ArticleJournal of autism and developmental disorders2025
Early Parent-Mediated Training for Social-Communication Skills in Toddlers and Preschoolers With ASD: A Systematic Review and Meta-analysis.
Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Authors and funding
4 authors.
Funding
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Abstract
purposeThis study systematically reviewed the effects of early parent-mediated training designed to promote social and communication skills among toddlers and preschoolers with autism spectrum disorder (ASD).
methodsThis study focused on randomized controlled trials (RCTs) and statistically validated effect sizes using meta-analysis. Relevant studies published in domestic and international journals between 2014 and 2024 were selected using PubMed, Web of Science, EMBASE, RISS, KISS, and the Yonsei University Library, following the PRISMA flow chart. A total of 15 RCTs that met the inclusion criteria were included for analysis. During the systematic review, the participants' general characteristics, intervention methods and duration, intervention effects, and assessment tools were examined. In addition, effect size analysis, heterogeneity assessment, publication bias evaluation, and sensitivity analysis were performed using the Comprehensive Meta-Analysis 4.0 program.
resultsAll Fifteen RCTs included children with ASD. Early parent-mediated training showed moderate to large effects in improving social skills (1.09), communication skills (0.70), and reducing challenging behaviors (0.74), which were all statistically significant. The overall effect size was 0.80 (95% CI: 0.53-1.10). Although high heterogeneity (I
conclusionEarly parent-mediated training is empirically supported as an effective strategy for promoting the development of children with ASD. Future research should examine its long-term effects, address heterogeneity, and work toward the standardization of intervention protocols.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.