on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction by language or gestures (McGee et al., 1983). Two children were both in a Teaching Family Model group home and both have been institutionalized there for a little over seven years (McGee et al., 1983). One of the participants was fifteen years old, and the other participant was twelve years old (McGee et al., 1983). Incidental teaching occurred daily in the kitchen for a 45-minute session in the kitchen during preparation for lunches (McGee et al., 1983). The teacher would ask the student, “Are you ready to make sandwiches?” or a similar question to inquire readiness (McGee et al., 1983). When the child looked at the teacher without any off task or self-stimulatory behavior, the teaching procedure was initiated and the incidental teaching began (McGee et al., 1983). There was also generalization in the study across settings, just as standard incidental teaching, but only modified to aid the severe deficits in the children. The results yielded benefits that are similar to that of standard incidental teaching procedures because if the rapid acquisition and the promotion of generalization (McGee et al., 1983). At times it is difficult to use prompts when teaching children with ASD new skills because they can be prompt dependent; however, it is difficult to not use any prompts because they are needed to teach the skill. Incidental teaching is a procedure, which aids the children to learn the skills in a natural environment, but there also isn’t a need for continual prompts (Hart and Risley, 1975). McGee et al. (1999) showed that incidental teaching generates less prompt dependency because the teacher prompts them to elaborate on>