No abstract

Using a multiple baseline across 3 mother/child dyads, a treatment package containing only the positive components of effective instruction delivery (EID) and time-in (TI) is shown to be effective in achieving acceptable levels of child compliance in clinic and home settings. Mothers were able to master the components of both EID and TI in the clinic. Skill mastery in the home increased for EID, but varied for TI. The potential benefit of additional programming to facilitate generalization of parent skills to the home is discussed.