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Podučavanje dečaka sa autizmom samostalnom pranju ruku
Get PDFVeliki broj dece sa poremećajima iz spektra autizma (PSA) ne obavlja svakodnevne veštine neophodne za održavanje lične higijene samostalno, stoga je cilj ove studije slučaja bio da se utvrdi uspešnost podučavanja dečaka sa PSA samostalnom pranju ruku.
Ispitanik koji je podučavan veštini pranja ruku je desetogodišnji dečak dijagnostikovan sa PSA, koji nije umeo samostalno da pere ruke, već su mu prane od strane roditelja. Veština pranja ruku je podučavana primenom procedure ulančavanja u celosti (eng. total task chaining) i bila je podeljena u sedam koraka, koji su podučavani pružanjem fizičkog podsticaja koji je postepeno ukidan, sa potpunog fizičkog na delimični fizički podsticaj. Uspešnost ispitanika je merena u procentima ispravno sprovedenih koraka veštine pranja ruku.
Rezultati istraživanja su pokazali da je ispitanik uspešno naučen veštini pranja ruku, odnosno sprovođenju svih koraka od kojih se veština sastoji sa 100% uspešnosti za samo 27 ponavljanja. Sprovedena je i proba generalizacije naučenog, gde se od ispitanika očekivalo da pere ruke i u školskom okruženju, nasuprot kućnom gde je bio podučavan.
Na probi generalizacije naučenog, ispitanik je takođe sa 100% uspešnosti prao ruke.
U zaključnim razmatranjima ističemo značaj samostalnosti dece sa PSA u obavljanju elementarnih higijenskih navika, kao i značaj pravilnog podučavanja veština samopomoći
Mentoring support in the implementation process of Family-oriented early interventions: Perceptions of professionals
Get PDFUvod: Porodično orijentisane rane intervencije karakteriše pružanje podrške
deci (mlađeg uzrasta sa razvojnim odstupanjima, smetnjama, netipičnim ponašanjem,
socijalnim i emocionalnim teškoćama) i porodicama u prirodnom
okruženju, uz oslanjanje na porodične rutine i jake strane roditelja i dece.
Profesionalci se na različite načine mogu usavršavati za sprovođenje porodično
orijentisanih ranih intervencija, što se posledično može odraziti na efekte
u njihovom radu sa decom i porodicama. Mentorska podrška smatra se
poželjnim oblikom profesionalnog usavršavanja praktičara.
Cilj: Cilj ovog istraživanja je da se utvrdi kako članovi timova za porodično orijentisane
rane intervencije percipiraju veštine mentora koji su ih podržavali,
kao i kako mentori sagledavaju svoje kompetencije.
Metode: Učešće u istraživanju uzelo je osam mentora i 70 članova timova za
porodično orijentisane rane intervencije iz Republike Srbije. U ovom istraživanju
korišćena su dva instrumenta – Upitnik za procenu mentora i Upitnik za
samoevaluaciju mentora (AOMP, 2016).
Rezultati i zaključak: Preko 88% članova timova za porodično orijentisane rane
intervencije saglasno je da su njihovi mentori pokazali empatiju, da su ih podsticali
na dublja razmišljanja, delili svoja iskustva, obezbeđivali poverljiv odnos
i da su pokazivali poštovanje, pružajući im pomoć kada je to potrebno.
Dodatno, članovi timova istakli su da im je ova podrška bila jako korisna i da
je neophodno da se ona planira i u daljem radu. S druge strane, i mentori su
kod sebe detektovali iste one vrednosti koje su prepoznali profesionalci koje
su podržavali. Dodatno, istakli su i veštine koje je potrebno još da unapređuju.
Ovi nalazi su značajni za kreatore politika, koji bi pri planiranju raspodele
resursa u oblasti ranog razvoja mogli da uvrste i mentorsku podršku kao oblik
obaveznog profesionalnog razvoja.Introduction: Family-oriented early interventions are characterized by supporting
children (younger age with developmental disabilities, atypical behavior, social and
emotional difficulties) and families in a natural environment, relying on family routines and
the strengths of parents and children. Professionals can be trained in various ways to carry
out family-oriented early interventions, which can consequently be reflected in the effects of
their work with children and families. Mentoring support is considered a desirable form of
professional development for practitioners.
Aim: This research aims to determine how members of family-oriented early
intervention teams perceive the skills of the mentors who supported them and how mentors
perceive their competencies.
