Educ 500 Reseach Proposal Sibs of Autism

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS
AND SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER
Examining the Social and Emotional Well-being of Parents and Siblings of Children with Autism
Spectrum Disorder: A Research Proposal
Amy Zimmermann
St. Bonaventure University

Abstract
This research proposal will examine family members of children with autism spectrum disorder.
A literature review is constructed in response to the question What are the effects of having a
child with autism spectrum disorder have on the social and emotional well-being of immediate
family members? The question is explored with the forethought of providing such family
members with positive support systems. This research proposal is based upon the theory that
successful progression cannot be made children with ASD if parents and siblings are not
congruently supported. It was found that parents and siblings of children with ASD face
considerable amounts of stress and develop many coping strategies to deal with this stress.
Positive means of support were identified and subsequently applied to methods of practice for
service providers. Implications of this research and future research can help families manage
their day-to-day realities of having a child with autism spectrum disorder.

Table of Contents
Chapter 1: Introduction
Purpose Statement..............................................................................................4
Guiding Question and Sub-questions.................................................................4
Chapter 2: Review of the Literature
Parents of Children with Autism Spectrum Disorder.........................................5
Siblings of Children with Autism Spectrum Disorder........................................11
Conclusion..........................................................................................................15
Chapter 3: Methodology
Reflexivity..........................................................................................................16
Data Collection...................................................................................................16
Data Analysis......................................................................................................18
Validity................................................................................................................18
Reliability...........................................................................................................19
Ethical Concerns ................................................................................................19
Limitations to the Study......................................................................................21
Further Research.................................................................................................22
References.......................................................................................................................22

Introduction
If we could look into each others hearts and understand the unique challenges each of us faces, I
think we would treat each other much more gently, with more love, patience, tolerance, and care.
-
Marvin J. Ashton
This study will examine the effect that children with autism spectrum disorder (ASD)
have on the social and emotional well-being of their parents and siblings, so that service
providers may be better able to help these families.
Guiding Question: What are the effects of having a child with autism spectrum disorder have on
the social and emotional well-being of immediate family members?
Sub-questions:
o What are the beliefs and attitudes of parents of children with ASD?
o What coping mechanisms can be identified for these parents in dealing with the stress of
raising a child with ASD?
o What kind of support is successful in helping these parents and/or what support systems
do they wish for?
o What are the social and emotional adjustments of siblings of children with ASD?
o What coping mechanisms can be identified for these children in making adjustments?
o What kind of support is successful in helping these siblings and/or what support systems
do they wish for?
o How can service providers support the social and emotional well-being of families of
children with Autism Spectrum Disorder?
Every family faces its challenges. Parents are tested in different ways and children have
to adjust to being a family member while at the same time progressing in their own development.
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When a child in the family is diagnosed as having autism spectrum disorder, the challenges
magnify. Parents often have to address and reevaluate their belief systems. Priorities shift with
new day-to-day circumstances and altered concerns regarding what is best for their children.
Siblings of children with ASD are also affected. Relationships change as does their role in the
family. This can be hard to adjust to especially when these children are developing and changing
themselves. Parents and siblings cope with these things in different ways. It is often difficult
and confusing, but many positive developments can be made. It is important that the people who
surround a child with ASD are supported in their social and emotional well-being so that the
family unit may be strong and happy one. If provided with the right skills and information,
service providers can take an integral part in making that happen for the families of children with
autism spectrum disorder.
Review of the Literature
Parents of Children with Autism Spectrum Disorder
Raising a child with Autism Spectrum Disorder (ASD) brings a number of issues forward
for parents. In most cases, belief systems of the parents will be tested, emotions will run high,
and parents will often be uncertain about how to provide the best care that they can for their
child. This is something service providers must take into consideration if they want to provide
appropriate care for the children with ASD while concurrently offering support to the parents.
