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Routines and rituals in early intervention
Get PDFRani intervencijski programi protežiraju funkcionalne ishode. Rana intervencija zasnovana na
rutinama za decu sa razvojnim kašnjenjima podstiče saradnju između terapeuta i porodice, u cilju
poboljšanja učešća dece u porodičnim rutinama sa ciljevima koje porodica protežira, a koji su u
najboljem razvojnom interesu deteta. Kada su razvojne intervencije ugrađene u redovne rutine i
aktivnosti deteta, naučene veštine su funkcionalnije. Intervencije se mogu integrisati u igru, u
vreme obroka, vreme kupanja, ili kroz bilo koju drugu dnevnu rutinu. Aktivnosti koje čine opštu
strukturu detetovog dana smatraju se rutinama. Unutar svake rutine postoji skup aktivnosti ili
ponašanja koja se nazivaju rituali. Intervencija zasnovana na rutinama protežira rutine koje se
dešavaju u prirodnom okruženju deteta, pri čemu terapeuti mogu da se fokusiraju na plasiranje
novih veština, zasnovanih na svakodnevnim iskustvima. Pri prikupljanju jedinstvenog skupa
obrazaca i rituala u svakodnevnom životu terapeut može da koristi polustrukturisani format
intervjua. Svaki ritual u okviru rutine treba proceniti prema tome da li je neophodan za rutinu
koja se dešava, da li olakšava dnevno funkcionisanje i na koji način promoviše nezavisnost deteta.
Zadatak terapeuta koji se bave i sprovode ranu intervenciju je da usklade mogućnosti učenja u
kontekstu dnevnih rutina sa željenim razvojnim i bihevioralnim ishodima za dete. Sprovođenjem
ovakvog programa deca će imati najviše mogućnosti da nauče ciljane veštine, a roditelji će biti
opremljeni informacijama koje su im potrebne za unapređenje razvoja deteta.Early intervention programs endorse functional outcomes. Early intervention based on routines
for children with developmental delays, encourages collaboration between therapist and family,
aiming to improve children's participation in family routines with family-promoted goals that are
in the child's best developmental interests. When developmental interventions are incorporated
into a child's regular routines and activities, the skills learned are more functional. Interventions
can be integrated into playtime, mealtime, bath time, or any other daily routine. Activities that
make up general structure of a child's day are considered routines. Within each routine is a set of
activities or behaviors called rituals. Routine-based intervention endorse routines that occur in
the child's natural environment, whereby therapists can focus on the placement of new skills,
based on everyday experiences. In collecting a unique set of patterns and rituals in everyday life,
the therapist can use a semi-structured interview format. Each ritual within the routine should be
evaluated according to whether it is necessary for the routine that takes place, whether it facilitates
daily functioning and how it promotes the child's independence. The task of early intervention
therapist is to align learning opportunities in the context of daily routines with the desired
developmental and behavioral outcomes for the child. By implementing this kind of a program,
children will have the most opportunities to learn targeted skills, and parents will be equipped
with information they need to improve their child's development
Language abilities in elderly persons of the normal aging
Get PDFU ovom radu prikazani su podaci o jezičkoj sposobnosti u starijem životnom dobu. Podaci govore
u prilog bolje očuvanosti sposobnosti razumevanja jezika u odnosu na njegovu produkciju.
Promene na jezičkom planu pripisuju se delovanju različitih uzroka: neuralne reorganizacije
jezika u starijem životnom dobu, posledicama slabljenja drugih kognitivnih funkcija,
perceptivnim promenama, slabljenju oralno-motoričke kontrole govora, kao i delovanja drugih
bioloških faktora. Pregled dostupne literature pokazuje da je u ovoj oblasti najviše radova
posvećeno istraživanju funkcije imenovanja i otkrivanju prirode grešaka u ovom domenu. Iako
empirijski podaci pokazuju da neki aspekti jezika u starosti slabe, istraživači su saglasni u stavu
da jezik ostaje relativno dobro očuvan u starijem životnom dobu, te da starije osobe imaju
očuvane lingvističke sposobnosti koje im omogućavaju uspešnu komunikaciju sa drugim ljudima.This paper presents data on language ability in the elderly. The data speak in favor of better
preservation of language comprehension than its production. Changes at the language level are
linked to a variety of causes: neural reorganization of language in older age, consequences of the
weakening of other cognitive functions, perceptual changes, weakening of oral-motor control of
speech, as well as the impact of other biological factors. A review of the available literature
reveals that the majority of publications in this field are devoted to examining the naming function
and revealing the nature of errors in this domain. Although empirical data indicate that some
aspects of language weaken with age, researchers agree that language remains relatively well
preserved in old age and that elderly people maintain linguistic abilities that enable them to
communicate successfully with others
Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children
Get PDFObjectives: Taking into account the positive association observed between lexical abilities and academic performance in children, this research aims to compare the expressive vocabulary skills and the organization of the lexical-semantic network in early school-aged children diagnosed with developmental language disorder (DLD) and their typically developing (TD) peers.
