Parental Roles in Language Intervention: A Systematic Review.

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Bibliographic Details
Title:	Parental Roles in Language Intervention: A Systematic Review.
Authors:	Amaya-Medina, Durley Ruth^1,2, Spencer Contreras, Rosario Elena¹ rspencer@utalca.cl, Francisca González-Fernández, Daniela³
Source:	American Journal of Speech-Language Pathology. May2026, Vol. 35 Issue 3, p1380-1409. 30p.
Subject Terms:	Mothers, Parenting, Decision making, Language acquisition, *Children, Treatment of language disorders, Word deafness, Systematic reviews, MEDLINE, Family-centered care, Medical databases, Online information services, Data analysis software, Social classes
Geographic Terms:	United States
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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	10580360
DOI:	10.1044/2026_AJSLP-25-00222