Communication and sensorimotor functioning in children with autism.
Vocal imitation and problem-solving with toys predict how many communicative functions autistic children show, so probe and teach these skills early.
01Research in Context
What this study did
Abrahamsen et al. (1990) watched autistic children play and talk. They scored how well each child solved simple problems, copied sounds, and hunted for hidden toys. Then they counted how many different ways each child communicated during free play.
What they found
Kids who could work a toy to get a prize and kids who copied adult sounds used more kinds of communication. Knowing where a hidden toy was did not predict richer communication. Means-end skill and vocal imitation matter. Object permanence does not.
How this fits with other research
Treffert (2014) pooled many studies and confirmed autistic children imitate less than peers. The 1990 finding fits inside that bigger picture.
Gizzonio et al. (2015) added that poor pantomime imitation links to worse social scores. Together the papers say: both vocal and gesture imitation shape social communication.
Field et al. (2001) turned the link into action. When adults copied the child for several play sessions, the child later showed more eye contact, smiles, and words. Imitation is not just a marker; it can be a lever.
Why it matters
Check both vocal and motor imitation during intake. If either is weak, add imitation goals to the plan. Model the child’s actions during play first; it boosts social bids in days. Skip object permanence drills if communication is the main target.
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Join Free →During play, imitate the child’s toy actions and sounds for three minutes, then pause and wait for any social response; tally new communicative acts.
02At a glance
03Original abstract
This study examined the relationship between sensorimotor functioning and communicative intent in children with autism. Ten children with autism, four verbal and six nonverbal, served as subjects. Sensorimotor functioning was assessed on object permanence, means-end, causality, vocal and gestural imitation, the construction of objects in space and schemes for relating objects. A 2-hr communication sample was also obtained and analyzed for the number and diversity of pragmatic functions expressed. Object permanence was not significantly related to either the diversity or total number of pragmatic functions. Means-end was significantly related to both of these measures, while vocal imitation was significantly related to the total number of pragmatic functions expressed. In addition, means-end was significantly correlated with performance on the vocal and gestural imitation scales.
Journal of autism and developmental disorders, 1990 · doi:10.1007/BF02206858