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.