Unprogrammed learning of differential attention by fathers of oppositional children

Four mothers received toddler management training to teach basic behavior modification technology for use with their oppositional pre-school children. Clinic sessions included baseline, differential reinforcement I, reversal, differential reinforcement II, and follow-up. When training was completed, all mothers were proficient in the use of techniques. Home observation sessions with mother-child and father-child interaction were conducted for pre-clinic baselines and post-clinic follow-ups. While fathers received no clinic instruction, data indicated that unprogrammed learning did occur. All fathers' use of differential attention with their children increased.