Associate Professor

Dr. Hutchins has researched the relationships from mother-child interaction strategies to social cognition, and child cognitive and language development. She has developed and validated new measures of theory of mind (see theoryofmindinventory.com) that can be used in research and practice with typically developing individuals and those with developmental disabilities. She is currently investigating the efficacy of story-based interventions to remediate the core deficits of autism spectrum disorder (ASD). With the use of eye-tracking technology, she has recently established a new program of research to examine how individuals with ASD allocate visual attention when viewing face stimuli. Most recently, Dr. Hutchins has begun to examine social cognition or 'theory of mind' in oral and late-signing children with hearing loss. Dr. Hutchins teaches courses in the development of spoken language, cognition and language, and measurement in communication sciences, and language disorders.

Publications

  • Hutchins, T. L., Deraway, C., Prelock, P., & O’Neill, A. (2017). Mothers’ and children’s story-telling: A study of dyads with typically developing children and children with ASD. Journal of Autism and Developmental Disorders, 47(5), 1288-1304.
  • Hutchins, T. L., & Brien, A. (2016). Conversational topic moderates visual attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm. Research in Autism Spectrum Disorders, 26, 99-110.
  • Hutchins, T., Prelock, P. A., Morris, H., Benner, J., Lavigne, T., & Hoza, B. (2016). Explicit and applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94-108.
  • Hutchins, T.L., & Prelock, P. A. (2015). Beyond the theory of mind hypothesis: Using a causal model to understand the nature and treatment of multiple deficits in autism spectrum disorder. Handbook of Communication Sciences and Disorders.
  • Hutchins, T., & Prelock, P. (2014). Using communication to reduce challenging behaviors in individuals with autism spectrum disorders and intellectual disability. Child and Adolescent Psychiatric Clinics of North America.
  • Hutchins, T., & Prelock, P. (2013). The social validity of Social StoriesTM for supporting the behavioural and communicative functioning of children with autism spectrum disorder. International Journal of Speech, Language, and Hearing.
  • Hutchins, T., & Prelock, P. (2013). Parents' perceptions of their children's social behaviors: The social validity of Social StoriesTM and comic strip conversations. Journal of Positive Behavioral Interventions.
  • Hutchins, T. L. (2012). Social StoriesTM. In P. A. Prelock & R. J. McCauley (Eds.). Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and Social Interaction. Brookes.
  • Hutchins, T. L. (Jan, 2012). Putting Social Stories to work: What does the research say about how best to use social stories to help children with ASDs? The ASHA Leader.
  • Vivian, L., Hutchins, T., & Prelock, P. (2012). A family-centered approach for training parents to use Comic Strip Conversations with their child with autism. Contemporary Issues in Communication Sciences & Disorders, 39, 30-42.
  • Hutchins, T. L., Prelock, P. A. & Bonazinga, L. (2012). The psychometric evaluation of the Theory of Mind Inventory (ToMI): A study of typically developing children and individuals with autism spectrum disorders. Journal of Autism and Developmental Disabilities.
  • Hutchins, T. L., Graves, K. W., & Mulligan, M. (2011). Dysphagia management in schools: A survey of school-based speech-language pathologists in Vermont. Language, Speech, and Hearing Services in Schools, 42(2), 196-206. (Abstract)
  • Lerner, M., Hutchins, T. L., & Prelock, P. A. (2011). Brief report: Preliminary psychometric evaluation of the ToMI and its relations to social skills. Journal of Autism and Developmental Disabilities, 41, 512-517.
  • Hutchins, T. L., Bond, L. A., Silliman, E. R., & Bryant, J. (2009). Maternal epistemologies and variations in mental state talk. Journal of Speech, Language, and Hearing Research, 53, 61-80. (Abstract)
  • Hutchins, T. L., & Prelock, P. A. (2008). Supporting theory of mind development: Considerations and recommendations for professionals providing services to individuals with autism spectrum disorder. Topics in Language Disorders, 28 (4), 340 - 364.
  • Prelock, P. A., & Hutchins, T. L. (2008). The role of family-centered care in research: Supporting the social communication of children with ASD. Topics in Language Disorders, 28 (4), 323-339.
  • Hutchins, T.L., & Prelock, P.A.(2006). Using social stories and comic strip conversations to promote socially valid outcomes for children with austim. Seminars in Speech and Language, 27(1)47-59. (Abstract)
  • Hutchins, T. L., Brannick, M., Bryant, J., & Silliman, E. R. (2005). Methods for controlling amount of talk: Difficulties, considerations, and recommendations. First Language, 25(3), 347-363.
Selected Presentations
  • Hutchins, T. L. Using communication to address challenging behaviors in individuals with autism and intellectual disability. International Conference for the American Academy of Child & Adolescent Psychiatry (AACAP). Orlando, FL. October, 2013.
  • Hutchins, T. L., & Prelock, P. A. Measurement of 'Theory of Mind' that is not complicated by cognitive and linguistic performance factors. International Conference of the Jean Piaget Society. June, 2011, Berkeley, CA.
  • Hutchins, T. L., & Prelock, P. A (co-primary presenter). Psychometric Evaluation of the Theory of Mind Inventory (ToMI). National Conference of the American Speech, Language, & Hearing Association Philadelphia, PA. November, 2010.
  • Hutchins, T. L., & Prelock, P. A (co-primary presenter). Joint attention and mental state terms in children with ASD and their typical peers. International Conference of the Jean Piaget Society. Park City, UT. June, 2009.
Grants and Scholarship Activities
  • Hutchins, T. L. Principal Investigator. Social stories versus comic strip conversations for enhancing the social cognition of individuals with autism spectrum disorder. College of Nursing and Health Sciences, Incentive grant, September, 2010. $15,000. Co-investigator: Patricia A. Prelock

Awards and Recognition

  • Dean’s Research Award (2016). In honor of excellence in research. Presented by the College of Nursing and Health Sciences, University of Vermont.
  • CICSD Editor’s Award (2014). Contemporary Issues in Communication Science and Disorders. For article by *Foran-Lewandowski, Hutchins, Prelock, and Murray-Close entitled “Examining the Benefit of Including a Sibling in Story-Based Interventions with a Child with Asperger Syndrome”. Presented by NSSLHA, Nov. 21, 2014.
  • Nominee (2013). Kroepsch-Maurice Excellence in Teaching Award.
  • Student Appreciation Award (2006). In honor of excellence in teaching and mentorship. Awarded by Undergraduate Student Committee, University of Vermont.

Areas of Expertise and/or Research

  • Mother/child interaction strategies
  • Social cognition in ASD, ADHD, and oral and late-signing children with hearing loss
  • Child language development
  • Measurement of Theory of Mind
  • Efficacy of story-based interventions used in treatment of autism spectrum disorders
  • Visual attention to face stimuli in autism spectrum disorders

Education

  • Ph.D., Interdisciplinary Program in Experimental Psychology in Cognitive and Neuroscience and Communication Sciences and Disorders; University of South Florida
  • M.A., Experimental Psychology (developmental); University of Vermont
  • B.A., Psychology; San Diego State University

Contact

Phone:
  • 802-656-9592
Office Location:

407 Pomeroy Hall

Courses Taught

  • Language Disorders
  • Measurement of Communication Processes
  • Cognition and Language
  • The Development of Spoken Language