Reduced social engagement in young children with autism spectrum disorder (ASD) can be particularly challenging to treat. If not treated, social deficits could ultimately hinder a child's development, ability to establish meaningful relationships, and engagement in learning opportunities. Interventions that target social engagement deficits are key in reducing negative outcomes associated with these deficits, and may ultimately improve the quality of life for individuals with ASD. Mirroring is a component of dance-movement therapy (DMT) that is somewhat comparable to imitation. While previous anecdotal and case study reports suggest the effectiveness of the use of mirroring and DMT to positively engage children with ASD, little to no objective data on outcomes of such interventions are available. There is empirical support for imitation interventions in improving play, movement, vocalization, and engagement in children with ASD. The purpose of this study was to measure the effectiveness of a mirroring intervention on the social engagement skills of young, minimally verbal children with ASD. The results suggest that participants' positive social engagement behaviors increased while inappropriate behaviors decreased. Future research should examine the use of this intervention by training parents, clinicians, and other professionals to utilize mirroring techniques to engage children with ASD. Future research should also extend the outcomes of the current study to a larger sample.