Step 2. Imitating Actions on Objects
Rationale. Imitating your child’s actions with objects draws your child’s attention to what you are doing, gives you a specific vocabulary of objects and actions for narrating your child’s activity, and gives your child the sense of two people doing things together—that is, reciprocally. It takes turn taking to another step: imitating. It should increase the amount of time your child spends on socially coordinated activities, and will most likely increase your child’s motivation to imitate your actions. Research by one of us authors (G. D.)1 found that when parents imitate what their children are doing, children with autism start making more eye contact and smile at their parents more often during the imitative play. The children notice that their parents are imitating them and enjoy this game.
Imitating your child’s actions with objects can also increase the flexible, creative, and varied nature of your child’s play. Our goal in this step is for children with ASD to pay attention not only to the objects we’re holding, but, more importantly, to what we do with them. Teaching them to imitate others gives them ways to learn on their own, and it also allows us to teach new skills through modeling, so we can provide them with new ways to play with objects and expand their repertoire of ideas and actions.
Here are some activities for increasing your child’s imitation of actions performed on objects.
Activity: Use Matching (Identical or Very Similar) Toys,
or Multiple Pieces of Toys, to Teach Your Child to Imitate
New Actions Quickly and Easily
For this first activity, you will need some matching sets of objects available during various activities. Make sure that you are right in front of your child, and that your objects are positioned in front of her matching objects. Note that how quickly you move through the sequence of steps involving imitating your child will depend on how your child responds to each of the steps. If he quickly engages, watches you imitate, and begins imitating your actions, you could move through each of these steps in your first session trying it. However, if your child doesn’t watch you or doesn’t readily imitate the actions you introduce, spend more time on each step (at least a day, if not longer) until you see the response you want, before moving on to the next step.
Here is the sequence for using matching or multiple-piece toys:
Begin by imitating your child’s actions with your own materials and labeling the objects and actions your child is using. For example, if your child is rolling a car back and forth, you would roll your car back and forth exactly as your child is doing it. When your child stops rolling his car, stop yours too. When he begins again, you begin again too. Your child is likely to start experimenting to see if he can get you to do whatever he is doing. He may smile and may even make eye contact, clearly enjoying the game and the power he has in making you do whatever he does!
After you have imitated your child’s actions precisely for a while, introduce a variation on the action you are performing. For example, you could roll the car more quickly or slowly, or roll the car on your body instead of the floor, and so on. Pause and wait expectantly, and see if she will spontaneously begin to imitate these new variations. All the while, remember to label the actions (“Car is rolling! Car is rolling fast! Car is rolling slowly. Car crashes!”).
After you have gone back and forth a few times, imitating your child by using the action he is doing or a variation on that action, change your action to a different one (of about the same difficulty level), and show your child your new action in a big display. Ideally, you would start by introducing another action that you have already seen your child perform with the object. For example, if you have previously seen your child both roll and bang a car and you have been imitating your child rolling the car, you could start to bang it. Label the action (“Bang-bang!”) and repeat it a couple of times. If your child is interested in what you are doing, wait expectantly and see if your child imitates the action you introduced. If not, help (prompt) him to copy you. To prompt him to perform a new action with the toy, gently guide him through the new movement, with your hand over his hand.
Once your child has made the new action, praise your child enthusiastically and let your child do what she wants to do for a minute with the toy. Imitate your child a few times and then show the new action again. Again make a big display, wait for your child to imitate you, prompt her to do so if needed, praise, and then let your child have control of the materials for a few minutes. This is the basic learning frame for teaching imitation of actions on objects.
Activity: Use Double Sets of Toys
Here are some ideas for using double sets of toys to teach imitation:
Sets of musical instruments—such as two drums and two pairs of sticks, or two sets of maracas—can be used in fun activities with different actions to teach your child to imitate. Follow your child’s actions for a few repetitions, and then model something different. Or, you can begin the game by tapping your drum with your sticks or shaking your maracas, and if your child doesn’t naturally join in, then help him imitate the action. Take your turn again, making sure to add language, sound effects, or even a song. Then pause and encourage your child to carry out the action. Try to wait a second or two to see if your child will copy you. If he doesn’t do it, prompt him to imitate, cheer him, and then after the imitation let your child play as he wishes for a few minutes.
Another way, useful for introducing a new instrument, is for you to hold on to both sets of items and model for your child how to use the instrument (be sure you are demonstrating an action you know your child can do). Then hand the matching instrument to your child for her to imitate (the reinforcer here is the interesting sound the instrument makes). If she does not try to imitate you quickly, prompt her to do so. If she tries but can’t quite do it, help her complete the imitation. Comment enthusiastically (e.g., “You banged it!”) and do the action again. Keep taking turns, and when these actions become a little repetitive or dull, switch it up: Bang the drum with your hand instead of the sticks or use the maracas to bang on the floor. Then continue the turn taking to help your child imitate these new actions.
