This paper advocates parent participation in the direct instruction of their children, and briefly summarizes research on developing and validating a technology for effective parent involvement conducted at the Utah State University Exceptional Child Center. The research involved interactions with more than 600 families and explored a variety of intervention vehicles and instructional procedures aimed at providing the parent with skills to facilitate the development of social, academic and self-care behavior in their children. Some studies dealt with seriously handicapped children and others with children who had relatively minor deficiencies in basic academic skills. A brief review of the techniques used to support parents' instructional efforts includes studies involving: (1) parents as supporters of school instruction; (2) parents as home tutors; and (3) the development and validation of a service delivery model (Project TELEPAC) for severely and multiply handicapped homebound children in remote rural areas. Descriptions of parent priorities and interests pertaining to the programs, school role and teacher reactions, reactions of school administrators to parent involvement, and suggestions on designing parent programs are included. Parent packages developed by Utah State University and suggestions on how to identify areas for parent involvement are listed. (CM)