A Systematic Review of Intervention Studies to Support Social-Emotional Skills of Children with Intellectual Disabilities in Early Childhood

Young children with intellectual disabilities (ID) require consistent support to address developmental challenges in social-emotional skills, critical for their integration and well-being. This systematic review examines interventions from 2013 to 2023 aimed at enhancing social-emotional development in children with ID aged 0–8 years. Peer-reviewed studies in employing experimental or quasi-experimental designs, were sourced from databases. Our search resulted in 12 studies that met our inclusion criteria. Extracted data were analyzed for publication trends, methodologies, intervention settings, and quality. Findings indicate a peak in research in 2023, with quantitative approaches dominating. Interventions such as creative drama, physical activities, and digital tools showed promise, with methodological quality ranging from 56 to 100%. While these interventions are deemed promising, gaps in longitudinal data and comprehensive reporting underscore the need for more robust, high-quality studies to guide early childhood educators and practitioners.