2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
3/16/2026 | 3:10 PM - 3:40 PM | Imitation Therapy for Deaf Children with ASD: Adapting an Evidence-Based Intervention | St. Johns
Imitation Therapy for Deaf Children with ASD: Adapting an Evidence-Based Intervention
Children who are deaf with additional disabilities have compounded challenges in developing language, and there is a need for evidence-based intervention strategies. Imitation Therapy has proven to be effective in establishing reciprocal interactions in non-verbal children, including those with Autism Spectrum Disorder (ASD). With modifications that accommodate a visual communication mode, this intervention has the potential to enhance the capacity for communication in young children who are deaf and also present with characteristics of ASD. This single-case study considered a modified application of Imitation Therapy for a non-verbal four-year-old who is deaf and presents with autism, within a larger study of hearing peers with ASD. Progress was tracked through two 12-week cycles by coding video samples from Imitation Therapy sessions with growth noted across areas of pragmatic intent, mode of communication, and responsiveness to imitation. The process of delivering Imitation Therapy is described as well as an adapted method of progress monitoring that places less emphasis on imitation of vocalizations for a child who is deaf, and more deliberately tracks the development of pragmatic intent. This case is presented as a model for practitioners who may apply this intervention to the low-incidence population of young children who are deaf with autism. Descriptive results suggest that a modified approach to Imitation Therapy can facilitate reciprocal interactions, which may provide a pathway to communication for children who are deaf with ASD, and warrants further study as our field works to gather data on effective practices demonstrated across multiple cases.
- Describe components of Imitation Therapy as it is currently applied for children with Autism Spectrum Disorder, and discriminate which features of the intervention need to be modified for children with ASD who are also deaf.
- Analyze behaviors during an imitation therapy session (expressive pragmatic intention, nature of expressive communication mode, and receptive/responsive engagement) using a proposed analytic rubric.
- Evaluate the potential effectiveness of Imitation Therapy as an approach to support the development of foundational, reciprocal interactions for young children who are deaf with complex needs.
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Presenters/Authors
Sarah Wainscott
(Primary Presenter), Texas Woman's University, swainscott@twu.edu;
Dr. Sarah Wainscott trains professionals in deaf education and speech-language pathology at Texas Woman’s University and pursues research in areas of early language intervention, integration of auditory and visual communication, and interdisciplinary practices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.