Modified Incidental Teaching Sessions

By M. H. Charlop-Christy, Michael H. Carpenter. 2000

106 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6e0e44d11586cefeca1b21ddee290fc66aebd7e7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Fengfeng Ke
2. Tami Im
3. Sarah Parsons

In Cognitive Neuroscience

1. Fengfeng Ke
2. Tami Im
3. Sarah Parsons

In Developmental and Educational Psychology

1. Fengfeng Ke
2. Tami Im
3. Sarah Parsons
4. Azita Iliya Abdul Jabbar
5. Patrick Felicia
6. Anna Sun
7. Xiufang Chen

Citations in the corpus

• Advances in Early Communication and Language Intervention (2011, unknown): “…Hancock, & Nietfeld, 2000), (b) family-guided, routines-based intervention (Woods, Kashinath, & Goldstein, 2004), (c) modified incidental teaching (Charlop-Christy & Carpenter, 2000), (d) reciprocal imitation training (Ingersoll & Gergans, 2007), and (e) functional communication training (FCT;…”
• Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism (2013, background): “Empirical evidence suggests that naturalistic strategies, in comparison with the more structured techniques, lead to more generalized and spontaneous use of skills and are more enjoyable for trainees (Charlop-Christy & Carpenter, 2000; Delprato, 2001; Schreibman & Ingersoll, 2005).”