Social intervention for adolescents with autism and significant intellectual disability: initial efficacy of reciprocal imitation training.

Ingersoll et al. (2013) tested reciprocal imitation training with four teens. All had autism and significant intellectual disability.

They used a multiple-baseline design. Each teen learned to copy the therapist’s play actions during short sessions.

Every teen started imitating on their own during play. Two teens also stayed in shared play longer.

Two teens rocked or flapped less while they played. Gains stayed high when the team checked later.

Matson et al. (2013) ran the same RIT steps, but taught parents and teachers online. Both studies show the method works; the new paper proves it also works when given straight to teens with ID.

Ventola et al. (2016) cut repetitive behavior in preschoolers with PRT. Brooke’s team saw the same side-effect in teens using RIT, so the drop in stereotypy is not tied to one age or one program.

Ferguson et al. (2021) later moved social-skills work to autistic adults with ID. Their SKILL program keeps the dual-diagnosis focus but adds group and peer formats, showing the population can keep learning after the teen years.

If you serve teens with both autism and significant ID, add brief reciprocal imitation trials to play or work tasks. Copying simple actions can unlock spontaneous imitation, joint play, and even lower stereotypy without extra punishment plans. Start with one action the teen already enjoys, model it, wait, and reinforce any matching move.