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2023
Nauman, J., & Ingersoll, B. (2023). Examining the role of attention problems in motor stereotypy in children with autism spectrum disorder. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2022.102091
2022
D’Agostino, S.R., Dueñas, A.D., Bravo, A., Tyson, K., Straiton, D., Salvatore, G.L., Pacia, C., Pellecchia, M. (accepted). Short report: Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions. Autism.
Edmunds, S. R., Frost, K. M., Sheldrick, R. C., Bravo, A., Straiton, D., Pickard, K., Grim, V., Drahota, A., Kuhn, J., Azad, G., Pomales Ramos, A., Ingersoll, B., Wainer, A., Ibanez, L. V., Stone, W. L., Carter, A., & Broder-Fingert, S. (2022). A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example. Autism, 26(3), 601–614. https://doi.org/10.1177/13623613211064431
2021
Frost, K. M., Russell, K., & Ingersoll, B. (in press). Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention. Autism, 11. https://doi.org/10.1177/13623613211003747 View Full Text Post-Print
2020
Russell, K.M., & Ingersoll, B. (2020). Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study. Autism. http://doi.org/10.1177/1362361320974233
Frost, K. M., Brian, J., Gengoux, G., Hardan, A., Rieth, S., Stahmer, A., & Ingersoll, B. (in press). Identifying and measuring common elements of naturalistic developmental behavioral interventions for autism spectrum disorder. Autism. https://doi.org/10.1177/1362361320944011 View Full Text Post-Print
Frost, K. M., Russell, K. M., & Ingersoll, B. (2020). Using thin slice ratings to measure social communication in children with autism spectrum disorder. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2020.101550 View Full Text Post-Print
Casagrande, K., Frost, K. M., Bailey, K. M., Ingersoll, B. (2020). Positive predictors of life satisfaction in college students with autism and their neurotypical peers. Autism in Adulthood 2(2). https://doi.org/10.1089/aut.2019.0050 View Full Text Post-Print
Ingersoll, B., Straiton, D., & Rivera Caquias, N. (2020). The Role of Professional Training Experiences and Manualized Programs in ABA Providers’ Use of Parent Training With Children With Autism. Behavior Therapy, 51(4). https://doi.org/10.1016/j.beth.2019.09.004
Bailey, K. M., Frost, K. M., Casagrande, K., Ingersoll, B. (2020). The relationship between social experience and subjective well-being in college students with autism: A mixed methods study. Autism, 24(5). https://doi.org/10.1177/1362361319892457 View Full Text Post-Print
2019
Frost, K. M., Bailey, K. M., & Ingersoll, B. R. (2019). “I Just Want Them to See Me As…Me”: Identity, Community, and Disclosure Practices Among College Students on the Autism Spectrum. Autism in Adulthood, 1(4), 268–275. https://doi.org/10.1089/aut.2018.0057 View Full Text Post-Print
Ingersoll, B. & Dvortcsak, A. (2019). Teaching social communication to children with autism and other developmental delays. New York: The Guilford Press.
Russell, K., Frost, K. M., Ingersoll, B. (2019). The Relationship between Subtypes of Repetitive Behaviors and Anxiety in Children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 62, 48-54. https://doi.org/10.1016/j.rasd.2019.03.006m
Frost, K. M., Koehn, G., Russell, K., & Ingersoll, B. (2019). Measuring child social communication across contexts: Similarities and differences across play and snack routines. Autism Research, 12(4), 636-644. http://dx.doi.org/10.1002/aur.2077 View Full Text Post–Print
Pickard, K., Rowles, S., & Ingersoll, B. (2019). Understanding the impact of adaptations to a parent-mediated intervention on parents’ ratings of perceived barriers, program attributes, and intent to use. Autism, 23(2), 338–349.
2018
Ingersoll, B., Straiton, D., Casagrande, K., & Pickard, K. (2018). Community providers’ intentions to use a parent-mediated intervention for children with ASD following training: an application of the theory of planned behavior. BMC Research Notes, 11(1):777.
Slawinski, B. L., Talge, N., Ingersoll, B., et al. (2018). Maternal cytomegalovirus sero‐positivity and autism symptoms in children. American Journal of Reproductive Immunology, 79:e12840.
Wainer, A.L., Dvortcsak, A., & Ingersoll, B. (2018). Designing for Dissemination: The Utility of the Deployment-Focused Model of Intervention Development and Testing for Parent-Mediated Intervention. In: Siller M., Morgan L. (eds) Handbook of Parent-Implemented Interventions for Very Young Children with Autism. Autism and Child Psychopathology Series. Springer, Cham.
