Table 5.

Summary of associations between CPE and program outcomes based on Hoagwood et al. (2012) domains

P#	Authors and years	CPE categories measured	Child symptoms	Caregiver/family symptoms	Child functioning/impairment	Consumer-oriented perspectives	Interpersonal/environmental contexts	Services/systems	Study quality
Universal programs
12	Begle and Dumas (2011)	Global	ns		+	+	ns		L #
12	Jobe-Shields et al. (2015)	Global					ns		L #
Selective programs
2	Baydar et al. (2003)	Specific At home					+		L#
2	Reid et al. (2004)	Specific At home	+		+				L #
4	Garvey et al. (2006)	Specific	+	+					L #
15	Schoenfelder et al. (2013)	Global At home	ns	+			+		L #
17	Zhang et al. (2017)	At home					+		L #
4	Berkel et al. (2018)	At home					+		L #
Indicated programs
3	Tucker et al. (1998)	At home	ns				+		L ^
8	Davidson et al. (2017)	At home	@						L
10	Hooven et al. (2013)	Global Specific						+	L #
18	Nix et al. (2009)	Global					+		L #
20	Nye et al. (1995)	Global Specific At home	+						L #
20	Nye et al. (1999)	Global Specific At home	+						L #
22	Morgan et al. (2018)	At home	+						L # ^
Not specified programs
27	Giannotta et al. (2019)	At home	ns			+	+		#

P# project number, + significant positive association with CPE found such that increased CPE was associated with more positive outcomes, ns no significant associations with CPE demonstrated, @ no inferential statistical test reported, L longitudinal design,

^#multivariate analyses,

^{^}power analyses conducted,

Global overall ratings of CPE beyond attendance, Specific specific CPE behaviors in clinical interactions, At home homework completion or adherence to program strategies at home