Methods: Eight mentors and 70 members of family-oriented early intervention teams
from the Republic of Serbia participated in the research. In this research, two instruments
were used – A mentor assessment questionnaire and A questionnaire for the self-evaluation
of mentors (AOMP, 2016).
Results and conclusion: Over 88% of family-oriented early intervention team members
agree that their mentors showed empathy, encouraged them to think deeper, shared their
experiences, secured a confidential relationship, and showed respect, helping them when
needed. In addition, members of the teams pointed out that this support was beneficial to
them and that it is necessary to plan it in further work. On the other hand, mentors also
detected in themselves the same values that were recognized by the professionals they supported. In addition, they highlighted those skills that need to be improved. These findings
are significant for policy makers who, when planning the allocation of resources in the field
of early development, could include mentoring support as a form of mandatory professional
development
The importance of student engagement for Prevention practice
Get PDFUvod: Savremena prevencijska praksa umnogome se oslanja na intervencije
usmerene ka jačanju protektivnih faktora, među kojima se, kada je u pitanju
školski kontekst, sve više ističe značaj angažovanosti učenika u školi. Školska
angažovanost, kao multidimenzionalni konstrukt koji uključuje bihejvioralnu,
emocionalnu i kognitivnu komponentu, neretko se povezuje sa nizom pozitivnih
razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema
ponašanja učenika.
Cilj: Sagledavanje značaja školske angažovanosti za promociju pozitivnog razvoja
i prevenciju problema ponašanja učenika.
Metode: Sistematski pregled relevantnih istraživačkih studija u kojima je ispitivan
uticaj školske angažovanosti na različite aspekte funkcionisanja učenika.
Baze podataka za pretragu studija bile su APA PsycArticles, Springer-Link,
Wiley, MEDLINE, SAGE i ERIC.
Rezultati: Rezultati sprovedene analize dosledno pokazuju da je visok nivo
angažovanosti učenika, naročito na bihejvioralnom i emocionalnom planu,
povezan sa generalno boljim akademskim postignućem, poželjnim socijalnim
prilagođavanjem učenika, ispoljavanjem pozitivnih emocija i korišćenjem
efektivnih strategija rešavanja problema. S druge strane, nizak nivo angažovanosti
učenika izdvaja se kao značajan prediktor različitih oblika problema
ponašanja. Naime, istraživanja ukazuju da je nizak nivo školske angažovanosti
povezan sa učestalim bežanjem učenika iz škole, neizvršavanjem školskih zadataka,
nepoštovanjem školskih pravila i niskim nivoom povezanosti sa školom.
Dodatno, nedovoljna angažovanost učenika u školi povezana je sa različitim
eksternalizovanim i internalizovanim problemima, kao što su delinkventno
ponašanje, zloupotreba psihoaktivnih supstanci i visok nivo depresivnih
i anksioznih simptoma. Na kraju, angažovanost učenika snažno je povezana sa završetkom i/ili nastavkom školovanja. Postoje čvrsti empirijski dokazi koji
sugerišu da je nizak nivo angažovanosti učenika značajan prediktor ranog napuštanja
školovanja.
Zaključak: Nalazi istraživačkih studija nedvosmisleno upućuju na zaključak da
školska angažovanost predstavlja snažan resurs za prevencijsku praksu, te da
je celishodno, tokom celokupnog obrazovno-vaspitnog procesa, primenjivati
intervencije kojima se neposredno podstiče aktivna angažovanost učenika
školi, te posledično unapređuju pozitivni razvojni ishodi i preveniraju različiti
vidovi problema ponašanjaIntroduction: Modern prevention practice relies heavily on interventions aimed at
strengthening protective factors, with increasing emphasis on the importance of student
engagement in the school context. School engagement, as a multidimensional construct that
includes behavioral, emotional, and cognitive components, is often associated with a range
of positive developmental outcomes that can be used to prevent various types of behavioral
problems in students.
Aim: Understanding the importance of school engagement in promoting positive
development and preventing behavior problems in students.
Methods: A systematic review of relevant research studies in which the impact of
school engagement on various aspects of student functioning was examined. Databases for
study searches were APA PsicArticles, Springer-Link, Wiley, MEDLINE, SAGE, and ERIC.
