Continuity in Social Communication Development among School-Aged Siblings of Autistic Children
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| Title: | Continuity in Social Communication Development among School-Aged Siblings of Autistic Children |
|---|---|
| Language: | English |
| Authors: | Devon N. Gangi (ORCID |
| Source: | Developmental Psychology. 2026 62(3):678-692. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R01MH109541 P50HD103526 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Interpersonal Communication, Communication Skills, Siblings, Children, Autism Spectrum Disorders, Adolescents, Interpersonal Competence, Intelligence Quotient, Academic Achievement, Individual Characteristics, Language Skills, Theory of Mind, Interaction, Cognitive Ability |
| Assessment and Survey Identifiers: | Autism Diagnostic Observation Schedule, Wechsler Abbreviated Scale of Intelligence, Wechsler Individual Achievement Test, Social Responsiveness Scale, Mullen Scales of Early Learning |
| DOI: | 10.1037/dev0002025 |
| ISSN: | 0012-1649 1939-0599 |
| Abstract: | Prospective studies of later born siblings of autistic individuals often focus on predicting autism diagnosis. Studies concentrating on siblings who do not develop autism have found subclinical atypicalities in some children as early as the first year of life. However, when followed to school-age, the continuity of these findings has been mixed. We tracked nonautistic siblings (n = 151 higher familial likelihood of autism, n = 115 lower likelihood) longitudinally from infancy to 6-16 years of age when participants completed a battery of social communication measures (parent report and direct observation/administration). Using latent profile analysis, we derived groupings based on patterns of performance across measures. Three groups were identified: "Class 1" (45.5%), "Class 2" (45.2%), and "Class 3" (9.3%)--characterized by higher, intermediate, and lower school-age social communication abilities, respectively. We then examined the performance of these classes on independent measures of pragmatic language, reciprocal social interaction, and cognition. "Class 3" demonstrated social communication differences that were most evident with novel interactive partners (e.g., examiners) and scored lower on IQ and academic achievement measures, indicating that social communication differences captured by the latent profile analysis were part of a broader pattern of developmental differences. Using data collected in the first 3 years of life, we found that the school-age classes began showing differences by 12-18 months of age--evidence of continuity between early behavior and later development. Findings suggest that when early childhood challenges are observed in siblings of autistic children, even those not meeting criteria for autism, they should be monitored over time and additional support offered as needed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503331 |
| Database: | ERIC |
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