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An Evaluation of Mirror Training and Modeling: Teaching Sign Language to Children with Developmental Disabilities
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Previous research studies have indicated that the use of mirrors can facilitate the acquisition of motor imitation skills in individuals diagnosed with developmental disabilities, though the generality of these findings have not replicated in more recent research. This study sought replicate and extend these results by implementing a training procedure with mirror training and traditional modeling methods to teach three children with autism spectrum disorder American Sign Language signs. Responses taught with a mirror training methodology were found to unreliably result in a faster acquisition in only one of three participants. Reliable responding during only the modeling conditions increased for one participant and signing responses failed to emerge in one participant.