The first manuscript consisted of a systematic and quality review of studies that used telehealth to support caregivers of children exhibiting challenging behaviors. A summary of training components, procedural fidelity, social validity, and evidence of impact was reported. While there exists a great deal of information on remote implementation of interventions for challenging behavior, gaps were identified pertaining to systematic replicable coaching methods and the emphasis of social validity throughout the treatment process. The first manuscript served as the call to research for the second manuscript. A single case multiple baseline design was used across five families with children between the ages of 2 and 5. Data was collected on the feasibility, usability, and acceptability of a systematic process to train caregivers on behavior management strategies, Prevent Teach Reinforce for Families (PTR-F) when delivered using a remote format (PTR-F:R). Child outcomes such as percentage of intervals with CB and use of social skills using rating forms before and after PTR-F:R as well as caregiver outcomes such as stress levels and sense of competence were measured. Data were analyzed using visual analysis to assess the trend, variability, and immediacy of the effect of PTR-F:R on child challenging behavior across baseline and intervention phases. Repeated measures of parenting stress, parenting sense of competence, and child social skills were analyzed. All results were considered in light of fidelity measures, both caregiver implementation fidelity of the behavior support plan as written as part of the PTR-F:R process, as well as fidelity of remote implementation of facilitation of the PTR-F:R process, both recorded as percentage of steps completed each visit. Social validity ratings regarding the PTR-F:R process and the intervention plans developed and implemented during the participant's participation further indicated the extent of success of the process delivered in this new and different format. This study expands the research on both PTR-F as well as caregiver led function-based interventions for challenging behavior. Results, study limitations, recommendations for future research, and implications for practice are 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.]