An incidental teaching procedure (using natural opportunities for instruction) was more effective than a question-labeling procedure (using open questions) in increasing the rate and variety of two-word requests produced by a severely language delayed preschooler during free play. Rate of spontaneous production was lower than expected. (CL)

This study assessed effects of a procedure to train two therapists and a college intern in the techniques of incidental teaching. Training took place in a community-based group home serving five autistic children. The training procedure promoted generalization of skills across materials, settings, children, and group size. (Author/PB)

Comparison of 2 methods of presenting novel words, either preceded by a pause or in normal prosody, on initial word comprehension of 20 5-year-old children with language impairments (and 2 control groups matched for either age or mean length of utterance) found no effect for presentation method. (Author/DB)

This study, involving six mothers of preschoolers with language impairments, found that mothers could be taught to correctly apply four milieu language teaching procedures (model, mand-model, time delay, and incidental teaching) and that use of the procedures is associated with positive effects on various aspects of child language. (Author/JDD)

Four Head Start teachers, taught to use the "incidental teaching" technique (transmitting information or practicing skills with children during unstructured situations) were observed in free play situations with language-delayed children. Results indicated that an inservice training workshop and written and verbal feedback resulted in…