Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder

Table 3 Statistics of four regression analyses showing the effects of gestural recognition skills on gestural learning via the mediation of spontaneous imitation among the children with ASD in the intervention group

Regression analyses	β	t	R ²	ΔR²	F
Step 1 (N = 414)
DV: gestural learning
IV: gestural recognition skills	.15	3.01**	.02	.02**	9.08**
Step 2 (N = 402)
DV: spontaneous imitation
IV: gestural recognition skills	.22	4.55***	.05	.05***	20.70
Step 3 (N = 402)
DV: gestural learning
IV: spontaneous imitation	.12	2.44*	.02	.02*	5.97*
Step 4 (N = 402)
DV: gestural learning
Block 1 IV: gestural recognition skills	.15	2.94**	.02	.02**	8.65**
Block 2 IVs: gestural recognition skills	.13	2.47*	.03	.01^†	6.06**
Spontaneous imitation	.09	1.85^†