As life inevitably moves forward, parents will decide what takes precedence in their daily life,
what concerns need to be addressed, and how to deal with behaviors as they arise. Its not an
easy predicament, but there are options for help. Parent education, support systems, strong
relationships with service providers, and positive behavior support systems are all useful
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strategies in alleviating the stress that many parents feel when one or more of their children are
diagnosed with Autism Spectrum Disorder.
Upon receiving a diagnosis for their child as having ASD, parents experience a wide
range of emotions at differing severities. Studies have also linked the five stages of mourning to
knowledge of a childs diagnosis of ASD. Parents reported feeling shattered, despaired, worried,
panic-stricken, sad, terrified, and sheer loneliness when they were explained the autism
diagnosis. In one study, six coping mechanisms were found relevant to parents raising a child
with ASD: planning, acceptance, positive reinterpretation and growth, active coping, use of
instrumental social support, and religious coping. Although these cannot all be addressed by
service providers, they can be used as stepping stones for positive support (Andreica, 2011,
p. 479-480)
A number of factors affect the stress, anxiety, and depression often seen in parents of
children with Autism Spectrum Disorder. The frequency of being stretched beyond their limits,
gender, their confidence in handling their childs major difficulty, and whether or not the parent
felt that their respite provider had a clear understanding of their childs difficulties and needs
were taken into account in a study that looked at parental well-being. 81.9% of parents in the
study reported they sometimes felt stretched beyond their limits. This left them feeling unable to
cope, anxious, stressed, depressed, and lonely. Females reported being more anxious than males
and also more depressed, but they also reported being more confident in handling their childs
difficulties than their counterparts. In regards to respite providers, parents who believed that
their child was is the hands of someone who had a clear understanding of the childs disability
were less anxious, less depressed, and had more confidence in their own ability to handle the
childs major difficulties. This supports the fact that respite providers must be properly trained to
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achieve success for the child. Not only will the provider be better prepared, but if the parents are
less stressed and more confident then there is a better chance of successful performance with the
day-to-day demands of raising a child with autism (Sharpley, Bitsika, & Efremidis, 1997, p. 1928).
Parents develop coping strategies to deal with the stress of raising a child with autism
spectrum disorder. In low-control situations, like when the store becomes too crowed and the
child with autism starts screaming, parents must employ strategies to change themselves to fit the
situation. Mothers do this every day. According to one study, mothers of children with ASD
respond to the uncontrollable stress of raising a child with autism by redefining what constitutes
the fulfillment of various human needs and/or finding alternative ways to fulfill them. When
compared to mothers of typically developing children, mothers of children with ASD placed less
emphasis on their careers and more emphasis on their role as a mother, they engaged in more
leisure time with extended family, placed less emphasis on others opinions about their childs
behavior, more emphasis on spousal support, and experienced more ambiguity in their childs
behavior. These differences applied to feelings about their own families and to other families in
general. Because priorities of need changed, mother were able to fulfill the newly defined needs
and reduce any dissonance that might result from possible threats to these needs (Tunali &
Power, 2002, p. 25, 32-33).
According to King, belief systems are central to supporting families of children with
autism. Family beliefs, which stem from the parents, refer to beliefs about the familys way of
life. Its the family members shared cognitive constructions or representations of reality. This
could be in the form of open communication, doing things together as a family, or following
certain routines. Such belief systems offer a sense of optimism in the face of adversity, a sense
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of meaning, and motivation. If a family is able to ascribe positive meaning to lifes events, then
family resilience will be upheld. Its shown that resilient families are able to organize family
routines that are sustainable, meaningful, and congruent with the needs of family members.
Respects for families priorities are considered to be a fundamental principle of ideal service
delivery to children with ASD and their families (King, Baxter, Rosenbaum, Zwaigenbaum, &
Bates, 2009, p. 50 - 51).
When it comes to actually developing effective interventions for ameliorating problem
behaviors in children with ASD, parent involvement is regarded as a key factor for success.
