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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Sweaks, Amarah L"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:55Z","subjects":["behavioral parent training","effective instruction delivery","virtual services","child compliance","social validity","accessibility","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1175","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Sweaks, Amarah L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2275-05-28T07:00:00Z"]},{"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":["behavioral parent training","effective instruction delivery","virtual services","child compliance","social validity","accessibility","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1175"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Evaluating a Brief Virtual Parent Training Module to Increase Implementation of Effective Instruction Delivery"]}]}],"canonical_facts":{"dc:contributor":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"],"dc:creator":["Sweaks, Amarah L"],"dc:date.available":["2275-05-28T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1175"],"dc:subject":["behavioral parent training","effective instruction delivery","virtual services","child compliance","social validity","accessibility","School Psychology"],"dc:title":["Evaluating a Brief Virtual Parent Training Module to Increase Implementation of Effective Instruction Delivery"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:55Z"}