This study sought to determine the effectiveness of systematically designed instructional programs in helping adult hypertensives to achieve and maintain dietary sodium intake. Sixty-six subjects were randomly allocated to one of three groups: task-centered instruction; task-centered instruction plus goal-setting and self-monitoring; or control. The investigator met each subject individually, weekly for six sessions, and once again, three months following the intervention. Testing occasions occurred at study entry, immediately following the intervention, and at the three-month follow-up visit. Dependent variables were scores on a criterion-referenced achievement test, 24-hour recall of dietary intake and 24-hour urniary sodium excretion. Analysis revealed a statistically significant effect of both instructional programs, and a small, but significant, deterioration in performance during the follow-up period. There was no apparent difference in the effect of the two programs. Significant cognitive changes were achieved and maintained throughout the follow-up. Perceptions of task-related self-competence, family support and efficacy of the intervention did not add significantly to explanation of the outcomes. It is concluded that systematically designed instructional programs may be successfully applied in changing health-related behavior. (JD)