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TOM Inventory • 54 Questions • From pre-school to adult • Standardised in small study • My research!! 3 .

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 6 .

1984) 7 . (adapted from work done by Simon.S.• ecklist.. C.pdf • PRAGMATICS CHECKLIST • Goberis. D.

wmin.THE PRAGMATICS PROFILE OF EVERYDAY COMMUNICATION SKILLS Hazel Dewart and Susie Summers Free download http://wwwedit.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 .

©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.

Pre-school examples 7. Say something about it (for example. ‘That’s a little one isn’t it?). Commenting a) Comment on Object • If you are putting things away and (child’s name) sees something (he/she) is interested in. ‘mine’. ‘broken’. for example. ©The Ear Foundation 2012 . ‘dirty’. Say who it belongs to. Name it. what type of comment might (he/she) make? Examples: Point at it.

Keeps on asking. for example. 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.16. ©The Ear Foundation 2012 . Makes an alternative proposal. Has a tantrum. ‘Tomorrow then?’. ‘Just one!’.

how does (he/she) go about it? Examples: Tries to do it using gestures and single words. Doesn’t identify events and characters sufficiently for you to understand. Narrative • If (child’s name) is telling you about something that happened or telling a story. Does it by responding to questions. Sequence is jumbled ©The Ear Foundation 2012 .School age examples 5. film or TV programme. Gives a coherent version of the story. the plot of a book. Tries to show what happened by acting it out. for example. 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. hearing loss. and socialemotional skills.Audiology online. distance hearing and auditory enrichment on central auditory neural maturation and social-emotional development. in all children and particularly those who are deaf or hard of hearing. Flexer will discuss the roles of neuroplasticity. 15 . including Theory of Mind (ToM). technology. Dr.

uk/ dcal/research/themes -0610/languagedevelop ment/families 16 .DCAL – Theory of Mind • Gary Morgan • Families with deaf children research •

Book Theory of Mind: beyond the pre-school years (2012) Scott Miller Psychology Press 17 . 18 e. Verbal Lounge Mentoring • Towards AVT Certification OR personal goals • Distance learning • Video share • Skype/face time w.