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The aim of this study was to develop a questionnaire to identify specific behaviours that differentiate children with severe learning difficulties with autism from children with severe learning difficulties without autism. Using teachers' reports of current behaviour, the results showed that six behaviours significantly differentiated these two groups of children. Children in the autism group showed less joint attention (pointing for interest and showing) and less eye gaze (in general and to clarify ambiguity). In addition, they showed less functional and imaginative play and more unusual or restricted interests and stereotyped motor behaviours.

The present research examined whether teaching children with autism to pass tasks that assess mental state understanding had any positive effects on communication. Two aspects of communication previously shown to be deficient in children with autism were considered. These are conversational ability, in particular the ability to expand on conversation, and the use of mental state terms in speech. Results showed that no discernible improvement was seen on either measure of communication following mental state teaching. Discussion centers on real versus superficial changes in understanding mental states as a result of teaching.

The aim of this study was to explore how adolescents with a parent with multiple sclerosis (MS) adjust to their parents' illness.We used an inductive qualitative approach with open ended questions as this was appropriate to facilitate the development of a broad and child-centred understanding of how adolescents adjust and which resources they use to cope with the challenges that are associated with parental MS.Fifteen semi-structured face-to-face interviews were conducted. Interviews were audiotaped, transcribed, and analysed using inductive thematic analysis.Adolescents described both positive and negative experiences related to having a parent with MS. Benefits to having a parent with MS included reports of feeling more empathetic to others and more grown-up. Negative impacts included family tension, less time to spend with friends, and worries about the future. The support from the well parent, siblings, and friends were found to facilitate adolescents' adjustment. Adolescents assuming a parenting role and illness characteristics, such as illness deterioration, relapses and fatigue, challenged adolescents' adjustment to having a parent with MS.Some adolescents described adjusting well to having a parent with MS, while others appeared to have more difficulty. Whilst the severity of the parent's deterioration and symptoms appeared to play a role in adjustment, other potentially modifiable factors such as the lack of well parent's support, adolescents' increased parenting responsibilities, and family tension also posed barriers to adolescents' adjustment. Support interventions may be helpful for vulnerable adolescents, which consider both family and individual factors.

This study looks at two emotions that are determined by whether a person's mental state matches or mismatches the state of the world. Results show that children from 3 years understand that being ‘pleased’ is a function of the match or mismatch between desire and reality. That is between what a person wants and what a person gets. A structurally similar problem is presented by the emotion ‘surprise’. ‘Surprise’ is a function of the match or mismatch between belief and reality. That is between what a person believes or expects to be the case and what actually is the case. It is shown that ‘surprise’ is not understood until children are 5 years old at the earliest. This developmental discrepancy can partly be explained by the fact that ‘surprise’ requires an understanding of belief as a misrepresentation. This is not typically understood before children reach 4 years of age. However, children younger than 4 years can understand ‘pleased’ as the result of reaching or not reaching a desired situation. Results also show that it is not until 5 years of age that children understand ‘happiness’ when ‘happiness’ is made dependent on belief about reality and not on reality itself. The fact that children understand ‘surprise’ and belief-based ‘happiness’ later than 4 years indicates a general lag between understanding belief and its role in determining emotion.

Previous studies have revealed a “theory of mind” impairment in children with autism. The aim of this study was to assess whether it is possible to intervene by teaching children with autism to understand the mental states of emotion, belief, or pretence. Results showed that it is possible to teach children with autism to pass tasks that assess emotion and belief understanding. Introducing unfamiliar materials in structurally similar tasks did not adversely influence teaching effects, either immediately after teaching, or 2 months later. However, teaching effects did not generalize to tasks in domains where children received no teaching. In addition, no significant progress in spontaneous pretend play resulted from teaching. These results indicate that children may be passing tasks using rules rather than any genuine understanding of the concepts involved.