Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, there-fore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis of the procedures and outcomes of emotion intervention studies for individuals with Autistic Disorder and Asperger’s Disorder. The au-thors examined all peer-reviewed emotion intervention studies published in English between 1985 and 2010 in the PsycInfo, ERIC, and Medline databases (N = 24). It is noteworthy that while 96% of studies reported improvements in emo-tion abilities post-intervention, these improvements were notably limited in the majority of cases and many studies demonstrated methodological inconsistencies. Specific suggestions are made for mitigating such inconsistencies in order to pro-vide individuals with Autistic Disorder and Asperger’s Disorder the best opportunity to master and successfully implement social/emotional skills.
Calderia, M., & Edmunds, A. (2012) Inconsistencies in Autism-Specific Emotion Interventions: Cause for Concern. Exceptionality Education International, 22, 17-36. Retrieved from http://ir.lib.uwo.ca/eei/vol22/iss1/3