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<p>A systematic review of emotion-focused interventions in schools for youth with ASD was conducted, with 512 articles screened and 10 international studies (2001–2022) meeting inclusion criteria. An examination of participant, intervention, and study characteristics revealed varied practices, with most interventions delivered in group formats by researchers. Medium to large effects on foundational and advanced emotional competencies highlight the diverse value of these interventions for youth with ASD; however, few targeted emotion management, indicating a limited focus on emotion regulation skills. Moreover, substantial gaps in reporting methods, process evaluation efforts, and family-school practices underscore the need for enhanced implementation planning and delivery. Implications are discussed, and recommendations are offered to inform future school-based, emotion-focused research and practice involving youth with ASD.</p>

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School-Based and Emotion-Focused Interventions for Youth with Autism Spectrum Disorder: A Systematic Review and Narrative Synthesis

  • 期刊论文

  • 发表日期：

    2026年6月1日

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  • Melissa T. Fernandez,
  • Justin Moase,
  • Ingrid E. Sladeczek

摘要

A systematic review of emotion-focused interventions in schools for youth with ASD was conducted, with 512 articles screened and 10 international studies (2001–2022) meeting inclusion criteria. An examination of participant, intervention, and study characteristics revealed varied practices, with most interventions delivered in group formats by researchers. Medium to large effects on foundational and advanced emotional competencies highlight the diverse value of these interventions for youth with ASD; however, few targeted emotion management, indicating a limited focus on emotion regulation skills. Moreover, substantial gaps in reporting methods, process evaluation efforts, and family-school practices underscore the need for enhanced implementation planning and delivery. Implications are discussed, and recommendations are offered to inform future school-based, emotion-focused research and practice involving youth with ASD.