Empathic Responding and Attachment Security in Young Children At Risk for an Autism Spectrum Disorder

Background: In typically developing (TD) children attachment security has been associated with the development of empathy, possibly via the development of a theory of mind. However, children with Autism Spectrum Disorders (ASDs), while demonstrating attachment security at a behavioral level, often have deficits in their theory of mind and empathizing skills. An important question regarding children at risk for ASDs is whether attachment security promotes a developmental climate more favorable for the development of empathy in these children, despite potential difficulties in theory of mind development. Moreover, no studies have explored the development of attachment security or empathy in the infant siblings of children with ASDs (ASD-sibs). Longitudinal research examining the development of attachment security and empathy in samples at risk for ASDs is needed.

Objectives: To investigate the early development of attachment security and empathy in ASD-sibs as compared to TD-sibs.

Methods: 20 TD- and 20 ASD-sibs were measured for attachment security at 15 months and empathic responding at 24 months. Attachment security was assessed using the Strange Situation procedure. Empathic responding was measured from children’s responses to parental distress during a free play session.

Results: Initial classification of a subset of our sample has revealed secure and resistant organized attachment strategies as well as evidence of attachment disorganization. A preliminary review of our empathy protocol suggested a wide range of empathic responses. Exploration of whether attachment security differentially influences the empathic responding abilities of the TD- and ASD-sib groups will be conducted using hierarchical regression procedures.

Conclusions: Investigation of infant attachment security and the development of empathy in children at risk for ASDs is important to better understand the singular and combined roles of these constructs in the early social and emotional development of ASD-sibs.