Results: The results of the analysis consistently show that high levels of student
engagement, particularly at the behavioral and emotional levels, are associated with generally
better academic performance, desirable student social adjustment, expression of positive
emotions, and use of effective problem/solving strategies. On the other hand, low student
engagement is a significant predictor of various forms of behavior problems. Namely,
research shows that low school engagement is related to frequent truancy, failure to complete
school assignments, failure to follow school rules, and low attachment to school. In addition,
insufficient student engagement in school is associated with various externalized and
internalized problems, such as delinquent behavior, psychoactive substance abuse, and
high levels of depressive and anxiety symptoms. Finally, student engagement is strongly
associated with graduation and/or the continuing education. There is strong empirical
evidence to suggest that low levels of student engagement are a significant predictor of
early school leaving.
Conclusion: The findings of research studies unequivocally point to the conclusion
that school engagement represents a strong resource for preventive practice and that it is
expedient, during the entire educational process, to apply interventions that directly encourage
the active engagement of students at school and consequently improve positive developmental
outcomes and prevent various types of behavioral problems
Neuropsychological rehabilitation as history in the making
Get PDFIntroduction: Regardless of whether it is beheld in its broad or narrow sense,
neuropsychological rehabilitation (NR) postulates, as a premise, the necessity
to be based on knowing (and relying on) commandments of neurocognitive
organization. However, the early optimism regarding the productiveness of
such an approach hasn’t been fulfilled either smoothly or regularly.
Aim: The aim of this review is to focus on principal hubs that channeled the
evolution of neuropsychological rehabilitation towards current empirically
based, realistic, and more convincing approaches to the treatment of both
neurodevelopmental and acquired cognitive disturbances.
Methods: The topic is approached by comparing the main paradigms of NR
(as) postulated in predominant literature and our contemporary practice.
Results: The main facets directing present shifts in doctrines of
neuropsychological rehabilitation ensue from increasing data supply on
research-based comparisons of diverse NR methodologies and exploration
of treatment effects using neuroimaging techniques, largely accumulated
during the previous decade. Neuropsychological rehabilitation in our territory
has been grounded on sound theoretical bases from its outset (Bojanin, 1979)
and holds true potential for further development in line with modern highest
standards.
Conclusion: The theory of (neuro)cognitive organization is necessary but
not sufficient precondition for NR. Neuropsychological rehabilitation requires
functional models of the treatment itself; presently, their share gradually
expands. The sum of knowledge enriched during the last decade involves a
promise that NR might reach its true maturity in years to come
Signed poetry
Get PDFUvod: Poezija je oduvek percipirana kao umetnost koja se stvara u pisanoj,
a izražava u vokalnoj formi putem recitovanja. Za mnoge kritičare i ljubitelje
poezije 19. veka ona predstavlja ritmičku i vibrantnu sintezu koja se ogleda
u izražajnom glasanju koje je oplemenjeno pokretima i facijalnom ekspresijom,
sadrži muzičke elemente u vidu različitih modusa metra, ritma i rime koji
je oplemenjuju, čine multidimenzionalnom, ekspresivnom i prefinjenom.
Generacije stručnjaka su smatrale da je stvaranje poezije dar ili talenat
koji nije dostupan gluvim i nagluvim osobama.
Cilj: Cilj ovog rada je da ukaže na istorijske i sociokulturne okvire, specifičnosti,
poteškoće i doprinos savremene tehnologije u izražavanju znakovne poezije
gluvih osoba.
Metode: Primenjene metode su uporedna analiza, evaluacija i sistem dedukcije
i indukcije u razmatranju dostupne literature.
Rezultati: Znakovna poezija je veoma dugo imala neformalni karakter i
izvodila se u zajednici gluvih na zabavama, skupovima i druženjima. Mnogi
naučnici, kritičari, nisu ni pomišljali da gluve osobe mogu stvarati poeziju, biti
pesnici. Međutim, Džon Karlin (John Carlin, 1813‒1891), iako kongenitalno
gluva osoba, bio je veoma talentovan pesnik, pisac i slikar. Njegovim savremenicima
je ta činjenica bila iznenađenje i izazivala je nevericu. Zahvaljujući njegovom
primeru, i oni i njihovi naslednici shvatili su da gluvoća ne ograničava
mogućnosti za bavljenje ovim vidom umetnosti. Znakovna poezija je vizuelna
umetnička forma koja postaje sve aktuelnija u zajednici gluvih i čujućih osoba.
