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Quality of life of children with voice and speech disorders
No full textДеца са поремећајима гласа и говора захтевају посебне облике бриге и заштите на њиховом путу одрастања, развоја, социјализације и социјалног укључивања. На путу ка целовитој и успешној заштити ове деце, први корак представља адекватна процена њихових потреба, из које треба да следи планирање подршке.Општи циљ истраживања био је да се процени квалитет живота код деце са поремећајима гласа и говора и утврди вокални идентитет (способност перцепције властитих и туђих карактеристика гласа, постојање ризичних ситуација за злоупотребу гласа, вокални модел понашања и способност препознавања доброг и лошег гласа).Узорак је чинило 225 деце, оба пола, узраста од четири до петнаест година. Истраживање је обављено у Заводу за психифизиолошке поремећаје и говорну патологију „Проф. др Цветко Брајовић“, Клиници за оториноларингологију и максилофацијалну хирургију Универзитетског клиничког центра Србије, ОРЛ Клиници КБЦ „Звездара“, Основној школи „Марија Бурсаћ“, предшколској установи „Звездара“ и предшколској установи „Цветић - јасле и вртић“.У истраживању су коришћени следећи мерни инструменти: 1. Компјутеризована лабораторија за акустичу анализу гласа «KayElemetrics» корпорације, 2. GRBAS скала, 3. Глобални артикулациони тест, 4. Stuttering Severity Instrument SSI-4 “Glyndon Riley” тест, 5. Индекс за мерење гласовног оштећења код деце - Paediatric voice handicap index - pVHI и 6. Упитник вокалног идентитета - Vocal Identity Questionnaire - VIQ.Деца са поремећајима гласа и говора имају лошији квалитет живота у односу на децу типичног развоја. Квалитет живота је највише нарушен код деце са развојним поремећајима флуентности, док је код деце са развојним артикулационим поремећајима и деце са поремећајима гласа квалитет живота нарушен у благом степену. Анализом резултата увиђамо и да деца са поремећајима гласа и говора имају лошију социјалну употребу гласа, чешће доживљавају емотивне непријатности у вези са гласом, имају лошију функционалну употребу гласа и лошије гласовне навике у кући, у школи и на игралишту. Старија деца са поремећајима гласа и говора чешће доживљавају емотивне непријатности у вези са гласом у односу на остале испитанике. Деца типичног развоја успешнија су у способности препознавања перцептивних особина гласа (промуклост, храпавост, шумност, слабост, напетост) у односу на децу са поремећајима гласа и говора. Резултати показују и да нема статистички значајне разлике у способности перцпеције властитих и туђих карактеристика гласа (висине, јачине и боје гласа) и вокалном моделу понашања између деце.Неки поремећаји гласа и говора често су отпорни на стандардне методе у логопедском раду, те се зато сматра важним да логопеди разумеју концепт квалитета живота ове деце како би унапредили методе и технике рада и тиме подстакли већи степенуспешности у рехабилитацији гласа и говора. Истраживачки налази ове докторске дисертације проширили су наше знање у вези са квалитетом живота код деце са поремећајима гласа и говора кроз директно слушање дечјих искустава и искустава њихових родитеља.Children with voice and speech disorders require special forms of care and protection on their path of growth, development, socialization and social inclusion. On the path to comprehensive and successful protection of these children, the first step is an adequate assessment of their needs, from which support planning should follow.The general goal of the research was to assess the quality of life in children with voice and speech disorders and determine vocal identity (the ability to perceive one's own and others' voice characteristics, the existence of risky situations for voice abuse, vocal behavior model, and the ability to recognize good and bad voices).The sample consisted of 225 children, both sexes, aged four to fifteen. The research was conducted at the Institute for Psychophysiological Disorders and Speech Pathology "Prof. dr Cvetko Brajović", the Clinic for Otorhinolaryngology and Maxillofacial Surgery of the University Clinical Center of Serbia, the