Caregivers of children with autism can manage problem behaviors using behavioral interventions taught by behavior professionals. The current study investigated the following: 1) the effects of BST on the fidelity of RBT implementation of the steps of BST as a method for teaching DRA procedure, 2) the effects of BST on the fidelity of a DRA procedure implemented by family members of a child with autism, 3) the effects of BST for implementation of a DRA procedure on caregiver perceptions of their motivation to participate in their child’s treatment, 4) the effects of BST for implementation of a DRA procedure on caregiver perceptions of ABA-provider support, and 5) the effects of BST for implementation of a DRA procedure on caregiver perceptions of parenting-related stress. Two experiments were conducted. The first experiment focused on the main experimenter training RBTs to implement BST. The second experiment focused on RBTs training caregivers using BST to implement DRA procedures. The second experiment also compared pretest and posttest data of caregiver perception of stress, caregiver perception of motivation, and caregiver perception of support from their provider. Results indicated that BST is an effective intervention for teaching RBTs to use BST. Results also indicated that BST is an effective intervention for teaching caregivers to implement a DRA procedure. Lastly, results indicated that there was no significance between pretest and posttest scores for parent stress, parent motivation, and parent feelings of support. The procedures and findings are discussed in this dissertation.