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EDA 503.90
Article Summary
Full APA Citation:
Banda, D. R. (2015). Review of sibling interventions with children with autism. Education and
Training in Autism and Developmental Disabilities, 50(3), 303-315.
Permanent URL:
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Overview of Topic/Article:
The results of this review of several studies revealed that siblings can have positive
impacts on social and communication skills in children with autism. Variations in the methods
and mixed results of the studies that included siblings as passive role models limit the
conclusions. The studies which were reviewed had to meet the following criteria to assure
quality of the study: study design, inter-observer agreement, procedural integrity, social validity,
maintenance, and generalization. All the studies combined had 38 subjects with autism, ages 3 to
15, and 36 siblings, ages 3 to 13. Settings were primarily in homes, but also included school and
daycare. Targeted behaviors for the interventions were social communication skills. The siblings
of the children with autism were trained to perform the interventions. Some examples of
interventions that were taught to siblings to use are prompting, praise, eye contact, and role
modeling.
Key Points/Findings:
research is needed.
There was variability across studies, behaviors targeted, methods used, interventions
implemented. The results of the study were that it that it is too early to conclude with
certainty that siblings indeed can facilitate various skills in children with autism.
Siblings could potentially be useful peer interventionists at home and in other community
settings for children with autism.
Typical siblings of children with autism, when trained using behavioral strategies such as
modeling of target behaviors, providing prompts for appropriate demonstration of
behaviors, fading, reinforcing, and making error corrections, can facilitate social-