Described in a monograph published by the Technical Assistance Delivery System (TADS) are the rationale, intake and screening procedures, service delivery, liaison and follow through, and evaluation of parent training models from four preschool demonstration centers for handicapped children. An overview discusses the purposes and dimensions of parent training (social and emotional support, exchange of information, opportunities for parent participation, and improvement of parent child interactions). The university-affiliated program at the University of Washington, an example of a center-based parent training model, offers short-term, individualized parent training emphasizing home carryover of data keeping and behavior modification programs. Reviewed are three variations of the home-center parent training model: the carryover by parents of school instruction to the home, the teaching of new skills in the home, and the training of parents as volunteers in the center. Examples of parent lessons and child progress are included. Parent participation in a home-based program is exemplified in the Portage Project model which uses weekly prescriptions guaranteeing success for the parent and child. Finally, the parent implemented preschool model as seen in the Regional Intervention Program in Nashville, Tennessee is described in terms of the individual tutoring, generalization, and classroom training modules. An annotated bibliography of 18 citations is provided. (CL)