2017
Ingersoll, B. R., Wainer, A. L., Berger, N. I., & Walton, K. M. (2017). Efficacy of low intensity, therapist-implemented Project ImPACT for increasing social communication skills in young children with ASD. Developmental Neurorehabilitation, 20:8, 502-510.
Casagrande, K. A., & Ingersoll, B. R. (2017). Parent-mediated interventions for social communication in young children with ASD. In: Leaf, J. B. (ed), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention. Autism and Child Psychopathology Series. Cham, Switzerland: Springer.
Plavnick, J. B. & Ingersoll, B. (2017). Video-based group instruction for adolescents with autism spectrum disorder: A case of intervention development. International Review of Research in Developmental Disabilities, 52, 109-139
Ingersoll, B., Shannon, K., Berger, N., Pickard, K., & Holtz, B. (2017). Self-directed telehealth parent-mediated intervention for children with autism spectrum disorder: Examination of the potential reach and utilization in community settings. Journal of Medical Internet Research, 19, e248.
Casagrande, K. & Ingersoll, B. (2017). Service delivery outcomes in ASD: Role of parent education, empowerment, and parent-professional partnership. Journal of Child and Family Studies, 26, 2386-2395.
Wainer, A., Pickard, K.E., & Ingersoll, B. (2017). Using web-based instruction, brief interactive workshops, and remote consultation to train community-based providers in a parent-mediated naturalistic developmental behavioral intervention. Journal of Child and Family Studies, 26, 1592-1602.
Ingersoll, B., Berger, N., Carlsen, D., & Hamlin, T. (2017). Improving social functioning and challenging behaviors in adolescents with ASD and significant ID: A randomized pilot feasibility trial of reciprocal imitation training in a residential setting. Developmental Neurorehabilitation, 20, 236-246.
Wainer, A., Berger, N.I., & Ingersoll, B. (2017). Brief Report: The preliminary psychometric properties of the Social Communication Checklist. Journal of Autism and Developmental Disorders, 47, 1231-1238.
Pickard, K.E. & Ingersoll, B. (2017). Using the double ABCX model to integrate services for families of children with ASD. Journal of Child and Family Studies, 26, 810-823.
2016
Berger, N.I., Manston, L., & Ingersoll, B. (2016). Establishing a scale for assessing the social validity of skill building interventions for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 3258-3269.
Pickard, K.E., Kilgore, A., & Ingersoll, B. (2016). Using community partnerships to better understand the barriers to using an evidence-based, parent-mediated intervention for ASD in a Medicaid system. American Journal of Community Psychology, 57, 391-403.
Pickard, K.E., Wainer, A.L., Bailey, K., & Ingersoll, B. (2016). A mixed-method evaluation of a telehealth-based parent-mediated intervention for children with ASD. Autism: International Journal of Research and Practice, 20, 845-855.
Ingersoll, B., Wainer, A.L., Berger, N.I., Pickard, K.E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46, 2275-2284.
Walton, K. & Ingersoll, B. (2016). The utility of thin slice ratings for predicting language growth in children with autism spectrum disorder. Autism: International Journal of Research and Practice, 20, 374-380.
Pickard, K. & Ingersoll, B. (2016). Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use. Autism: International Journal of Research and Practice, 20, 106-115
2015
Ingersoll, B. & Berger, N.I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with ASD: Predictors of program use and parent outcomes. Journal of Medical Internet Research, 17, e227.
Walton, K. & Ingersoll, B. (2015). Psychosocial adjustment and sibling relationships in siblings of children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders, 45, 2764-2778.
Schreibman, L., Dawson, G., Stahmer, A., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for ASD. Journal of Autism and Developmental Disorders, 45, 2411-2428.
Pickard, K. & Ingersoll, B. (2015). Brief Report: High and low level IJA on the early social communication scale: Distinct relationships with measures of imitation and language ability. Journal of Autism and Developmental Disorders, 45, 262-268.
Berger, N. & Ingersoll, B. (2015). An evaluation of imitation recognition abilities in typically developing children and young children with autism spectrum disorder. Autism Research, 4, 442-453.
Pickard, K. & Ingersoll, B. (2015). From research settings to parents the role of parent social networks in the choices parents make about services for their child with autism spectrum disorder. Clinical Psychological Science,3, 256-269.
