Sibling Involvement in Interventions for Individuals with Autism Spectrum Disorders: A Systematic Review

Abstract

Many researchers have studied various interventions for individuals with autism spectrum disorder (ASD). Occasionally, siblings will be included in intervention studies, participating in programs designed to address a number of challenges faced by individuals with ASD. Although sibling involvement in such interventions is not a new phenomenon, there is no consistent method for including siblings in treatment for individuals with ASD. The purpose of this article is to review the existing literature describing sibling involvement in interventions among families of children with ASD, describing patterns of research and targeted outcomes. The authors also identify gaps and areas for future consideration from researchers, clinicians, and families.

Siblings of Youth with Autism Spectrum Disorders: Theoretical Perspectives on Sibling Relationships and Individual Adjustment

“…Although we found no reports of efforts to train TDSibs to manage problem behaviors of ASDSibs, small scale studies show that TDSibs can shape social and adaptive behaviors, that behavior changes are maintained, and that intervention effects spill over to affect TDSibs’ evaluations of their sibling (Celiberti & Harris, 1993; Schreibman, O’Neil, & Koegel, 1983; Shivers & Plavnick, 2015). A research direction is to determine whether TDSibs’ efficacy in managing their ASDSibs’ aversive behaviors promotes their positive sibling relationships and adjustment of both children.…”

“…Longitudinal data on TDsib-ASDsib relationships are rare, but combined with cross-sectional findings, suggest declines in positive sibling exchanges as contact between siblings decreases from adolescence through middle adulthood (Hodapp & Urbano, 2007; Orsmond & Seltzer, 2007b). Importantly, experimental interventions reveal that TDSibs can be trained in teaching and helping behaviors, and that these experimentally induced changes spill over to promote more positive sibling involvement (Shivers & Plavnick, 2015). Together, findings suggest that sibling relationships are highly variable, underscoring the need to identify individual, family, and larger contextual factors that shape siblings’ behaviors.…”

“…Shivers and Plavnick (2015) identified only five studies--four with sample sizes of N = 3 or less--in which TDSibs served as models to teach specific behaviors to ASDSibs in experimental interventions. Effects were limited, particularly in efforts to promote task-related skills, although one study found that play behaviors learned via sibling modeling generalized beyond the sibling relationship (Reagon, Higbee, & Endicott, 2006).…”

“…Youths who recognize their role in their ASDSibs’ adjustment may develop feelings of warmth, a sense of efficacy, and inclinations for involvement over the longer term (Ferrailoi, et al, 2012; Shivers & Plavnick, 2015). Some work shows that the socio-emotional development of TDSibs is enhanced relative to youth with typically developing siblings (Macks & Reeve, 2007; Verte et al, 2003), and observing sibling exchanges may shed light on what TDSibs learn from their sibling experiences.…”

Benefícios da Intervenção Precoce para a Família de Crianças com Transtorno do Espectro do Autismo

“…A investigação realizada no âmbito dos benefícios da IP centra-se num conjunto de dimensões que incluem o bem-estar e a qualidade de vida das famílias apoiadas pela IP (DAVIS; FINKE, 2015; KARST; VAN, 2012;KELLY, et al, 2008;KRAKO-VICH, et al, 2016;OONO;HONEY;MCCONACHIE, 2013;SHIVERS;PLAV-NICK, 2015).…”