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theses

The relationships between individuals with autism spectrum disorders (ASD) and their typically developing siblings were explored using the qualitative methods derived from grounded theory. Ten typically developing siblings between the ages of eleven and sixteen were interviewed regarding their experiences as a sibling of an individual with ASD. An interview protocol of fourteen open ended questions was developed and participants were encouraged to share any additional information which might not have been discussed in response to the interview questions. A grounded theory approach was used to analyze the interview data. As such, the principal investigator conducted several readings of the complete transcripts and refrained from developing any prior hypotheses and allowed the participants’ responses to guide the analysis. The principal investigator first engaged in open coding in which memo-writing and in-vivo codes were used, with an emphasis on using the participants’ own words to describe their experiences. Then, the principal investigator engaged in the focused coding phase in which categories and sub-categories emerged. The development of categories and sub-categories was derived from the data and not in an attempt to confirm initial codes established in the open coding phase. Several categories which describe the experiences of typically developing siblings of individuals with ASD emerged: responsibilities of the typically developing sibling, challenging behavior, positive attributes, frustration/anger, fears, not a normal sibling experience, and autism definition. Within these main categories, many sub-categories were identified. Other findings included a summary of participants’ ratings of their experience as a typically developing sibling of an individual with ASD and the propensity of participants to express a desire to pursue a career in a helping profession. Additionally, many participants provided valuable advice for parents and siblings of individuals with ASD as well as practitioners working with individuals with ASD and their families. Recommendations for future research were provided.  

ETD_8454

Psy.D.

Includes bibliographical references

by Caitlyn Cafferty Mehok

doi:10.7282/T3G163WZ

ETD doctoral

The author owns the copyright to this work.