Children with emotional disturbance have historically poor outcomes, including separate school environments, exclusion from school due to disciplinary actions, high dropout rates, poor employment outcomes, and incarceration. Therefore, it is imperative that children displaying early warning signs for risk of emotional disturbance receive effective early interventions. Applied behavior analysis (ABA) is an evidence-based early intervention practice that can be successfully disseminated through a parent training program. This study used a single-case multiple baseline across behaviors design to empirically evaluate the effects of behavior skills training provided over telehealth to parents of children at risk for an emotional disturbance. Corollary effects of the telehealth parent training program on their child's behavior and the relationship between increased parent skills and child behavior were also examined. In addition, scores were examined for pre- and post-assessments of parent knowledge of behavior analytic practices, parent reported perceptions of their child's behavior and their own self-efficacy, and parent satisfaction with the telehealth training program. For all three parent participants, data suggests a functional relation between the telehealth behavior skills training intervention and parent use of targeted practices during unstructured play and skill sessions. These increased levels of parent behavior were also maintained throughout the maintenance sessions. Between pre- and post-assessment, all three parents displayed increased knowledge of behavior analytic practices. Direct observation of child behavior suggests improvement in about half of the behaviors chosen for measurement. Parent reports of their child's behavior indicate statistically significant improvement in the tracked behaviors of two out of three children. Parents' reported self-efficacy and competence all increased from the beginning to the end of the training and all participants reported the training to be an acceptable and feasible method of parent training. Results suggest that the intervention may be an effective and acceptable method for increasing parent use of targeted behavioral practices. Limitations and implications for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]