Behavioral intervention for siblings of children with autism: A focus on skills to enhance play

Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social Interaction Skills to Children with Autism Spectrum Disorders

“…In the study, the social validity findings collected from the mothers for subjective evaluation revealed that their opinions regarding the social interaction skills were positive. The findings of this study show consistency with the findings of the previous studies in which behavior modification techniques (Celiberti & Harris, 1993), social interaction behaviors (Oppenheim-Leaf et al, 2012;Tsao & Odom, 2006), imitation skills (Walton & Ingersoll, 2012), and joint-attention skills in home environments (Ferraioli & Harris, 2011) were taught.…”

“…Especially when the time came for the typically developing sibling to take her turn, she would pull the iPad gently towards herself then immediately offer the reinforcer (popcorn) to her sibling with ASD. Celiberti and Harris (1993) stated that it is necessary to study the behavior modification techniques (which are offering appropriate reinforcements, appropriate tips for play skills, and offering instructions) aimed to be taught by using more complex social-interaction behaviors; in these studies, a variety of different arrangements may be necessary as well. One of these arrangements is informing the typically developing siblings about the behavior problems that they may encounter with children ASD prior to the study, as well as preparing visual support in regard to this.…”

“…When the topics of studies carried out with siblings are examined, the very first studies in particular have focused topics such as using behavior modification techniques for teaching academic skills to siblings with ASD (Schreibman, O'Neill, & Koegel, 1983), teaching independent living and academic skills (Swenson-Pierce, Kohl, & Egel, 1987;Tekin & Kircaali-İftar, 2002) and providing them with leisure activities (Cash & Evans, 1975). When Celiberti and Harris (1993) evaluated the studies carried out with siblings, they emphasized the importance of practices regarding the education of social interaction behavior as well as play activities in these practices, especially when the sibling with ASD is younger. These researchers taught techniques to three typically developing siblings between the ages of seven and ten.…”

Social play skill enhancement of children with autism using peers and siblings as therapists

“…Typically developing siblings have been taught to promote play and play-related speech, to praise play behaviors, and to prompt their siblings with autism to respond to initiations, with skills being generalized and maintained after withdrawing intervention (Celiberti & Harris, 1993). Integrating the ritualistic behaviors of children with autism into games has increased joint attention and social play interactions with siblings (Baker, 2000).…”

Supporting positive sibling relationships during childhood

“…James and Egel [1986] taught interactional strategies to nondisabled preschool-aged siblings, and Clark et al [1989] used a small group format to teach interactional skills to siblings of children with autism, increasing interaction and sibling communication. Celiberti and Harris [1993] taught siblings to use prompts, praise, and initiation strategies, resulting in increased play interactions with their siblings with autism. The typically developing siblings expressed increased comfort in interacting with their siblings and decreased frustration with sibling negative behavior.…”