ORL Clinic of the Clinical Hospital "Zvezdara", the Elementary School "Marija Bursać", the preschool institution "Zvezdara" and the preschool institution "Cvetić - nursery and kindergarten".The following measuring instruments were used in the research: 1. Computerized laboratory for acoustic voice analysis of the «KayElemetrics» corporation, 2. GRBAS scale, 3. Global articulation test, 4. Stuttering Severity Instrument SSI-4 “Glyndon Riley” test, 5. Paediatric voice handicap index - pVHI and 6. Vocal Identity Questionnaire - VIQ.Children with voice and speech disorders have a poorer quality of life than typically developing children. The quality of life is most impaired in children with developmental fluency disorders, while in children with developmental articulation disorders and children with voice disorders, the quality of life is impaired to a mild degree. Analyzing the results, we also see that children with voice and speech disorders have poorer social use of the voice, more often experience emotional discomfort related to the voice, have poorer functional use of the voice and poorer voice habits at home, at school and on the playground. Older children with voice and speech disorders experience emotional discomfort related to the voice more often than other respondents. Typically developing children are more successful in the ability to recognize perceptual properties of the voice (hoarseness, roughness, noise, weakness, tension) compared to children with voice and speech disorders. The results also show that there is no statistically significant difference in the ability to perceive one's own and others' voice characteristics (pitch, volume, and timbre) and vocal behavior model between children.Some voice and speech disorders are often resistant to standard methods in speech therapy, and it is therefore considered important for speech therapists to understand the concept of quality of life in these children in order to improve work methods and techniques and thereby encourage a greater degree of success in voice and speech rehabilitation. The research findings of this doctoral dissertation have expanded our knowledge regarding the quality of life in children with voice andspeech disorders through direct listening to the children's experiences and the experiences of their parents
Eksperimentalna istraživanja na pojedinačnom slučaju
No full textEksperimentalna istraživanja na pojedinačnom slučaju predstavljaju specifičnu
istraživačku metodologiju koja omogućava nepristrasnu procenu efikasnosti
tretmana i intervencija na uzorcima toliko malim da mogu brojati i samo jednog
ispitanika.
Takav pristup može delovati iznenađujuće istraživačkom duhu naviknutom na
zlatni standard klasičnih eksperimentalnih studija u kojima se efekti tretmana
ispituju poređenjem promena u eksperimentalnoj i kontrolnoj grupi. Očigledno,
kada u eksperimentu imamo samo jednog ispitanika, nije moguće formirati više
grupa – tada isti ispitanik prolazi i kroz kontrolne i kroz eksperimentalne uslove,
te na taj način sam sebi predstavlja kontrolu. Ovaj pristup nije bez svojih izazova,
a upravo oni i načini njihovog prevladavanja predstavljaju centralnu temu ovog
udžbenika.
Uprkos sve češćoj upotrebi i nesumnjivom saznajnom potencijalu, metodologija
eksperimentalnih istraživanja na pojedinačnom slučaju se retko izučava na
akademskim studijama, i to nije slučaj samo na univerzitetima kod nas, već i
u inostranstvu. Stoga i ne čudi što veliki broj istraživača u oblasti društvenih
nauka ima samo grubu predstavu o tome šta ona podrazumeva, a ovaj udžbenik
nastaje iz potrebe da se taj jaz premosti.
Udžbenik je namenjen studentima svih nivoa studija, kao i praktičarima iz oblasti
specijalne edukacije i rehabilitacije i srodnih disciplina poput kliničke psihologije,
neurologije i psihijatrije. Zbog specifičnosti i relativne malobrojnosti populacija
klijenata sa kojima rade, ovi stručnjaci u svom istraživačkom radu često bivaju
suočeni sa izborom između dve metodološki nepovoljne opcije – grupnih istraživanja
niske
statističke
snage
i
idiografskih
istraživanja
ograničene
epistemičke
vrednosti.
