Table 6.

An Elaboration of Categories from Parent Responses.

Category	Description	Quotes
Social Interactions	All parents reported that their child’s DP impacted their social interactions, behaviour and mood. This included, but was not limited to, a poor ability to read one’s expression and body language, social skills developing later than average, and having few friends.	“He treated every child the same, with no preference for a particular child even though I knew that he knew some of those children extremely well” [PM15] “Taking time to warm up when meeting familiar people” [PM5] “I know absolutely he doesn’t want to go to the school prom which will be next year… They’re not with their school bags. And they do their hair differently and they’re all in penguin suits” [PM15]
Reliance on Extrafacial Information	All parents reported that their child uses extrafacial cues to recognise someone and often misrecognises individuals when these cues change or are shared. Such information includes, but is not limited to, hairstyles, voices, and facial hair.	“Voice, clothes and hairstyles also help” [PM6] “She has been unsure if I am who I am when I’ve had my hair cut and straightened” [PM6] “…would regularly identify people by their coats” [PM5]
Groups, Photography and Media	All parents discussed that their child’s difficulties were more prominent when presented with groups of people or faces. This included in the real world in real-time, but also included the child not being able to recognise someone (or themselves) in a photograph when asked, and an inability to follow films or plays.	“Asking about the identity of familiar people in photographs” [PM5] “Large crowds such as a London railway station or street markets are difficult” [PM15] “[Difficulties are more prominent in] places where there are large groups of people in a one place” [PM6] “It became obvious that he found it difficult to find me in the playground at the end of school” [PM15]
Misdiagnosis and Professional Input	Parents reported that alternative explanations for their child’s difficulties had been considered, some with professionals. These included a diagnosis of Autistic Spectrum Disorder, dyspraxia, and general underdeveloped social skills.	“No [medical professional] we spoke to had any experience. They were certainly open to finding out more about it but it wasn’t something that they could help with” [PM5] “…his nursery school when we first told them that we thought that there was a problem with facial recognition, they told us that they [had considered] him being on the autistic spectrum” [PM5]
Importance of Context	All parents stated that their child’s difficulties become more prominent when that person is out of context, and/or that relying too heavily on contextual cues results in misidentification.	“Relying too heavily on context/location and consequently misrecognising people” [PM6] “He would ask who familiar people are, who we have encountered out of context.” [PM5]

An elaboration of the categories generated through CA on SO responses. Suitable descriptions and quotations which illustrate these categories are presented.