Discrepancy in perceived social support among typically developing siblings of youth with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 594-606 ◽  
Author(s):  
Theodore S Tomeny ◽  
James A Rankin ◽  
Lorien K Baker ◽  
Sophia W Eldred ◽  
Tammy D Barry
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Polynomial Regression ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
Behavioral Difficulties ◽  
Typically Developing ◽  
Typically Developing Siblings

Social support can buffer against stressors often associated with having family members with autism spectrum disorder. This study included 112 parents and typically developing siblings of children with autism spectrum disorder. Relations between self-reported typically developing sibling emotional and behavioral problems and discrepancy between social support frequency and importance were examined via polynomial regression with response surface analysis. Typically developing siblings who described social support as frequent and important reported relatively few problems. Typically developing siblings who reported social support as highly important but infrequent exhibited the highest emotional and behavioral difficulties. Thus, typically developing siblings with little support who view support as highly important may be particularly responsive to social support improvement efforts.

scholarly journals Sibling Relationships, Personality Traits, Emotional, and Behavioral Difficulties in Autism Spectrum Disorders

2019 ◽  
Vol 2019 ◽  
pp. 1-9 ◽  
Author(s):  
C. Longobardi ◽  
L. E. Prino ◽  
F. G. M. Gastaldi ◽  
T. Jungert
Keyword(s):  
Autism Spectrum Disorder ◽  
Sibling Relationships ◽  
Autism Spectrum ◽  
Sibling Relationship ◽  
Spectrum Disorder ◽  
Behavioral Difficulties ◽  
Typically Developing ◽  
Emotional Symptoms ◽  
The Impact

This study focused on parents’ perceptions of the quality of sibling relationship and its association with some behavioral and emotional characteristics of the typically developing sibling. The participants were parents of children with autism spectrum disorder and typically developing siblings. The sample size was 43. The group comprised 14 fathers (32.6%) and 29 mothers (67.4%) aged 33–53 years (M=43.56; SD = 5.23). The parents completed measures of siblings’ emotional and behavioral difficulties, siblings’ personality, and sibling relationships and their impact on families and siblings. The results showed that behavioral difficulties such as emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems were significantly associated with negative sibling relationships—characterized by rivalry, aggression, avoidance, and teaching behavior toward the brother or sister with an autism spectrum disorder. The implications are that sibling-focused interventions should focus on improving negative sibling relationships to reduce the impact on the difficulties of the typical development of the sibling of both genders and shape the content and delivery framework accordingly. This can be done by providing skills and approaches for enhancing sibling relationships so both parties benefit.

scholarly journals Callous-unemotional traits in youth with autism spectrum disorder (ASD): replication of prevalence estimates and associations with gaze patterns when viewing fearful faces

2020 ◽  
pp. 1-9
Author(s):  
Virginia Carter Leno ◽  
Rachael Bedford ◽  
Susie Chandler ◽  
Pippa White ◽  
Isabel Yorke ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Reaction Times ◽  
Recognition Task ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
Cu Traits ◽  
Fearful Faces ◽  
Callous Unemotional

Abstract Research suggests an increased prevalence of callous-unemotional (CU) traits in children with autism spectrum disorder (ASD), and a similar impairment in fear recognition to that reported in non-ASD populations. However, past work has used measures not specifically designed to measure CU traits and has not examined whether decreased attention to the eyes reported in non-ASD populations is also present in individuals with ASD. The current paper uses a measure specifically designed to measure CU traits to estimate prevalence in a large community-based ASD sample. Parents of 189 adolescents with ASD completed questionnaires assessing CU traits, and emotional and behavioral problems. A subset of participants completed a novel emotion recognition task (n = 46). Accuracy, reaction time, total looking time, and number of fixations to the eyes and mouth were measured. Twenty-two percent of youth with ASD scored above a cut-off expected to identify the top 6% of CU scores. CU traits were associated with longer reaction times to identify fear and fewer fixations to the eyes relative to the mouth during the viewing of fearful faces. No associations were found with accuracy or total looking time. Results suggest the mechanisms that underpin CU traits may be similar between ASD and non-ASD populations.

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.

Individual characteristics of students with autism spectrum disorders and school refusal behavior

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 413-423 ◽  
Author(s):  
Ellen Kathrine Munkhaugen ◽  
Tonje Torske ◽  
Elen Gjevik ◽  
Terje Nærland ◽  
Are Hugo Pripp ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Behavioral Problems ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
School Refusal ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
School Refusal Behavior ◽  
Students With Autism

This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9–16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child’s school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior.

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