Journal article
Parent and Older Sibling Perspectives on Parent-Facilitated Sibling-Mediated Support
Advances in neurodevelopmental disorders
20 Mar 2025
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Objectives
Early support delivered by adults close to the child such as parents and teachers has been shown to enhance the learning and development of young autistic children. There is also emerging evidence that siblings can be meaningfully included in the provision of support. However, little is known about family members’ perceptions of the inclusion of siblings in the delivery of support. This exploratory study aimed to examine the perspectives of non-autistic siblings and parents on sibling-mediated support for autistic children.
Method
Semi-structured interviews were conducted with four parents and two older non-autistic siblings regarding their perspectives on a parent-facilitated sibling-mediated program of support based on the Early Start Denver Model.
Results
Thematic analysis resulted in four themes (a) the importance of family bond, (b) sibling learning and increased understanding, (c) parental desire for naturalistic and ongoing support, and (d) acceptability of the support.
Conclusions
Our findings suggest that family members may find sibling-mediated support beneficial as it promotes family and sibling relationships and offers naturalistic home-based support. More research is needed to understand improvements in child and family outcomes following the provision of parent-facilitated sibling-mediated support.
Metrics
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Details
- Title
- Parent and Older Sibling Perspectives on Parent-Facilitated Sibling-Mediated Support
- Creators
- Estelle MacadréEleanor WilsonGiacomo VivantiCarla Wallace-WatkinHannah Waddington
- Publication Details
- Advances in neurodevelopmental disorders
- Publisher
- Springer Nature
- Number of pages
- 9
- Grant note
- CAUL and its Member Institutions
Open Access funding enabled and organized by CAUL and its Member Institutions
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); A.J. Drexel Autism Institute
- Web of Science ID
- WOS:001448424300001
- Scopus ID
- 2-s2.0-105000523228
- Other Identifier
- 991022041850504721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Education, Special
- Psychology, Developmental
- Rehabilitation