The Effects of Parent-Implemented Demanded Eye Contact as a Component of EID on Child Compliance

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2021

Author dc:creator

• Blanchard, Halley Claire

Contributors dc:contributor

• D. Joe Olmi, Ph.D.
• Crystal N. Taylor, Ph.D., NCSP
• Michael Mong, Ph.D.

• compliance
• telehealth
• parent training
• virtual
• effective instruction delivery
• eye contact
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/830

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1891