Research suggests peer imitation can be taught using systematic procedures and can be embedded into ongoing play contexts with preschool-age children. However, additional research is needed to test procedures that may increase levels of peer imitation with toddlers with disabilities and in generalized contexts. We used a multiple probe across participants research design to evaluate the effectiveness of progressive time delay (PTD) to teach peer imitation to preschoolers with disabilities during a play activity with a peer. We also examined the efficacy of PTD in a generalized context (i.e., new peers, implementer, and materials). Visual analysis indicated a functional relation between PTD and unprompted peer imitation; however, generalization was variable across participants. Our results support previous research indicating PTD is effective in teaching children with disabilities to imitate their peers.

中文翻译：

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在与残疾学龄前儿童玩耍时，使用渐进式延时提高同伴模仿水平。

研究表明，同伴模仿可以使用系统程序进行教授，并且可以嵌入到学龄前儿童的持续游戏环境中。然而，需要更多的研究来测试可能会增加残疾幼儿和一般环境中同伴模仿水平的程序。我们使用跨参与者研究设计的多重探索来评估渐进时间延迟 (PTD) 在与同伴玩耍活动中向残疾学龄前儿童教授同伴模仿的有效性。我们还检查了 PTD 在广义环境中的功效（即新同行、实施者和材料）。视觉分析表明 PTD 与自发的同伴模仿之间存在功能关系；然而，参与者之间的概括是可变的。