developmental stage. The purposes of the present study was to examine whether a child with ASD, who acquired imitation of response-topography showed imitation of the response with self- and other's orientations, and whether he was able to say words with two vowels and syllables together through training. A Japanese boy (CA 6 year 1 month, MA 2 year 2 months) with ASD participated in the present study. The following three tasks were implemented: 1) Self-space imitation task (The participant can imitate the gesture motion, but not the correct orientation.), 2) Other's-space imitation task (The participant can imitate the motion to himself, not to the other people.), and 3) Vocal imitation task (The participant was able to vocalize each single sound, but he cannot say words with two vowels and syllables together.). A multiple-baseline design across tasks with training and probe items was applied. In the baseline phase, we evaluated the emergence of imitation. During the training phase, we intensively trained 2 to 3 imitation items with physical guidance and prompt-fading procedure. Then, follow-up assessment was conducted a month after the training. We assessed imitations of response-topography itself and orientation of the response. Although a child with ASD showed the imitations of response-topography, he had difficulties with producing response imitation of self- and other's orientations, and two-vowel and syllables words vocal imitation with facial movement. Through the intensive training, the rate of correct imitation, responsetopography and self- and other's orientations, increased in three tasks. The generalization was restricted to the same task. In the follow-up sessions, acquired responses were maintained. These results were discussed in terms of characteristics and learnability of self-other mapping in the imitation of children with ASD.
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