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. 2022 Jul 19;65(8):3004–3055. doi: 10.1044/2022_JSLHR-21-00543

Table 3.

Number of caregiver outcomes for each study by evidence level and outcome domain.

Study Targeted treatment (TT) and treatment comparison (TC) or other comparison (OC) study groups Evidence level and outcome domain
Compelling
Promising
Lacking
NV SLI GL IN NV SLI GL IN NV SLI GL IN
12 through 23 months
 Developmental disorder
  Fey et al., 2013 a. Milieu Communication Teaching - High Intensity (TT) 1 2
b. Milieu Communication Teaching - Low Intensity (TC*)
Follow-up (6 months) 1/1 2/2
Follow-up (15 months) 1/1 2/2
  Mahoney & Powell, 1988 a. Transactional Intervention Program (TT) 2 5
  Yoder & Warren, 2002 a. Responsivity Education and Prelinguistic Milieu Teaching (TT) 2
b. Control Group (OC)
 Autism
  Brian et al., 2016 a. Social ABCs (TT) 2
Follow-up (3 months) 2/2
  Carter et al., 2011 a. Hanen More Than Words (TT) 1
b. Business as Usual (OC)
Follow-up (4 months) 1/1
  Stahmer et al., 2020 a. Project ImPACT for Toddlers (TT) 1 10
b. Treatment as Usual (OC)
Follow-up (3 months) 3/3
 Language delay/disorder
  Rajesh & Venkatesh, 2019 a. Low-Intensity Parent Training Program (TT) 3 4 1
Follow-up (2.5 months) 1/3
2/3 +
3/4
1/4 +
1/1
24 through 35 months
 Developmental disorder
  Cycyk et al., 2020 a. Language and Play Every Day en Español Intervention (TT) 1 3 1 2
  Fey et al., 2006 a. Responsivity Education/PMT – Down syndrome (TT) 1
b. Responsivity Education/PMT – Other Etiology (TC) 1
c. Responsivity Education/PMT – Entire sample (TC*)
  Iven et al., 1989 a. Pragmatic Interaction Strategies Intervention (TT) 2 2 2 2
  Pennington et al., 2009 a. It Takes Two to Talk (TT) 2 1 4 1
Follow-up (4 months) 2/2 1/1 4/4 1/1
   Romski et al., 2010 a. PI Communication Intervention – Augmented Communication (TT) 1 1 1
b. PI Communication Intervention – Spoken communication (TT)*
c. Augmented Communication Output (TT) 1 1 1
  Yang, 2016 a. Musical Bonds Program (TT) 2
 Autism
  Barrett et al., 2020 a. Pivotal Response Intervention for Social Motivation (TT) 1
b. Waitlist Control (OC)
  Liu & Schertz, 2021 a. Joint Attention Mediated Learning (TT) 2 1 1
b. Business as Usual (OC)
   Rogers et al., 2019 a. Enhanced Parent-Implemented Early Start Denver Model (TT) 1
b. Parent-Implemented Early Start Denver Model (TC*)
  Rollins et al., 2019 a. Pathways (TT) 1
b. Treatment as Usual (OC)
 Language delay/disorder
  Baxendale et al., 2003 a. Hanen Parent Program (TT) 1 1
b. Conventional Clinic (TC)
Follow-up (6 months) 1/1 1/1
  Ciccone et al., 2012 a. Parent-Focused Early Intervention Program (TT) 1
  Falkus et al., 2016 a. Parent–child Interaction Therapy (TT) 1 1
  Gibbard & Smith, 2016 a. Enhanced Parent-Based Intervention (TT) 1
  Girolametto et al., 1996 a. Hanen Program for Parents (TT) 4 1 1
b. Delayed Treatment (OC)
  McDade & McCartan, 1998 a. Hanen Program (TT) 2 2
b. Control Group (OC)
  Pearce et al., 1996 a. Hanen Program for Parents (TT) 1 3 2 1 1 1
b. Delayed Treatment (OC)
  Roberts & Kaiser, 2012 a. PI Enhanced Milieu Teaching (TT) 3 3
b. LI – business as usual (OC)
c. TD – business as usual (OC)
  Roberts & Kaiser, 2015 a. Enhanced Milieu Teaching (TT) 3 3
b. Business as Usual (OC)
