A Community Support Program for Children with Autism and Their Typically Developing Siblings: Initial Investigation

Autor/inn/en	Kryzak, Lauren A.; Cengher, Mirela; Feeley, Kathleen M.; Fienup, Daniel M.; Jones, Emily A.
Titel	A Community Support Program for Children with Autism and Their Typically Developing Siblings: Initial Investigation
Quelle	In: Journal of Intellectual Disabilities, 19 (2015) 2, S.159-177 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629514564450
Schlagwörter	Siblings; Autism; Pervasive Developmental Disorders; Community Programs; Social Support Groups; Program Effectiveness; Depression (Psychology); Anxiety; Knowledge Level; Peer Relationship; Interaction; Skill Development; Recreational Activities; Inclusion; Observation; Sibling Relationship; Parent Attitudes; Questionnaires; Surveys; Statistical Analysis; Pretests Posttests; Children; Measures (Individuals); Symptoms (Individual Disorders); New York; Childrens Manifest Anxiety Scale; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Sibling; Geschwister; Autismus; Social support; Soziale Unterstützung; Angst; Wissensbasis; Peer-Beziehungen; Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung; Freizeitgestaltung; Inklusion; Beobachtung; Sibling relations; Geschwisterbeziehung; Elternverhalten; Fragebogen; Survey; Umfrage; Befragung; Statistische Analyse; Child; Kind; Kinder; Messdaten; Psychiatrische Symptomatik
Abstract	Siblings are a critical part of lifelong support for individuals with autism spectrum disorder (ASD). But siblings face their own social-emotional adjustment needs. These needs may be addressed through programs that include support groups specifically for the siblings. This study examined the effects of a community program on typical siblings' depression, anxiety, ASD knowledge, and peer network as well as reciprocal interactions between the typical sibling and sibling with ASD. The program provided a sibling support group, a skills intervention for children with ASD, and an inclusive recreation time. Siblings reported significant decreases in depression and physiological anxiety and improvements in their peer network. Autism knowledge increased but only approached significance. Direct observations revealed improvement in reciprocal interactions by most children that did not reach statistical significance. Parents, typical siblings, and interventionists indicated positive reactions to the program and its goals and outcomes. Findings are discussed in terms of the need to continue to explore interventions for siblings of children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01