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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Blanchard, Halley Claire"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["D. Joe Olmi, Ph.D.","Crystal N. Taylor, Ph.D., NCSP","Michael Mong, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08-01T07:00:00Z","date_published":"2021-08-01T07:00:00Z","updated_at":"2026-07-24T05:45:33Z","subjects":["compliance","telehealth","parent training","virtual","effective instruction delivery","eye contact","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/830","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["D. Joe Olmi, Ph.D.","Crystal N. Taylor, Ph.D., NCSP","Michael Mong, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Blanchard, Halley Claire"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-15T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["compliance","telehealth","parent training","virtual","effective instruction delivery","eye contact","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Parent-Implemented Demanded Eye Contact as a Component of EID on Child Compliance"]}]}],"canonical_facts":{"dc:contributor":["D. Joe Olmi, Ph.D.","Crystal N. Taylor, Ph.D., NCSP","Michael Mong, Ph.D."],"dc:creator":["Blanchard, Halley Claire"],"dc:date.available":["2021-06-15T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/830"],"dc:subject":["compliance","telehealth","parent training","virtual","effective instruction delivery","eye contact","School Psychology"],"dc:title":["The Effects of Parent-Implemented Demanded Eye Contact as a Component of EID on Child Compliance"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:33Z"}