Parents represent the most essential resource for the social, intellectual, emotional, and
behavioral development of their children. With few exceptions, families are the most dedicated,
enduring, and knowledgeable source of personal support available for their children. For this
reason, its very important that parents be included in the assessment of their child with autism,
the planning of support, and in the actual implementation of the plan. One such approach is a
functional assessment (FA), defined as a process for developing an understanding of the
interactions between a specified behavior and events in the environment. The purpose of
conducting a functional assessment is to develop an effective, assessment based plan for
intervention. Ideally, the plan addresses all behaviors of the autistic child and is applied
throughout the day and in multiple environments. By combing the knowledge and training of a
professional with the unique and tremendous insight of a parent, functional assessments can lead
to a concrete behavior plan with an optimistic outlook for future success (Dunalp, Newton, Foxe,
Benitio, & Vaughn, 2001, p. 215-219)
After completing a FA or similar assessment, a plan can be put into action to address the
problem behaviors of children with autism spectrum disorder. As we learn more about autism
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and how to address the specific tribulations that arise because of the disability, intervention plans
are changing to better meet the needs of the children with ASD and their families. There has
been a shift from provider based recommendations to family-professional collaboration and from
child-centered to family-centered plans. One such approach that exemplifies this emerging
school of thought is the Family Focus Positive Behavior Support (PBS) model. In this model,
parents and professionals work as a team to carry out and modify the intervention. The process
of PBS incorporates family centered planning, the use of formal and informal supports, and the
development of a comprehensive plan to address not only the behavioral and educational goals
but also issues related to community involvement and family life (Becker-Cottrill, McFarland, &
Anderson, 2003, p. 110, 118). If parents and professionals are able to work cooperatively with
each other while establishing an atmosphere of mutual trust and respect, children with ASD can
benefit a great deal. Combining this with a researched-based intervention program can lead to
significant decreases in problem behavior alongside an improved quality of life for both the child
and the family (Marshall & Mirenda, 2002, p. 216).
Another service delivery option that supports parents of children with ASD is care-giver
implemented teaching strategies. In this type of intervention, parents are taught to embed
effective teaching strategies within daily routines, in their natural environment to improve
behavioral skills of their children. One study applied care-giver implemented teaching strategies
to toddlers with ASD who demonstrated a lack of communication ability. Because the most
crucial socio-communicative experiences for young children come from interactions with their
families, the quality of these experiences is directly related to the developmental outcomes for
children. The use of specific strategies by caregivers in regards to communication development
for their children with ASD has resulted in a range of outcomes. Improvement in child
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vocalizations and direction following have been seen as well as improvements in standardized
language and cognitive test scores. Parent responsiveness alone will not elicit these types of
results. It is important that specific intervention strategies are developed with professionals and
aimed at clearly identified aspects of behavior (Woods, Kashinath, & Glostein, 2004, p. 175181).
Even with the best intervention programs, parents cannot be fully supported or supportive
to their children with autism spectrum disorder without some kind of education on the topic. By
participating in integrative parent teaching programs, care-givers are able to learn about more
about the disability and attain skill facilitation strategies. When provided with information on
understanding diagnoses, behavior management principles, coordinating services, and
developing skills to promote child development, parents felt more confident in handling the day
to day challenges of raising a child with autism. Parents were able to make sense of the
disability and develop a sense of connectedness with their children. There are also parent
education programs that focus on parental stress and coping. Such programs would not only
improve upon the social, emotional, and mental well-being of parents, but have been linked to a
decrease in disruptive behavior of the child with ASD and an increase in play skills (White,
2010).
When considering children with autism spectrum disorder, it would be foolish of service
providers to discount the profound knowledge that comes from the parents of these children.
