Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings

2017 ◽  
Vol 47 (8) ◽  
pp. 2575-2585 ◽  
Author(s):  
Elizabeth A. Stratis ◽  
Luc Lecavalier
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Siblings

Randomized controlled trial of a sibling support group: Mental health outcomes for siblings of children with autism

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1468-1481 ◽  
Author(s):  
Emily A Jones ◽  
Theresa Fiani ◽  
Jennifer L Stewart ◽  
Nicole Neil ◽  
Susan McHugh ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Support Groups ◽  
Support Group ◽  
Controlled Trial ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Problem Solving Skills ◽  
Typically Developing Siblings

Typically developing siblings of a child with autism spectrum disorder may be at increased risk of mental health difficulties. A support group is one approach to improve mental health outcomes for typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We conducted a randomized controlled trial comparing a support group to an attention-only social control group. Some areas of mental health improved. Autism spectrum disorder symptom severity in the sibling with autism spectrum disorder moderated effects. Findings suggest continuing to examine what areas of mental health and adjustment are improved with support groups and subgroups of typically developing siblings for whom support groups might be particularly effective. Lay abstract Typically developing siblings of a child with autism spectrum disorder may show mental health difficulties. A support group is one approach to help typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We compared a support group to participation in a similar group without a focus on the sibling with autism spectrum disorder. Some areas of mental health improved. Improvements were also impacted by autism spectrum disorder symptom severity in the sibling with autism spectrum disorder. Findings suggest continuing to examine how support groups can help typically developing siblings and for which siblings support groups might be particularly effective.

scholarly journals A systematic review of the experience of being a sibling of a child with an autism spectrum disorder

2021 ◽  
pp. 135910452110079
Author(s):  
Lucy Watson ◽  
Paul Hanna ◽  
Christina J Jones
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Personal Development ◽  
Focal Point ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Spectrum Disorders ◽  
Typically Developing Siblings

Difficulties associated with Autism Spectrum Disorders can cause considerable impact on personal, familial, social, educational and occupational functioning. Living with a child who has an Autism Spectrum Disorder can therefore pose a challenge to family members, including typically developing siblings. However, it is only in recent years that the experience of typically developing siblings has become a focal point. A systematic review using keywords across six databases was undertaken to summarise qualitative studies that focused on the experience of being a sibling of a child with an Autism Spectrum Disorder. Fifteen studies met inclusion criteria and a thematic synthesis was completed. The synthesis found that having a sibling who has an Autism Spectrum Disorder can impact typically developing sibling’s self-identity and personal development in a number of ways. Similarly, interactions with the sibling who has Autism Spectrum Disorders and with other individuals can evoke a myriad of experiences that can both benefit and challenge typically developing siblings. The ability of typically developing siblings to cope with adverse experiences needs to remain a focus. This synthesis concludes that further research is needed to identify which methods are the most effective in supporting typically developing siblings of children with Autism Spectrum Disorders.

Contextual determinants of parental reflective functioning: Children with autism versus their typically developing siblings

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1578-1582
Author(s):  
Yael Enav ◽  
Dana Erhard-Weiss ◽  
Amit Goldenberg ◽  
Marguerite Knudston ◽  
Antonio Y Hardan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Reflective Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Parental Reflective Functioning ◽  
The Difference ◽  
Typically Developing Siblings

Parental reflective functioning is defined as holding in mind one’s child’s thoughts, feelings, beliefs, and intentions and reflecting on how these mental states may be affecting the child’s behavior. Although parental reflective functioning is often treated as a stable feature of the parent, there is growing appreciation that it may be shaped by the context in which the parent is operating. In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy. The evidence for a disparity in parental reflective functioning between children with autism spectrum disorder and their typically developing siblings (especially for parents with low parental self-efficacy) warrants further investigations that might lead to the development of effective interventions. Lay Abstract In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy.

Sign in / Sign up

Export Citation Format

Share Document