Upravo
eksperimentalna
istraživanja
na
pojedinačnom
slučaju
predstavljaju
treći put pružajući metodološki okvir koji kombinuje prednosti pristupa
usmerenog na pojedinca sa zahtevima visoke naučne rigoroznosti
The role of parental attitudes and practices in shaping children’s motivation and achievement in mathematics.
No full textParental involvement in children’s education has been consistently associated with improved academic performance and enhanced intrinsic motivation for learning. However, the impact of parental involvement depends largely on the specific practices parents adopt, as not all approaches are equally beneficial. This study is part of a longitudinal project investigating
children’s motivation to learn mathematics. It aims to explore the relationships between parental attitudes and practices regarding children’s motivation for learning math and students’ math motivation, identity and achievement. Furthermore, the study examines whether these relationships differ between students in Grades 4 and 5 and between boys and girls. The sample comprised 1,591 students (53.8% in Grade 4; 49.1% female) and 1,167 parents. Students completed a questionnaire measuring their motivation to learn mathematics (28 items on a 4-point Likert scale, based on Expectancy-Value Theory), and math identity (6 items, e.g. I think I am a math person), and knowledge test (14 tasks based on TIMSS 2011 cycle). Parents completed a questionnaire assessing parenting practices (5 dimensions, 18 items, e.g. I tell my child to make time for learning math), attitudes toward mathematics (3 dimensions, 9 items, e.g. Math is applicable to real life), and mindset (2 dimensions, 8 items e.g. Every child can progress in math.), all rated on a 4-point scale. Regression analyses revealed that positive parental attitudes and practices aimed at fostering intrinsic motivation and the value had the strongest effects on student outcomes. Parental attitudes and practices were found to have the most significant effect on math achievement, followed by student motivation. Interestingly, the results reveal distinct patterns in the relationships between parental predictors, and the motivation and achievement of boys and girls. Overall, parental practices play a more significant role in influencing the motivation and achievement of girls, while parental attitudes have a stronger effect on boys' achievement. Additionally, differences were observed between students in Grades 4 and 5, with parental attitudes and practices having a greater impact on the older students. These findings are discussed in the context of supporting parents to provide unbiased, non-stereotypical support to their children, helping to sustain and enhance their motivation to learn mathematics
Školska klima kao prediktor samoefikasnosti nastavnika u školama za učenike sa smetnjama u razvoju
No full textSamoefikasnost nastavnika značajna je za kvalitet i ishode obrazovanja i pozitivno utiče na blagostanje učenika i nastavnika u školskom okruženju. Među brojnim faktorima koji se dovode u vezu sa samoefikasnošću nastavnika, važnu ulogu ima školska klima. Cilj ovog istraživanja je utvrđivanje povezanosti školske klime i samoefikasnosti nastavnika koji rade u školama za učenike sa smetnjama u razvoju i invaliditetom. Uzorak čini 150 nastavnika iz pet srednjih škola za učenike sa smetnjama u razvoju iz različitih gradova Srbije. Podaci su prikupljeni primenom Revidiranog upitnika o školskom okruženju (engl. Revised School Level Environment Questionnaire – Revised SLEQ) i Skale efikasnosti nastavnika Države Ohajo (engl. Ohio State Teacher Efficacy Scale – OSTES). Rezultati poka zuju da je regresioni model značajan i da objašnjava 13,0% varijanse (R2 = 0,13, F (4, 139) = 5,19, p = 0,001). Odnosi sa učenicima su izdvojeni kao jedini značajan prediktor samoefikasnosti nastavnika (β = 0,24, p = 0,004). Dobijeni nalazi doprinose razumevanju povezanosti između pojedinih domena školske klime i samoefikasnosti nastavnika. U diskusiji su razmotrene implikacije ovih nalaza za stručno usavr šavanje nastavnika u školama za učenike sa smetnjama u razvoju
SUICIDALITY IN PERSONS WITH AUTISM SPECTRUM DISORDER
No full textSuicidalnost kod osoba s poremećajem iz spektra autizma nije široko proučavana pojava, jer postoji veoma malo radova koji tretiraju ovaj problem. Cilj rada je da pregledom dostupne literature prouči pojavnost suicidalnosti kod osoba s poremećajem iz spektra autizma bez komorbiditeta sa intelektualnom ometenošću i da ukaže na neke od mogućih faktora rizika za nastanak suicidalnosti u ovoj populaciji. Sistematičan pregled literature temelji se na pretraživanju dostupnih recenziranih radova. Za ovu pretragu korišćen je servis Konzorcijuma
