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.