Iako nije imala istu istoriju i institucionalnu podršku u različitim državama
sveta, znakovna poezija izaziva sve veće interesovanje, finansijsku podršku i
priznanje, pre svega zahvaljujući razvoju tehnologije. Zaključak: Savremeni svet predstavlja idealan okvir za razvoj i afirmaciju znakovne
poezije. Danas gluvi pesnici snimaju svoju znakovnu poeziju ili prevode
poeziju drugih autora na znakovni jezik, tako da su video snimci dostupni i
prilagođeni široj javnosti.Introduction: Poetry has always been perceived as an art that is created in writing
and expressed in vocal form through recitation. For many critics and lovers of 19th-century
poetry, it represents a rhythmic and vibrant synthesis that is reflected in the expressive voice
followed by movements and facial expression, contains musical elements in the form of
different modes of meter, rhythm, and rhyme that refine it and make it multidimensional,
expressive, and refined. Generations of experts have considered the creation of poetry to be
a gift or talent unavailable to the deaf and hard of hearing.
Aim: The aim of this paper is to point out the historical and sociocultural frameworks,
specificities, difficulties, and the contribution of modern technology in the expression of
signed poetry of deaf people.
Methods: The applied methods are comparative analysis, evaluation, and the system of
deduction and induction in considering the available literature.
Results: Signed poetry has had an informal character for a very long time and was
performed in the deaf community at parties, gatherings, and get- togethers. Many scientists
and critics did not even think that deaf people could create poetry or be poets. However, John
Carlin (1813-1891), although a congenitally deaf person, was a very talented poet, writer, and
painter. To his contemporaries, this fact was a surprise and caused disbelief. Thanks to his
example, both they and their successors realized that deafness does not limit the possibilities
for practicing this form of art. Signed poetry is a visual art form that is becoming more and
more relevant in the deaf and hearing community. Although it did not have the same history
and institutional support in different countries of the world, signed poetry is attracting
increasing interest, financial support, and recognition, primarily thanks to the development
of technology.
Conclusion: The modern world represents an ideal framework for the development and
affirmation of signed poetry. Today, deaf poets record their own signed poetry or translate
the poetry of other authors into sign language, so that the videos are available and adapted
to the general public
Faktorska analiza testa Kreativnog mišljenja – grafička produkcija
Get PDFРезиме: Развој креативности представља значајан сегмент васпитно-образовног
процеса. Циљ истраживања је идентификовање факторске структуре Теста креативног
мишљења – графичка продукција примењеног на узорку ученика с интелектуалном ометеношћу. Узорком је обухваћено 76 ученика, календарског узраста од 9 до 14 година, (АС=11,54;
СД=1,75), оба пола (53,3% дечака и 46,7% девојчица), без неуролошких и вишеструких сметњи. Креативни потенцијал ученика с интелектуалном ометеношћу процењен је Тестом
креативног мишљења – графичка продукција. Анализом добијених резултата издвојена су
два фактора који објашњавају укупно 67,6% варијансе. Први фактор има четири главне
факторске тежине (прекидање граница које зависи од фрагмената, прекидање граница које
не зависи од фрагмената, хумор и нови елементи). Други фактор обухвата повезивање помоћу линија, настављање, допуњавање и повезивање које доприноси теми. Неконвенционална манипулација материјалом као и употреба апстрактних елемената имају најмање
факторске тежине. Двофакторски модел показао је прихватљиве индексе подобности и
сугерише важност конвенционалног и неконвенционалног начина размишљања за креативни процес ученика с интелектуалном ометеношћу.Development of creativity is an important segment of educational process. The goal of this research is to identify the factor structure of the Creative Thinking Test – Graphic Production of the applied on the sample of students with intelectual difficulties. The sample consisted of 76 students, age 9-14 (АS=11,54; SD=1,75), of both genders (53,3% boys and 46,7% girls), without neurological or multiple impediments. The creative potential of these students was tested using the Creative Thinking Test – Graphic Production. By analyzing the obtained resutls we identified two factors which explain the total of 67,6% of the variance. The first factor has four main factor weights (fragment-dependent boundary breaking, fragment-independent boundary breaking, humour, and new elements). The second factor includes linking by drawing lines, continuation, addition, and linking that contributes to the topic. Unconventional material manipulation as well as the use of abstract elements have the least factor weights. The two-factor model showed acceptable suitability indices and suggests the importance of conventional and unconventional ways of thinking for the creative process of students with intellectual difficulties
Predvještine čitanja i pisanja kod djece sa razvojnim jezičkim poremećajem i djece tipičnog jezičkog razvoja
Get PDFIntroduction. In addition to the development of spoken language,
typical intellectual abilities, preservation of the senses of hearing and
sight, phonological awareness and the ability of graphomotor ex-
pression are necessary for mastering the skills of reading and writing.
