Abstract
Objectives: Having a sibling who has an ASD can have many positive influences on typically
developing siblings, though it can also bring challenges for which additional support may be
warranted. However, based on current literature, there is a need to further develop therapeutic
support interventions for typically siblings, using robust research designs.
Method: A feasibility controlled design was used to evaluate the acceptability, feasibility and
preliminary outcomes of an eight-session group intervention facilitated in a UK school setting,
for typically developing siblings of children who have an ASD. Pre- and post-outcome
measures were collected and where possible quantitative data was analysed using reliable
change calculations and qualitative data was thematically analysed.
Findings: Good recruitment, retention and outcome measure completion rates suggest the
group intervention was acceptable and feasible to typically developing siblings and their
parents alike. However, no reliable or clinically significant change was seen across any of the
quantitative outcome measures.
Conclusions and implications: It is tentatively concluded that receipt of a freely-available
booklet, designed specifically for typically developing siblings of children who have an ASD,
may have as much benefit as support group attendance, although this would need to be
evaluated definitively. Additional future directions are discussed.