Akademik Veri Yönetim Sistemi
International Journal of Developmental Disabilities, 2026 (SSCI, Scopus)
This study examined the effectiveness of incidental teaching in promoting self-initiation by requesting behavior in young children with autism spectrum disorder (ASD) within the Azerbaijani cultural context. It also evaluated the generalization, maintenance, and social validity. The study employed a multiple-probe design across participants. Three male nonverbal children aged 24–48 months participated in the study. The intervention occurred in the children’s home using incidental teaching. All participants acquired the target behavior to criterion. The behavior was generalized across settings, materials, and partners and was maintained at follow-up intervals. Parents reported that the incidental teaching was acceptable and effective, and they observed additional gains in joint attention, eye contact, and a reduction in challenging behaviors. These findings align with previous research and highlight both targeted and collateral benefits. Findings support the efficacy of incidental teaching for young nonverbal children with ASD within a culturally novel context. Naturalistic behavioral interventions can yield meaningful and generalized improvements in communication behavior. In contrast, findings should be interpreted cautiously, given the small sample.