Method: The sample included 57 participants (aged 7 and 8 years), 27 children diagnosed with DLD and 30 TD children. The Boston Naming Test and Word Association Task were employed to assess lexical abilities.
Results: The findings revealed that children with DLD produced significantly fewer correct answers and a higher number of errors during the naming task when compared to their typically developing peers. Moreover, children with DLD provided significantly fewer developmentally mature types of associations and significantly more developmentally immature ones.
Conclusion: The study results indicate that children with DLD continue to display significant lexical deficits during school-age, encompassing both vocabulary breadth and depth. These findings highlight the importance of implementing additional intervention approaches that focus on semantic aspects to prevent further language deterioration and mitigate the potential negative impact of lexical impairments on the academic achievements of these children
Oднос лексичко-семантичких способности, вербалног памћења и радне меморије код деце са развојним језичким поремећајем
No full textРазвојни језички поремећај (РЈП) представља поремећај језичке продукције и
разумевања, без присуства других сметњи које би могле бити одговорне за успорен развој
језика. Циљ овог истраживања је био да се утврде карактеристике лексичко-семантичких
способности, вербалног памћења и радне меморије код деце са развојним језичким
поремећајем, узраста од шест до осам година, на српском говорном подручју. Узорак
истраживања чинило је 35 деце узраста од шест до осам година, подељених у две групе,
експерименталну и контролну. Експерименталну групу је чинило 15 деце (42,85%) код којих
је утврђено присуство развојног језичког поремећаја, док је контролну групу чинило 20 деце
(57,15%) типичног језичког развоја. Истраживање је спроведено у Београду у логопедској
ординацији „Самогласници“, предшколској установи „Чили Вили“ и основној школи „Плави
круг“. У истраживању су коришћени Тест вербалног резоновања, субтест Распон бројева
уназад из Протокола за процену когнитивних спососбности и Тест памћења речи.
Резултати добијени у овом истраживању показују да постигнућа на задацима обима и
дубине вокабулара, вербалног памћења и радне меморије статистички значајно корелирају код
деце са развојним језичким поремећајем. Наведена група деце остварује статистички значајно
нижи успех на задацима обима, дубине вокабулара и вербалног памћења у поређењу са децом
типичног развоја, док на задацима радне меморије не постоје статистички значајне разлике
између две групе деце. Када су у питању разлике у постигнућима на појединачним
суптестовима код деце са развојним језичким поремећајем у односу на пол и узраст, оне су
утврђене само на задацима радне меморије, где су деца узраста од 7-8 година била успешнија
у односу на децу узраста од 6-7 година.Developmental language disorder (DLD) is a disorder of language production and
comprehension, without the presence of other disorders that could be responsible for delayed
language development. The aim of this research was to determine the characteristics of lexicalsemantic
abilities, verbal memory and working memory in children with developmental language
disorder aged six to eight, in the Serbian-speaking area. The research sample consisted of 35 children
aged six to eight, divided into two groups, experimental and control. The experimental group
consisted of 15 children (42.85%) who were diagnosed with a developmental language disorder,
while the control group consisted of 20 children (57.15%) with typical language development. The
research was carried out in Belgrade in the speech therapy clinic "Samoglasnici", preschool institution
"Čili Vili" and elementary school "Plavi krug". The Verbal Reasoning Test, the Backward Number
Range subtest from the Protocol for the Assessment of Cognitive Abilities and the Word Memory
Test were used in the research.
