ASSESSMENT & RESOURCES
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TOM Inventory
• 54 Questions
• From pre-school to
adult
• Standardised in small
study
• My research!!
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My child understands
that people can smile
even when they are
not happy
The theory of mind
inventory
My child recognises
when others are
surprised
The theory of mind
inventory
5
My child understands
the difference between
lies and jokes
The theory of mind
inventory
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THE PRAGMATICS PROFILE OF
EVERYDAY COMMUNICATION
SKILLS
Hazel Dewart and Susie Summers
Free download
http://wwwedit.wmin.ac.uk/psychology/pp/children.htm
©The Ear Foundation 2012
Key questions
• How do children
make their needs and
wishes known?
• How do children deal
with different
communicative
environments?
• How do children deal
with different
communication
partners?
©The Ear Foundation 2012
A way of looking at children’s skills
• Preschool version for children over 9
months up to approx 4 years
• School aged version for children approx 4
to 10 years old
• Interview parents using questions
provided
• For school aged also a teacher interview
• Qualitative approach for getting
information
©The Ear Foundation 2012
4 sections in each questionnaire
• Section A:
Communicative
Functions
• Section B: Response
to Communication
• Section C: Interaction
and Conversation
• Section D: Contextual
Variation.
©The Ear Foundation 2012
Pre-school examples
7. Commenting
a) Comment on Object
• If you are putting things away and (child’s name) sees
something (he/she) is interested in, what type of comment
might (he/she) make?
Examples:
Point at it.
Name it.
Say who it belongs to, for example, ‘mine’.
Say something about it (for example, ‘broken’, ‘dirty’,
‘That’s a little one isn’t it?).
©The Ear Foundation 2012
16. Response to ‘No’ and Negotiation
• a) If you have to say ‘no’ to (child’s name)
how does (he/she) usually respond?
Examples:
Accepts it.
Has a tantrum.
Keeps on asking.
Makes an alternative proposal, for example, ‘Just one!’,
‘Tomorrow then?’.
©The Ear Foundation 2012
School age examples
5. Narrative
• If (child’s name) is telling you about something
that happened or telling a story, for example, the
plot of a book, film or TV programme, how does
(he/she) go about it?
Examples:
Tries to do it using gestures and single words.
Tries to show what happened by acting it out.
Does it by responding to questions.
Gives a coherent version of the story.
Doesn’t identify events and characters sufficiently for you to
understand.
Sequence is jumbled
©The Ear Foundation 2012
Audiology online.com
Course # 14990
Theory of Mind Development and Distance Hearing
(Professionals) Carol Flexer
The purpose of this presentation is to provide information
about the pivotal role of auditory brain development in the
acquisition of spoken communication, reading, and socialemotional skills, including Theory of Mind (ToM), in all
children and particularly those who are deaf or hard of
hearing. Dr. Flexer will discuss the roles of neuroplasticity,
hearing loss, technology, distance hearing and auditory
enrichment on central auditory neural maturation and
social-emotional development.
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DCAL – Theory of Mind
• Gary Morgan
• Families with deaf
children research
•
http://www.ucl.ac.uk/
dcal/research/themes
-0610/languagedevelop
ment/families
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Book
Theory of Mind: beyond
the pre-school years
(2012) Scott Miller
Psychology Press
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Auditory Verbal Lounge Mentoring
• Towards AVT
Certification OR
personal goals
• Distance learning
• Video share
• Skype/face time
w. Lyndseyallen.co.uk
e. lyndsey@auditoryverballounge.co.uk
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