초록

The purpose of this study was to test the effects of the mirror instruction on the participants’ right-left visual-perspective-taking while imitating unilateral actions. The study included three kindergarten aged students diagnosed with autism spectrum disorder from a self-contained classroom in a special education school. The dependent variable was the number of correct responses to unilateral actions each participant was required to imitate during the pre and post-intervention probe sessions when they were face to face with the instructor. The independent variable was the implementation of the mirror instruction in which the participants were required to imitate unilateral actions with right-left visual-perspective-taking. A delayed multiple probe across participants design was employed to test the effects of the mirror instruction on the participants’ ability to use visual-perspective-taking while imitating actions. Results indicated that the mirror instruction increased correct visual-perspective-taking when the participant imitated unilateral movements.

키워드

applied behavior analysis, generalized imitation, visual-perspective-taking, mirror instruction

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