Successful deception involves understanding and manipulating other people’s mental states. Previous studies have revealed difficulty and developmental delay in the ability to deceive and cognitive dysfunction in children with autism spectrum disorder (ASD). However, little is known about the cognitive functions related to deception, especially in children with ASD. Therefore, this study investigated the relationship between deception and cognitive functions in children with ASD. Participants performed an animated deception task and completed a standardized test of cognitive function. Children with ASD showed the same levels of accuracy but significantly longer reaction times than typically developing children regarding successful deception. Children with ASD showed significantly lower scores than typically developing children regarding cognitive functions. Planning score, which requires cognitive flexibility, and age in months were negatively correlated with reaction time in ASD. These results indicate that the difficulties experienced by children with ASD regarding deceiving are related to executive dysfunction.

This study aims (1) to investigate the enrollment of children with autism and (2) to clarify the situation of approaches to them at each department in special needs schools (intellectual disability). Data were collected by a postal survey (n=490). Compared with the survey in 2004, this study indicated that the enrollment of children with autism was significantly more at the lower secondary and the upper secondary departments. Their degree of intellectual disability was more severe with progression of departments. On the other hand, autistic children with mild intellectual disability were significantly more at the upper secondary departments. We considered the approaches to children with autism at each department. Based on the characteristics of autism, all departments arranged teaching environment. The most common response was “Children with autism can calmly spend time at their schools.” This finding indicated that teachers of each department realized the importance of less anxiety for children with autism. The physical structure was actively conducted at the elementary departments, but structured environment was eased at the upper secondary departments.

Previous studies have not fully identified the areas in which children with selective mutism face difficulties in school and the support they are given. A survey was conducted in this study among teachers serving at different tiers of education (kindergarten, elementary, and lower secondary school) to ascertain the teachers’ views on the extent of the difficulties children with selective mutism face in-school activities, and their views on the in-school support the children require. What the difficulties faced by children with selective mutism generally have in common is that they occur during activities and in settings requiring speech based on the results of this study. However, individual differences are also shown, particularly in elementary and lower secondary schools. Indications are that support systems involving coordination inside and outside of schools are required and are presently inadequate. Better systems will be required in the future, including the use of special needs education coordinators and the assignment of experts with high levels of expertise. In addition, encouraging understanding among classmates is an effective step despite the difficulties involved, and the development of such programs should be sought. These show that support is required to provide places where children with selective mutism can feel comfortable.