Despite of the stress and the uncertainty, no matter what the belief system of the family is, what
intervention program they decide to use, how many classes they attend, or who they reach out to
for help all parents want the best for their children. Mothers and fathers meet their childrens
basic needs, they find motivators, and organize environments before even approaching discrete
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skills. For many parents, everything connects with everything else and each small skill relates to
a more global desire. Parents aspire that their children fit in and be happy. They put forth the
effort to work towards these goals. Parents use knowledge of their children to act as advocates,
to ensure that their childs needs are met, and to push them beyond their current
accomplishments. If a service provider wants to perpetuate success in the development of a child
with autism spectrum disorder, they must be prepared to build relationships with the parents of
the children and work together for the good of the child and the family (Harte, 2009, p. 24, 28).
Siblings of Children with Autism Spectrum Disorder
Parents alone are not affected by children with ASD. The siblings of these children face
sometimes similar, but often a very different set of challenges. Being the sibling of a child with
autism spectrum disorder elicits unique emotional and psychosocial responses. Behaviors are
affected and coping strategies must be learnt. The siblings views of family relationships are also
altered because of their exceptional circumstance. If service providers are to be congruent in
their objective for family well-being, siblings of children with ASD must be supported in their
developmental growth and response to their brothers or sisters disability.
When considering the adjustment of a sibling of child with a disability, the more severe
and ambiguous the disability is, the more difficult it will be for the sibling to adjust. Because
autism is often severe and always ambiguous, it creates a very difficult situation for siblings to
adjust to. Autism presents an extreme variation in ability and behavior which magnifies the
effect on the family and places the family at greater risk for poor psychological adjustment.
There is greater disruption of family functioning, more upset and disappointment about the child
with the disability, and fewer recreational activities and leisure time available. Many studies
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have found that siblings develop negative responses because of this. Siblings of children with
ASD may experience stress because of changes in family roles, restructuring of the familys
routine, loss or absence of parental attention, feelings of guilt, sensations of shame brought on by
negative evaluations of their peer group, and perplexity and embarrassment at the bizarre
behavior that children with autism frequently exhibit. Siblings feel that they are treated unfairly
by their parents because of being held to a higher standard and they are often expected to do
more household chores and to care for their sibling with autism (Macks & Reeve, 2007, p. 10601061). In addition, sibling self-esteem could be affected by the public demonstration of unusual
behaviors and lowered self-esteem could put them at risk for other problems (Hastings, 2007,
p. 1491).
Not all studies point to negative adjustment in siblings of children with autism spectrum
disorder. One researcher said that having a sibling with autism might not be a risk factor in and
of itself, and children with autism may even have a positive influence on the life of the
nondisabled sibling (Green, 2013, p. 1). Typical siblings may exhibit strengths in self-concept,
self-esteem, sensitivity, and empathy (Shuntermann, 2009, p. 298). Siblings also report positive
views and experiences regarding their siblings with autism. In one study, children were asked to
describe the positive aspects of their experience with a brother with autism. The siblings
reported having fun with, being proud of, and marveling at the achievement of their brothers.
Siblings recounted happy times, shared humor, intimacy and a special bond with their brothers.
Some children even expressed gratitude and felt they had gained positively and learned from
their siblings (Petalas, Hastings, Nash, Dowey, & Reilly, 2009, p. 390-391).
Siblings of children with ASD choose to cope with their situation and emotions in a
number of ways. In one study, siblings were asked to relay coping strategies that they might use
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in response to syndrome specific incidents between themselves and their sibling with autism
spectrum disorder. The most common strategies used were emotional regulation, wishful
thinking, and distraction. These were followed by social withdrawal, problem solving,
resignation, cognitive restructuring, social support, self-criticism, and blaming others. Siblings
were then asked to rate the helpfulness of these strategies. Of the aforementioned strategies,
emotional regulation, distraction, problem solving, cognitive restructuring, and social support
were rated as 100% helpful (Ross & Cuskelly, 2006, p. 82-85). Two conclusions can be made
from these results. One, siblings of children with autism often internalize their emotions. This
can lead to depression, anxiety, and stress. Two, children find it helpful to rely on support
systems. This is an important realization for those hoping to support the well-being of siblings.
