Research during the first two years of this project indicated that television alone can be an effective medium for teaching complex conceptual behaviors, some more than others. The major task during the third year was to develop and test the efficacy of parental intervention procedures to augment televised skill instruction. Subjects were three- to five-year-old Native American children attending Head Start Centers on the Papago Reservation in Arizona. A parental support system was implemented for the four skill areas: seriation, enumeration, conservation, and question-asking. The four experimental groups included (1) television only, (2) televised instruction with ancillary support, (3) televised instruction with parental support, and (4) television with both types of ancillary support. In the question-asking, seriation, and enumeration studies, performance of the televised instruction group was significantly superior to control groups. Only in enumeration was a condition involving ancillary instruction more effective than television alone. In general, the results of the experiments during this grant have demonstrated that televised instruction based on social learning theory and task analysis can be effective in teaching abstract rule-governed behaviors to preschool children and that, under certain conditions, simple ancillary support may enhance the effects of televised instruction alone. (VT)