Systematic Review of Group-Based Emotion Regulation Interventions for Autistic Children's Socio-Emotional Competence.

This review looked at group programs that teach emotion regulation skills to autistic children (ages 7-18). These programs involve parents and teachers working together. The research found these group programs can help autistic children better manage emotions and social situations. Most programs used talk therapy approaches, while some included play, mindfulness, or yoga.

Programs worked best when parents and teachers learned skills too, and children practiced at home. Group programs may be more affordable and accessible than one-on-one therapy.

This systematic review examined 17 studies on Group-Based Emotion Regulation Interventions (GBERs) for autistic children aged 7-18 years. The review found that GBERs, which involve parents and teachers, show promise for improving socio-emotional competence in autistic children. Cognitive-behavioral therapy approaches were most commonly used, with some studies incorporating play-based, mindfulness, or yoga elements. Effective interventions included parent and teacher education components and homework-based skill reinforcement.

The review suggests these group formats may offer improved accessibility and cost-effectiveness compared to individual interventions, with occupational therapists potentially playing a key role in expanding access to such programs.

Occupational therapists and other clinicians should consider implementing group-based emotion regulation programs that include parent and teacher components. These interventions may provide a cost-effective approach to supporting socio-emotional development in autistic children. Clinicians should prioritize programs with established parent/teacher education components and structured homework elements for optimal outcomes.

Some studies lacked comparator groups, limiting the strength of conclusions about intervention effectiveness. The review included only 17 studies, and specific details about participant characteristics, outcome measures, and effect sizes were not reported in the abstract, limiting comprehensive assessment of intervention impact.

Autistic children often face challenges in socio-emotional competence (SEC). Group-Based Emotion Regulation Interventions (GBERs), involving parents and teachers, show potential for improving SEC while enhancing accessibility and cost-effectiveness. This systematic review evaluates the effectiveness of GBERs for autistic children. A systematic search of seven databases (2012-2022) identified studies on GBERs targeting SEC in autistic children aged 7-18 years.

Studies were assessed for risk of bias. Seventeen studies were included. Cognitive-behavioral therapy (CBT)-based approaches were most prevalent, with some interventions incorporating play-based, mindfulness, or yoga-based approaches. Effective interventions featured components such as parent and teacher psychoeducation and skill reinforcement through homework.

GBERs show promise in improving SEC among autistic children, although caution is warranted as some studies lack comparator groups. Occupational therapists may play a pivotal role in expanding GBERs' access and supporting SEC development.