With this in mind, the aim of this research is to determine the level of
phonological awareness and the ability of graphomotor expression
in children with developmental language disorder (DLD) and chil-
dren with typical language development (TLD).
Methods. The sample consisted of 46 children aged five to seven
years, who were divided into two groups based on the status of
speech and language abilities. The first group consisted of 23 chil-
dren with DLD, and the second of 23 children with TLD. The FONT test
was used to assess phonological awareness, and the Prediction Test
for Dysgraphia was used to assess graphomotor abilities.
Results. The results of the research show that children with DLD per-
formed poorly on phonological awareness tasks compared to TLD
children. Age proved to be a significant factor in differences in the
development of phonological awareness. Achievements on the Pre-
diction Test for Dysgraphia show that children with DLD have almost
twice the weaker ability of graphomotor expression compared to
TLD children. Furthermore, the research results show that there are
significant differences in the level of development of graphomotor
skills between children of different ages. Also, no significant differ-
ence in achievements on the Prediction Test for Dysgraphia or on the
FONT test has been found in relation to gender.
Conclusion. Children with developmental language disorder had
significantly lower achievements on the phonological awareness test
and the Prediction Test for Dysgraphia compared to children with
typical language development.Uvod. Pored razvijenosti govornog jezika, tipičnih intelektualnih sposobnosti, očuvanosti čula sluha
i vida, za savladavanje vještina čitanja i pisanja neophodne su fonološka svjesnost i sposobnost gra-
fomotornog izražavanja. S obzirom na to, cilj ovog istraživanja je utvrđivanje nivoa fonološke svijesti
i sposobnosti grafomotornog izražavanja kod djece sa razvojnim jezičkim poremećajem (RJP) i djece
tipičnog jezičkog razvoja (TJR).
Metode. Uzorak je činilo 46 djece uzrasta od 5 do 7 godina, koja su na osnovu statusa govorno-jezič-
kih sposobnosti podijeljena u dvije grupe. Prvu grupu činilo je 23 djece sa RJP, a drugu 23 djece TJR.
Za procjenu fonološke svjesnosti korišćen je FONT test, a za procjenu grafomotornih sposobnosti
Predikcioni test za disgrafiju.
Rezultati. Rezultati istraživanja su pokazali da su djeca sa RJP bila lošija na zadacima fonološke svje-
snosti u poređenju sa djecom TJR. Uzrast se pokazao kao značajan faktor razlika u razvijenosti fo-
nološke svjesnosti. Postignuća na Predikcionom testu za disgrafiju pokazuju da djeca sa RJP imaju
skoro dvostruko slabiju sposobnost grafomotornog izražavanja u poređenju sa djecom TJR. Nadalje,
rezultati istraživanja su pokazali da postoje značajne razlike u nivou razvijenosti grafomotornih spo-
sobnosti između djece različitog uzrasta. Takođe, nije utvrđena značajna razlika u postignućima na
Predikcionom testu za disgrafiju, ni na FONT testu u odnosu na pol.
Zaključak. Djeca sa razvojnim jezičkim poremećajem imala su znatno slabija postignuća na testu fo-
nološke svjesnosti i predikcionom testu za disgrafiju u poređenju s djecom tipičnog jezičkog razvoja
Odnos riziko faktora i govorno-jezičkih poremećaja kod djece uzrasta od četiri do šest godina
Get PDFIntroduction. In recent years, more and more attention has been paid
to the research of factors that can potentially contribute to the devel-
opment of speech and language impairment. It is believed that the
results of these studies can contribute to better planning and imple-
mentation of early intervention in the field of speech and language in
children. The aim of this research is to determine the influence of risk
factors on the appearance of language disorders in children.
Methods. A total of 97 children aged four to six who participated in
the research were divided into two groups. The first group consisted
of 54 respondents with a speech and language impairment, and the
second group consisted of 43 respondents with typical language de-
velopment. In both groups, 70 children with risk factors were found.
