Michigan State University

College of Social Science

Human Development Initiative

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The Human Development Initiative, begun in 2009, is a community of scholars throughout the university interested in development across the lifespan. The initiative creates venues where scholars involved in cutting-edge research in the social and health sciences (including genetics, neuroscience, and psychosocial development) can focus on the intersections between their own work and that of other researchers. We invite faculty and graduate students to join us at our bi-weekly brown bag speaker series and our fall and spring colloquia.

Ingersoll Brooke Ingersoll
Associate Professor
Ph.D. Psychology - University of California, San Diego 2003
Masters Psychology - University of California, San Diego 1999
Bachelors Psychology and French - University of Michigan, Ann Arbor 1996
Primary Program: Clinical
105B Psychology
(517) 432-8412

Research Statement

Dr. Ingersoll’s 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.  

Research Publications    
2012Walton, K. & Ingersoll, B. (2012). Evaluation of a sibling-mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241-253.
2012Ingersoll, B. (2012). Brief Report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768-1773.
2012Ingersoll, B., Walton, K., Bonter, N., & Jelinek, S. (2012). A comparison of naturalistic behavioral and developmental, social-pragmatic interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55, 1301-1313.
2011Ingersoll, B. (2011) Recent advances in early identification and treatment of autism. Current Directions in Psychological Science, 20, 335-339.
2011Wainer, A., Ingersoll, B., & Hopwood, C. J. (2011). The structure and nature of the broader autism phenotype in a non-clinical sample. Journal of Psychopathology and Behavioral Assessment, 33, 459-469.
2011Wainer, A. & Ingersoll, B. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96-107.
2011Ingersoll, B. & Meyer, K. (2011). Examination of correlates of different imitative functions in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1078-1085.
2011Ingersoll, B. & Meyer, K. (2011). Do object and gesture imitation skills represent independent dimensions in autism? Journal of Developmental and Physical Disabilities, 23, 421-431.
2011Ingersoll, B., Meyer, K., & Becker, M. (2011). Short Report: Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype. Autism Research, 4, 143-148.
2011Ingersoll, B. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions, 13, 109-118.