biblioteka Srbije za objedinjenu nabavku – KoBSON (baze podataka PsycINFO, Embase, MEDLINE i Web of Science), a izdvojeni su radovi pisani na engleskom i, u manjoj meri, srpskom jeziku. Rezultati ukazuju na trostruko povećanje šanse za samoubistvo (suicidalne ideje, pokušaji samoubistva i kombinovano samoubistvo) kod osoba sa poremećajem iz spektra autizma
u poređenju sa grupama bez simptoma ove dijagnostičke kategorije. Isto tako, 66% ovih osoba
imalo je samoubilačke misli, što je devet puta više nego kod tipične populacije, a 35% je imalo
plan samoubistva ili je pokušalo samoubistvo. U radu se razmatraju okidajući faktori suicidalnosti
u ovoj populaciji. Osobama sa autizmom treba posvetiti više pažnje kroz kliničke i istraživačke
investicije, kako bi se detaljnije razumeli i sprečili činovi samoubistva.Suicidality in persons with autism spectrum disorder is not a widely studied phenomenon, because there are very few papers dealing with this problem. The aim of the paper is to, by reviewing the available literature, study the occurrence of suicidality in persons with autism spectrum disorder without comorbidity with intellectual disability, and to point out some of the possible risk factors for the occurrence of suicidality in this population. A systematic literature
review is based on a search of available peer-reviewed papers. For this search, the service of the Serbian Library Consortium for Coordinated Acquisition – KoBSON (PsycINFO, Embase, MEDLINE and Web of Science database) was used, and papers written in English and, to a lesser extent, in Serbian, were selected. The results indicate a three-fold increase in the chance of suicide
(suicidal ideation, suicide attempts and combined suicide) in persons with autism spectrum disorders compared to groups without symptoms of this diagnostic category. Likewise, 66% of these individuals had suicidal thoughts, which is nine times more than the typical population, and 35% had a suicide plan or attempted suicide. The paper discusses the triggering factors of suicidality in this population. Individuals with autism should be given more attention through clinical and research investments, to better understand and prevent acts of suicide
Ризично сексуално понашање особа са сметњама у развоју и превенција
No full textThe paper analyzes the results of studies that have explored the causes and prevention of risky sexual behavior in individuals with developmental disabilities. The importance of the chosen topic lies in the fact that sexuality is one of the fundamental dimensions of human existence, which is influenced by biological, psychological, socio-economic, cultural, ethical, religious, and other factors. Recent studies suggest that risky sexual behavior, including unprotected and unsafe sexual relationships, result from a lack of appropriate prevention and education programs, limited access to healthcare information, misunderstanding of instructions and safety warnings, difficulty communicating with healthcare professionals, inadequate societal care, and a lack of self-esteem. The authors of the studies analyzed recommend that the content of preventive programs be adapted to individuals with developmental disabilities, in order to develop appropriate attitudes toward sexuality and a sense of responsibility for one’s own health and the health of a partner. Providing informational brochures and guidelines on sexual health and the consequences of risky sexual behavior tailored to the reading abilities of people with developmental disabilities would improve accessibility and increase the quality of healthcare services. Involving parents in empowerment programs and providing timely information about their children’s sexuality and sexual health, as well as encouraging children with developmental disabilities to participate in conversations with parents about these sensitive topics, can have a positive impact on preventing risky forms of sexual behavior. Keywords: developmental difficulties and disorders; sexuality and risks; information about sexualityУ раду су анализирани резултати студија које су се бавиле узроцима и превенцијом ризичног сексуалног понашања особа са сметњама у развоју. Значај изабране теме огледа се у чињеници да је сексуалност једна од темељних димензија људског постојања, на коју утичу биолошки, психолошки, социоекономски, културолошки, етички, религијски и други фактори. Резултати новијих студија