Akhmad Rudi Masrukhin, M. Muslihati, I.M. Hambali, Sa’dun Akbar, Fitri Kusumasari
Socio-emotional difficulties remain a persistent developmental concern among children with Autism Spectrum Disorder (ASD), particularly within counseling and psychoeducational contexts. Despite a growing body of intervention research, limited evidence syntheses have critically examined the methodological robustness and certainty of counseling-based socio-emotional interventions. This study conducted a systematic review following PRISMA 2020 guidelines to evaluate the effectiveness and evidential strength of such interventions. Database searches (2015–2026) yielded 642 records, of which eight studies met inclusion criteria after duplicate removal and independent multi-stage screening. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT 2018), and certainty of evidence was assessed through the GRADE framework. Findings indicate that cognitive-behavioral therapy (CBT)-based interventions consistently demonstrate significant reductions in anxiety and improvements in emotion regulation, supported by high methodological quality. In contrast, developmental, play-based, and school-based counseling approaches show positive outcomes in peer engagement and social competence but are characterized by fewer controlled designs and greater variability. Overall, certainty of evidence ranges from high for structured CBT adaptations to moderate for developmental and ecological approaches. These findings provide a structured evidence map that clarifies intervention robustness and supports more transparent, evidence-informed decision-making in socio-emotional counseling for children with ASD. © 2026 Authors.
Departement of Guidance and Counseling, Faculty of Education, State University of Malang, Malang, Indonesia; Departement of Islamic Education Guidance and Counseling, Al-Falah Assunniyah University of Kencong, Kencong, Indonesia; Departement of Public Health, Faculty of Health Sciences, Dili University, Dili, Timor-Leste
