I Like That He Always Shows Who He Is: The perceptions and experiences of siblin
I Like That He Always Shows Who He Is: The perceptions and experiences of siblings with a brother with autism spectrum disorder.
Please summarized the article and then critique the phenomenology approach that used and the data analysis the strengths and weaknesses and take a reflective stance on how the applied study moderates the students understanding of the chosen tradition.
Focus on the methodology to critique.
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=cijd20
Download by: [Wayne State University] Date: 30 October 2015 At: 10:44
International Journal of Disability Development and
Education
ISSN: 1034-912X (Print) 1465-346X (Online) Journal homepage: http://www.tandfonline.com/loi/cijd20
I Like That He Always Shows Who He Is: The
perceptions and experiences of siblings with a
brother with autism spectrum disorder
Michael A. Petalas Richard P. Hastings Susie Nash Alan Dowey & Deirdre
Reilly
To cite this article: Michael A. Petalas Richard P. Hastings Susie Nash Alan Dowey & Deirdre
Reilly (2009) I Like That He Always Shows Who He Is: The perceptions and experiences of
siblings with a brother with autism spectrum disorder International Journal of Disability
Development and Education 56:4 381-399 DOI: 10.1080/10349120903306715
To link to this article: http://dx.doi.org/10.1080/10349120903306715
Published online: 13 Nov 2009.
Submit your article to this journal
Article views: 693
View related articles
Citing articles: 20 View citing articles
International Journal of Disability Development and Education
Vol. 56 No. 4 November 2009 381399
ISSN 1034-912X print/ISSN 1465-346X online
2009 Taylor & Francis
DOI: 10.1080/10349120903306715
http://www.informaworld.com
I Like That He Always Shows Who He Is: The perceptions
and experiences of siblings with a brother with autism
spectrum disorder
Michael A. Petalas*a Richard P. Hastingsa Susie Nasha Alan Doweyab and Deirdre
Reillya
aSchool of Psychology Bangor University Bangor UK; bWrexham Child Health Centre
Wrexham UK
I01245TCOMn06aIrt.i.J03iyeAc1gD049rlh0io.n-0naP8r9a0eaA e0t1a&l2lit/P 2noa01A Xle4dnF0atr3 ar93sa Ft(la0i@l4 prcna8Ja9lrsoc4leni1iiun5vcs2rt.ie)0nss/rg9a1pml04o 3o6o3f5l .0D-a36ci47.su6a1kbX5i l(iotynl iDnev) elopment and Education
Semi-structured interviews were used to explore the perceptions and experiences of
eight typically developing siblings in middle childhood who had a brother with autism
spectrum disorder (ASD). The interviews were analysed using interpretative
phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings
perceptions of the impact of their brothers condition on their lives (ii) siblings
perceptions of the attitudes of others (iii) siblings tolerance and acceptance towards
their brothers (iv) positive attitudes and experiences and (v) siblings views on support
for themselves and their brothers. These exploratory findings can be used to inform
future larger scale studies and quantitative research. Initial implications for practice
focus on issues related to enhancing the development of support services for siblings of
children with ASD.
Keywords: autism; Aspergers syndrome; families; qualitative research; siblings
Introduction
Parents of children with autism spectrum disorder (ASD) often report increased stress
compared to parents of children with another disability or typically developing children
(Abbeduto et al. 2004; Duarte Bordin Yazigi & Mooney 2005; Hastings Daley Burns
& Beck 2006; Herring et al. 2006; Koegel et al. 1992; Rodrigue Morgan & Geffken
1990; Weiss 2002). Hence there has been interest in whether some siblings in a family
environment that includes a child with ASD and possibly a parent under considerable
stress might also be at risk for adjustment difficulties.
In terms of how siblings adjust to living and growing up with a brother or sister with
autism there are mixed findings. Some researchers report that children with a brother or
sister with autism are at a higher risk for internalising and externalising behaviour problems
(Fisman et al. 1996; Fisman Wolf Ellison & Freeman 2000; Gold 1993; Hastings
2003a; Rodrigue Geffken & Morgan 1993; Ross & Cuskelly 2006; Verte Royers &
Buysse 2003; Wolf Fisman Ellison & Freeman 1998) and for impoverished sibling and
peer relationships (Bgenholm & Gillberg 1991; Hastings 2003a; Kaminsky & Dewey
2001) compared to siblings of children with another disability or typically developing children.
Other researchers suggest that siblings of children with autism may not be at increased
risk for such difficulties (Hastings 2007; Kaminsky & Dewey 2002; Mates 1990;
Pilowsky 2004). Furthermore in a number of studies positive outcomes have been
*Corresponding author. Email: M.A.Petalas@liverpool.ac.uk
Downloaded by [Wayne State University] at 10:44 30 October 2015
382 M. A. Petalas et al.
reported such as better sibling emotional and behavioural adjustment (Hastings 2003b)
more positive perceptions of sibling relationships with their brothers and sisters with autism
(Royers & Mycke 1995) and higher social competence (Ferrari 1984) and self-concept
(Macks & Reeve 2007) when compared to siblings of children with another disability or
with normative data.
“
