Parental Roles in Language Intervention: A Systematic Review
Clinical Snapshot
PICO Framework
| P — Population | Children with language delays (LD), developmental language disorder (DLD), and language disorder associated with other conditions (LD + X) |
| I — Intervention | Parent-implemented language interventions with various parental roles (Learner, Implementer, Informer, Adaptor, Collaborative Decision-Maker) |
| C — Comparator | Not applicable - descriptive systematic review examining parental roles rather than comparing interventions |
| O — Outcomes | Child language outcomes and characterization of parental roles in intervention delivery |
Bottom Line
This systematic review of 37 studies reveals that parents in language interventions predominantly function as learners, implementers, and informers rather than collaborative decision-makers. While parental involvement is well-established in speech pathology practice, this evidence suggests current approaches may underutilize parents' potential for shared decision-making and adaptive problem-solving. The findings highlight an opportunity to enhance family-centered care by expanding parental roles beyond passive implementation to active collaboration. For Australian speech pathologists, this supports moving toward more participatory models that recognize parents as partners rather than just service recipients. The considerable variability in intervention delivery methods suggests need for more standardized approaches, while the potential for telepractice delivery is particularly relevant for addressing workforce shortages in rural Australia. However, the lack of quantitative synthesis limits definitive practice recommendations, and the review would benefit from examining intervention effectiveness across different parental role configurations.
Key Findings
Effect Size: Not applicable - descriptive systematic review
Primary Outcome: Frequency and types of parental roles in language interventions
Nnt Or Sensitivity: Most frequent roles: Learner, Implementer, Informer; Less common: Adaptor, Collaborative Decision-Maker
Confidence Interval: Not reported
Clinical Application
Highly feasible - parental involvement is standard practice in Australian speech pathology Aligns with Speech Pathology Australia's family-centered practice guidelines and NDIS emphasis on capacity building. Telepractice recommendations relevant for rural/remote Australian communities with limited access to speech pathologists Children with language delays and disorders receiving speech pathology services with parental involvement
Abstract
BACKGROUND: Children with language delays (LDs) or language disorders face persistent challenges in their development. Speech and language therapy is vital, and within it, parental involvement is recognized as a key factor in therapeutic success. Although many parent-implemented interventions exist, little is known about the specific roles parents assume, particularly across different diagnostic groups: LD, developmental language disorder (DLD), and language disorder associated with other conditions (LD + X). OBJECTIVE: The aim of this study was to review and synthesize evidence on parental roles in language interventions for children with LD, DLD, and LD + X. METHOD: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and registered in PROSPERO (CRD42023452616), this systematic review analyzed studies from four databases. Eligible studies involved parent participatory language interventions reporting child language outcomes. Two independent reviewers conducted screening, quality appraisal, and data extraction. RESULTS: Across 37 studies, parents most frequently assumed the roles of Learner, Implementer, and Informer, highlighting their functions in acquiring knowledge, applying strategies, and providing feedback on children's progress. Less common roles included Adaptor and Collaborative Decision-Maker, suggesting that although caregivers are increasingly active, their engagement rarely extends to shared decision making with professionals. The studies reviewed here demonstrated considerable variability in intervention dosage, total duration, delivery format, and strategies taught. In contrast, less variability was observed in the identity of the parents/caregivers (most often the mother) and the trainer (typically a speech-language therapist) as well as in the type and mode of delivery. CONCLUSIONS: Parental engagement in language interventions continues to be largely determined by professional guidance, positioning parents as learners and implementers rather than full collaborators. Strengthening adaptive roles and promoting shared decision making can enhance family-centered practice. Future programs could consider the specific needs of each context, encourage parental involvement, and explore telepractice to expand access. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.32060328.
References
- 1.Amaya-Medina, D. R., Spencer Contreras, R. E., & González-Fernández, D. F. (2026). Parental roles in language intervention: A systematic review. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2026_AJSLP-25-00222
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