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A targeted intervention for siblings of children with autism spectrum disorders

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TitleInfo
Title
A targeted intervention for siblings of children with autism spectrum disorders
SubTitle
the psychosocial effects of a sibling support group
Name (type = personal)
NamePart (type = family)
Hansford
NamePart (type = given)
Amy P.
NamePart (type = date)
1984-
DisplayForm
Amy Hansford
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Harris
NamePart (type = given)
Sandra L
DisplayForm
Sandra L Harris
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Young
NamePart (type = given)
Jami
DisplayForm
Jami Young
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Karlin
NamePart (type = given)
Bob
DisplayForm
Bob Karlin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Alessandri
NamePart (type = given)
Michael
DisplayForm
Michael Alessandri
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-10
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The 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.
Subject (authority = RUETD)
Topic
Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4880
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 115 p. : ill.
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Amy P. Hansford
Subject (authority = ETD-LCSH)
Topic
Brothers and sisters of children with disabilities--Mental health services
Subject (authority = ETD-LCSH)
Topic
Autism spectrum disorders in children
Subject (authority = ETD-LCSH)
Topic
Self-help groups
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3GB223T
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Hansford
GivenName
Amy
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-06-17 10:41:17
AssociatedEntity
Name
Amy Hansford
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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