The results obtained in this research show that achievements on breadth and depth of
vocabulary, verbal memory and working memory correlate statistically significantly in children with
developmental language disorder. This group of children achieves statistically significantly lower
success on tasks of breadth, depth of vocabulary and verbal memory compared to children with
typical development, while there are no statistically significant differences between these two groups
on tasks of working memory. When it comes to the differences in achievements on these subtests in
children with developmental language disorder in relation to gender and age, they were determined
only on working memory tasks, where children aged 7-8 were more successful than children aged 67
years
Prejudices and stereotypes about sexuality and their impact on the occurrence of sexual violence
No full textПредмет рада су предрасуде и стереотипи о сексуалности и њихов утицај на
појаву сексуалног насиља, како виктимизације, тако и вршења истог. Теоријски део рада
пружа преглед дефиниција основних појмова у различитим теоријским оквирима, преглед
ранијих истраживања на глобалном и локалном нивоу о распрострањености, последицама и
разлозима непријављивања сексуалног насиља, као и истраживања о повезаности
предрасуда и стереотипа са појавом сексуалног насиља. Емпиријски део рада обухвата
теоријски и практични циљ, хипотезе, узорак, инструменте и начин прикупљања података.
Теоријски циљ истраживања огледа се у испитивању на који начин широко распрострањена
и укорењена веровања о мушкој и женској сексуалности утичу на појаву сексуалног насиља,
док је практични циљ у коришћењу добијених података за подизање и ширење свести о
озбиљности проблема насиља и адекватном личном и друштвеном одговору на појаву
насиља. Узорак, пригодног типа, обухвата 207 испитаника, старости од 19 до 29 година
(AS=23.24; SD=2.165), студентске популације. Комплексност појма сексуалности огледа се
у неконзистентности ранијих истртаживачких радова, те је циљ био да се обухвати што
већи спектар предрасуда и стереотипа везаних за традиционалне родне улоге, знања о
сексуалном насиљу и сексуалном понашању и сексуалну објективизацију, и на основу тога је
за потребе истраживања конструисан нови инструмент. Резултати дискриминационе
анализе показали су да је прихватање предрасуда и стереотипа статистички значајан
предиктор виктимизације сексуалним насиљем, при чему су предрасдуе и стереотипи о
сексуалном насиљу најснажнији предиктор (.932, p<.01). Такође, као најснажнији
предиктор вршења сексуалног насиља показала се сексуална објективизација (.811, p<.05).The subject of the paper is prejudices and stereotypes about sexuality and their influence
on the occurrence of sexual violence, both victimization and perpetration. The theoretical part of
the paper provides an overview of the definitions of basic terms in different theoretical frameworks,
an overview of earlier research at the global and local level on the prevalence, consequences and
reasons for not reporting sexual violence, as well as research on the connection of prejudices and
stereotypes with the occurrence of sexual violence. The empirical part of the paper includes the
theoretical and practical goal, hypotheses, sample, instruments and method of data collection.The
theoretical goal of the research is to examine how widespread and rooted beliefs about male and
female sexuality affect the occurrence of sexual violence, while the practical goal is to use the
obtained data to raise and spread awareness of the seriousness of the problem of violence and an
adequate personal and social response to the occurrence of violence. The convenience sample
includes 207 respondents, aged 19 to 29 (AS=23.24; SD=2.165), of student population. The
complexity of the concept of sexuality is reflected in the inconsistency of earlier research works,
and the goal was to include the widest possible range of prejudices and stereotypes related to
traditional gender roles, knowledge about sexual violence and sexual behavior and sexual
objectification, and based on this, a new instrument was constructed for research purposes. The
results of the discriminant analysis showed that acceptance of prejudices and stereotypes is a
statistically significant predictor of victimization by sexual violence, with prejudices and
stereotypes about sexual violence being the strongest predictor (.932, p<.01). Also, sexual
objectification proved to be the strongest predictor of sexual violence perpetration (.811, p<.05)
The quality of interaction with the teacher as a predictor Of the acquisition of social skills of students with mild Intellectual disability
Get PDFUvod: Kod učenika sa intelektualnom ometenošću prisutan je deficit u oblasti
socijalnih veština, koji ograničava mogućnosti njihove uspešne adaptacije na
školsko okruženje. Određene sociodemografske odlike nastavnika i učenika,
kao i kvalitet njihovih interakcija, predstavljaju činioce socijalizacije učenika
kojima u domaćoj literaturi još uvek nije posvećeno dovoljno značaja.
Cilj: Utvrđivanje prediktivnog značaja interakcije sa nastavnikom i demografskih
karakteristika nastavnika (hronološko doba i radno iskustvo) i učenika (hronološki
uzrast) za kvalitet socijalnih veština učenika sa intelektualnom ometenošću.
