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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.

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