The interpersonal nature and treatment of autism
R Peter Hobson,
Emeritus Professor of Developmental Psychopathology, University College, London
and
Jessica A Hobson
Adjunct Professor, Sonoma State University, California
Introduction
In order to understand the syndrome of autism, and to deliver effective interventions, one
needs to appreciate the developmental significance of affected individuals’ limited abilities to engage
with the attitudes of other people. Although from a biological perspective there are various causes of
autism (of which a genetic predisposition is among the most important), there appears to be a final
common pathway – one that entails a particular limitation in interpersonal engagement – leading to the
constellation of affective, cognitive, and executive difficulties that characterize individuals with autism.
It is important to explore how intervention may foster the interpersonal relations of persons with
autism.
We shall give four formal presentations that dwell on typical development as well as studies of
autism, and anticipate open discussion.
Session 1. Interpersonal perception, engagement, and understanding (‘Theory of Mind’): Typical infants
and children with autism. Presenter: R. Peter Hobson
Content: We shall examine how a young child’s engagement with the bodily-expressed attitudes of
others underpins the child’s knowledge of people (‘Theory of Mind’) – and how such engagement is
compromised among individuals with autism. We shall address these matters from philosophical as well
as empirical viewpoints. We shall consider how limitations in interpersonal relations affect mutual
relations towards a shared environment (joint attention), and highlight the relevance for understanding
autism by citing our studies of congenitally blind children.
Session 2. Social-developmental origins and expressions of symbolizing. Presenter: Jessica A Hobson
Content: We shall illustrate the implications of interpersonal engagement for cognitive development,
through the example of creative symbolic play. Early interactions with caregivers are vital to the
development of pretend play, accompanied by qualities of playfulness and fun. Children with autism are
often limited in these aspects of play – yet play may be fostered through guided participation in joint
engagement with caregivers. Again we shall combine theoretical perspectives with empirical studies
involving children with autism.
Session 3. The organization of social experience and communication: Identifying with other people.
Presenter: R Peter Hobson
Content: We shall delve more deeply into the nature of interpersonal engagement and communication,
and suggest that a process of ‘identifying with’ others is critical for social, communicative, and cognitive
development. We shall present a series of studies to illustrate how this ability is compromised among
individuals with autism.
Session 4: Social-developmental considerations in the treatment of autism. Presenter: Jessica A Hobson.
Content: We shall consider the implications of our approach for designing and implementing
interventions for individuals with autism. If, for a variety of reasons, a prime focus of intervention
should be affected individuals’ limitations in social engagement, then how is such engagement to be
fostered, and what are the potential implications for the children’s functioning? We shall respond to
these questions by discussing how Relationship Development Intervention offers a way to enhance the
child-caregiver interactive system, and present research on its potential benefits.
References
Beurkens, N.M., Hobson, J.A., & Hobson, R.P. (2013). Autism severity and qualities of parent-child
relations. Journal of Autism and Developmental Disorders, 43, 168-178.
Hobson, R.P. (2013). The coherence of autism. Autism, 18, 6-16.
Hobson, R.P., Hobson, J.A., Garcia-Perez, R., & Du Bois, J. (2012). Dialogic resonance and linkage in
autism. Journal of Autism and Developmental Disorders, 42, 2718-2728.
Hobson, R.P.. Lee, A., & Hobson, J.A. (2008). Qualities of symbolic play among children with autism: A socialdevelopmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22.
Hobson, J.A., Harris, R., Garcia-Perez, R., & Hobson, R.P. (2009). Anticipatory concern: A study in autism.
Developmental Science, 12, 249-263.
Hobson, J.A., Hobson, R.P., Cheung, Y., & Calo, S. (2014). Symbolizing as interpersonally grounded
shifts in meaning: Social play in children with and without autism. Journal of Autism and Developmental
Disorders, online version DOI 10.1007/s10803-014-2122-x.
Hobson, J.A., Hobson, R.P., Malik, S., Bargiota, K., & Calo, S. (2013). The relation between social
engagement and pretend play in autism. British Journal of Developmental Psychology, 31, 114-127.
Hobson, R.P., & Lee, A. (2010). Reversible autism in congenitally blind children? Journal of Child
Psychology and Psychiatry, 51, 1235-1241.
Larkin, F., Guerin, S., Hobson, J.A., & Gutstein, S.E. (2014). The Relationship Development Assessment
– Research Version: Preliminary validation of a clinical tool and coding schemes to measure parent-child
interaction in autism. Clinical Child Psychology and Psychiatry, 20, 239-260.
Sigman, M.D., Kasari, C., Kwon, J.H., & Yirmiya, N. (1992). Responses to the negative emotions of others
by autistic, mentally retarded, and normal children. Child Development, 63, 796 –807.
Additional reading:
Hobson R.P. (2002). The cradle of thought. London: Macmillan (and 2004: New York, OUP).
Hobson, R.P., Chidambi, G., Lee, A., & Meyer, J. (2006). Foundations for self-awareness: An exploration
through autism. Monographs of the Society for Research in Child Development, 284, 71, 1-165.