указују на то да је улазак у сферу ризичног сексуалног понашања, односно у незаштићене и небезбедне сексуалне односе, последица недостатка одговарајућих превентивних и едукативних програма, ограниченог приступа информацијама о заштити здравља, неразумевања инструкција и безбедносних обавештења, отежане комуникације са запосленим особама у здравственим установама, недовољне бриге друштва и недостатка самопоштовања. Препоруке аутора анализираних студија су да садржај превентивних програма буде прилагођен особама са сметњама у развоју, да омогући формирање правилних ставова према сексуалности и осећаја одговорности за сопствено здравље и здравље партнера. Обезбеђивање информативних брошура и упутстaва о сексуалном здрављу и последицама ризичног сексуалног понашања, који могу да задовоље читалачке могућности особа са сметњама у развоју, олакшало би доступност и подигло квалитет здравствене заштите. Укључивање родитеља у програме оснаживања и правовремено информисање о сексуалности и сексуалном здрављу њихове деце, као и охрабривање деце са сметњама у развоју да учествују у разговорима са родитељима о овим осетљивим темама, могу позитивно утицати на смањење ризичних облика сексуалног понашања
The role of depression and quality of life in psychological flexibility among patients with epilepsy
No full textAims: To assess symptoms of depression and quality of life (QoL) as predictors of psychological flexibility in patients with epilepsy. Specifically, the study aims to explore how depressive symptoms and different dimensions of QoL can affect the ability of epilepsy patients to adapt to challenges and engage in flexible thinking and behavior.
Method: Patients were recruited during their regular appointments at the Department for Epilepsy and Clinical Neurophysiology of the Institute of Mental Health in Belgrade (N = 104, M age = 39.84, SD = 13.60, 66.3% were female, 33.7% were male). The study utilized several self-assessment instruments, including the Psychological Flexibility in Epilepsy Questionnaire (PFEQ), the Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), and the Quality of Life in
Epilepsy Inventory (QOLIE-31). Sociodemographic and clinical data were collected via interviews and patient records.
Results: To test the predictions, a hierarchical multiple regression was conducted, with two blocks of predictors and one criterion being psychological flexibility. The first block included subscale scores from QOLIE-31. In block two, symptoms of depression in patients with epilepsy were included as predictors. The model including both sets of predictors (QOLIE31 subscales and NDDI-E depression scale) was statistically significant, F(8, 95) = 138.93, p < .001, accounting for 41.8%
of the variance in psychological flexibility scores (R² = .418). Among the QOLIE-31 subscales, only Seizure Worry (β = -0.24, p < .05) and Social Functioning (β = -0.38, p < .01) were significant negative predictors of psychological flexibility. Depression symptoms showed a positive relationship with psychological (in)flexibility (β = 0.21, p < .05). However, the inclusion of depression symptoms contributed a small additional variance of 2.8% to the model (ΔR² = 0.028), indicating a modest incremental effect on the prediction of psychological flexibility.
Discussion: Concerns about seizures and diminished functioning in the social sphere have been identified as significant factors contributing to a decrease in psychological flexibility. Furthermore, patients with more severe depressive symptoms experience greater difficulty in fully engaging with the present moment and exhibit a more rigid dominance of certain psychological processes. Therefore, a psychological approach that promotes acceptance, mindfulness, and value-based actions may play a significant role in adopting a new perspective on seizures, improving social life, and alleviating depressive symptoms, such as Acceptance and Commitment Therapy (ACT), thereby enhancing psychological flexibility.
Conclusions: Quality of life and depression play a significant role in predicting psychological flexibility in patients with epilepsy
Employer Perspectives on Hiring Individuals with Intellectual Disabilities: A Case Study from Serbia
No full textBackground
Individuals with intellectual disabilities have the lowest employment rates amongst all disability types, despite available job opportunities. Employer bias is a significant barrier to their workforce participation. This research examines employers' opinions towards hiring individuals with intellectual disabilities in Serbia.
