Training parents to serve as interventionists for their child is a common approach to enhance child well-being. The scope of parent training described in the literature spans diverse teaching practices, settings, and child diagnoses. Research demonstrates that parents can learn and implement a variety of skills with integrity; however, there is limited research regarding parents' ability to maintain skills. Further, although parents have been taught to utilize positive behavior support strategies, including behavior specific praise (BSP), quality of parents' use of BSP has yet to be evaluated. Using a multiple probe design across participants, three parents were taught to use targeted levels of BSP rate with quality elements. Subsequently, maintenance was assessed and self-monitoring used for any parents who demonstrate diminishing maintenance of skills. To determine positive impact on children, both engagement and problem behavior were also assessed. Results demonstrated that Behavioral Skills Training resulted in parents' ability to master BSP for both frequency and quality characteristics. All three parents demonstrated diminishing BSP use in maintenance, with self-monitoring demonstrating positive impacts on both frequency of use and quality (i.e., contingency, immediacy, and variety) of delivered BSP. Social validity for both BSP and self-monitoring indicated that parents found the practices to be acceptable and feasible. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]