Parent education has been found to be an efficient means of providing intervention services to children with autism and has been linked to improved parent and child outcomes. Despite the empirically supported finding that parent education programs lead to positive outcomes, few studies have looked at how parent education should be conducted. In addition, there continues to be a large attrition rate from parent education programs and researchers suggest that variables associated with dropout rates be examined. The literature suggests that being involved in the selection of treatment goals may be one variable associated with continued involvement in parent education programs as parents appear particularly invested in selecting treatment goals that are meaningful to their family. Although, collecting data on a child's performance would allow parents to evaluate progress towards a meaningful goal, little research has been conducted in this area. The purpose of this study is to examine the effects of adding a data collection component to a typical parent education program of practice with feedback. Specifically, the study examined whether training parents on how to take data on specific goals will (1) improve procedural fidelity, (2) improve interspersal of acquisition and maintenance teaching opportunities presented to the child, (3) decrease parent stress, (4) increase parent confidence, (5) increase the child's performance on the target goal, and (6) increase the child's overall responsivity? A multiple baseline across three participants was used to assess the effects of the data collection component. The results suggest that a data collection component helps parents reach procedural fidelity and leads to improvements in observed parent stress and confidence levels. Additionally, improvements in child measures were also noted. Specifically, all three children showed increases in correct responding on the target goal and overall responsivity towards their parent