Research.

Looking for more resources?

• Northwestern University’s Early Intervention Research Group led by Dr. Megan Roberts

• The Hanen Centre

• The American-Speech-Language-Hearing Association (ASHA) on Speech, Language, & Swallowing

• RUBI Autism Network

Interested in learning more about the science behind what I do? Check out some select articles.

Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 6–23. https://doi.org/10.1016/j.ecresq.2018.12.006

Results from the meta-analysis of 25 articles found that parent-implemented interventions improved expressive vocabulary and expressive language. Effect sizes were found for play/routine-based interventions and shared book reading. Parent training increased parent responsiveness, which is an important language facilitation strategy. The interventions did not result in improved receptive language skills. The authors note limitations in variability of effect size which may have been affected by variability of the populations of the studies.

Ramírez, N. F., Lytle, S. R., Fish, M., & Kuhl, P. K. (2019). Parent coaching at 6 and 10 months improves language outcomes at 14 months: A randomized controlled trial. Developmental Science, 22(3), e12762. https://doi.org/10.1111/desc.12762

This randomized controlled trial had two intervention groups: parents who received language coaching and parents who received language coaching plus interacted in a parent group. Parents across a range of socio-economic statuses (SES) participated when their children were 6 and 10 months old. Parents who participated in the coaching showed an increase in speech directed to their child and parentese speech. Children of the parents who received the intervention demonstrated an increase in infant babbling, which is an indicator of future language skills. There was a significant correlation between child-directed speech and infant babbling. There was no difference in results across SES and no difference in performance across intervention groups.

Roberts, M. Y., Curtis, P. R., Sone, B. J., & Hampton, L. H. (2019). Association of Parent Training With Child Language Development: A Systematic Review and Meta-analysis. JAMA Pediatrics, 173(7), 671. https://doi.org/10.1001/jamapediatrics.2019.1197

This article makes a strong case for the importance of including parents in child language treatment. Results from the systematic review and meta-analysis found positive associations between improvements in child language skills and their parents’ use of language facilitation techniques. Moderate outcomes were identified across all language skills measured for children with autism. Children with developmental language disorder (DLD) had “large and significant” gains in receptive, expressive, and social language skills. Parents who received training improved their use of language facilitation strategies with their children.

Roberts, M. Y., & Kaiser, A. P. (2011). The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055)

Researchers utilized meta-analysis to understand the effects of parent-implemented language intervention. Significant effects were found for receptive and expressive language, receptive and expressive vocabulary, expressive morphosyntax, and rate of communication. Parent- and therapist-implemented interventions were variable; however, there were significant positive effects for parent-implemented intervention in the areas of receptive language and expressive syntax (grammar). Additionally, parents who received training were found to be significantly more responsive than parents who didn’t, which is important due to the relationship between parent responsiveness and child language outcomes. Limitations included poor descriptions of the interventions from the studies included in the meta-analysis.

Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., Sukhodolsky, D. G., McCracken, C., Minshawi, N., Turner, K., Levato, L., Saulnier, C., Dziura, J., & Johnson, C. (2016). Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial. Journal of the American Academy of Child and Adolescent Psychiatry, 55(7), 602-609.e3. Scopus. https://doi.org/10.1016/j.jaac.2016.05.001

In this randomized controlled trial, parents either participated in a direct parent training condition or in a less structured parent education condition. The children of parents who received parent training demonstrated a larger decrease in negative behaviors compared to the children of parents who were in the parent education condition. Results indicate that the parent training condition was more effective than parent education in reducing disruptive behaviors in children with autism.

Stadnick, N. A., Stahmer, A., & Brookman-Frazee, L. (2015). Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program. Journal of Autism and Developmental Disorders, 45(7), 2092–2104. https://doi.org/10.1007/s10803-015-2376-y

Researchers piloted Project ImPACT as a parent-mediated, naturalistic developmental behavioral intervention for children with autism. The children in the study who received Project ImPACT treatment had significantly improved communication skills compared to the community comparison group. Additionally, parents who participated in the Project ImPACT intervention demonstrated reduced stress and depression. Decreased stress was associated with changes in child social skills.

Sugden, E., Baker, E., Williams, A. L., Munro, N., & Trivette, C. M. (2019). Evaluation of Parent- and Speech-Language Pathologist–Delivered Multiple Oppositions Intervention for Children With Phonological Impairment: A Multiple-Baseline Design Study. American Journal of Speech-Language Pathology, 1–16. https://doi.org/10.1044/2019_AJSLP-18-0248

Evidence for the use of parent-mediated intervention for speech production is emerging. In this small study, three of the five children made significant progress in speech production skills when parents were trained to implement therapy at home. More high-quality research in this area is necessary to determine whether parent-mediated intervention is more effective than parent education or therapy alone in treating speech production disorders.

Tiede, G., & Walton, K. M. (2019). Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder. Autism, 23(8), 2080–2095. https://doi.org/10.1177/1362361319836371

This meta-analysis reviewed results of naturalistic developmental behavioral interventions (NDBI), such as JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), Project ImPACT, reciprocal imitation training (RIT), Pivotal Response Training (PRT), and Early Start Denver Model (ESDM). Results revealed a small effect size for expressive language, a small effect size for receptive language, a moderate effect size for cognitive development, a small effect size for joint attention, a small effect size on play skills, and a small to moderate effect size for decrease in autism symptoms.