Method
The sample included 358 employers. General attitudes and opinions on hiring individuals with intellectual disabilities were assessed using the Community Living Attitudes Scale and the Work for People with Disability Scale.
Results
Employers' perspectives towards hiring individuals with intellectual disabilities are ambiguous. However, those with positive contact experiences view their employment more favourably, particularly regarding social acceptance in the workplace compared to work performance.
Conclusions
The findings indicate that employers in Serbia are not yet prepared to provide equal opportunities to individuals with intellectual disabilities. Increased engagement from relevant institutions is essential to develop new intervention programmes that enhance employment outcomes
The relationship between student engagement in school and teachers’ disciplinary techniques
No full textAngažovanost učenika u školi je multidimenzionalni konstrukt, koji uključuje bihejvioralnu, emocionalnu i kognitivnu komponentu. Ovaj konstrukt se, pored brojnih drugih faktora, povezuje sa nizom pozitivnih razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema u ponašanju. U skladu sa tim, savremena naučna nastojanja usmerena su na identifikovanje faktora koji mogu doprineti unapređenju angažovanosti učenika u školi, među kojima posebno mesto zauzimaju tehnike disciplinovanja koje nastavnici koriste. Stoga je osnovni cilj ovog istraživanja ispitivanje povezanosti tehnika disciplinovanja koje nastavnici koriste i nivoa angažovanosti
učenika u školskim aktivnostima. Uzorak je činilo 860 učenika oba pola iz šest srednjih škola sa teritorije grada Beograda. Za prikupljanje podataka korišćene su dve skale – Skala angažovanosti učenika i Skala pozitivnih i kažnjavajućih tehnika disciplinovanja, koje su deo obuhvatnog instrumenta „Delaver skala školske klime“. Rezultati pokazuju da nivo školske angažovanosti učenika obuhvaćenih uzorkom varira u zavisnosti od tehnika disciplinovanja koje učenici ocenjuju da ih nastavnici koriste, odnosno utvrđena je snažna povezanost između percepcije primene pozitivnih tehnika disciplinovanja i višeg nivoa angažovanosti učenika, te nešto slabija povezanost između primene kažnjavajućih tehnika disciplinovanja i nižeg nivoa angažovanosti učenika. Pored navedenog, utvrđeno je da su tehnike disciplinovanja značajan prediktor nivoa angažovanosti učenika u školi. U skladu sa dobijenim nalazima, u zaključku su izvedene preporuke za unapređenje nivoa angažovanosti učenika u školskim aktivnostima, i to u kontekstu prevencije problema u ponašanju učenika.Student engagement in school is a multidimensional construct that includes behavioral, emotional, and cognitive components. This construct, alongside numerous other factors, is associated with a range of positive developmental outcomes that can serve to prevent various behavioral problems. Accordingly, contemporary research focuses on identifying factors that may enhance student
engagement in school. One of the most important among these factors are the techniques the teachers use to instil and maintain discipline. The primary aim of this research is to examine the relationship between these disciplinary techniques and the level of student engagement in school activities. The sample consisted of 860 students of both genders from six secondary schools in Belgrade. Data collection used two scales: the Student Engagement Scale and the Scale of Positive and Punitive Disciplinary Techniques, which are part of the comprehensive Delaware School Climate Survey. The findings indicate that the level of student engagement in school varies depending on the disciplinary techniques that students perceive teachers are using. Specifically, a strong correlation was found between the perception of positive disciplinary techniques and higher levels of student engagement, while a somewhat weaker correlation was identified between punitive disciplinary techniques and lower levels of engagement. Furthermore, disciplinary techniques were identified as significant predictors of student engagement in school. Based on these findings, recommendations for improving the level of student engagement in school activities are provided in the conclusion, particularly for the purpose of preventing student behavioral problems