Journal article
Sibling-Mediated Early Start Denver Model Support for Young Autistic Children
Journal of child and family studies
18 Sep 2024
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Abstract Young autistic children and their siblings often need support to play and engage with each other. The inclusion of older siblings in the provision of support may improve outcomes for autistic children and strengthen the sibling relationship. This study evaluated the inclusion of older siblings in the delivery of Early Start Denver Model (ESDM) support to autistic children aged between 3 and 4 years. It used a non-concurrent multiple baseline across participants design to evaluate the effects of sibling-mediated ESDM for four young autistic children and their older, non-autistic siblings. For most dyads, there were improvements in autistic child engagement and in sibling initiations during the sibling-mediated ESDM, which were generally maintained at follow-up. There was some improvement in sibling responses and minimal improvement in autistic child imitation and functional utterances. Sibling initiations and responses were generally positively correlated with autistic child engagement, functional utterances, and imitation. The parents of children in all four dyads found the sibling-mediated ESDM to be acceptable. These preliminary results suggest that sibling-mediated ESDM may be beneficial for improving the interaction between autistic children and their non-autistic siblings while benefits for teaching additional child skills might be more limited.
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Details
- Title
- Sibling-Mediated Early Start Denver Model Support for Young Autistic Children
- Creators
- H. WaddingtonE. WilsonL. van NoordenA. C. MacaskillA. CarnettG. Vivanti
- Publication Details
- Journal of child and family studies
- Publisher
- SPRINGER; NEW YORK
- Number of pages
- 21
- Grant note
This study was funded by a University Research Fund Grant from Victoria University of Wellington-Te Herenga Waka. 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:001315602400001
- Scopus ID
- 2-s2.0-85204297560
- Other Identifier
- 991021904281004721
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- Collaboration types
- International collaboration
- Web of Science research areas
- Family Studies
- Psychiatry
- Psychology, Developmental