Toys with multiple pieces (like trains, blocks, balls, or puzzles) can also be used to teach object imitation. You may need to limit the pieces to just a few at first to help your child focus his attention on you. See what action your child does with the item first, and then imitate it back with your object, adding simple language to narrate the activity. After a few rounds of imitating your child’s actions, elaborate or vary the activity by now showing your child something new to do with the object. For example, your train can crash into your child’s or fall off the track. You might need to repeat your action a couple of times and make a big display to help your child appreciate the fun factor. Then pause, wait, and (if needed) help your child imitate the action—he crashes his train into yours or knocks a train off the track. Go back then to the original action your child was doing with the object if this is needed to maintain interest and attention, and after a few rounds, model the new action again and help your child imitate it. Follow this formula of imitating your child’s preferred action, then showing your new action (and it can be different things—crashing, rolling, circling the train), and helping your child quickly imitate it.
Expand beyond playtimes. Imitation with objects is an activity that can occur any time your child is holding an object. There are lots of opportunities for imitating your child at mealtimes (taking bites with spoon, using hands, drinking from a cup, banging a spoon on a tray, etc.). Children are also often vocal at mealtimes, so there should be opportunities to imitate your child’s sounds as well. Bath time offers lots of opportunities too—activities with bath toys, as well as activities with water (splashing, pouring, bubbles, washcloths). Toddler books that elicit actions (holes to poke in, doors to open, etc.) can also be used.
Summary of Step 2
If you have followed along and carried out the preceding activities, you wi
ll have found ways to use toys and household objects to imitate your child and to begin teaching your child how to imitate your actions with objects. See if you agree with most of the statements in the following checklist. If so, you are now armed with important skills for teaching imitation of new actions to your child—knowledge you will use in Step 3. If not, start experimenting during play and caregiving routines until you have found some methods that work for each statement.
Activity Checklist: Imitating Actions with Objects
____ There are double sets of toys or multiple objects that I can use with my child.
____ I frequently imitate my child’s actions with objects.
____ I sometimes model variations on my child’s actions as well as different actions in play, and prompt my child to imitate my actions on objects.
____ My child and I can trade an object back and forth when we are taking turns with it.
____ I am aware of my child’s attention to my actions, and can “feel” when I can take longer turns and when I need to keep my turns very short.
____ I have found opportunities to imitate my child across most of our daily activities; it feels almost automatic now to do so.
What about Claire? Claire’s dad has continued to make animals out of play dough to work on Claire’s vocal imitation skills. Her favorite animals to make are a dog, cat, and cow, and she will now attempt to imitate sounds back. Claire’s dad would like to help her learn to use objects during the play dough routines instead of just watching him, so he sets out a few different utensils (pizza cutter, rolling pin, and fork) next to the dough and cookie cutters. He knows that Claire will be more likely to imitate new actions if they are part of her favorite game—watching Dad make animals. He makes an animal, and when Claire shows that she is ready for the next one, Dad takes out the rolling pin and smooths out the dough. Then he takes the cowshaped cookie cutter and hands it to her, helps her make the cow, and then makes the animal noise she loves. He rolls out the dough again and offers her the cat. She takes it and moves it to the dough. He quickly gives her hand a little push so the cutter goes in, and then he pulls out the cat and makes that noise. They continue with the game, with Claire now putting the cutters onto the dough when he gives her one. In the next few days he will help her add the rolling pin step to the routine.
What about Malik? Remember Malik? He’s the little boy who tends to mouth objects rather than playing with them, and his mom has been practicing mouth games to encourage sounds from Malik. So far, Mom has found that the games help Malik make “bbb,” “ooo,” and “aah” sounds. Even though Malik doesn’t play with objects, Mom hates to skip over this step. After Mom thinks about it, she decides that using one toy to take turns with rather than double sets may minimize Malik’s mouthing on objects and possibly help him learn how to imitate actions. Mom considers different toys to use and decides that if a toy does something when pushed or pulled, it might captivate Malik enough not to want to chew on it. She takes out a rocket toy; when she pushes its button, a circle spins from its top and lands on the floor.
Mom sets the rocket on the floor between her and Malik. She tells him, “Watch this. Push.” Meanwhile the circle shoots straight up and lands a few feet from Malik. Mom says, “Let’s get it,” and takes him by the hand to pick up the circle and set it on top of the rocket. Again Mom says, “Watch this. Push,” and sets the circle off into the air. This time Mom points to where the circle landed and tells Malik, “You get it.” Malik looks at the circle but doesn’t get up immediately. Instead of getting up herself, Mom waits and encourages Malik to pick up the circle by pointing toward the circle and saying again, “You get it.” This time Malik gets the circle but doesn’t take it over to Mom. However, he doesn’t put it in his mouth either, so this is an improvement. Mom moves the rocket closer to Malik and says, “Put on,” referring to the circle. She then helps Malik with the action and next tells him, “Push,” as she helps him launch the circle. After it lands, Malik runs over to get the circle and brings it back to put on the rocket. Mom helps him, and together they push the button.
