a response from their peer with ASD (McGee et al., 1992). Three typical preschoolers were trained and paired with three children with ASD in a natural free play environment (McGee et al., 1992). There was adult supervision that was systematically faded throughout the sessions, which resulted in increase reciprocal interactions among the peers (McGee et al., 1992). Evidence showed that peer incidental teaching was effective in improving and enhancing reciprocal interactions among children with autism and their typical peers (McGee et al., 1992). Expansion of Incidental Teaching Methods Incidental teaching is the most common among speech and verbal words and phrases. It is proven to help a child engage with toys, respond in social settings, social tolerance of peers, and imitation of peers (McGee et al., 1999). Hart and Risley (1975) discussed that children were able to develop compound sentences on their own based on the teaching procedures of incidental teaching. Incidental teaching encourages the use of conversational language because of the use in generalized settings with different people (McGee & Daly, 2007). It is evident how successful incidental teaching is in the realm of functional language interactions. However, McGee, Krantz, and McClannahan (1986) completed an extension of incidental teaching procedures of Hart and Risley (1975) to teach reading instruction for autistic children. The study consisted of two autistic children, one who was five years old, and another who was thirteen years old (McGee et al., 1986). The study used visual discriminations of printed stimuli in response to auditory cues within the activity and the measurements were based on maintenance of sight-word reading skills, generalizations of visual discriminations to a reading understanding task, and a transfer of stimulus mat>