GENERATING RECIPROCITY WITH CONDUCT PROBLEM CHILDREN AND THEIR MOTHERS - THE EFFECTIVENESS OF COMPLIANCE TEACHING AND RESPONSIVE PARENTING

Two conduct problem boys and their mothers participated in parent-trai ning interventions focussed on compliance teaching and responsive pare nting. After baseline observations at home and in a clinic playroom, t he two interventions were scheduled separately in alternating phases s uch that each occurred twice, Compared to their baseline behavior, the children showed increased compliance with their mothers during either intervention. The children also showed other patterns of prosocial re ciprocity when their mothers were engaged in responsive parenting. The se findings are discussed within a theoretical framework describing th e relationship enhancing properties of interactional synchrony.