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Psychology

D-Index
50
Citations
12276
World Ranking
5376
National Ranking
2940

Overview

Brooke Ingersoll is affiliated with Michigan State University in the United States. Their research focuses primarily on autism spectrum disorder (ASD) and related developmental and psychological areas.

Ingersoll's work spans several key fields of study including psychology, with a concentration in clinical psychology, and neuroscience, particularly cognitive neuroscience. Additional subfields include developmental and educational psychology, education, and psychiatry and mental health.

The scientist's research encompasses a variety of topics:

  • Autism Spectrum Disorder Research
  • Family and Disability Support Research
  • Behavioral and Psychological Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Child Nutrition and Feeding Issues
  • Child Development and Digital Technology
  • Health Policy Implementation Science

Frequent publication venues for Ingersoll include:

  • Autism
  • Journal of Autism and Developmental Disorders
  • Autism Research
  • Journal of Early Intervention
  • Behavioral Sciences

Ingersoll has contributed to several research papers, with prominent recent publications such as:

  • "Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi" (2020), published in Autism
  • "Service deserts and service oases: Utilizing geographic information systems to evaluate service availability for individuals with autism spectrum disorder" (2020), published in Autism
  • "Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report" (2021), published in Journal of Autism and Developmental Disorders
  • "Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study" (2020), published in Autism
  • "Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System" (2021), published in Journal of Autism and Developmental Disorders

Brooke Ingersoll frequently collaborates with other researchers. Their most common co-authors include:

  • Kyle M. Frost
  • Diondra Straiton
  • Allison Wainer
  • Alice S. Carter
  • Wendy L. Stone

Best Publications

  • Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

    Laura Schreibman;Geraldine Dawson;Aubyn C. Stahmer;Rebecca Landa

  • Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention

    Brooke Ingersoll;Brooke Ingersoll;Laura Schreibman

  • Enhancing Conversation Skills in Children With Autism via Video Technology Which Is Better, "Self" or "Other" as a Model?

    Michelle Sherer;Karen L. Pierce;Sara Paredes;Kimberly L. Kisacky

  • The Relationship between the Broader Autism Phenotype, Child Severity, and Stress and Depression in Parents of Children with Autism Spectrum Disorders.

    Brooke Ingersoll;David Z. Hambrick

  • The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism.

    Brooke Ingersoll;Samantha Gergans

  • The Collateral Effects of Joint Attention Training on Social Initiations, Positive Affect, Imitation, and Spontaneous Speech for Young Children with Autism

    Christina Whalen;Laura Schreibman;Brooke Ingersoll;Brooke Ingersoll

  • Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT.

    Brooke Ingersoll;Allison L. Wainer;Allison L. Wainer;Natalie I. Berger;Katherine E. Pickard

  • The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders

    Allison L. Wainer;Brooke R. Ingersoll

  • The social role of imitation in autism: Implications for the treatment of imitation deficits

    Brooke Ingersoll

  • Increasing Access to an ASD Imitation Intervention Via a Telehealth Parent Training Program

    Allison L. Wainer;Brooke R. Ingersoll

  • Including Parent Training in the Early Childhood Special Education Curriculum for Children With Autism Spectrum Disorders

    Brooke Ingersoll;Anna Dvortcsak

  • Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD

    Brooke Ingersoll;Allison Wainer

  • Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism

    Brooke Ingersoll

  • Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention.

    Brooke Ingersoll;Elizabeth Lewis;Emily Kroman

  • Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature

    Katherine M. Walton;Brooke R. Ingersoll

  • Inclusive Programming for Toddlers with Autism Spectrum Disorders Outcomes From the Children's Toddler School

    Aubyn C. Stahmer;Brooke Ingersoll

  • Brief Report: Effect of a focused imitation intervention on social functioning in children with autism

    Brooke Ingersoll

  • A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample

    Brooke Ingersoll;Christopher J. Hopwood;Allison Wainer;M. Brent Donnellan

  • Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals

    Allison L. Wainer;Brooke R. Ingersoll

  • A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder:

    Katherine E Pickard;Allison L Wainer;Kathryn M Bailey;Brooke R Ingersoll

  • Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use

    Katherine E Pickard;Brooke R Ingersoll

Frequent Co-Authors

Laura Schreibman
Laura Schreibman University of California, San Diego
Aubyn C. Stahmer
Aubyn C. Stahmer University of California, Davis
Christopher J. Hopwood
Christopher J. Hopwood University of Zurich
M. Brent Donnellan
M. Brent Donnellan Michigan State University
David Z. Hambrick
David Z. Hambrick Michigan State University
Alan J. Lincoln
Alan J. Lincoln Alliant International University
Amy M. Wetherby
Amy M. Wetherby Florida State University
Wendy L. Stone
Wendy L. Stone University of Washington
Sally J. Rogers
Sally J. Rogers University of California, Davis
Geraldine Dawson
Geraldine Dawson Duke University

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