Metode: Uzorkom su obuhvaćena 32 nastavnika − oligofrenologa u ulozi informanata,
starosti 28–62 godine (AS = 38,72, SD = 9,33) i 32 učenika sa
lakom intelektualnom ometenošću uzrasta 10–18 godina (AS = 14,56, SD =
2,40). Za procenu kvaliteta odnosa nastavnik-učenik korišćena je Skala odnosa
učenik-nastavnik – kratka forma (Student-Teacher Relationship Scale – Short
Form), koja sadrži subskale Bliskost i Konflikt. Podaci o socijalnim veštinama
učenika prikupljeni su upotrebom subskala Socijalne veštine i Slobodno vreme,
Sistema za procenu adaptivnog ponašanja II (Adaptive Behavior Assessment
System II). Sociodemografski podaci dobijeni su primenom upitnika osmišljenog
za potrebe ovog istraživanja.
Rezultati: Višestrukom postepenom linearnom regresionom analizom utvrđeno
je da rezultati na subskali Bliskost predstavljaju jedini prediktor uspeha
na subskalama Socijalne veštine (R2 = 0,52, prilagođeno R2 = 0,50) i Slobodno
vreme (R2 = 0,49, prilagođeno R2 = 0,48).
Zaključak: Potrebno je osmisliti aktivnosti i kreirati okruženje koje će stimulativno
delovati na povećanje nivoa bliskosti nastavnika i učenika, kako bi učenici
sa lakom intelektualnom ometenošću uspešnije usvajali socijalne veštine i
prilagođavali se školskom okruženju.Introduction: Students with intellectual disabilities have a deficit in the area of social
skills, which limits the possibilities of their successful adaptation to the school environment.
Certain sociodemographic characteristics of teachers and students, as well as the quality of
their interactions, represent factors of student socialization that are still not given enough
importance in domestic literature.
Aim: Determining the predictive significance of interaction with the teacher and
demographic characteristics of teachers (chronological age and work experience) and
students (chronological age) for the quality of social skills of students with mild intellectual
disabilities.
Methods: The sample included 32 teachers (oligophrenologist) aged 28-62 (M = 38.72,
SD = 9.33) as informants and 32 students with mild intellectual disability aged 10-18 (M =
14.56, SD = 2.40). To assess the quality of the teacher-student relationship, the Student-
Teacher Relationship Scale - Short Form, which contains the subscales Closeness and
Conflict, was used. Data on students’ social skills were collected using the subscales Social
Skills and Leisure Time, Adaptive Behavior Assessment System II. Sociodemographic data
were obtained using a questionnaire designed for the purpose of this research.
Results: Multiple stepwise linear regression analysis revealed that the results on the
Closeness subscale were the only predictor of success on the Social skills (R2 = 0,52, adjusted
R2 = 0,50) and Leisure time (R2 = 0,49, adjusted R2 = 0.48).
Conclusion: It is necessary to design activities and create an environment that will have
a stimulating effect on increasing the level of closeness between teachers and students so
that students with mild intellectual disability can more successfully acquire social skills and
adapt to the school environment
Advantages and disadvantages of teleworking — perception Of experts
Get PDFUvod: Rad na daljinu može pomoći da se poveća pristup uslugama intervencije
u ranom detinjstvu, posebno za porodice koje žive u udaljenim područjima
ili u mestima gde ne postoje stručnjaci i timovi koji mogu da pruže ove usluge.
Cilj: Cilj ovog istraživanja je ispitati koje prednosti i nedostatke rada na daljinu
u pružanju usluga rane intervencije navode stručnjaci koji pružaju podršku
porodicama.
Metode: Uzorak je činilo 43 stručnjaka koji su prošli obuku za pružanje podrške
u okviru porodično orijentisane rane intervencije. Učesnici su anonimno
popunjavali onlajn upitnik Skala prednosti i nedostataka rada na daljinu, koja
je pored osnovnih podataka o polu i učestalosti rada na daljinu sadržala 14
pitanja koja su se odnosila na prednosti i nedostatke rada na daljinu.
