This paper addresses the problems of intervention in families with retarded or abused children, focusing on educational interventions aimed at increasing parenting skills. Clinical activities and research findings of the Project for Developmental Disabilities at UCLA are cited to illustrate several problems and to suggest potential solutions. A discussion of problems resulting from the family intervention perspective itself is followed by an explanation of problems associated with the reality of mental retardation, such as the child's slow learning and behavior problems. Three stages of outcome used to evaluate program success (parent participation, proficiency, and practice) are detailed along with problems that may arise during these stages. Problems often experienced by low socioeconomic level families are explained and modifications of training techniques are suggested to reduce these problems. Three types of families whose relationship problems often interfere with training are reviewed, including the single parent family, the distressed marriage, and the insular family. Possible solutions to problems presented by these families and alternative training approaches are also suggested. (NRB)