In one study, semi-structured interviews were used to explore the perceptions and
experiences of typically developing siblings in middle childhood who had a brother with autism
spectrum disorder. One main theme that developed from the interviews was the siblings views
on support for themselves and their brothers. In the interviews, siblings commented on both
formal and informal support networks. Sometimes the support was tangible, like that received
from service providers or support groups. Other times the support came from family members
and friends. They reported that drawing on the help of peers, parents, and professionals allowed
them to meet some of the demands of growing up with a sibling with autism. Siblings that
reported feeling alone and lacking in support expressed feeling this way because they didnt have
any one to talk to about their situation. One child said I feel quite annoyed because theres no
one to really talk to about Jack. Another child stressed the importance of support groups saying
I go out with a staff member and I can speak to her about whats happened at home.
Theres a group that I go to I dont feel alone, like theres nobody else like me, thats
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got a sibling whos disabled when I went there I found out theres a whole range
of children with problems worse or not as bad as me. I felt more reassured on how Im
not alone, there is people to speak to and there is other children with the same issues in
the family as me.
These types of expressions are incredibly important. One researcher found that siblings with a
brother with ASD who had no one to talk to about having a brother with autism scored
significantly higher on childhood depression scales than those who did. Sibling support groups
may normalize siblings experiences and offer a type of respite. Securing a supportive
relationship for typically developing siblings may make an incredible difference in their social
and emotional well-being (Petalas, Hastings, Nash, Dowey, & Reilly, 2009, p.391-392, 395).
One study even suggests that social support is a predictor of sibling relationships between the
typical child and the child with ASD. This leads to an even sounder family structure (Smith &
Elder, 2010, p. 193).
In home intervention has also been linked to positive support of siblings of children with
autism spectrum disorder. Applied Behavior Analysis (ABA) has been an increasingly popular
means of intervention in the United States. Behaviorism is defined as the science of human
behavior. Applied Behavior Analysis is defined as the direct application of behaviorism to the
improvement of human behavior. Although there is nothing inherent about behaviorism that is
specific to developmental disabilities, the field of ABA has a strong history of addressing the
needs of populations with disabilities. According to one researcher, most findings in ABA
research are a result of studying participants in only one tail of the normal distribution
(Axelrod, McElrath, & Wine, 2012, p. 1-2). As one might expect, researchers have focused
mainly on the efficacy of the intervention of the program for children with autism. However,
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there is some emerging research on the effect of the program on family functioning. One such
study found that in homes of children where ABA was employed as an intervention program,
older siblings were reported as having more prosocial behavior. The same study concluded that
when children had less severe autism, their siblings were less at risk for behavior problems when
the family also received high levels of formal support. This effect is likely to be mostly due to
the support that the family receives from their involvement in the ABA program (Hastings, 2003,
p. 141, 145, 148).
Conclusion
Families of children with autism spectrum disorder experience a unique set of challenges
when compared to families of typically developing children. It changes family routines and
relationships. Parents and siblings often must take on new roles to address family needs. Parents
and siblings adjust to this differently, but one of the main resulting factors is stress. For parents
and children this can lead to depression, anxiety, and feeling of loss of control. Often it is too
difficult to manage the stressors of participating in this type of family alone. It is even more so
when considering that the needs of the child with autism must also be met. Service providers can
alleviate the stress and address the needs of the child with ASD. This leads to decreased stress,
increased connectedness, and increased satisfaction and positivity among families of children
with ASD.
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Methodology
Reflexivity
I have a special interest in working with children with autism spectrum disorder inside their
homes. It allows me to work alongside family members to provide care for and support the needs of the
childs social, emotional, and behavioral goals. I have a degree in childhood education and am currently
working towards certification in special education. I have been providing in home care to children with
autism for six years. During this time, I have been able to participate in the lives of the parents and
siblings of these children. From my experiences, I believe that an intervention cannot be complete
without supporting the family that surrounds the child with ASD. Because of this, I have chosen to focus
my research on the effects of a child with ASD on family members, what coping mechanisms are used by
parents and siblings, and how they might be best supported by service providers.
