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Imitation and intention understanding in typically developing children and children with autism spectrum disorder

ABSTRACT Imitation has an important place in the observational learning process. Children with autism spectrum disorder (ASD) may experience limitations in imitation ability. These limitations are associated with deficits in abilities associated with ASD including understanding intention. In this study, the imitation skills and intention understanding levels of children with ASD and typically developing (TD) children were compared. Relationships between imitation, intention understanding levels and symptom severity in children with ASD, and the predictive status of these variables on symptom severity were examined. Findings showed that children with ASD experienced limitations in spontaneous imitation and in different areas of understanding intention, compared to their TD peers. There were significant relationships between imitation, intention understanding levels and symptom severity; the level of spontaneous imitation and intention understanding predicted symptom severity.