Adults with autism spectrum disorder (ASD), who were interested in working as behavior technicians for young children with autism, participated in 2 experiments. Participants included 5 adults with Asperger syndrome or pervasive developmental disorder not otherwise specified, 19 to 23 years old, and 11 children with autism, 3 to 7 years old. In…

Three language-delayed autistic children (6-11 years old) were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicated…

An investigation of incidental teaching practices on the spontaneous speech of 12 disadvantaged preschool children during free-play periods which demonstrated that such periods can be powerful learning times by capitalizing on moments when children seek new plan materials. (Author/EH)

Two autistic children (5 and 13 years old) acquired functional sight-word reading skills in a play activity. Ss gained access to preferred toys by selecting toy labels in tasks requiring increasingly complex visual discriminations. Ss showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. (Author/CL)

The paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by 31 disadvantaged preschool children. (Author)

Institutional breakfast serving procedures were manipulated with regard to time delay to assess the effects of such changes on language use (requests for food) in six severely retarded children (ages 11 to 15 years). (Author/DLS)

A peer-delivered incidental teaching procedure was used to instruct appropriate requesting in three adults with moderate/severe mental retardation or autism during lunch-preparation sessions. The procedure proved to be effective in increasing appropriate requesting. Generalization was obtained, and increased interaction between the residents was…

A program was implemented to increase the manual signing of five profoundly retarded (mean age, 19 years) and four autistic (mean age, 9 years) youth within their daily environment. (Author)

Three typical preschoolers were trained as peer tutors for three young children with autism. Tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. Adult supervision and assistance were faded systematically with resulting maintenance of increased reciprocal interactions. (Author/JDD)

Co-workers of three job trainees with mental retardation used coincidental training procedures while completing their own jobs. Coincidental training resulted in improved accuracy of salad-making skills, but skill acquisition was very slow; subsequently, a model and a quality-control check were added, resulting in higher performance levels. (JDD)