4 Autism Research and Treatment Sibling subsystem Much like typical sibling relationships Embarrassment caused by sibling challenging behaviors Description of the sibling subsystem Cohesion between siblings Adaptability of participant sibling Coping strategies of broadening personal boundaries or isolation for brief periods of time Coping strategies of seeking support from other siblings or extending support to others Using techniques of redirection, calming strategies, and teaching social skills Figure 1: Graphic representation of the sibling subsystem. Emotional bonds of love for and pride in the sibling with ASD Heightened sense of responsibility and concern over safety and social acceptance of the sibling with ASD were socially competent but who expressed the desire to have more friends, especially friends who understand their sib- lings with ASDs. One participant, Mitch, identiﬁed a friend who had a brother with an ASD and described this friend as an important part of his support system. Our participant siblings also described, throughout their conversations with us, the roles they played in their siblings’ lives, the personal qualities they possessed, and the behaviors they engaged relative to their siblings with ASDs. Among the roles they reported were responsible caregivers, siblings’ helpers, entertainers when their siblings needed to be redi- rected or occupied, “rescuers” when their siblings were ag- gressive, and parents’ helpers. Some of the personal qualities that emerged through our interviews were a caring nature, aﬀection for siblings, acqui- escence to siblings’ demands, protection of siblings, feelings of responsibility for siblings’ safety and well-being, compas- sion, patience, and persistence. One participant described herself as willing to get involved in her sibling’s ﬁxating inte- rests. Another interviewee assumed responsibility for her sib- ling’s miscommunication. Our participant siblings recognized the talents and strengths of their siblings with ASDs as well as their needs. For example, one expressed his appreciation of his sibling’s artistic talent; another, his sibling’s musical talent. Although a few of the younger participant siblings demonstrated lim- ited ability to explain autism, these siblings were generally aware of their siblings’ disabilities and needs, although their understanding of their siblings’ disabilities seemed to deepen with age. Some of them were also well aware of their parents’ advocacy for their siblings. Speciﬁcally, they spoke about