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What you teach makes a difference: Direct and collateral outcomes of an autism sibling intervention.

Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc10996
Date05 1900
CreatorsCzekalski, Sara
ContributorsAla'i-Rosales, Shahla, Rosales-Ruiz, Jesus, Ingvarrson, Einar
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Copyright, Czekalski, Sara, Copyright is held by the author, unless otherwise noted. All rights reserved.

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