Brooke Ingersoll

Professor

Michigan State University

United States

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Brooke Ingersoll is a Professor at Michigan State University in the United States. Her research primarily focuses on caregiver-mediated interventions, social communication outcomes in children, and the effectiveness of telehealth models for autism interventions. Recent publications highlight the significance of caregiver self-regulation in intervention success, as well as exploring various methodologies for assessing child development in virtual contexts.

Articles (10)

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2025

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2025

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2024

Collaborators (4)

Alice Carter

Professor

University of Massachusetts Boston

UNITED STATES

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Kyle M. Frost

University of Massachusetts Boston

UNITED STATES

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wendy stone

Professor

University of Washington

UNITED STATES

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Karis Casagrande

University of Washington

UNITED STATES

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Brooke Ingersoll

Research Interests

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Articles (10)

Characterizing Federally Mandated Early Intervention for Children with Social Communication Delays: A Mixed-Methods Analysis

Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change

Differentiating Compliance Training From Naturalistic Teaching Approaches in NDBIs: A Response to Cullinane et al. (2024)

Theory of Change of Caregiver Coaching for an Early Parent-Mediated Autism Intervention

Caregiver Self-Regulation as a Key Factor in the Implementation Potential of Caregiver-Mediated Interventions

Telehealth Pilot Study of the Effects of a Naturalistic Developmental Behavioral Intervention on Child Social Communication Outcomes in a Community Mental Health System

The Language ENvironment Analysis (LENA) System in Toddlers With Early Indicators of Autism: Test–Retest Reliability and Convergent Validity With Clinical Language Assessments

Telehealth coaching in Project ImPACT indirectly affects children's expressive language ability through parent intervention strategy use and child intentional communication: An RCT

Employing user-centered design to develop a remote technology kit for studying young children’s social communication skills

Relative Efficacy of Self-directed and Therapist-assisted Telehealth Models of a Parent-mediated Intervention for Autism: Examining Effects on Parent Intervention Fidelity, Well-being, and Program Engagement

Collaborators (4)

Alice Carter

Kyle M. Frost

wendy stone

Karis Casagrande

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