Examining the Benefit of Including a Sibling in Story-Based Intervention With a Child With Asperger Syndrome

Abstract

Purpose: Story-based interventions have been used to address the social, communicative, and behavioral impairments that are characteristic of autism spectrum disorder (ASD). However, no studies have examined the potential benefit of including a typically developing child, such as a sibling, in this type of intervention. Method: This case study examined the social validity of using comic strip conversations (CSCs) for a 6year-old boy with Asperger syndrome and his typically developing younger brother to address conflict in a home setting. The 2 boys received separate adultmediated CSC sessions around several discrete events involving the common theme of sibling conflict. Quantitative subjective ratings of behavior change action and social communication and the presence of restrictive or repetitive behaviors, interests, and activities (American Psychiatric Association [APA], 2013). A universal feature of ASD involves challenges in theory of mind (ToM), which can be thought of as the ability to read and accurately interpret the thoughts and feelings of the self and others (Kuoch & Mirenda, 2003). Many researchers have argued that ToM deficits represent the core cause of the aforementioned triad of ASD impairments (e.g., Baron-Cohen, 1995; Baron-Cohen, Leslie, & Frith, 1985). One popular approach to support ToM development makes use of a class of story-based interventions, including social stories (Gray, 2010; Gray & Garand, 1993) and comic strip conversations (CSCs; were collected in the form of maternal daily diaries. Results: Tau-U analyses across A (baseline), B (CSC with child with ASD only), A (withdrawal), C (CSCs with both the child with ASD and the typical sibling), and A (withdrawal) phases of study indicated therapeutic changes in the child with ASD during Phase C that were maintained in the final withdrawal period. Dyad-specific experiences between siblings and the importance of adult mediation to triangulate shared meaning-making, promote social learning, and address sibling conflict are discussed. Limitations and directions for future research are also considered.