Walton, K. & Ingersoll, B. (2015). The influence of maternal speech on the expressive language production of children with ASD: A microanalysis of mother-child play interactions. Autism: International Journal of Research and Practice, 19, 421-432.
2014
Berger, N. & Ingersoll, B. (2014). A further investigation of goal-directed intention understanding in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 3204-3214.
Ingersoll, B. & Wainer, A. (2014). The broader autism phenotype.In F. Volkmar, A., Klin, R. Paul, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, 4th Edition. New York, NY: Wiley.
2013
Berger, N. & Ingersoll, B. (2013). Short Report: An exploration of imitation recognition in young children with autism spectrum disorders. Autism Research, 6, 411-416.
Ingersoll, B. & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorder, 43, 2943-295.
Wainer, A. & Ingersoll, B. (2013). Intervention fidelity: An essential component for bridging ASD parent training intervention research and practice. Clinical Psychology: Research and Practice, 20, 335–357.
Walton, K. & Ingersoll, B. (2013). Expressive and receptive fast-mapping in children with autism and typical development: The influence of orienting cues. Research in Autism Spectrum Disorders, 7, 687–698.
Wainer, A., Block, N., Donnellan, B., & Ingersoll, B. (2013). The broader autism phenotype and friendships in non-clinical dyads. Journal of Autism and Developmental Disorders, 43, 2418-2425.
Ingersoll, B., Walton, K., Carlsen, D., & Hamlin, T. (2013). Social intervention for adolescents with low-functioning autism: Initial efficacy of Reciprocal Imitation Training. American Journal of Intellectual and Developmental Disabilities, 118, 247-261.
Ingersoll, B. & Wainer, A. (2013). Pilot study of a school-based parent training program for preschoolers with ASD. Autism – International Journal of Research and Practice, 17, 434-448.
Walton, K. & Ingersoll, B. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: A review of the literature. Journal of Autism and Developmental Disorders, 43, 594-615.
Wainer, A. & Ingersoll, B.(2013). Disseminating ASD interventions: A pilot study of a distance learning program for parents and professionals. Journal of Autism and Developmental Disorders, 43, 11-24.
Ingersoll, B. & Wainer, A. (2013).Using distance learning technology to increase dissemination of evidence-based practice in ASD. In K. Boser, M. Goodman, & S. Wayland (Eds.), Technology tools for students with autism: Innovations that enhance independence and learning.Baltimore, MD: Brookes Publishing.
Walton, K., Wainer, A., Berger, N., & Ingersoll, B. (2013). Peer and adult socialization. In S. Goldstein and J. Naglieri (Eds.), Interventions for autism spectrum disorders: Translating science into practice. New York, NY: Springer.
2012
Ingersoll, B., Walton, K., Bonter, N., & Jelinek, S. (2012). A comparison of naturalistic behavioral and developmental, social-pragmatic interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55, 1301-1313.
Ingersoll, B. (2012). Brief Report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768-1773.
Walton, K. & Ingersoll, B. (2012). Evaluation of a sibling-mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241-253.
Ingersoll, B. & Wainer, A. (2012). The role of parents in school based curriculums. In P. Mundy and A. Mastergeorge (Eds.), Autism for Educators, Volume 1, Empirically Supported Educational Interventions for School Age Children with Autism. New York: Jossey-Bass.
2011
Ingersoll, B., Hopwood, C. J., Wainer, A., & Donnellan, M.B. (2011). A comparison of three self-report measures of the broader autism phenotype in a non-clinical sample. Journal of Autism and Developmental Disorder, 41, 1646-1657.
Wainer, A., Ingersoll, B. & Hopwood, C. J. (2011). The structure and nature of the broader autism phenotype in a non-clinical sample. Journal of Psychopathology and Behavioral Assessment, 33, 459-469.
Ingersoll, B. (2011). Recent advances in early identification and treatment of social communication deficits in autism. Current Directions in Psychological Science, 20, 335-339.
Ingersoll, B. & Meyer, K. (2011). Do object and gesture imitation skills represent independent dimensions in autism?. Journal of Developmental and Physical Disabilities, 23, 421-431.
Meyer, K., Ingersoll, B., & Hambrick, D. (2011). Factors influencing adjustment in siblings of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1413-1420.
Ingersoll, B., Meyer, K, & Becker, M. (2011). Short Report: Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype. Autism Research, 4, 143-148.
Ingersoll, B. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions, 13, 109-118.
