Abstract
The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers' use of incidental teaching. Data were collected during daily free-play periods when target teachers supervised children identified as having language delays. A multiple baseline design across subjects (teachers) was used to assess the effects of the inservice training and feedback procedures. Baseline data indicated that teachers used some steps of the incidental teaching procedure but did not use the entire procedure. The inservice training plus written and verbal feedback resulted in frequent use of the entire procedure.
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