Turn taking and children with autism spectrum disorder (asd): could an imitation-based training promote it?

P02.92 TURN TAKING AND CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD): COULD AN IMITATION-BASED TRAINING PROMOTE IT? Di Noia S.P.*[1], Di Maggio C.[1], Giovannone F.[1], Pelosi S.[1], Nadel J.[2], Sogos C.[1] [1]Child and Adolescent Neurology and Psychiatry Unit -“Sapienza” University of Rome – Department of Neurosciences and Mental Health- ~ Rome ~ Italy, [2]Pierre and Marie Curie University ~ Paris ~ France Imitation has two faces. Imitate and being imitated. Imitation skills are significantly impaired in children with ASD whereas their response to “being-imitated” seems relatively preserved. Some evidences suggest that ASD patients, like typically developing children, strongly recognize and respond positively when adult partners imitate their own actions. Therefore, behavioral interventions involving imitation of the child’s actions have been demonstrated to be effective in improving social attention and responsiveness, imitation and playing skills, as well as promoting social engagement. Early interventions might result not only in an increase of social abilities, but also in a reorganization of neural circuits altered in ASD. The aim of our study was to evaluate turn taking as a non-verbal communication skill before and after a specific imitation-based training, assuming that the alternation of imitation and being-imitated phases could encourage communication reciprocity. In our non-randomized controlled trial we submitted to two groups of 20 preschool children a game with a clear turn taking structure during an intensive group therapy Denver-oriented. Each group was composed of four ASD patients and six children with language disorders but without interaction impairment. Using a five-level-item Likert scale we measured the children propensity to be engaged in a turn taking game and their ability to respect their turn. Moreover two examiners blindly filled-out a CGI-scale for each child. After the turn taking activity only one of the two groups received a specific training imitation and being imitated-based, as suggested by Nadel et al. in addition to the Denver-oriented intervention they were attending. Our results suggest the efficacy of the imitation-based training. Moreover, our trail provides positive evidence on intensive rehabilitative therapy groups too, showing, also for the patients who did not receive the specific training, improvements, even if smaller, of the turn taking skill regardless of their diagnosis.