Theory of Mind and Pragmatics.assessments and Resources
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ASSESSMENT & RESOURCES
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Theory of Mind and Pragmatics.assessments and Resources
Transcript of Theory of Mind and Pragmatics.assessments and Resources
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
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My child recognises
when others are
surprised
The theory of mind
inventory
6
My child understands
the difference between
lies and jokes
The theory of mind
inventory
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• http://edu.wyoming.gov/downloads/vision-outreach/svi_wreic_2013_pragmatics_checklist.pdf
• PRAGMATICS CHECKLIST
• Goberis, D. (adapted from work done by Simon, C.S., 1984)
THE PRAGMATICS PROFILE OF EVERYDAY COMMUNICATION
SKILLS
©The Ear Foundation 2012
Hazel Dewart and Susie Summers
Free download
http://wwwedit.wmin.ac.uk/psychology/pp/children.htm
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
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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 social-emotional 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.
DCAL – Theory of Mind
• Gary Morgan
• Families with deaf children research
• http://www.ucl.ac.uk/dcal/research/themes-06-10/languagedevelopment/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
w. Lyndseyallen.co.uk
• Towards AVT Certification OR personal goals
• Distance learning
• Video share
• Skype/face time
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