Evaluating the effects of training in incidental teaching in instructors of students with autism

This study evaluated the effects of a training package on the implementation of incidental teaching in instructors, and on targeted initiations of students with autism spectrum disorder (ASD). Four instructors were introduced to incidental teaching through a 1-hour individualized training session. Specific feedback was provided for each incidental teaching session post training. Following initial training increases in correct implementation of incidental teaching was consistently observed across instructors. The impact of training and feedback effects were measured using a multiple baseline design across participants. Findings show that the training package increased the correct implementation of incidental teaching as well as student initiations, and produced generalized results