Systematic Review of Intervention Programs Designed to Improve the Socioemotional Skills of Children and Adolescents With Prader-Willi Syndrome.

Perosanz et al. (2025) hunted for every paper that tried to teach kids and teens with Prader-Willi syndrome how to read faces, share toys, or stay calm. They found six studies published up to 2023.

The team looked at who was taught, what was taught, and how it was delivered. They paid special attention to telehealth because families often live far from clinics.

All six studies showed gains in socio-emotional skills such as greeting peers or handling disappointment. Most used parents as the main coaches.

Telehealth popped up again and again. It let families join from home and still hit learning goals.

The review lines up with Cheong et al. (2026) and Tsami et al. (2019). Both teams used telehealth to coach parents of autistic children and saw skill jumps and less stress. The same remote model now looks useful for Prader-Willi syndrome.

Manning et al. (2019) and Libero et al. (2016) tried vagus-nerve stimulation in adults with PWS and cut temper outbursts. Ane’s review does not clash with those studies; it simply covers a different age band and a behavioral instead of medical route.

Treszl et al. (2022) warns that parents can learn telehealth steps yet still fail to use them later. Ane’s upbeat view on telehealth still holds, but the reminder is clear: build follow-up checks so skills stick after the camera turns off.

If you serve a child or teen with Prader-Willi syndrome, you now have a green light to try parent-mediated socio-emotional lessons through Zoom. No travel, no waiting list, and early data say it works. Start small: pick one skill like asking to join a game, teach the parent the script, and watch the first telehealth session together.