Two conduct problem boys and their mothers participated in parent-training interventions focussed on compliance teaching and responsive parenting. After baseline observations at home and in a clinic playroom, the two interventions were scheduled separately in alternating phases such 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 reciprocity when their mothers were engaged in responsive parenting. These findings are discussed within a theoretical framework describing the relationship enhancing properties of interactional synchrony.
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