In this clip, you will notice that the therapist imitates the child’s behaviors, including the majority of his vocalizations. When she does this, the child notices and becomes more engaged as demonstrated by his continued vocalization and eye gaze towards the therapist and her toys. Even though the therapist models actions for using toys that the child is playing with, he often loses interest as soon as she starts to model a new action for imitation. Rather than giving up, the therapist follows him around the room and continues to model the new action for imitation until he has spontaneously imitated or she has physically helped him complete the action. After the prompting sequence is complete, she returns to the beginning of the RIT cycle by imitating him and describing what he is doing and seeing.
