Juanico, Jessica FJohnson, Kayt-Lyn2024-11-252024-11-252022-08-312022http://dissertations.umi.com/ku:18591https://hdl.handle.net/1808/35658Hanley et al. (2007) developed the Preschool Life Skills (PLS) program to address concerns related to time spent in nonmaternal childcare. The program resulted in a substantial increase in school readiness skills as well as a decrease in problem behavior across 16 participants. The effectiveness of the PLS program has been replicated and extended across different settings and populations; however, the literature on the implementation of the PLS program by caregivers is limited. Additionally, training methods for implementing the PLS program traditionally involve a consultative model which utilizes behavioral skills training and ongoing supervision. Although the consultative model is an effective training method, it is time, resource, and cost inefficient. Video modeling is a promising training method that addresses these inefficiencies. Therefore, the purpose of the current study was to evaluate the effects of video modeling, and feedback as necessary, to train three caregivers to teach PLS to their child. Although an increase in responding was observed for all three participants following video modeling, video modeling plus feedback was required to maintain correct responding and meet mastery criteria. Following video modeling plus feedback, all three participants immediately met mastery criteria. These findings suggest that remote video modeling plus feedback may be a time- and cost-efficient method for training caregivers to implement the PLS program.60 pagesenCopyright held by the author.Behavioral sciencesCaregiver trainingFeedbackParent trainingPreschool life skillsVideo modelingVideo modeling plus feedbackThesis0000-0003-3191-3796