SpeechPathology.comPhone: 800-242-5183

New master brand. Same great company. Introducing continued! Read Our Story

Signature Healthcare

Including Siblings in Intervention

Kathleen J. Abendroth, Ph.D., CCC-SLP

June 18, 2012

Share:

Question

I have seen some families that put a lot of pressure on the normally developing child to do too much in terms of sibling interaction and the sibling ends up feeling the blame when the child with ASD not progressing enough.  Do you ever feel that it is appropriate to not incorporate siblings’ interactions?

Answer

That is an outstanding question.  It is not an easy one to answer.  I guess the best answer is to say that every family is different.  I think in those situations what you need to really do is talk to the typically developing sibling one-on-one; maybe even without the parent present.  Try to get a sense of how much they want to be involved.  This really ties into the idea that the sibling has the right to not participate.  They have a right to not feel responsible for the child with autism's progress.  Maybe allowing them to help develop goals and allowing them to do some of the data collection for goals rather than always having to be the one mediating can be a positive turn on that question. It might be possible to do some social support groups for that sibling so that they don't have that guilt complex associated with being the typically developing sibling.  However, that is a common reaction.  The reality is that siblings may often feel the same concerns that their parents do but they don't have the world experience or the coping strategies to fully understand or deal with those concerns.  So, some overt instruction, guidance and support from the SLP can go a long way to helping the whole family.

Kathleen J. Abendroth, Ph.D., CCC-SLP, is an assistant professor of communication sciences and disorders at Southeastern Louisiana University in Hammond, LA. She specializes in the area of child language including developmental disorders, autism spectrum disorders, and literacy development. 

Related Courses

Autism and Severe Cognitive Impairment - Where do I start?
Presented by Lynn M. Dudek, M.S., M.B.A., CCC-SLP
Video

Presenter

Lynn M. Dudek, M.S., M.B.A., CCC-SLP
Course: #6193 1 Hour
  'Great examples and case studies'   Read Reviews
Speech pathologists are faced with a varied caseload. When treating children with autism and severe cognitive disorders it can be very difficult knowing where to start and what goals to set. This course will address the specific needs of these very early learners.

Theory of Mind Therapy to Boost Social Skills and Comprehension of Literature
Presented by Carol Krakower, MA, CCC-SLP
Video

Presenter

Carol Krakower, MA, CCC-SLP
Course: #6293 1 Hour
  'Presenter explains Theory of Mind in clear, methodical manner'   Read Reviews
Theory of Mind has been thought to be a core deficit in children with autism. A child who is impaired in the ability to understand what another can perceive, what another can know and what another can believe will find it difficult to navigate social situations and understand basic stories and conversations. Theory of Mind can be taught on a developmental basis. Not only will this make a great difference to your student, it is fun! In this course, you will learn what Theory of Mind is and creative ways to teach it through stories and games.

AAC Intervention Strategies for Social Competency
Presented by Trina Becker, MS, CCC-SLP
Video

Presenter

Trina Becker, MS, CCC-SLP
Course: #6438 1 Hour
  'Great real life videos'   Read Reviews
Social skills for AAC users are important for establishing connections with others, developing friendships and functioning in the community. Strategies for developing social competency skills with AAC users will be shared.

Treatment to Improve Timing & Synchronization of Critical Neural Networks for Speech, Language, and Cognitive-Communicative Abilities; presented in partnership with Interactive Metronome
Presented by Amy Vega, MS, CCC-SLP
Video

Presenter

Amy Vega, MS, CCC-SLP
Course: #6508 1 Hour
  'Very inspiring presentation'   Read Reviews
Synchronous timing of neural networks is critical for the core skills of attention, working memory, processing accuracy/speed, and executive functions that underlie speech, language and cognitive-communicative function in people of all ages. Researchers have identified that many of the individuals we see for SLP services exhibit impaired neural timing & synchronization, including those diagnosed with Dyslexia and other reading disorders, Autism, Sensory Processing Disorder, Attention Deficit Hyperactivity Disorder, Aphasia associated with stroke and acquired brain injury, cognitive-communicative impairments associated with acquired brain injury, and cognitive and motor planning/sequencing impairments seen in Parkinson’s disease. This course will introduce you to a patented, non-invasive biometric technology, called the Interactive Metronome, that is specifically designed to help you objectively evaluate and treat this underlying impairment in timing & rhythm in order to achieve better SLP treatment outcomes.

Fluency Disorders in the ASD Population
Presented by Kathleen Scaler Scott, PhD, CCC-SLP
Video

Presenter

Kathleen Scaler Scott, PhD, CCC-SLP
Course: #6580 1 Hour
  'This course helped guide my search through current literature on ASD and stuttering (particularly WFDs)'   Read Reviews
This course will present the latest information regarding what is known and unknown about the presence, possible causes, and potential effective treatments of fluency disorders in Autism Spectrum Disorders (ASDs). Advanced review of cognitive features of ASDs which may play a role in assessment and treatment of disfluencies will be discussed. Examples of practical application of existing information will be presented.