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A targeted intervention for siblings of children with autism spectrum disorders
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Hansford, Amy P.. A targeted intervention for siblings of children with autism spectrum disorders. Retrieved from https://doi.org/doi:10.7282/T3GB223T

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TitleA targeted intervention for siblings of children with autism spectrum disorders
NameHansford, Amy P. (author); Harris, Sandra L (chair); Young, Jami (internal member); Karlin, Bob (internal member); Alessandri, Michael (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2013
Other Date2013-10 (degree)
SubjectPsychology, Brothers and sisters of children with disabilities--Mental health services, Autism spectrum disorders in children, Self-help groups
Extentviii, 115 p. : ill.
DescriptionThe sibling relationship provides a unique context for the development of interpersonal skills and lays the groundwork for extensive social situations with other children. Siblings of children with autism spectrum disorders (ASDs) experience multiple stressors and increased caregiver demands that children with neurotypical siblings do not face. While some siblings do not experience significant adjustment problems, it appears that other children may have greater vulnerability to the development of significant adjustment problems and internalizing disorders. Very few studies have investigated the effect of a support group for children who have a sibling with ASD. The present study evaluated the effects of Project SibSTAR (Straight Talk about Autism Realities), an eight week support group that incorporated didactics, discussion, and role plays while using rigorous research design and psychometrically-sound measures. Twenty siblings of children with ASD were randomized to either the active or delayed intervention group. While the groups received the same intervention, the time-lagged design allowed for the assessment of a multiple baseline design across both groups and skills. In addition, participants reported on measures of psychological and social functioning at baseline, post group, and 6 week follow-up assessments. During these assessment sessions, data were also collected on play-based interactions within the sibling dyad. Outcomes were assessed across a variety of domains, including intervention acceptability, concepts taught during group, play-based behavioral principles, and self-report of internalizing symptoms, self-competence, and perceived social support. Results indicated that participants increased their knowledge of autism, coping and problem solving skills, and their knowledge of behavioral skills. Further, trend level decreases in internalizing symptoms were found from baseline to post group assessment, and significant differences were found on measures of perceived social support and social self-competence. While participants indicated high satisfaction with the intervention package, no significant differences were noted on play-based interactions with their sibling. The implications and future directions of this line of research are discussed.
NotePh.D.
NoteIncludes bibliographical references
Noteby Amy P. Hansford
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3GB223T
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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