Page 32 - Tiffany L. Hutchins, Patricia A. Prelock, Nika Knez in Maša Vidmar. 2020. Vedenjske naloge teorije uma: priročnik in naloge. Ljubljana: Pedagoški inštitut.
P. 32
Happé, F. G. E. (1994). An advanced test of theory of mind: Understanding
of story characters’ thought and feelings by able autistic, mentally han-
dicapped, and normal children and adults. Journal of Autism and Develo-
pmental Disorders, 24(2), 129–154.
Hutchins, T. L. in Prelock, P. A. (2008). Supporting Theory of Mind Development:
Considerations and Recommendations for Professionals Providing Servi-
ces to Individuals With Autism Spectrum Disorder. Topics in Language Di-
sorders, 28(4), 340–364.
Hutchins, T., Prelock, P. A. in Chace, W. (2008). Test-retest reliability of theory of
mind tasks representing a range of content and complexity and adapted
to facilitate the performance of children with ASD. Focus on Autism & Other
Developmental Disabilities, 23(4), 195–206.
Hutchins, T. L. in Prelock, P. A. (2010). Technical Manual for the Theory of Mind
Task Battery. Pridobljeno s http://www.theoryofmindinventory.com/
Hutchins, T. L. in Prelock, P. A. (2014). The Theory of Mind Task Battery. Pridoblje-
no s http://www.theoryofmindinventory.com/
32 Hutchins, T., Prelock, P. A., Morris, H., Benner, J., Lavigne, T. in Hoza, B. (2015).
Explicit vs. applied theory of mind competencies: A study of typically de-
veloping males, males with ASD, and males with ADHD. Research in Autism
Spectrum Disorders, 21, 94-108.
Kaland, N., Moller-Nielsen, A., Callesen, K., Lykke Mortensen E., Gottlieb, D. in
Smith, L. (2002). A new „advanced“ Test of theory of mind: Evidence from
children and adolescents with Asperger syndrome. Journal of Child Psycho-
logy and Psychiatry, 43(4), 517–528.
Knez, N. (2017). Teorija uma v zgodnjem otroštvu: validacija vprašalnika za starše
(Magistrska naloga). Univerza v Mariboru, Filozofska fakulteta.
Lord, C., Rutter, M., DiLavore, P. C. in Risi, S. (1999). Autism Diagnostic Observation
Schedule-Generic (ADOS-G). Los Angeles: Western Psychological Services.
Leslie, A. M. in Frith, U. (1988). Autistic children’s understanding of seeing,
knowing, and believing. British Journal of Developmental Psychology, 6,
315-324.
McCauley, R. (2001). Assessment of language disorders in children. Mahway, NJ:
Lawrence Erlbaum.
Mitchell, P., Saltmarsh, R. in Russell, H. (1997). Overly literal interpretations of
speech in autism: Understanding that messages arise from minds. Journal
of Child Psychology and Psychiatry & Allied Disciplines, 38, 658–691.
Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van
den Hogen, T. in van Dongen, L. (1999). The Tom-Test: A new instrument
for assessing theory of mind in normal children and children with perva-
vedenjske naloge teorije uma: priročnik in naloge
of story characters’ thought and feelings by able autistic, mentally han-
dicapped, and normal children and adults. Journal of Autism and Develo-
pmental Disorders, 24(2), 129–154.
Hutchins, T. L. in Prelock, P. A. (2008). Supporting Theory of Mind Development:
Considerations and Recommendations for Professionals Providing Servi-
ces to Individuals With Autism Spectrum Disorder. Topics in Language Di-
sorders, 28(4), 340–364.
Hutchins, T., Prelock, P. A. in Chace, W. (2008). Test-retest reliability of theory of
mind tasks representing a range of content and complexity and adapted
to facilitate the performance of children with ASD. Focus on Autism & Other
Developmental Disabilities, 23(4), 195–206.
Hutchins, T. L. in Prelock, P. A. (2010). Technical Manual for the Theory of Mind
Task Battery. Pridobljeno s http://www.theoryofmindinventory.com/
Hutchins, T. L. in Prelock, P. A. (2014). The Theory of Mind Task Battery. Pridoblje-
no s http://www.theoryofmindinventory.com/
32 Hutchins, T., Prelock, P. A., Morris, H., Benner, J., Lavigne, T. in Hoza, B. (2015).
Explicit vs. applied theory of mind competencies: A study of typically de-
veloping males, males with ASD, and males with ADHD. Research in Autism
Spectrum Disorders, 21, 94-108.
Kaland, N., Moller-Nielsen, A., Callesen, K., Lykke Mortensen E., Gottlieb, D. in
Smith, L. (2002). A new „advanced“ Test of theory of mind: Evidence from
children and adolescents with Asperger syndrome. Journal of Child Psycho-
logy and Psychiatry, 43(4), 517–528.
Knez, N. (2017). Teorija uma v zgodnjem otroštvu: validacija vprašalnika za starše
(Magistrska naloga). Univerza v Mariboru, Filozofska fakulteta.
Lord, C., Rutter, M., DiLavore, P. C. in Risi, S. (1999). Autism Diagnostic Observation
Schedule-Generic (ADOS-G). Los Angeles: Western Psychological Services.
Leslie, A. M. in Frith, U. (1988). Autistic children’s understanding of seeing,
knowing, and believing. British Journal of Developmental Psychology, 6,
315-324.
McCauley, R. (2001). Assessment of language disorders in children. Mahway, NJ:
Lawrence Erlbaum.
Mitchell, P., Saltmarsh, R. in Russell, H. (1997). Overly literal interpretations of
speech in autism: Understanding that messages arise from minds. Journal
of Child Psychology and Psychiatry & Allied Disciplines, 38, 658–691.
Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van
den Hogen, T. in van Dongen, L. (1999). The Tom-Test: A new instrument
for assessing theory of mind in normal children and children with perva-
vedenjske naloge teorije uma: priročnik in naloge