Rezultati i zaključak: Stručnjaci navode da prilikom rada na daljinu najveće
prednosti vide u većoj dostupnosti porodicama, boljoj ekonomičnosti u pružanju
usluga, kao i većoj fleksibilnosti, zadovoljni su saradnjom sa porodicama,
kao i sa kolegama. Kao nedostatke navode probleme sa ovladavanjem tehnologijama,
dostupnost tehnologija, odsustvo direktnog kontakta sa kolegama,
kao i nedostatak informacija od kolega.Introduction: Teleworking can help increase access to early childhood intervention
services, especially for families living in remote areas or where no professionals and teams
can provide these services.
Aim: This research aims to examine what advantages and disadvantages of teleworking
in providing early intervention services cited by experts who support families.
Methods: The sample consisted of 43 professionals who received training to provide
support within the framework of family-oriented early intervention. Participants anonymously
filled out the online questionnaire – “Scale of advantages and disadvantages of remote work”,
which, in addition to fundamental data on gender and frequency of teleworking, contained
14 questions related to the advantages and disadvantages of remote work.
Results: Experts state that when working remotely, they see the most significant
advantages in greater accessibility to families, a better economy in providing services, and
greater flexibility; they are satisfied with the cooperation with families and colleagues. They
cite problems with mastery of technologies, the availability of technologies, the absence of
direct contact with colleagues, and the need for more information from colleagues
The necessity of application of control measurement in therapy of persons with brain injury
Get PDFUvod: Kontrolno merenje je uobičajeno u eksperimentalnim situacijama, dok se
u praksi često ne realizuje ili se obavi razgovor sa pacijentom. Očigledno je da
moramo da postavimo pitanja poput: da li je uopšte potrebno vršiti kontrolno
merenje, kada se ono vrši, kojim instrumentima i koliko kontrolnih merenja je
potrebno izvršiti? Ova pitanja duboko zadiru u doktrinu bilo koje nauke i prakse.
Cilj: U ovom radu razmatra se eventualna neophodnost primene kontrolnih
merenja sa teorijskog i praktičnog aspekta.
Metode: U radu smo se bavili terapijom kognitivnih i motoričkih funkcija kod
osoba sa povredom mozga, odnosno fenomenima pamćenja, pažnje, orijentacije
i praksičkim funkcijama. Uzorak je činilo 15 muških i ženskih ispitanika
starosti
od
15
do
20
godina.
Kognitivne
i
praksičke
funkcije
ispitivali
smo
subtestovima
The
Mental
Status
in
Neurology
(Stub,
Block,
1983)
i
Cognitive
Asseasment
Abillity
(Adamovich,
Henderson,
Auerbach,
1985).
Izbor
subtestova
je
u
ovom
slučaju
bio
orijentisan
ka
stečenim
znanjima,
iskustvima,
poluapstraktnom
i
apstraktnom
mišljenju.
Nakon
eksperimentalnog
tretmana
koji
je
trajao
četiri
nedelje,
izvršili
smo
kontrolno
merenje.
Rezultati:
Dobijeni
rezultati
pokazuju
opravdanost
primene
kontrolnog
merenja
kod
testiranih
ispitanika.
Oni
ukazuju
na
značaj
kontrolnog
merenja,
koji
se
ogleda u mogućnost evidentiranja napretka tretiranih pacijenta u ispitivanim
domenima. Kontrolnim merenjem, dakle, možemo utvrditi napredak ili zastoj u oporavku pojedinih delova ispitivanih i tretiranih funkcija. Rezultati istraživanja
nedvosmisleno
ukazuju
na
statistički
značajnu
razliku
(od
p<0,5
do
p<0,1)
između
prvog i
drugog
merenja u
ispitivanim
funkcijama.
Zaključak:
Na
osnovu
dobijenih
rezultata
možemo
zaključiti
da
je
kontrolno
merenje
neophodan
pristup
u
potvrdi
značaja
primene
aktuelnih
terapijskih
postupaka,
njihovoj
modifikaciji i
doziranju.Introduction: Control measurement is common in experimental situations, while in
practice, it is often overlooked or just reduced to a conversation with the patient. It is obvious
that we have to ask questions such as: is it necessary to perform a control measurement at all,
when is it performed, with which instruments and how many control measurements should be
performed? These questions go deep into the doctrine of any science and practice.
