrectly on pretest

 Conducting Imitation Training

• Pre-assessment
  • Purpose: evaluate learner’s current performance level and determine progress in learning to respond to model
  • Brief pretest prior to each training session
  • Use first 3 models currently selected for training
  • Present them 3 times in random order
  • If the learner performs them correctly 3 times, remove from the training sequence
• Training
  • Use repeated presentations of 1 of the 3 models in pre-assessment
  • Use model most often responded to or responded to with closest similarity during pre-assessment
  • Continue until learner responds correctly 5 consecutive times
  • Use physical guidance if necessary to prompt the response
  • Gradually fade prompts as quickly as possible
• Post-Assessment
  • Purpose: to evaluate how well the learner can perform perviously – and – recently learned behaviors
  • Present 5 previously learned models and 5 models still in training
  • On 3 consecutive post-assessments
    • If child consistently imitates a model correctly without physical guidance, remove it from training
  • Physical guidance may be used
• Probes for Imitative Behavior
  • Purpose: assesses for generalized imitation
  • Select 5 non-trained novel models to check for occurrence of imitation
  • Do at end of each training session or intermix in training sessions
  • Use pre-assessment procedures, but with no antecedent verbal response prompts or physical guidance

Guidelines for Imitation Training

• Keep training sessions active and brief (10-15 minutes, 2-13 sessions per day) with no more than a few seconds between trials
• Reinforce both prompted and imitative responses (in the early stages)
• Pair verbal praise and attention with tangible reinforcers
• If progress breaks down, back up and move ahead slowly
• Keep a record
• Fade out verbal response prompts and physical guidance