Association of Parent Training With Child Language Development: A Systematic Review and Meta-analysis
Open accessAbstract
Importance: Training parents to implement strategies to support child language development is crucial to support long-term outcomes, given that as many as 2 of 5 children younger than 5 years have difficulty learning language. Objective: To examine the association between parent training and language and communication outcomes in young children. Data Sources: Searches of ERIC, Academic Search Complete, PsycINFO, and PsycARTICLES were conducted on August 11, 2014; August 18, 2016; January 23, 2018; and October 30, 2018. Study Selection: Studies included in this review and meta-analysis were randomized or nonrandomized clinical trials that evaluated a language intervention that included parent training with children with a mean age of less than 6 years. Studies were excluded if the parent was not the primary implementer of the intervention, the study included fewer than 10 participants, or the study did not report outcomes related to language or communication. Data Extraction and Synthesis: Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines were applied to a total of 31 778 articles identified for screening, with the full text of 723 articles reviewed and 76 total studies ultimately included. Main Outcomes and Measures: Main outcomes included language and communication skills in children with primary or secondary language impairment and children at risk for language impairment. Results: This meta-analysis included 59 randomized clinical trials and 17 nonrandomized clinical trials including 5848 total participants (36.4 female [20.8%]; mean [SD] age, 3.5 [3.9] years). The intervention approach in 63 studies was a naturalistic teaching approach, and 16 studies used a primarily dialogic reading approach. There was a significant moderate association between parent training and child communication, engagement, and language outcomes (mean [SE] Hedges g, -0.33 [0.06]; P < .001). The association between parent training and parent use of language support strategies was large (mean [SE] Hedges g, 0.55 [0.11], P < .001). Children with developmental language disorder had the largest social communication outcomes (mean [SE] Hedges g, 0.37 [0.17]); large and significant associations were observed for receptive (mean [SE] Hedges g, 0.92 [0.30]) and expressive language (mean [SE] Hedges g, 0.83 [0.20]). Children at risk for language impairments had moderate effect sizes across receptive language (mean [SE] Hedges g, 0.28 [0.15]) and engagement outcomes (mean [SE] Hedges g, 0.36 [0.17]). Conclusions and Relevance: The findings suggest that training parents to implement language and communication intervention techniques is associated with improved outcomes for children and increased parent use of support strategies. These findings may have direct implications on intervention and prevention.
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The lack of statistically significant subgroup results by child age is consistent with prior meta-analyses that showed no age effects among parenting interventions focused during early childhood or spanning broader age ranges.
“The lack of statistically significant subgroup results by child age are consistent with the few prior meta-analyses that have similarly shown no age effects among parenting interventions focused during early childhood [9,22] or spanning broader age ranges from early to middle childhood [49] or birth to age 18 [62].”
From Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis (2021) · cites this paper as [22]
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Hammer, C. S., & Sawyer, B. E. (2016) · Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte) · doi:10.55370/hsdialog.v19i2.421 · Cited by 24 · see citing works
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Nicholson, N. (2016) · Digital Commons - USU (Utah State University) · doi:10.15142/t3xs3s · Cited by 24 · see citing works
The Impact of Hanen More Than Words Programme on Parents of Children with ASD in Malaysia
Sokmum, S., Singh, S. J., & Vandort, S. (2017) · Jurnal Sains Kesihatan Malaysia · doi:10.17576/jskm-2017-1502-06 · Cited by 20 · see citing works
Brassart, É., & Schelstraete, M. (2015) · Journal of Education and Training Studies · doi:10.11114/jets.v3i3.709 · Cited by 17 · see citing works
Accelerating early language development with multi-sensory training
Björn, P. M., Kakkuri, I., Karvonen, P., & Leppänen, P. H. T. (2012) · Early Child Development and Care · doi:10.1080/03004430.2011.646716 · Cited by 5 · see citing works
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Jeong, J., Franchett, E. E., Ramos de Oliveira, C. V., Rehmani, K., & Yousafzai, A. K. (2021) · PLoS Medicine · doi:10.1371/journal.pmed.1003602 · Cited by 903 · see citing works
Child and family factors associated with child mental health and well-being during COVID-19
McArthur, B. A., Racine, N., McDonald, S., Tough, S., & Madigan, S. (2023) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-021-01849-9 · Cited by 97 · see citing works
Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Technical Report
Klass, P., Mendelsohn, A. L., Hutton, J. S., Dunlap, M., Anderson, A. T., High, P. C., Navsaria, D., COUNCIL ON EARLY CHILDHOOD, Miller-Fitzwater, A., Roby, E., et al. (2024) · Pediatrics · doi:10.1542/peds.2024-069091 · Cited by 20 · see citing works
- Authors
- Roberts, M. Y., Curtis, P. R., Sone, B. J., & Hampton, L. H.
- Affiliations
- Northwestern University (US)
- Corresponding author
- Roberts, Megan Y.
- Venue
- JAMA Pediatrics
- Publisher
- American Medical Association (AMA)
- Published
- 2019-07-01
- Volume
- 173
- Issue
- 7
- Pages
- 671
- ISSN
- 1072-4710 (ISSN-L)
- 2168-6203
- PMC
- PMC6537769
- OpenAlex
- W2945314730
- Cited by
- 179
- References
- 106
- Citations by year
- 2026: 29 · 2025: 34 · 2024: 40 · 2023: 26 · 2022: 22 · 2021: 15 · 2020: 10 · 2019: 3
- FWCI
- 2.70
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Archives of Pediatrics and Adolescent Medicine (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (UL1TR001422)
- National Center for Advancing Translational Sciences
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Keywords
- parent training, child language acquisition, language intervention, specific language impairment, language impairment, communication skills, naturalistic teaching, dialogic reading, receptive language, expressive language, social communication, language support strategies, early childhood, parental involvement, communication outcomes, language outcomes
- MeSH terms
- Child, Child Language, Communication, Humans, Language Development Disorders, Parents
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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