Ingersoll, B. & Meyer, K. (2011). Examination of correlates of different imitative functions in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1078-1085.
Wainer, A. & Ingersoll, B. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96-107.
Ingersoll, B. & Hambrick, D. Z. (2011).The relationship between the broader autism phenotype, child severity, and stress and depression in parents of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 337-344.
Schreibman, L. & Ingersoll, B. (2011). Naturalistic approaches to early behavioral intervention. In D. G. Amaral, G. Dawson, and D. H. Geschwind (Eds.), Autism spectrum disorders. New York: Oxford University Press.
2010
Ingersoll, B. (2010). Brief Report: Pilot randomized controlled trial of Reciprocal Imitation Training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154-1160.
Ingersoll, B. & Lalonde, K. (2010).The impact of object and gesture imitation training on language use in children with autism. Journal of Speech, Language, and Hearing Research, 53, 1040-1051.
Ingersoll, B. (2010). Broader autism phenotype and nonverbal sensitivity: Evidence for an association in the general population. Journal of Autism and Developmental Disorders, 40, 590-598.
Ingersoll, B. (2010). Teaching social communication to children with autism: A comparison of naturalistic behavioral and developmental, social pragmatic interventions. Journal of Positive Behavior Interventions, 12, 33-43.
2009
Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., & Ingersoll, B., & Andrews, S. M. (2009). Social Stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39, 299-321.
Ingersoll, B. & Schreibman, L. (2009). Reciprocal Imitation Training: A naturalistic behavioral approach to teaching imitation to young children with autism. In P. Reed (Ed.), Behavioral theories and interventions for autism. New York, NY: Nova Science Publishers.
Ingersoll, B. & Dvortcsak, A. (2009). Increasing generalization through the use of parent-mediated interventions. In Christina Whalen (Ed.), Real Life, Real Progress: A practical guide for parents and professionals on generalization for children with autism spectrum disorders (pp. 173-194). Baltimore, MD: Paul H. Brookes.
2008
Ingersoll, B. (2008). The effect of context on imitation skills in children with autism. Research in Autism Spectrum Disorders, 2, 332-340.
Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21, 107-119.
Ingersoll, B. (2008). Behavioral language interventions for autism. In G. R. Buckendorf (Ed.), Autism: A guide for educators, clinicians, and parents. Greenville, SC: Thinking Publications.
2007
Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures to young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446-1456.
Ingersoll, B. (2007). Teaching imitation to children with autism: A focus on social reciprocity. Journal of Speech and Language Pathology & Applied Behavior Analysis, 2, 269-277.
Ingersoll, B. & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175.
Whalen, C., Ingersoll, B., & Liden, L. (2007). Evidence-based computer assisted treatment for autism spectrum disorders. In J. Lazar (Ed.), Universal usability: Designing computer interfaces for diverse user populations. New York, NY: Wiley.
2006
Whalen, C., Schreibman, L. & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
Ingersoll, B. & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487-505.
Ingersoll, B. & Dvortcsak, A (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8, 79-87.
Whalen, C., Liden, L., Ingersoll, B., Dallaire, E., & Liden, S. (2006). Positive behavioral changes associated with the use of computer-assisted instruction for young children with special needs. Journal of Speech and Language Pathology & Applied Behavior Analysis, 1, 11-26.
2005
Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 213-222.
Schreibman, L. & Ingersoll, B. (2005). Behavioral interventions to promote learning in individuals with autism. In F. Volkmar, A., Klin, R. Paul, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, 3rd Edition, Volume 2: Assessment, interventions, and policy (pp. 882-896). New York, NY: Wiley.
2004
Stahmer, A. & Ingersoll, B. (2004). Inclusive programming for toddlers with autistic spectrum disorders: Outcomes from the Children’s Toddler School. Journal of Positive Behavioral Interventions, 67, 67-82.
2003
Ingersoll, B., Schreibman, L., & Tran, Q. (2003). The effect of sensory feedback on immediate object imitation in children with autism. Journal of Autism and Developmental Disorders, 33, 673-683.
Stahmer, A., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism – International Journal of Research and Practice, 7, 401-414.
2001
Ingersoll, B., Schreibman, L., & Stahmer, A. (2001). Brief Report: Differential treatment outcomes for children with autistic spectrum disorder based on level of peer social avoidance. Journal of Autism and Developmental Disorders, 31, 343-349.
Sherer, M., Pierce, K., Parades, S., Kisacky, K., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model?. Behavior Modification, 25, 140-158.