Evidence map›Paper›PMID 41464051›Full record

ReviewBehavioral sciences (Basel, Switzerland)2025

Effectiveness of Social Problem-Solving Interventions for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis.

Shaoju Jin, Sheng Xu, Yu Zhao, Huan Huang, Han Zhu, Chunyan Zhou

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Shaoju JinFaculty of Education, East China Normal University, Shanghai 200062, China.
Sheng XuFaculty of Education, East China Normal University, Shanghai 200062, China.
Yu ZhaoFaculty of Education, East China Normal University, Shanghai 200062, China.
Huan HuangFaculty of Education, East China Normal University, Shanghai 200062, China.
Han ZhuFaculty of Education, East China Normal University, Shanghai 200062, China.
Chunyan ZhouSichuan Revolutionary Old Area Development Research Center, Sichuan University of Arts and Science, Dazhou 635000, China.

Funding

Chinese Association for Improving Birth Outcome and Child Development Research Project NO: 2024K031Shanghai Philosophy and Social Science Planning Project NO: 2024BJC004
6 · The paper itself

Abstract

Social problem-solving (SPS) is a core component of social-emotional learning (SEL) that integrates cognitive, emotional, and behavioral processes essential for adaptive social functioning. Children with autism spectrum disorder (ASD) often experience persistent difficulties in these domains, highlighting the need for effective interventions. This meta-analysis quantitatively synthesized evidence on the effectiveness of SPS interventions for children with ASD. Nineteen group-design studies involving 741 participants met inclusion criteria. Using random-effects models, the pooled results revealed a significant, moderate overall effect on SPS competence (Cohen's

Indexed as

autism spectrum disorderecological validitymeta-analysisschool-based implementationsocial-emotional learningsocial problem-solvingteacher-led intervention

Identifiers

PMID41464051
PMCPMC12729265

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.