The Effects of Parent-Implemented Language Interventions on Child Linguistic Outcomes: A Meta-Analysis
Early Childhood Research Quarterly
Heidlage, J. K., Cunningham, J. E., et al. (2020).
Early Childhood Research Quarterly, 50(1), 6-23.
This meta-analysis investigates the effects of parent-implemented interventions on child receptive and expressive outcomes (e.g., vocabulary, global skills) in children, up to 8 years old, with or at risk for language impairment.
Health Resources and Services Administration, U.S. Department of Health and Human Services
Not further specified
Randomized controlled trials; quasi-randomizd controlled studies
25
"Results from this meta-analysis indicate that, on average, parent-implemented language interventions have positive and significant effects on child expressive vocabulary. Effects of parent-implemented interventions may vary based on the type or context of language intervention" (p. 11).
Results demonstrated that parent-implemented interventions had a small-to-moderate effect (g) on expressive language (g = 0.27) and a very small, non-significant effect on receptive language (g = 0.07).
Results of the meta-analysis demonstrated a small effect size (g) for receptive vocabulary (g = 0.18) and medium effect on expressive vocabulary (g = 0.42). These results indicated that parent-implemented language interventions had significant, moderate effects on expressive vocabulary in children with or at risk for language impairment, but not on receptive vocabulary.
Results demonstrated effect sizes (g) for shared book reading (g = 0.37) and play/routine-based interventions (g = 0.50), suggesting that parent-implemented intervention using these approaches have a significant and moderate effect on children’s expressive vocabulary.
Results demonstrated a large effect (g) on parent-use of language-facilitating behaviors (g = 1.20) within parent-implemented interventions, suggesting that parent training significantly improves parent interactions with the child.