Data Collection
1. Data and Participants
I will study the social and emotional effects that a child with ASD has on siblings and parents.
Participants will be older and younger siblings of children with ASD as well as mothers and
fathers. The study will be conducted inside these familys homes. I will obtain access to these
people and sites though my current employment situation as a caregiver in these homes.
2. Data Collection
Qualitative data collection methods will be used.
a. Semi structured, face-to-face interviews
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Parents The interview questions for parents will focus on four main areas of interest.
(1) Belief systems of the family and how raising a child with ASD has altered these
beliefs (2) Perceptions and feeling that arise from relationships within the family (3)
Coping mechanisms (4) Support.
Siblings The interview questions for siblings will focus on four main areas of interest.
(1) Knowledge and perception of their siblings ASD, (2) Perceptions and feelings that
arise from their relationship (3) Coping mechanisms (4) Support.
b. Observations
Observations will be based on the same areas of interest as listed above.
3. Frequency of Data Collection
a. Semi structured, face-to-face interviews will be conducted one time with each of the
participants in the study. The interviews will last between 15 45 minutes.
b. Observations will be made on a weekly basis over the course of three months.
4. Organization and Record Keeping
a. Interviews will be recorded by use of a tape recorder and note keeping. The interviewer will
ask a series of open-ended questions based on the areas of interest in the Data Collection section.
b. Observations will be recorded in written form. The observer will use an outline based on the
areas of interest in the Data Collection section and record related events.
Data will be stored in a file folder in the desk of the researcher for two years following the study.
Data Analysis
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All data will be represented as qualitative. Interviews will be listened to several times
and detailed notes will be taken and analyzed. Observation notes will be read several times. The
main themes that emerge from this data will be divided into categories. Research will be
presented in the form of an essay.
Validity
Validity is the best available approximation to the truth of a given proposition, inference or
conclusion (Trochim, 2006).
a. Internal Validity
To reduce single group threats to validity, a control group will need to be used. This group will
consist of families who have children of similar ages to the experimental group. Similar
questions and observations will be made for the control groups regarding parent and sibling
stress levels, beliefs, relationships, and coping mechanisms. Multiple group validity will be
strengthened by using several families who are as close in comparison as possible. Social
Interaction treats will be minimized by keeping the groups separate from one another.
Researchers must be as unbiased as possible when asking questions and making observations.
There is a strong importance in this study that participants feel comfortable enough with the
researcher so that they act as normally as possible and give honest answers. Mortality threats are
also lessened through relationships of trust between participants and the researcher.
b. External Validity
This study follows a Proximal Similarity Model. The results of the study can be generalized to
other people, places, and times that are similar to the same factors of the study. External validity
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will be strengthened by replication with a variety of people, places, and times. This would
require further research.
Reliability
By making the study as valid as possible, the researcher will able to deduce reliability from data
analysis. If the researcher is able to clearly separate the data from all groups into themes with
few outliers, reliability will be upheld. If the themes correlate with the original purpose
statement, then the test is also valid.
Ethical Concerns
a. Respect for Persons
Informed consent is required by the moral principle of respect for persons and includes three
elements: information, comprehension, and voluntariness. The nature of this particular study
generates a variety of ethical concerns which must be adequately addressed. Subjects must be
given sufficient information before deciding to participate. The researcher must communicate
research procedures, their purpose, risks and anticipated benefits, alternative procedures, and a
statement offering the subject the opportunity to ask questions and to withdraw at any time from
the research. The main areas of interest of the study may prompt emotional stress and subjects
must understand this before participating and know that if it is too stressful, they can leave the
study.
Presentation of information must be adapted to the subjects capacity to understand it. As far as
children in the study are concerned, there are many factors that must be addressed. Assent of the
child is requires as is permission from the childs parents. IRBs must take into account the ages,
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maturity, and psychological state of the children involved. The child should be given an
explanation of the proposed research procedures in a language that is appropriate to the child's
age, experience, maturity, and condition. This explanation should include a discussion of any
discomforts and inconveniences the child may experience if he or she agrees to participate. The
benefit of the research must outweigh the risks. Of course, measures of confidentiality must be
put into place to protect all minors.
