The purpose of this study was to test the effectiveness of an inservice staff development program in promoting change in patterns of teacher-child interaction. The program used (1) the combined techniques of systematic analysis of teaching behavior with the Behavior Ratings and Analysis of Communication in Education (BRACE) observation system, (2) self-confrontation through videotapes, and (3) joint conferencing between a teacher and a person acting in a staff development capacity to produce changes in adult-child communication which are related to the goals of developing thinking, self-activated learners. Fifteen subjects participated in the study. The treatment was effective in producing increases in the amount of adult communication dealing with logic and with communication which supports learning (p less than .059). The treatment was also effective in producing increases in the amount of child initiated communication (p less than .059), of child communication dealing with logic (p less then .059), and of the total volume of child communication. In addition, the participants perceived the program as helpful and worthwhile. The results of this study suggest that this type of staff development and program to change adult-child patterns of interaction should be continued and implemented on a wider basis. (Sixteen appendixes are attached which include letters, questionnaires, and other material relevant to the study.) (Author)