All children with speech and language impairment had some of the
risk factors (diseases of mothers during pregnancy, medication during
pregnancy, premature labor, caesarean section, asphyxia, disease of
newborns, seizures, third tonsil, shortened frenulum, ear infection),
while in the group of children with typical language development, 16
respondents had risk factors. The Global Articulation Test, Vocabulary
Test, and Comic Story Test were used to assess speech and language
abilities. Data on risk factors were obtained on the basis of a survey
for parents, which was constructed for the purposes of this research.
Results. The results showed that children with risk factors had signifi-
cantly worse results on the articulation test and the vocabulary test
compared to children without risk factors. The results obtained on the
Strip Story test did not show that these two groups differ significantly
in terms of the number of words produced, the number of sentences
and the grammatical structure of the sentence.
Conclusion. In general, the results of this research showed a signifi-
cant connection between risk factors and speech and language dis-
order in children.Uvod. Posljednjih godina se sve više pažnje posvećuje istraživanju faktora koji potencijalno mogu
doprinijeti poremećaju razvoja govora i jezika. Smatra se da rezultati ovih istraživanja mogu pomoći
boljem planiranju i sprovođenju rane intervencije u oblasti govora i jezika kod djece. Cilj ovog istra-
živanja je utvrđivanje uticaja riziko faktora na pojavu jezičkih poremećaja kod djece.
Metode. U istraživanju je učestvovalo 97 djece uzrasta od četiri do šest godina, koja su podijeljena u
dvije grupe. Prvu grupu činilo je 54 ispitanika sa poremećajem u govorno- jezičkom razvoju, a drugu
43 ispitanika tipičnog jezičkog razvoja. U obje grupe pronađeno je 70 djece koja imaju riziko faktore.
Sva djeca sa poremećajem u govorno-jezičkom razvoju imala su neki od riziko faktora (oboljenja
majki u trudnoći, kao i lijekovi koje su majke pile u toku trudnoće, prematurus, carski rez, asfiksija,
bolest novorođenčadi, epileptični napadi, treći krajnik, skraćen frenulum, upala uha), dok je u grupi
djece tipičnog jezičkog razvoja 16 ispitanika imalo riziko faktore. Za procjenu govorno-jezičkih spo-
sobnosti korišćeni su Globalni artikulacioni test, Test-rječnik i test Strip priča. Podaci o riziko faktori-
ma dobijeni su na osnovu ankete za roditelje koja je konstruisana za potrebe ovog istraživanja.
Rezultati. Rezultati su pokazali da djeca sa riziko faktorima imaju značajno lošije rezultate na testu
artikulacije i testu rječnika u poređenju sa djecom bez podataka o riziko faktorima. Rezultati dobijeni
na testu Strip priča nisu pokazali da se ove dvije grupe statistički značajno razlikuju u pogledu broja
produkovanih riječi, broja rečenica i gramatičkoj strukturi rečenice.
Zaključak. Generalno gledano, rezultati ovog istraživanja pokazali su da postoji značajna poveza-
nost između riziko faktora i smetnji u razvoju govorno-jezičkih sposobnosti kod djece
Quality of life and physical activity in people with rheumatoid arthritis
Get PDFRheumatoid arthritis (RA) is the most common form of inflammatory rheumatism.
The onset of synovitis in middle aged population, the irreversibility of damage and the
progression of the disease reduce the possibilities and capacities of a person with RA to fulfill
their needs and thus achieve the overall quality of life. Quality of life (Qol) is a
multidimensional concept defined by the World Health Organization as a state of complete
physical, mental, and social well-being. Early diagnosis, the therapeutic approach “treat to
target” and the application of biological therapy are current recommendations that contribute
to the Qol of people with RA. Regular physical activity (PA), or any physical movement that
leads to energy expenditure, is a key component of a healthy life. Since existing research has
shown a significant impact of PA on chronic diseases of the modern era, the question of the
benefits of PA in RA arises. The objective of this paper is to review and analyze the available
recent research in order to examine the effects and importance of the implementation of PA on
the Qol of people with RA. This study is a review of the literature using PubMed/MEDLINE
and Science Direct, not older than ten years. People with RA, in addition to designed programs
of therapeutic exercises as part of physiotherapy, also practice different forms of PA in their
free time or through organized activities. The results indicate that the implementation of regular
PA, dosed according to time and intensity as well as according to the current picture of arthritis
reduces the symptoms of arthritis, which improves the overall Qol of these people.
Implementation of PA is beneficial for people with RA. In order to improve the Qol, it is
necessary to design adapted programs of PA, respecting the specifics of each individual
