Interventions based on Mindfulness for Socio-emotional Skill Building in Children on the Autism Spectrum: A Systematic Review
Abstract
Children on the autism spectrum are characterized by deficits in socioemotional skills. Previous research suggests that mindfulness is effective in improving social, emotional, and behavioural skills in a wide variety of populations. This review systematically investigated the efficacy of mindfulness-based interventions (MBIs) in improving social, emotional, and behavioural functioning in children on the autism spectrum (0-12 years of age). Furthermore, the current review discussed adaptations to traditional MBIs when implemented to children on the autism spectrum. MBIs as a potential evidence-based practice for the target population was also investigated. Eleven studies met inclusion criteria. Results indicated that MBIs led to improvements in social communication, social motivation, externalizing and internalizing behaviors and executive functioning in children on the autism spectrum. MBIs were also assessed to be an established evidence-based practice for children on the autism spectrum. The significance of these findings for clinicians, parents and educators are discussed.