The quality of the relationship between typically developing children and their siblings with and without intellectual disability: Insights from children's drawings

Anat Zaidman-Zait*, Miri Yechezkiely, Dafna Regev

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The current study examined the relationships of typically developing (TD) children with siblings with and without intellectual disabilities (ID), as expressed in TD children's drawings and questionnaires answered by TD children and their mothers. It also examined group differences in the sibling relationships, as well as the associations between having a sibling with or without ID and sibling relationships, and TD children's social-emotional adjustment. Participants were mothers and their TD children (8–13 years). Some had ID siblings ID (N=28); others had TD siblings (N=31). Sibling relationships were examined via mothers' and target children's completion of questionnaires, and objective visual indicators (location, size, distance) and observed content-based indicators (support, investment, presence of parents) of children's drawings were assessed following the art-based phenomenological analytic approach. Mothers reported on children's social-emotional adjustment. Findings indicated differences in sibling relationships, including higher levels of positive relationships for children with ID siblings. Children's drawings also showed positive relationship aspects for these children. Sibling relationship qualities were significantly associated with children's adjustment. Children's drawings may be a useful data gathering tool to deepen our understanding of unique aspects of sibling relationships.

Original languageEnglish
Article number103537
JournalResearch in Developmental Disabilities
Volume96
DOIs
StatePublished - Jan 2020

Funding

FundersFunder number
Shalem Foundation

    Keywords

    • Adjustment
    • Children's drawings
    • Intellectual disability
    • Sibling relationships

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