I am writing to you today to make you aware of two recent studies that
pertain to our mutual research interest: Neurotypical children and their
siblings with Autism Spectrum Disorder. The first article I reviewed
explored neurotypical sibling (NTS) and parent reports of lived
experiences with siblings with Autism Spectrum Disorder (ASD) and
identified learning, stressors, and concerns from those experiences
(Iannuzzi et al., 2021). The researchers in this study pursued to explore
the experiences of NTS from two perspectives: the neurotypical siblings
themselves and their parents. More specifically, the researchers sought to
increase their understanding of the lived experiences of NTS, and
attention was given to the experiences that NTS found in some
challenges, yet opportunities for growth and learning (Iannuzzi et al.,
2021). A data analysis was conducted with 20 NTS of individuals with ASD
(13 to 24 years of age) and 21 parents of individuals with ASD. Separate
semi-structured interview guides were developed for NTS and parent
participants (Iannuzzi et al., 2021). During interviews, NTS was instructed
to report on their own experience, and the parents reported on the
experience of their NTS to collect data. There were five themes that
emerged in the analysis of the qualitative data: (1) learning, empathy, and
compassion; (2) the relationship between the degree of functional
impairment associated with ASD and the nature of the sibling relationship;
(3) reluctance to share information about a sibling with ASD with peers;
(4) hypervigilance associated with unpredictable behavior; and (5) worries
and concerns about the future (Iannuzzi et al., 2021). The findings of this
study illustrate the impact that an ASD diagnosis can have on NTS. The
data supports the need for clinicians who serve individuals with ASD to
pay attention to the concerns of siblings as they are often integrally
involved in the care and support of the individual with ASD (Iannuzzi et al.,
2021).
Another study from Erdem (2021) was conducted as a correlational survey
model that evaluates the social, school and activities competencies of
school-age NTS who have siblings with ASD by using a comparison group.
Instead of looking for a cause-effect relationship among the data
obtained, the survey model aims to interpret the existing situation. The
participants in this study include a study group, a comparison group, and
146 children. The study group consisted of 66 NTS aged 8-16 with a
sibling diagnosed with ASD, while the comparison group consisted of 80
children who were neurotypical both themselves and their siblings and
were at the same age range as the study group (Erdem, 2021). The main
purpose of this study is to examine the competence levels of NTS that
have a sibling with ASD. There are three objectives that are outlined: (1)
to evaluate competencies of NTS and ASD siblings as normal, borderline,
and clinical level, (2) to compare all sub-competence areas and total
competence levels of the study group and the comparison group in order
to determine how ASD makes a difference in the competence levels of
siblings, and (3) to reveal how competence levels of NTS and ASD siblings
vary according to the variables of birth order, gender, and a number of
children in the family (Erdem, 2021). The results of the study did find that
the NTS and ASD siblings had clinical competence in the sub-field of
activities and total competence, showed normal competence in school and
social sub-areas, and did not differ according to demographic variables
(Erdem, 2021). The study’s findings have shown that the effect of ASD on
siblings can be in a vast range.6
References
Iannuzzi, D., Fell, L., Luberto, C., Goshe, B. M., Perez, G., Park, E., Crute,
S., Kuhlthau, K., & Traeger, L. (2021). Challenges and growth: Lived
experience of adolescents and Young Adults (Aya) with a sibling with
ASD.6Journal of Autism and Developmental Disorders.
https://doi.org/10.1007/s10803-021-05135-0
ŞENGÜL ERDEM, H. (2021). Competence of neurotypical siblings of
children with autism spectrum disorder.6International Journal of
Psychology and Educational Studies,68(2), 76–87.
https://doi.org/10.52380/ijpes.2021.8.2.364
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