  Suttora et al., 2021 a. Oltre il Libro – Dialogic Book Reading (TT) 1 2 2 1 1 1
b. Treatment as Usual (OC)
   Tannock et al., 1992 a. Hanen Early Language Parent Program (TT) 1 1 3 1
b. Wait List Control (OC)
Follow-up (4 months) - 1/1 1/1 1/1
36 through 48 months
 Developmental disorder
  Girolametto et al., 1998 a. Hanen Program (TT) 3 2
b. Delayed Treatment (OC)
  Girolametto, 1988 a. Hanen Early Language Parent Program (TT) 2 2 2
b. Delayed Treatment (OC)
  Kaiser & Roberts, 2013 a. Parent + Therapist Enhanced Milieu Teaching (TT) 2 2 4
b. Therapist Only Enhanced Milieu Teaching (OC)
Follow-up (6 months) 2/2 2/2 4/4
Follow-up (12 months) 2/2 2/2 4/4
  Kot & Law, 1995 a. Parent Linguistic Input (TT) 1 3 1
b. Group Only – No parent training (OC)
  Weistuch et al., 1991 a. Language Interaction Intervention Program – Site 1 (TT) 1 2
b. Language Interaction Intervention Program – Site 2 (TT) 1 2
c. Control Group (OC)
 Autism
  Aldred et al., 2004 a. Social Communication Intervention (TT) 2 1
b. Routine Care (OC)
  Alquraini et al., 2018 a. Responsive Teaching (TT) 1
b. Standard Community Services (OC)
  Braiden et al., 2012 a. Forward Steps Early Intervention Program with TEACCH (TT) 4
  Casenhiser et al., 2013 a. Milton & Ethel Harris Research Initiative (TT) 1 1
b. Business as Usual/Delayed Treatment (OC)
  Green et al., 2010 a. Preschool Autism Communication Trial (TT) 2
b. Treatment as Usual (OC)
  Hampton et al., 2020 a. Joint Attention, Structured Play, Engagement and Regulation plus Enhanced Milieu Teaching plus Speech-Generating Device (TT) 1 3 1
b. Business as Usual (OC)
Follow-up (4 months) 1/1 1/3
2/3
1/1 +
  Ingersoll & Wainer, 2013 a. Project ImPACT (TT) 1 3 1
   Ingersoll et al., 2016 a. Therapist-Assisted ImPACT Group (TT) 1
b. Self-Directed ImPACT Group (TC*)
Follow-up (3 months) 1/1
  Matthews et al., 2018 a. JumpStart (TT) 1
b. Waitlist Control (OC)
Follow-up (3 months) 1/1
  McGarry et al., 2020 a. Pivotal Response Training (TT) 1
  Minjarez et al., 2011 a. Pivotal Response Training (TT) 1
  Noyan Erbas et al., 2020 a. Hanen More Than Words (TT) 1 1 1
Follow-up (1 months) 0/1 0/1 1/1
  Sengupta et al., 2020 a. Project ImPACT (TT) 5
  Venker et al., 2012 a. Hanen More Than Words (TT) 2 2
b. Delayed Treatment (OC)
  Wainer et al., 2021 a. Stepped-care Online Reciprocal Imitation Training (TT) 2
b. Treatment as Usual (OC)
 Language delay/disorder
   Tannock et al., 1992 a. Hanen Early Language Parent Program (TT) 1 1 2 2
b. Wait List Control (OC)
Follow-up (4 months) - 1/1 1/1 1/1

Note. Only studies where the language intervention group had promising or compelling evidence are included in the table. NV = nonverbal; SLI = spoken language input; GL = global; IN = interactional; PI = parent implemented; PMT = prelinguistic milieu teaching; TEACHH = Treatment and Education of Autistic and Related Communication Handicapped Children; ImPACT = Improving Parents as Communication Teachers.

*

Denotes language intervention groups without evidence ratings included in syntheses. For studies with a follow-up, the denominator represents the total number of outcomes assessed at follow-up for a given outcome category.

+

Indicates a significant positive change at follow-up.

Indicates significant negative change at follow-up.