What you teach makes a difference: Direct and collateral outcomes of an autism sibling intervention.

Description:

Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.

Creator(s): Czekalski, Sara
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 323
Past 30 days: 48
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
  • Digitized: October 6, 2009
Description:

Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.

Degree:
Level: Master's
Discipline: Behavior Analysis
Language(s):
Subject(s):
Keyword(s): Autism sibling interventions | sibling interventions | autism | ASD
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 475520408 |
  • UNTCAT: b3805609 |
  • ARK: ark:/67531/metadc10996
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Czekalski, Sara
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.