title: A community support program for children with autism and their typically developing siblings: Initial investigation.
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.
authors.affiliation: Queens College of the City University of New York, USAThe Graduate Center of the City University of New York, USA.
authors.forename: Lauren A
authors.initials: LA
authors.lastname: Kryzak
authors.affiliation: Queens College of the City University of New York, USA.
authors.forename: Mirela
authors.initials: M
authors.lastname: Cengher
authors.affiliation: Long Island University, Post, Brookville, NY, USA.
authors.forename: Kathleen M
authors.initials: KM
authors.lastname: Feeley
authors.affiliation: Queens College of the City University of New York, USAThe Graduate Center of the City University of New York, USA.
authors.forename: Daniel M
authors.initials: DM
authors.lastname: Fienup
authors.affiliation: Queens College of the City University of New York, USAThe Graduate Center of the City University of New York, USA emily.jones@qc.cuny.edu.
authors.forename: Emily A
authors.initials: EA
authors.lastname: Jones
mesh_terms: D000293:Adolescent; D001007:Anxiety / Q000628:therapy*; D000067877:Autism Spectrum Disorder / Q000534:rehabilitation*; D002648:Child; D002675:Child, Preschool; D003156:Community Mental Health Services / Q000379:methods*; D003863:Depression / Q000628:therapy*; D005260:Female; D006801:Humans; D008297:Male; D016730:Program Development; D012657:Self-Help Groups; D035781:Siblings / Q000523:psychology*; D016896:Treatment Outcome
keywords: ASD; behavioral observation; community-based interventions; siblings; support group