Journal of Abnormal Child Psychology

, Volume 44, Issue 8, pp 1613–1620 | Cite as

Having Older Siblings is Associated with Less Severe Social Communication Symptoms in Young Children with Autism Spectrum Disorder

  • Esther Ben-Itzchak
  • Gil Zukerman
  • Ditza A. Zachor
Article
First Online:

Abstract

Among typically developing children, having sibling relationships promotes the development of social skills. This is a retrospective study of the effect of having sibling/s on the severity of the clinical presentation of autism spectrum disorder (ASD). The study included 112 children, 99 males and 15 females, mean age 29.6 ± 9.2 months, diagnosed with ASD. The study population was composed of a group of children with ASD who had older typically developing sibling/s (n = 56) pair-matched for age and cognitive level to a group of children with ASD without sibling/s. Each participant underwent a comprehensive assessment using standardized tests. The group with older sibling/s had less severe observed social deficits (Autism Diagnostic Observation Schedule-Social Affect calibrated severity scales [ADOS-SA-CSS]) and fewer reported non-verbal communication impairments (Autism Diagnostic Interview-Revised [ADI-R]). Regression analyses revealed that, for the ADOS-SA-CSS, higher cognitive level and having older sibling/s were associated with less severe observed social affect deficits. This model explained 32.0 % of the variance. For the ADI-R communication scores, older age, higher cognitive level and having older sibling/s were associated with less severe reported non-verbal communication impairments. This model explained 33.0 % of the variance. The main finding in this study is that a familial factor, specifically having older sibling/s, was associated with better social communication abilities in children with ASD, in addition to age and cognitive ability. Having sibling/s may offer opportunities for the child with ASD to experience social interactions with children and to acquire communication skills.

Keywords

Autism spectrum disorder Older sibling Autism severity Cognitive ability 
This is a preview of subscription content, log in to check access.

Notes

Compliance with Ethical Standards

Conflict of Interest

Author Esther Ben-Itzchak declares that she has no conflict of interest. Author Gil Zukerman declares that he has no conflict of interest. Author Ditza A. Zachor declares that she has no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

This research was approved by the Institutional Review Board (IRB) of the medical center as required. Since it was a retrospective study based on information from the participants’ charts, the IRB did not require parental consent.

