Hope and Adjustment Among Typically Developing Siblings of Children with Autism

@font-face { font-family: Cambria ; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Times New Roman ; }div.Section1 { page: Section1; } The following is a proposal for a research study investigating the level hope in typically developing youth siblings of children with autism. Having a sibling with ASD has a unique impact on a child’s development and could potentially be seen as a risk factor. Literature on the nature of adjustment in this population is reviewed. Previous research has shown that hope is a construct that can be identified in young children and has lead to beneficial outcomes in children who are at risk. The current study intends assess the level of hope in typically developing siblings of children with ASD who are currently participating in an ABA program. Children without a sibling with ASD will be compared. Implications and future research are discussed

The early development of infant siblings of children with autism spectrum disorder : characteristics of sibling interactions

Although sibling interactions play an important role in children's early development, they are rarely studied in very young children with an older brother or sister with autism spectrum disorder (ASD). This study used a naturalistic, observational method to compare interactions between 18-month-old infants and their older sibling with ASD (n = 22) with a control group of 18-month-old infants and their typically developing (TD) older sibling (n = 29). In addition, role (a)symmetry and the influence of gender were evaluated. Sibling interactions in ASD-dyads were characterized by higher levels of negativity. Although somewhat less pronounced in ASD-dyads, role asymmetry was present in both groups, with the older child taking the dominant position. Finally, siblings pairs with an older sister were characterized by more positive behaviours. Since differences in sibling interactions may alter the developmental trajectories of both siblings, these early relationships should be taken into account in future ASD research and interventions

Anxiety Levels and Sibling Relationship Quality of Adults with Siblings with Down Syndrome Compared to those of Adult Siblings of Typically Developing Individuals

This study examined anxiety levels and relationship quality of adult siblings of individuals with and without Down syndrome. Adult participants between the ages of 18 to 29 years of age with either a biologically related sibling with Down syndrome or a typically developing sibling were recruited via email through the University of Vermont, Down syndrome organizations and programs and Special Olympics organizations within the Northeast. Qualified individuals completed Riggio’s Lifespan Sibling Relationship Scale and Speilberger’s State-Trait Anxiety Inventory online. Data were calculated using SPSS. The results showed that siblings of individuals with Down syndrome have lower anxiety levels than siblings of typically developing individuals. These findings indicate that having a sibling with Down syndrome does not warrant elevated concern of increased anxiety of the typically developing sibling. Similarly, relationship quality was not significantly different between both groups, indicating that having a sibling with Down syndrome does not have an adverse effect on the sibling relationship. Future research should attend to a larger, nationally representative sample, as well as expand comparison variables between sibling groups, including sociability and peer relationships

Sibling relationships and family functioning in siblings of early adolescents, adolescents and young adults with autism spectrum disorder

The purpose of the study was to investigate how family functioning (defined as the ability that family members hold to manage stressful events, and intimate and social relationships), the degree to which family members feel happy and fulfilled with each other (called family satisfaction), and the demographical characteristics of siblings (age and gender) impacted on sibling relationships. The Circumplex Model of Marital and Family Systems and Behavioral Systems constituted the theoretical frameworks that guided our study. Eighty-six typically developing adolescents and young adults having a sister or a brother with autism spectrum disorder were enrolled. Results indicated that the youngest age group (early adolescents) reported to engage more frequently in negative behaviors with their siblings with ASD than the two older age groups (middle adolescents and young adults). No significant differences were found among the three age groups regarding behaviors derived from attachment, caregiving and affiliative systems. Family satisfaction and age significantly predicted behaviors during sibling interactions. Suggestions on prevention and intervention programs were discussed in order to prevent parentification among typically developing siblings and decrease episodes of quarrels and overt conflicts between brothers and sisters with and without AS

A Study of the Wellbeing of Siblings of Children with Autism Spectrum Disorders: Sibling Efficacy, Positive and Negative Affect, and Coping Strategies

