Improving the Social Behavior of Siblings of Autistic Children Using a Group Problem Solving Approach

Abstract

The present study evaluated in small group program designed to enhance social interaction between children and their autistic siblings. Group sessions used problem solving, role-playing, rehearsal, homework projects, and contingency management procedures. Positive interactions, controlling interactions and nonverbal signing served as individual baselines in a multiple baseline design with replications across three children and follow-up assessment at three and six months. Sibling attitudinal and parent validation assessments were completed at pre, post, and six month follow-up. Treatment increased positive interaction and signing, and decreased controlling interactions. There was variation across pairs with respect to the level of maintenance of these behaviors at follow-up. Attitudinal data reflected a systematic decrement in behavior problem severity ratings of the autistic child by two of the siblings. Parental home behavior ratings reflected increases in positive interaction and teaching with improvement maintained at follow-up primarily with respect to teaching.