References

  1. Akerly, M. S. (1984). Developmental changes in families with autistic children: a parents perspective. In E. Scholer & G. B. Mostbov (Eds.), The effects of autism in the family (pp. 85–98). New York: Plenum Press.CrossRefGoogle Scholar
  2. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, revised. (4th Ed.). Washington, DC.Google Scholar
  3. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.CrossRefGoogle Scholar
  4. Bayley, N. (1993). Bayley scales for infant development (2nd ed.). San Antonio: Psychological Corporation.Google Scholar
  5. Beckman, P., Lieber, J., & Strong, B. (1993). Influence of social partner on interactions of toddlers with disabilities: comparison of interactions with mothers and familiar playmates. American Journal of Mental Retardation, 98, 378–389.PubMedGoogle Scholar
  6. Ben Itzchak, E., Lahat, E., Burgin, R., & Zachor, D. A. (2007). Cognitive, behavior and intervention outcome in young children with autism. Research in Developmental Disabilities, 29, 447–458.CrossRefPubMedGoogle Scholar
  7. Bowlby, J. (1973). Attachment and loss: vol. 2. separation: Anxiety and anger. New York: Basic Books.Google Scholar
  8. Brewton, C. M., Nowell, K. P., Lasala, M. W., & Goin-Kochel, R. P. (2012). Relationship between the social functioning of children with autism spectrum disorders and their siblings’ competencies/problem behaviors. Research in Autism Spectrum Disorders, 6, 646–653.CrossRefGoogle Scholar
  9. Camaioni, L., Perucchini, P., Bellagamba, F., & Colonnesi, C. (2004). The role of declarative pointing in developing a theory of mind. Infancy, 5, 291–308.CrossRefGoogle Scholar
  10. Castorina, L. L., & Negri, L. M. (2011). The inclusion of siblings in social skills training groups for boys with Asperger syndrome. Journal of Autism and Developmental Disorders, 41, 73–81.CrossRefPubMedGoogle Scholar
  11. Davis, N. O., & Carter, A. S. (2008). Parenting stress in mothers and fathers of toddlers with autism spectrum disorders: associations with child characteristics. Journal of Autism and Developmental Disorders, 38, 1278–1291.CrossRefPubMedGoogle Scholar
  12. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125, e17–e23.CrossRefPubMedGoogle Scholar
  13. El-Ghoroury, N. H., & Romanczyk, R. G. (1999). Play interactions of family members towards children with autism. Journal of Autism and Developmental Disorders, 29, 249–258.CrossRefPubMedGoogle Scholar
  14. Ferraioli, S. J., Hansford, A., & Harris, S. L. (2012). Benefits of including siblings in the treatment of autism spectrum disorders. Cognitive and Behavioral Practice, 19, 413–422.CrossRefGoogle Scholar
  15. Frith, U., & Frith, C. D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 358, 459–473.CrossRefPubMedCentralGoogle Scholar
  16. Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 693–705.CrossRefPubMedGoogle Scholar
  17. Guralnick, M. J. (1986). The peer relations of young handicapped and nonhandicapped children. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children’s social behavior: Development, assessment, and modification (pp. 93–140). New York: Academic.CrossRefGoogle Scholar
  18. Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? review, reflections and new directions for studies of typical and atypical development. Social Development, 13, 590–619.CrossRefGoogle Scholar
  19. Hus, V., Gotham, K., & Lord, C. (2014). Standardizing ADOS domain scores: separating severity of social affect and restricted and repetitive behaviors. Journal of Autism and Developmental Disorders, 44, 2400–2412.CrossRefPubMedPubMedCentralGoogle Scholar
  20. Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: theory and intervention. Focus on Autism and Other Developmental Disabilities, 19, 13–26.CrossRefGoogle Scholar
  21. Joseph, M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social–communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 43, 807–821.CrossRefPubMedPubMedCentralGoogle Scholar
  22. Knott, F., Lewis, C., & Williams, T. (2007). Sibling interaction of children with autism: development over 12 months. Journal of Autism and Developmental Disorders, 37, 1987–1995.CrossRefPubMedGoogle Scholar
  23. Korkmaz, B. (2011). Theory of mind and neurodevelopmental disorders in childhood. Pediatric Research, 69, 101–108.CrossRefGoogle Scholar
  24. Le Couteur, A., Lord, C., & Rutter, M. (2003). The Autism Diagnostic Interview-Revised (ADI-R). Los Angeles: Western Psychological Services.Google Scholar
  25. Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism diagnostic observation schedule V generic. Los Angeles: Western Psychological Services.Google Scholar
  26. Matthews, N. L., Goldberg, W. A., & Lukowski, A. F. (2013). Theory of mind in children with autism spectrum disorder: do siblings matter? Autism Research, 6, 443–453.CrossRefPubMedGoogle Scholar
  27. McGee, G., Feldman, R., & Morrier, M. (1997). Benchmarks of social treatment for children with autism. Journal of Autism and Developmental Disorders, 27, 353–364.CrossRefPubMedGoogle Scholar
  28. Meins, E., Ferhyhough, C. M., Russel, J., & Clark-Carter, D. (1998). Security of attachment as a predictor of symbolic and mentalising abilities. Social Development, 7, 1–24.CrossRefGoogle Scholar
  29. Mullen, E. (1995). The Mullen scales of early learning. Circle Pines: American Guidance Service.Google Scholar
  30. Natsuaki, M. N., Ge, X., Reiss, D., & Neiderhiser, J. M. (2009). Aggressive behavior between siblings and the development of externalizing problems: evidence from a genetically sensitive study. Developmental Psychology, 45, 1009–1018.CrossRefPubMedPubMedCentralGoogle Scholar
  31. O’Brien, K., Slaughter, V., & Peterson, C. C. (2011). Sibling influences on theory of mind development for children with ASD. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 52, 713–719.CrossRefPubMedGoogle Scholar
  32. Oppenheim-Leaf, M. L., Leaf, J. B., Dozier, C., Sheldon, J. B., & Sherman, J. A. (2012). Teaching typically developing children to promote social play with their siblings with autism. Research in Autism Spectrum Disorders, 6, 777–791.CrossRefGoogle Scholar
  33. Perner, J., Ruffman, T., & Leekam, S. R. (1994). ToM is contagious: you catch it from your sibs. Child Development, 65, 1228–1238.CrossRefGoogle Scholar
  34. Peterson, C. (2014). Theory of mind understanding and empathic behavior in children with autism spectrum disorders. International Journal of Developmental Neuroscience, 39, 16–21.CrossRefPubMedGoogle Scholar
  35. Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18, 399–429.CrossRefGoogle Scholar
  36. Prime, H., Pauker, S., Plamondon, A., Perlman, M., & Jenkins, J. (2014). Sibship size, sibling, cognitive sensitivity, and children’s receptive vocabulary. Pediatrics, 133, e394–401.CrossRefPubMedGoogle Scholar
  37. Ruffman, T., Perner, J., & Parkin, L. (1999). How parenting style affects false belief understanding. Social Development, 8, 394–410.Google Scholar
  38. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental state language and theory-of-mind understanding. Child Development, 73, 734–751.CrossRefPubMedGoogle Scholar
  39. Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal of Mental Retardation, 110, 417–438.CrossRefPubMedGoogle Scholar
  40. Schaaf, C. P., & Zoghbi, H. Y. (2011). Solving the autism puzzle a few pieces at a time. Neuron, 70, 806–808.CrossRefPubMedGoogle Scholar
  41. Shivers, C. M., & Plavnick, J. B. (2015). Sibling involvement in interventions for individuals with autism spectrum disorders: a systematic review. Journal of Autism and Developmental Disorders, 45, 685–696.CrossRefPubMedGoogle Scholar
  42. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales. Circle Pines: American Guidance Services.Google Scholar
  43. Thorndike, R. M., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet intelligence scale (4th ed.). Itasca: Riverside Publishing.Google Scholar
  44. Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the origins of cultural cognition. Behavioral and Brain Sciences, 28, 675–691.PubMedGoogle Scholar
  45. Tsao, L. L., & Odom, S. L. (2006). Sibling-mediated social interaction intervention for young children with autism. Topics in Early Childhood Special Education, 26, 106–123.CrossRefGoogle Scholar
  46. Walton, K. M., & Ingersoll, B. R. (2012). Evaluation of a sibling mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241–253.CrossRefGoogle Scholar
  47. Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. New York: The Psychological Corporation.Google Scholar
  48. Wright, C. R., & Mahfoud, J. (2012). A child centered exploration of the relevance of family and friends to theory of mind development. Scandinavian Journal of Psychology, 53, 32–40.CrossRefPubMedGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Esther Ben-Itzchak
    • 1
    • 2
  • Gil Zukerman
    • 1
  • Ditza A. Zachor
    • 2
    • 3
  1. 1.Department of Communication DisordersAriel UniversityArielIsrael
  2. 2.The Autism Center, Department of PediatricsAssaf Harofeh Medical CenterZerifinIsrael
  3. 3.Tel Aviv UniversityTel AvivIsrael

Personalised recommendations