Date of Award

Summer 2021

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)



Committee Chair

D. Joe Olmi, Ph.D.

Committee Chair School


Committee Member 2

Crystal N. Taylor, Ph.D., NCSP

Committee Member 2 School


Committee Member 3

Michael Mong, Ph.D.

Committee Member 3 School



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.