ASSESSMENT & RESOURCES

TOM Inventory
54 Questions
From pre-school to
adult

Standardised in small
study

My research!!

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

My child understands
the difference between
lies and jokes

The theory of mind

inventory

 http://edu.wyoming.gov/downloads/visionoutreach/svi_wreic_2013_pragmatics_ch
ecklist.pdf

PRAGMATICS CHECKLIST
Goberis, D. (adapted from work done by
Simon, C.S., 1984)

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 childrens 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 (childs 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,
Thats a little one isnt it?).

The Ear Foundation 2012

16. Response to No and Negotiation

a) If you have to say no to (childs 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 (childs 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.
Doesnt 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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