Introduction / Rationale: Autistic children often experience 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.
Objectives: This systematic review evaluates the effectiveness of GBERs in supporting SEC development in autistic children.
Methods / Approach: A systematic search of seven databases (2012–2022) identified studies on GBERs targeting SEC in autistic children aged 7–18. Studies were assessed for risk of bias and critically appraised.
Results / Practice Implications: Seventeen studies, involving a total of 1,218 children, were included. Cognitive-behavioural therapy (CBT)-based approaches were most prevalent, with intervention content or activities. incorporating play-based, mindfulness, or yoga-based approaches. Effective interventions featured parent and teacher psychoeducation and skill reinforcement through homework.
Conclusion / Contribution to the occupational therapy profession: GBERs show promise in improving SEC among autistic children. Occupational therapists may play a pivotal role in expanding access to interventions targeting children’s SEC development, through the implementation of evidence-based GBER’s. Further research is needed to clarify occupational therapists’ competence in intervention delivery and contribution of an occupational lens to existing interventions.