抄録
This study investigated support required by siblings of children with Autism Spectrum Disorder (ASD) after this referred to as “peers.” We investigated words used by siblings for explaining school-aged peers and explored the siblings’ attitudes, which were different from the negative attitudes of people around their peers. We conducted an interview survey with adult siblings of ASD children and inquired about siblings’ perceptions about their peers, coping with questions about their peers, unpleasant experiences related to peers, and personal and environmental factors. The results indicated that supportive relationships between siblings and parents promoted siblings’ knowledge and understanding of ASD and helped them develop the language for explaining their peer’s condition to others. Moreover, positive experiences in environments that accepted their peers resulted in different attitudes to negative attitudes of others, regardless of support for siblings to manage negative experiences.
