Date of Award


Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)



Committee Chair

Brad Dufrene, Ph.D.

Committee Chair School


Committee Member 2

Crystal Taylor, Ph.D.

Committee Member 2 School


Committee Member 3

D. Joe Olmi, Ph.D.

Committee Member 3 School



Children who attend Head Start children are at increased risk for emotional and behavioral disorders. A variety of systemic factors contribute to their increased risk for problematic developmental outcomes. Parent-Child Interaction Therapy (PCIT) is an evidence-based intervention for improving positive parenting skills and children’s outcomes. This study included a multiple baseline design across participants and tested the effects of Internet-Delivered Parent-Child Interaction Therapy (I-PCIT) on improving Head Start mothers’ use of the Effective Commands that are part of the Parent Directed Interaction component of PCIT. Seven total mothers were recruited to participate in this study. Four mothers did not complete participation; therefore, data are presented for the three mothers that completed intake sessions, baseline, and treatment. The primary outcome variable was mothers’ delivery of Effective Commands. Additionally, this study included measurement of children’s behavior via mothers’ ratings on the Eyberg Childhood Behavior Inventory (ECBI) and mothers’ ratings of the social validity of I-PCIT. Results indicated that the three mothers that received intervention improved their use of Effective Commands. Two of the mothers completed a maintenance phase and improved delivery of Effective Commands maintained at levels greater than baseline. One mother failed to attend maintenance sessions. Mothers’ ratings on the ECBI resulted in reductions in problem severity scores from pre-treatment to post-treatment. Additionally, the two mothers that completed social validity measures, rated I-PCIT as socially valid. Results are discussed in terms of future directions for research in I-PCIT.