The parent training component of early childhood intervention programs was examined with four handicapped children (26 to 29 months old) and their mothers. Antecendent and contingent modeling, two procedures that parents are commonly trained to use with their handicapped children, were investigated. Each modeling procedure was effective in teaching children; however, quantitatively and qualitatively distinct interactions between parent and child were generated by each procedure. It was concluded that educators must be concerned with the effects of teaching procedures on the interactions between the parent and child. (Author/IM)