Consent to participate must be voluntarily given, i.e. free from coercion and undue influence.
b. Beneficence
A risk/benefit assessment must be completed. The IRB should: (1) determine the "validity of the
presuppositions of the research;" (2) distinguish the "nature, probability and magnitude of
risk...with as much clarity as possible;" and (3) "determine whether the investigator's estimates of
the probability of harm or benefits are reasonable, as judged by known facts or other available
studies
This study may uncover or create emotional stress for the participants, but the benefits include
research with the intent to support these families emotionally and psychologically, build positive
relationships with family members, provide a voice for siblings and parents of children with
ASD, and discover options of best practice for supporting the well-being of such families.
c. Justice
The "justness" of subject selection relates both to the subject as an individual and to the subject
as a member of social, racial, sexual, or ethnic groups. To align with the ethical standards of
justice, the researcher must elucidate the backgrounds of participants in the analysis of data. To
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make this study more ethically sound, participants from a variety of social, racial, sexual, and
ethnic groups should be included. If not, generalizations of this study cannot be applied to the
general public.
(Office for Human Research Protections, 1993).
Limitations to the Study
a. Possible Methodological Limitations
o Sample size. The number of families intended for study would create more of a case
study as opposed to a representation of the general population.
o Measure used to collect data. After completing a data analysis, the researcher may have
wished to include a different question or to have delved deeper into a topic to address
correlations or patterns.
o Self-reported data. Interviews are taken at face value. Information may be biased as a
result of selective memory, telescoping, attribution, and/or exaggeration.
b. Possible limitations of the researcher
o Access. As a student, I do not have access to several people who may have been able to
help with the study.
o Longitudinal effects. I do not have the time to devote an excessive amount of time to the
study.
o Bias.
o I am but a mere graduate student. I am not a professional in this area of study nor do I
have an extensive amount of experience.
(University of Southern California, 2014)
Further Research
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This study would need to be replicated to ensure validity and reliability. The next step to this
research process would be to implement different types of support to the families based on
current research and see what affect the interventions had on the social, emotional, and
behavioral inclinations of the families.
References
Andreica, B. (2011). The impact of autism diagnosis on the family. Acta Medica
Transilvanica, 2(3), 478-480.
Axelrod, S., McElrath, K. K., & Wine, B. (2012). Applied behavior analysis: autism and
beyond. Behavioral Interventions, 27, 1-15. doi:10.1002/bin.1335
Becker-Cottrill, B., McFarland, J., & Anderson, V. (2003). A model of positive behavioral
support for individuals with autism and their families: The family focus process. Focus
on Autism and Other Developmental Disabilities, 18(2), 110-120.
Dunalp, G., Newton, J. S., Foxe, L., Benitio, N., & Vaughn, B. (2001). Family involvement in
functional assessment and positive behavior support. Focus on Autism and other
Developmental Disabilities, 16(4), 215-221.
Green, L. (2013). The well-being of siblings of individuals with autism. ISRN Neurology, 2013,
1-7. Retrieved from http://dx.doi.org/10.1155/2013/417194
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support. Journal of Autism and Developmental Disorders, 33(2), 141-150.

doi:10.1023/A:1022983209004
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Developmental Disorders, 37, 1485-1492. doi:10.1007/s10803-006-0230-y
King, G., Baxter, D., Rosenbaum, P., Zwaigenbaum, L., & Bates, A. (2009). Belief systems of
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Educ 500 Reseach Proposal Sibs of Autism

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Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

AND SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

support. Journal of Autism and Developmental Disorders, 33(2), 141-150.

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

Running head: EXAMINING THE SOCIAL AND EMOTIONAL WELL-BEING OF PARENTS

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