<p>Children with developmental delays often require systematic instruction to develop generalized imitation (GI), a foundational skill for subsequent learning. We evaluated the effects of a contingent imitation procedure on GI in three children aged 29 to 33&#xa0;months receiving early-intervention. During the contingent imitation intervention, we systematically introduced imitation trials involving familiar actions, followed by trials involving unfamiliar actions, and applied individualized modifications when participant acquisition stalled. All three participants demonstrated increased imitation of untaught actions following the intervention, suggesting that contingent imitation interventions may be useful for improving generalized imitative responding. • Contingent imitation is a naturalistic procedure that can be implemented within early intervention settings to promote generalized imitation in young children with developmental delays. • A contingent imitation procedure that begins with actions already in the learner’s repertoire may be an effective starting point for establishing generalized imitation in young children with developmental delays. • When learners show insufficient progress, individualized modifications within a contingent imitation intervention may support continued acquisition. • Clinicians can use acknowledgment responses as a practical indicator of learner readiness before initiating imitation trials during a contingent imitation intervention.</p>