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

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.