Date of Award

1-1-2013

Document Type

Thesis

Degree Name

Master of Arts (MA)

Specialization

Communication and Leadership

School or Department

School of Leadership Studies

First Advisor

Dr. Heather Crandall

Second Advisor

Dr. Elizabeth Davis

Abstract

Relationships among siblings are the longest lasting and most consistent in the life of an individual. Relationships among siblings are no different when one of the siblings has Autism Spectrum Disorder (ASD). Among the various obstacles children with ASD encounter, social developmental delays are the most prominent and treatment plans are often established for the social education of children with ASD. This study reviews the impact of the incorporation of typically developing children into the treatment plans of their siblings with ASD. The literature reviews relationship status between siblings when one child has ASD and how the presence of ASD has impacted the sibling sets. The study analyses not only the relationships between siblings but also the pros and cons that come with the incorporation of typically developing siblings into treatment plans by reviewing the observations of the parents and support professionals who are closest to the children with ASD. Using social learning theory, the study shows how the incorporation of typically developing siblings into the treatment plans of children with ASD can be beneficial to the social development of the children with ASD and their typically developing siblings by offering a constant role model for acceptable behaviors for the child with ASD.

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