Ingersoll Brooke  Square

Brooke Ingersoll vita

Associate Professor

PhD, Psychology, University of California, San Diego, 2003
MA, Psychology, University of California, San Diego, 1999
BS, Psychology & French, University of Michigan, 1996

Research Statement

Dr. Ingersolls research focuses on the development, evaluation, and dissemination of social communication interventions for individuals with autism. She also conducts research on the impact of ASD on the family and the broader autism phenotype. A major emphasis of her current work is on the development of community-focused, parent-mediated interventions for young children with ASD.

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Selected Publications

  • Ingersoll, B., Walton, K., Bonter, N., & Jelinek, S
    A comparison of naturalistic behavioral and developmental, social-pragmatic interventions on language use and social engagement in children with autism
    2012, Journal of Speech, Language, and Hearing Research, 55:1301-1313
  • Ingersoll, B.
    Brief Report: Effect of a focused imitation intervention on social functioning in children with autism
    2012, Journal of Autism and Developmental Disorders, 42:1768-1773
  • Walton, K. & Ingersoll, B.
    Evaluation of a sibling-mediated imitation intervention for young children with autism
    2012, Journal of Positive Behavior Interventions, 14:241-253
  • Ingersoll, B., Meyer, K., & Becker, M.
    Short Report: Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype
    2011, Autism Research, 4:143-148
  • Ingersoll, B., Hopwood, C. J., Wainer, A., & Donnellan, M.B.
    A comparison of three self-report measures of the broader autism phenotype in a non-clinical sample
    2011, Journal of Autism and Developmental Disorder, 41:1646-1657
  • Ingersoll, B. & Meyer, K.
    Examination of correlates of different imitative functions in young children with autism spectrum disorders
    2011, Research in Autism Spectrum Disorders, 5:1078-1085
  • Ingersoll, B. & Meyer, K.
    Do object and gesture imitation skills represent independent dimensions in autism?
    2011, Journal of Developmental and Physical Disabilities, 23:421-431
  • Wainer, A., Ingersoll, B., & Hopwood, C. J.
    The structure and nature of the broader autism phenotype in a non-clinical sample
    2011, Journal of Psychopathology and Behavioral Assessment, 33:459-469
  • Ingersoll, B.
    The differential effect of three naturalistic language interventions on language use in children with autism
    2011, Journal of Positive Behavior Interventions, 13:109-118
  • Meyer, K., Ingersoll, B., & Hambrick, D.
    Factors influencing adjustment in siblings of children with autism spectrum disorders
    2011, Research in Autism Spectrum Disorders, 5:1413-1420
  • Wainer, A. & Ingersoll, B.
    The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders
    2011, Research in Autism Spectrum Disorders, 5:96-107
  • Ingersoll, B.
    Recent advances in early identification and treatment of autism
    2011, Current Directions in Psychological Science, 20:335-339
  • Ingersoll, B.
    Broader autism phenotype and nonverbal sensitivity: Evidence for an association in the general population
    2010, Journal of Autism and Developmental Disorders, 40:590-598
  • Ingersoll, B.
    Teaching social communication to children with autism: A comparison of naturalistic behavioral and developmental, social pragmatic interventions
    2010, Journal of Positive Behavior Interventions, 12:33-43
  • Ingersoll, B. & Lalonde, K.
    The impact of object and gesture imitation training on language use in children with autism
    2010, Journal of Speech, Language, and Hearing Research, 53:1040-1051
  • Ingersoll, B.
    Brief Report: Pilot randomized controlled trial of Reciprocal Imitation Training for teaching elicited and spontaneous imitation to children with autism
    2010, Journal of Autism and Developmental Disorders, 40:1154-1160
  • Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., & Ingersoll, B., & Andrews, S. M.
    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
    2009, Journal of Autism and Developmental Disorders, 39:299-321
  • Ingersoll, B.
    The social role of imitation in autism: Implications for the treatment of imitation deficits
    2008, Infants & Young Children, 21:107-119
  • Ingersoll, B.
    The effect of context on imitation skills in children with autism
    2008, Research in Autism Spectrum Disorders, 2:332-340
  • Ingersoll, B.
    Teaching imitation to children with autism: A focus on social reciprocity
    2007, Journal of Speech and Language Pathology & Applied Behavior Analysis, 2:269-277
  • Ingersoll, B. & Gergans, S.
    The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism
    2007, Research in Developmental Disabilities, 28:163-175
  • Ingersoll, B., Lewis, E., & Kroman, E.
    Teaching the imitation and spontaneous use of descriptive gestures to young children with autism using a naturalistic behavioral intervention
    2007, Journal of Autism and Developmental Disorders, 37:1446-1456
  • Whalen, C., Schreibman, L. & Ingersoll, B.
    The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism
    2006, Journal of Autism and Developmental Disorders, 36:655-664
  • Whalen, C., Liden, L., Ingersoll, B., Dallaire, E., & Liden, S.
    Positive behavioral changes associated with the use of computer-assisted instruction for young children with special needs
    2006, Journal of Speech and Language Pathology & Applied Behavior Analysis, 1:11-26
  • Ingersoll, B. & Schreibman, L.
    Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention
    2006, Journal of Autism and Developmental Disorders, 36:487-505
  • Ingersoll, B. & Dvortcsak, A
    Including parent training in the early childhood special education curriculum for children with autism spectrum disorders
    2006, Journal of Positive Behavior Interventions, 8:79-87
  • Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (
    The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders
    2005, Focus on Autism and Other Developmental Disabilities, 20:213-222
  • Stahmer, A. & Ingersoll, B.
    Inclusive programming for toddlers with autistic spectrum disorders: Outcomes from the Children's Toddler School
    2004, Journal of Positive Behavioral Interventions, 67:67-82
  • Ingersoll, B., Schreibman, L., & Tran, Q.
    The effect of sensory feedback on immediate object imitation in children with autism
    2003, Journal of Autism and Developmental Disorders, 33:673-683
  • Stahmer, A., Ingersoll, B., & Carter, C.
    Behavioral approaches to promoting play
    2003, Autism – International Journal of Research and Practice, 7:401-414
  • Sherer, M., Pierce, K., Parades, S., Kisacky, K., Ingersoll, B., & Schreibman, L.
    Enhancing conversation skills in children with autism via video technology: Which is better, "self" or "other" as a model?
    2001, Behavior Modification, 25:140-158
  • Ingersoll, B., Schreibman, L., & Stahmer, A.
    Brief Report: Differential treatment outcomes for children with autistic spectrum disorder based on level of peer social avoidance
    2001, Journal of Autism and Developmental Disorders, 31:343-349
  • more publications