Date of Award
Summer 2021
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
School
Psychology
Committee Chair
D. Joe Olmi, Ph.D.
Committee Chair School
Psychology
Committee Member 2
Crystal N. Taylor, Ph.D., NCSP
Committee Member 2 School
Psychology
Committee Member 3
Michael Mong, Ph.D.
Committee Member 3 School
Psychology
Abstract
Effective instruction delivery (EID) is an eight-step strategy that has been shown to be effective at increasing child compliance across classroom and clinical settings (Everett et al., 2005; Ford, 1998; Mandal et al., 2000; Scoggins, 2005). Component analyses investigating the relative importance of eye contact components of EID have obtained mixed results in clinical settings (Everett et al., 2005; Faciane, 2001; Faciane, 2004). Additionally, applied studies evaluating the effectiveness and treatment integrity of interventions delivered through telehealth have been largely behavior-analytic in nature (Lee et al., 2015; Seuss et al., 2013; Stich & Samaha, 2015; Wainer & Ingersoll, 2014). The current study sought to examine the effect of EID with and without its eye contact components as implemented by parents in the home setting and observed via videoconferencing, treatment integrity of parent implementation, and perceived treatment acceptability. While the effects of demanded eye contact were varied across participants, all parents exhibited high levels of treatment integrity and acceptability. Results and implications are discussed.
Copyright
Blanchard, 2021
Recommended Citation
Blanchard, Halley Claire, "The Effects of Parent-Implemented Demanded Eye Contact as a Component of EID on Child Compliance" (2021). Master's Theses. 830.
https://aquila.usm.edu/masters_theses/830