Date of Award

12-2025

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

School

Psychology

Committee Chair

Zachary LaBrot

Committee Chair School

Psychology

Committee Member 2

Emily DeFouw

Committee Member 2 School

Psychology

Committee Member 3

Brad Dufrene

Committee Member 3 School

Psychology

Abstract

This single-case experimental study evaluated the impact of a virtual Behavioral Parent Training (BPT) module designed to teach Effective Instruction Delivery (EID) to caregivers of typically developing children with mild to moderate compliance difficulties. Three parent–child dyads participated in a concurrent multiple baseline across participants design. The intervention included an asynchronous virtual learning module, with virtual Behavioral Skills Training (BST) provided as needed. Parents' use of EID was directly observed and measured across baseline, intervention, and follow-up phases. Results demonstrated a functional relation between the virtual BPT module and increased parent use of EID. All three parents showed immediate and sustained improvements following the module, with one requiring BST to reach mastery, as well as maintained EID use during follow-up. A functional relation between increased EID use and child compliance was not observed, as all children exhibited high compliance levels during baseline. Social validity was assessed using the C-CASS, and all parents rated both the virtual BPT and EID strategies as acceptable, feasible, and effective. These findings support the use of brief, fully virtual BPT programs to improve parent implementation of effective instruction delivery and demonstrate their potential as a practical alternative to in-person training. This study adds to the evidence base supporting virtual behavioral interventions and emphasizes the need for accessible, efficient parent training formats.

Download

Available for download on Friday, May 28, 2275

  Contact Author

Share

COinS