posted on 2025-05-01, 00:00authored byJeannine Saadeh
The purpose of this qualitative interview study was to explore the perspectives and experiences of neurotypical (NT) Arab American (AA) school-aged children who have a sibling with autism spectrum disorder (ASD). Given the growing number of Arab Americans in the United States and the limited literature on NT siblings of children with ASD, there is a rising need to investigate this unique cultural group and develop culturally responsive practices to meet their needs. This study offers valuable insights for researchers, educators, service providers, practitioners, and families of children with ASD. Eleven NT AA school-aged children aged 8 to 12 participated in semi-structured interviews to share their experiences with their siblings. Participants described their sibling relationships, needs, strategies for promoting social, academic, and emotional well-being, and support systems for themselves and their siblings in school and the community. Data analysis through grounded theory revealed that sibling dynamics among NT AA children with siblings who have ASD share key similarities with those of NT siblings from diverse cultural backgrounds. Six themes emerged from the data: (1) descriptions of the sibling relationships, (2) unique and complex bonds between siblings, (3) roles of participant siblings, (4) diverse needs of participants and their siblings, (5) sources of strength, and (6) support strategies utilized by participants. Participants highlighted unique perspectives shaped by their roles, yet common relational dynamics persisted, emphasizing shared characteristics with NT siblings across cultures. Additionally, family, faith, and peer support emerged as critical factors contributing to the well-being of these groups. This study underscores the critical need to enhance support services for NT AA siblings of children with ASD, as well as for other NT siblings from marginalized and culturally diverse backgrounds.
History
Advisor
Dr. Lisa Cushing
Department
Special Education
Degree Grantor
University of Illinois Chicago
Degree Level
Doctoral
Degree name
PhD, Doctor of Philosophy
Committee Member
Dr. Emily Gregori
Dr. Sunyoung Kim
Dr. Kruti Acharya
Dr. Veronica Kang