Aim: In this paper, the eventual necessity of performing control measurements is
considered from the theoretical and practical aspects. Methods: In this work, we dealt with the therapy of cognitive and motor functions,
that is, the phenomena of memory, attention, orientation, and practical functions. The
sample consisted of 15 male and female respondents aged 15 to 20 years. We examined their
cognitive and practical functioning using subtests from The Mental Status in Neurology (Stub,
Block, 1983) and Cognitive Assessment Ability (Adamovich, Henderson, Auerbach, 1985). The
choice of subtests was oriented towards acquired knowledge, experiences, semi-abstract
and abstract thinking from the patient’s immediate environment. Upon application of the
experimental model, which lasted four weeks, we performed a control measurement.
Results: The obtained results show the justification of the application of the control
measurement in the tested subjects. The results indicate the importance of control
measurement, which is reflected in the possibility of recording the progress of treated patients
in the examined domains. By control measurement, therefore, we can determine progress or
stagnation in the recovery of certain parts of the tested and treated functions. The research
results unequivocally indicate a statistically significant difference (p<0.5 to p<0.1) between
the first and second measurements in the examined functions.
Conclusion: Based on the obtained results, we can conclude that control measurement
is a necessary approach in confirming the correctness of using current therapeutic procedures,
their modification, and dosage
The influence of tinnitus on the individual perception of the hearing handicap in persons with presbyacusis
Get PDFUvod: Prezbiakuzija i tinitus su veoma učestala stanja kod starijih osoba.
Postoji dosta dokaza, baziranih na samoproceni, da obe pojave utiču na kvalitet
života
i
psihosocijalno
funkcionisanje
ovih
osoba.
Međutim,
većina
istraživanja
se
bavila
izolovano
prezbiakuzijom
i
tinitusom,
tako
da
ima
veoma
malo
dokaza
kako
ova
dva
stanja
deluju
kada
zajedno
egzistiraju.
Cilj:
Cilj
ovog
rada
je
da
se
ispita
kako
tinitus
utiče
na
subjektivni
doživljaj
hendikepa
kod
osoba
sa
prezbiakuzijom.
Metode:
U
uzorku
je
bilo
100
ispitanika
oba
pola,
prosečne
starosti
67,11
godina.
Uzorak
je
bio
podeljen
u
dve
grupe:
E1
–
ispitanici
sa
prezbiakuzijom
i
tinitusom
i
E2
–
ispitanici
sa
prezbiakuzijom
bez
tinitusa.
Korišćena
su
dva
upitnika
za
prikupljanje
podataka:
Upitnik
za
prikupljanje
opštih
sociodemografskih
podataka i
Inventar
slušnog
hendikepa
za
starije.
Rezultati: Rezultati pokazuju da tinitus značajno utiče na subjektivni doživljaj
hendikepa kod osoba sa prezbiakuzijom u emocionalnom (E1 M=30,58;
E2 M – 20,68; p=0,001) i socijalnom funkcionisanju (E1 M=29,49; E2 M=22;
p=0,006), kao i u ukupnim rezultatima (E1 M=60,05 E2 M=42,68; p=0,001).
Zaključak: Na osnovu ovih rezultata može se zaključiti da tinitus, koji je
čest entitet u prezbiakuziji, predstavlja veoma ozbiljnu pojavu koja značajno
utiče na lični doživljaj izraženosti teškoća u psihosocijalnom funkcionisanju
odraslih osoba.Introduction: Presbycusis and tinnitus are very common conditions in elderly
people. There is a lot of evidence, based on self-assessment, that both of these phenomena
affect the quality of life and psychosocial functioning of persons. Most research has dealt with
these phenomena in isolation, so there is very little evidence of how these two conditions
work when they coexist.
Aim: The aim of this paper was to examine how tinnitus affects the Individual perception
of hearing handicap in people with presbycusis.
Methods: The sample consisted of 100 subjects of both genders with an average
age of 67.11. The sample was divided into two groups: E1 – subjects with presbyacusis
and tinnitus and E2 – subjects with presbyacusis without tinnitus. Two questionnaires were
used for data collection: the Questionnaire for collecting general socio-demographic data
and the Hearing Handicap Inventories for the Elderly.
Results: The results show that tinnitus significantly affects the individual perception of
handicap in persons with presbycusis in both emotional (E1 M=30,58; E2 M – 20.68; p=0,001)
and social functioning (E1 M =29.49; E2 M=22; p=0,006), as well as in the overall results (E1
M=60,05 E2 M=42,68; p=0,001).
Conclusion: Based on these results, it can be concluded that tinnitus, which is a
common entity in presbyacusis, is a very serious phenomenon that significantly affects
personal experience of difficulties in the psychosocial functioning of adults