Autism spectrum disorders (ASD) include pervasive developmental disorders characterised by communication deficits, difficulty with social understanding, and repetitive behaviors. Few studies have compared the efficacy, affect, and coping strategies of siblings of typically developing children with siblings of children with ASD. Typically developing siblings are understood to be at an increased risk of externalising and internalising problems. The current study examined whether siblings of children with ASD differed in levels of efficacy, affect, and coping from siblings of typically developing children. Participants (156) included an Australia-wide sample involving 82 siblings of children with ASD, and 74 siblings of typically developing individuals. Participants completed The Self-Efficacy Scale for Children (assessing social, emotional, and academic efficacy), the Positive and Negative Affect Scales, the Brief COPE Scale, and other scales as part of the larger study. Results showed that ASD siblings reported lower scores on emotional efficacy, social efficacy, and positive affect, and higher negative affect, than did the comparison group siblings. However, no significant differences were found in coping strategies or academic efficacy between the ASD siblings and the typically developing siblings. Consistent with earlier research findings, there are perceived negative effects or risks from being a sibling of an individual with ASD, suggesting support interventions may assist the development of emotional and social efficacy and increased positive affect for these individuals.</jats:p

The Sibling Study: How Does Having a Sibling with a Mental Disorder Affect the Lives of College Students

Although there are many positive outcomes of growing up with a sibling having a psychological or behavioral disorder, typical siblings can potentially experience harmful effects of managing and coping with the special demands and stresses of having a sibling with these kinds of difficulties. The college years are often a time to restructure sibling relationships. It is a time when young adults experience what it is like to be away from home for the first time, develop new groups of friends, and start new behavior patterns, attitudes, goals, and relationships that call for a more mature individual. The current study was designed to investigate psychosocial experiences of college students who have siblings with psychological and behavioral disorders as compared to college students who have typically developing siblings. A stress and coping model was used to examine cognitive appraisal, coping, and adaptational outcome. Using the data from approximately 250 students, 36 students who identified their siblings as having a psychological or developmental disorder and 36 students with typically developing siblings were identified. Analyses were conducted to test hypotheses about (a) group differences in sibling-related worries, adaptational outcome, and coping, and (b) associations among cognitive appraisal, coping and the outcome variables. This study enriches the limited research literature on the experiences of college-aged siblings with respect to their sibling-related worries and coping styles

Predictive impact of rare genomic copy number variations in siblings of individuals with autism spectrum disorders.

Identification of genetic biomarkers associated with autism spectrum disorders (ASDs) could improve recurrence prediction for families with a child with ASD. Here, we describe clinical microarray findings for 253 longitudinally phenotyped ASD families from the Baby Siblings Research Consortium (BSRC), encompassing 288 infant siblings. By age 3, 103 siblings (35.8%) were diagnosed with ASD and 54 (18.8%) were developing atypically. Thirteen siblings have copy number variants (CNVs) involving ASD-relevant genes: 6 with ASD, 5 atypically developing, and 2 typically developing. Within these families, an ASD-related CNV in a sibling has a positive predictive value (PPV) for ASD or atypical development of 0.83; the Simons Simplex Collection of ASD families shows similar PPVs. Polygenic risk analyses suggest that common genetic variants may also contribute to ASD. CNV findings would have been pre-symptomatically predictive of ASD or atypical development in 11 (7%) of the 157 BSRC siblings who were eventually diagnosed clinically

Using Siblings and Peers as Therapists to Increase Language Skills, Specifically Pragmatics

A Child’s language is influenced by their interactions with other typically developing children. However, children with disabilities often have less interaction with typically developing peers. This study looked at using typically developing peers or siblings in therapy in order to facilitate language development, especially pragmatics. Several studies were reviewed including ones that focused on using siblings or peers in therapy with children with Down’s syndrome, autism spectrum disorders, and specific language impairment. These studies include various techniques for training and involving the sibling/peer, as well as strategies for therapy. Although results varied among the studies, the overall finding is that use of a peer or sibling in therapy can facilitate language development. These findings support the use of involving siblings and peers in language based activities, therapy, and pragmatic development