Empirical examination of components of behavioral parent training programs is necessary to inform treatment effectiveness and efficiency; however, comprehensive research on many components is lacking. The current study examined two parenting components utilized in Parent-Child Interaction Therapy by investigating the effects of behavioral descriptions on on-task behavior and the effects of reflections on descriptive speech. Twenty six parent-child dyads, with a child age 3-5, completed five parental-skill conditions. Results suggest that combined skills increased child on-task behavior more than other conditions; and that behavioral description alone increased on-task behavior more than questions. Furthermore, parental questions increased descriptive speech more than other forms of parental attention. These findings provide preliminary support for the utility of specific types of parental attention. (Contains 4 tables.)