This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework (SCARF), positive outcomes were more likely to occur when dependent variables were primary (i.e., not secondary to another dependent variable) and context-bound (i.e., collected during intervention sessions). When only primary variables from high-quality studies were considered, embedded trials more often resulted in functional relations. Recommendations for practice include using cues, prompts, and rewards for imitation; teaching imitation to toddlers; attending to imitation function; and teaching imitation in varied contexts.

这篇评论旨在描述当前为增加对残疾年轻儿童的模仿而进行的干预研究的特征。我们确定了34个独特的来源，包括对不同类型的大规模试验和嵌入式试验干预措施的评估。在所有干预类型中，通过“单例分析和审查框架”（SCARF）进行评估时，当因变量是主要变量（即，不是另一个因变量的次要变量）且上下文相关（即，在干预期间收集的）时，更有可能出现积极结果会话）。如果仅考虑来自高质量研究的主要变量，则嵌入式试验通常会导致功能关系。对实践的建议包括使用提示，提示和模仿奖励。向幼儿教学模仿；参加模仿活动；