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Follow the Leader: Using Reciprocal Imitation to Build Play and Language

Kimberly Gilland Al-Baghly, MS, CCC-SLP | Speech-Language Pathologist
May 8, 2018

Learning to play is a foundational skill in child development. In order to engage with others, children must first demonstrate joint attention. Joint attention is the shared focus of two individuals on an object.

When playing with cars, Mr. Potato Head, or other toys with other adults or children, children should share in this experience with their partner by looking toward the partner and the toy, manipulating or sharing the toy together, and/or commenting on the object.

Some children need to develop this joint attention through dedicated practice. One way of building joint attention is through Reciprocal Imitation Training (RIT). RIT supports the child in engaging in with a play partner through 5 phases.

Phase I

Imitate the child’s actions with toys, gestures, and vocalizations (contingent imitation) and comment on what the child is doing with their toy (linguistic mapping).

Phase II

Continue to follow the child’s lead and imitation, as well as look for child to imitate your play by modeling action and simply stating what you’re doing up to three times (e.g. move Mr. Potato Head up and down while saying “Jump” three times).

Phase III

Introduce new actions with a familiar toy with which your child is already familiar.

Phase IV

Introduce familiar and new actions on the same toy and introduce familiar actions on a new toy.

Phase V

Now use familiar and new actions on familiar and new toys.

Research shows that moving through these phases with a trained provider’s support resulted in increased imitation of play, increased language, increased jointed attention, and increased play. Use your play or therapy to follow the leader-your child!

Reference

Ingersoll, B., & Schreibman, L. (2006). Teaching Reciprocal Imitation Skills to Young Children with Autism Using a Naturalistic Behavioral Approach: Effects on Language, Pretend Play, and Joint Attention. Journal of Autism and Developmental Disorders, 36(4), 487-505.

Credit

Photos: Kimberly Gilland Al-Baghly, M.S., CCC-SLP

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