A Targeted Intervention for Siblings of Children with Autism Spectrum Disorders: The Effects of a Sibling Support Group

Background: The sibling relationship provides a unique context for the development of interpersonal skills and lays the groundwork for extensive social situations with other children. Siblings of children with autism spectrum disorders (ASDs) experience multiple stressors and increased caregiver demands that children with neurotypical siblings do not face. While some siblings do not experience significant adjustment problems, it appears that other children may have greater vulnerability to the development of significant adjustment problems and internalizing disorders. Very few studies have investigated the effect of a support group for children who have a sibling with ASD.   

Objectives:  The present study evaluated the effects of Project SibSTAR (Straight Talk about Autism Realities), an eight week support group that incorporated didactics, discussion, and role plays while using rigorous research design and psychometrically-sound measures.

Methods: Twenty siblings of children with ASD, ages 8-11,  were randomized to either the active or delayed intervention group. While the groups received the same intervention, the time-lagged design allowed for the assessment of a multiple baseline design across both groups and skills. In addition, participants reported on measures of psychological and social functioning at baseline, post group, and 6 week follow-up assessments. Outcomes were assessed across a variety of domains, including intervention acceptability, concepts taught during group, play-based behavioral principles, and self-report of internalizing symptoms, self-competence, and perceived social support. 

Results: Results indicated that participants increased their knowledge of autism, coping and problem solving skills, and their knowledge of behavioral skills. Further, trend level decreases in internalizing symptoms were found from baseline to post group assessment, and significant differences were found on measures of perceived social support and social self-competence. Meausures of social validity and treatment adherence and feasability indicated that treatments were well-received by participants and parents, targeted important goals, and were reliably applied using a manualized framework.

Conclusions:  Siblings of children with ASD are an often overlooked group who present with unique stressors. This pilot for a manualized sibling support groups demonstrated positive psychosocial effects as well as increased knowledge about ASD. The authors advocate that support for siblings should move towards an evidence-based model which is readily available to community practitioners.