My research focuses on the siblings of children with Autism Spectrum Disorders (ASD). Often, ASD runs in families; brothers and sisters of children with ASD are 16 times more likely to have ASD than their peers. I am interested in looking beyond ASD to the broader development and outcomes of these at-risk siblings. Over the last decade, researchers have started following these younger siblings as they grow up, focusing on development between birth and age three. We have learnt that many siblings with non-ASD outcomes will show autistic-like traits, such as poor eye contact or repetitive speech. Many siblings will also be slower to develop cognitive, language, and motor skills. What we do not yet know is the outcomes beyond early childhood, as these siblings face increasing psychosocial and academic demands. My research will contribute to a large Canadian study following younger siblings of children with ASD from birth to age 12. This study already examines the social-communication and intellectual abilities of these siblings, but I propose to extend the study to emerging school skills (e.g., reading, writing, math), the psychological processes that are needed for school success (e.g., attention, executive functioning, phonological processing), and mental health (e.g., anxiety, depression). My research will answer two questions: (1) Are school-aged siblings of children with ASD at a high risk for impairments in learning, attention or mental health? (2) Can we find early predictors of impairment based on how these children were developing at age three? It is important for researchers, clinicians, teachers and parents to understand the increased risk for siblings, as early detection of concerns can allow for earlier intervention, increased supports at home/school, and better outcomes. Identification of early predictors of learning and mental health challenges can help researchers develop targeted prevention programs for all children showing these early signs.