P.7.b.001 Assessment of theory of mind and empathy skills of typically developing siblings of children diagnosed with autism spectrum disorder

2015 ◽  
Vol 25 ◽  
pp. S635 ◽  
Author(s):  
M. Eyuboglu ◽  
B. Baykara ◽  
D. Eyuboglu
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
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 Children With Autism Spectrum Disorder Can Attribute False Beliefs in a Spontaneous-Response Preferential-Looking Task

2021 ◽  
Vol 6 ◽  
Author(s):  
Melanie Glenwright ◽  
Rose M. Scott ◽  
Elena Bilevicius ◽  
Megan Pronovost ◽  
Ana Hanlon-Dearman
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Figurative Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
False Belief ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
False Belief Understanding ◽  
Children With Asd

An established body of literature indicates that children with autism spectrum disorder (ASD) have difficulty understanding figurative language due to a deficit in theory of mind, or the ability to consider the beliefs of other people. Children with ASD tend to similarly fail traditional theory of mind tasks, which assess their ability to represent false beliefs. Our claim is, however, that these tasks involve cognitive processing demands that might mask false belief understanding because they require elicited responses. We examined whether children with ASD demonstrate false-belief understanding when tested with a spontaneous-response false belief task that measures children’s eye gaze durations. The two child participant groups were composed of 20 males with ASD (aged 3–9 years) and 20 typically developing males (aged 2–5 years) who were individually matched according to verbal mental age. Children with ASD and typically developing children listened to a change-of-location story accompanied by a book with matching and non-matching pictures. The final page showed the character searching for her object in a location that was either consistent or inconsistent with her belief. Both groups of children looked reliably longer at the belief-consistent picture, regardless of whether the character’s belief was true or false, though children with ASD were slower to do so. We suggest that a spontaneous-response assessment technique can potentially reveal figurative language comprehension in children with ASD in future research.

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.

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