This chapter discusses the informal practice of learnful L2 gaming, that is, playing a vernacular (commercial, non-educational) game for the intentional, sometimes incidental purpose of L2 use and practice. The introduction discusses the reasons for this widespread practice and the background section surveys associated theory and research,…

Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to…

According to the recent estimate reported by the Centers for Disease Control and Prevention (2018), 1 in 59 children has been identified with autism spectrum disorder (ASD). One of the core characteristics of ASD is a social communication deficit (American Psychiatric Association, 2017). Young children with ASD may exhibit early difficulties in…

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…

The link between vocabulary and later literacy is well documented in the research base. One way children gain vocabulary is through incidental learning. Deaf or hard-of-hearing children (D/HH) often struggle with incidental learning and require vocabulary intervention to increase their lexicon. An effective vocabulary intervention is storybook…

This article reports the results of a study and a pilot study. The "study" considers the effectiveness of incidental teaching of grammar in a learning class of English As A Second Language by Persian speaking students. The "pilot study" examines the students' attitudes toward the incidental learning of grammar from the…

Purpose--The purpose of this study is to investigate the impact of an internship on its participants in an educational administration program. Design/methodology/approach--The study analyzed the interns' reports or reflections on their internship experience to decipher what was learned by the participants based on Nonoka and Takeuchi's knowledge…

This investigation examined the effectiveness of teaching letter sounds in a small group arrangement using computer-assisted instruction with SMART Board technology and a 3s constant time delay procedure to three students with learning disabilities. A multiple probe design across letter sound sets and replicated across students evaluate the…

The paper reviews and critiques research on incidental language teaching, a method which refers to interactions between an adult and a child that arise naturally in an unstructured situation and that are used systematically by the adult to transmit new information or give the child practice in developing a communication skill. Studies of this…

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)

This commentary addresses the effectiveness of different intervention approaches for young children with autism. It lists reasons why one approach is not better than another, discusses the tenets of practices that must be addressed in intervention approaches for young children with autism, and describes contributions and limitations of different…

The effectiveness of training mothers to use four incidental language teaching procedures with their language-delayed preschoolers was evaluated. Six mothers were trained to use the following techniques: first, the Model Procedure, which provides the response for the child to imitate; second, the Mand-Model Procedure, which elicits information the…

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…

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)