They now have a turntaking game with an object, and Mom never thought this would be possible. She’s realized that using a toy that the two of them can take turns with and share may be the best strategy for building up his play repertoire, at least until he develops more skills. Mom is so excited about this development that she adds one new action to the game. She holds the circle up to her eye and says, “Boo, I see you,” and then tickles Malik. He likes to be tickled and enjoys the variation to the game. Mom peeks through the circle the next time it lands on the floor and tickles him again. Then she helps Malik hold the circle up to his eye and says, “You see Mommy.” Malik doesn’t imitate this action yet by himself, but he stays involved with the activity and likes the action that follows—being tickled—so Mom decides to make tickling another action he can imitate back. Now they have multiple actions within a game with an object that Mom and Malik can do together.
Step 3. Imitating Hand Gestures and Body/Facial Movements
Rationale. At this point you have developed interactive games for teaching your child to imitate sounds and actions with objects during various activities. The next step is to teach your child how to attend to and imitate the hand gestures and physical motions that are part of your songs and sensory social games. Remember that in Chapter 6 we talked about how to build fun little social routines with special actions and words (peekaboo, “so big”) or songs with finger plays or other kinds of movements (“Itsy-Bitsy Spider,” “London Bridge,” “If You’re Happy and You Know It”). Now it’s time to teach your child how to imitate some of the different gestures, body movements, and physical actions that you’ve been doing naturally during these routines. Practice the strategies presented next during familiar and pleasurable sensory social routines, to teach your child to associate some of the words and rhythms of the songs and games with the important movements that are part of the game. For instance, “The Wheels on the Bus” is associated with the movement of twirling your arms; peekaboo is associated with hiding your face behind your hands and then opening them when you say “Boo!”; and so on.
Activity: Teach Imitation during Finger Plays and Songs
with Actions
Remember that up until now you and your child have been participating in face-to-face social games in which you start a physical game (tickle) or sing a song (“Slippery Fish”) and gradually pause in midverse or before performing the action, waiting expectantly for your child to signal you to continue the game (saying “tickle” or looking up at you). You have been doing this for a while now, so it’s likely that your child now easily communicates to tell you to continue or “do it again” with eyes, gestures, expressions, or sounds. Once your child is easily and frequently communicating this goal, you can begin to focus on teaching your child to imitate one of the key movements used in the song or game.
Here is the sequence for teaching your child to imitate gestures/movements:
Pick a favorite, wellpracticed song or game, and then pick a movement that is very easy to do (hands up, hands together, clap hands, etc.) from a routine that your child really enjoys!
Teach your child to imitate this gesture by starting the song; then, when it is time for the gesture in the song, begin the gesture and then stop and help (prompt) your child to make the gesture. Prompting means giving your child some help in order to bring about the action you want him to perform. The prompt could be a gentle touch on the body part you want your child to use (touching the elbow to prompt raising hands in the air), or, if needed, physically guiding your child’s body through the action (taking his hands and bringing them up in the air). Over time, the goal is to reduce the prompt gradually. For example, if you have been guiding your child’s hands through the movement, you would start to fade the amount of guidance until you are only briefly touching his elbows to encourage him to raise his hands in the air or pointing toward his arms. Eventually, you want to
remove the prompt altogether so your child will do it all by himself in imitation of you.
Once your child has imitated the action with your help, continue the routine so that your child experiences the pleasure of the routine as the “reward” for imitating the movement.
Try not to manipulate the child’s hands after the first few prompts. Rather, prompt her from the wrist, arm, elbow, or shoulder, so your child does not think that what is expected is to give you her hands for you to move.
Always continue the song after the child has made the gesture, either with or without help. That is the reinforcer, or reward.
Teach only one gesture at a time. For instance, if you are teaching “Itsy-Bitsy Spider,” you might teach the “spider” gesture by having your child bring the fingers of both hands together several times. You would have your child imitate this gesture each time you use it. But you won’t start teaching your child a second gesture (“Down came the rain”) until he can produce the “spider” on his own. You will still sing the song and use all the gestures yourself every time, but you will teach your child one gesture at a time until your child produces some version of it independently, often, and easily.
Don’t be a perfectionist. The sooner your child makes some gesture independently, the better. Don’t be concerned if the gestures are partial, “sloppy,” or rough approximations at first. In the same way that you have encouraged your child to imitate vocalizations by responding to any sound, you want to encourage your child to imitate gestures by positively responding to any movement with the right body part first (e.g., slightly wiggling fingers when you make the spider gesture). The gestures can get more exact later.
An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn Page 21