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Digitale Inklusion von Personen mit Autismus-Spektrum-Störung
No full textDieses Buch untersucht Chancen und Hindernisse für die digitale Inklusion von Personen mit Autismus-Spektrum-Störung (ASS). Es behandelt die grundlegenden Anforderungen der „digitalen Gesellschaft“ sowie Konzepte der digitalen Inklusion (und Exklusion), der digitalen Teilhabe und der digitalen Kluft bei Behinderungen und bietet Unterstützung für Personen mit Autismus bei der Mitgestaltung digitaler Geräte. Das Buch diskutiert die Anwendung digitaler Technologien in verschiedenen Kontexten, einschließlich Bildung, Freizeitaktivitäten, Gemeinschaftsleben, alltäglichen Lebensfähigkeiten und Beschäftigung von Personen mit Autismus.
Behandelte Bereiche umfassen:
Computerbasierte Interventionen zur Sprachentwicklung, sozialen Kommunikation, exekutiven Funktionen und anderen Fähigkeiten bei Kindern mit Autismus.
Digitale Gesundheitsinterventionen für Personen mit ASS.
Risiken für Personen mit ASS im Internet (z.B. übermäßige Nutzung, süchtiges Verhalten und Cybermobbing).
Nutzung digitaler Technologien zur Simulation von Vorstellungsgesprächen und zur Vermittlung von Arbeitsfähigkeiten.
Nutzung digitaler Technologien in Selbstvertretungsaktivitäten von Personen mit Autismus.
Digitale Inklusion von Personen mit Autismus-Spektrum-Störung ist ein unverzichtbares Nachschlagewerk für ForscherInnen, ProfessorInnen, DoktorandInnen, KlinikerInnen sowie verwandte TherapeutInnen und Fachleute in der klinischen Kinder- und Schulpsychologie, der Sozialarbeit, der Verhaltenstherapie/Rehabilitation, der Pädiatrie, der Physiotherapie, der Ergotherapie, der Sprachtherapie, der Neurologie, der Sonderpädagogik, der Kinder- und Jugendpsychiatrie sowie der Entwicklungspsychologie
New evidence supporting female protective effect in patients with congenital anomalies and neurodevelopmental disorders
No full textThe influence of chromosomal sex on human diseases is recognized but underresearched, particularly in diseases
with early developmental origins. Copy number variations (CNVs) from sex chromosomes or autosomes, which
cause different gene expressions, may influence the disease preferences in females and males. Chromosomal
microarray is a standard method for detecting CNVs, with a diagnostic yield of approximately 15 % among
patients with congenital anomalies and neurodevelopmental disorders, the primary indications for the analysis.
Here, we explore sex disparities in phenotype prevalence and CNV detection rates in patients referred for
chromosomal microarray to identify sex-biased traits and CNVs. Our cohort comprises 1412 patients, with a
male-to-female ratio of 1.6 to 1. Despite being outnumbered, females are signifcantly more likely to receive a
genetic diagnosis through this type of molecular karyotyping. Most of the patients have neurodevelopmental
disorders with other comorbidities. Females have a higher frequency of comorbidities, but the difference in
diagnostic yield is signifcant only in the groups with simpler phenotypes (≤2 comorbidities). Higher diagnostic
yield is revealed for congenital heart disease, urogenital anomalies, and the autism spectrum group. All three
categories show populational preponderance in males, supporting a higher threshold liability model in females
Efektivne antibuling intervencije: priručnik za školsko osoblje
No full textИскуство насиља, посебно у детињству, може имати бројне последице по физичко и ментално здравље деце, утицати на образовне исходе и потенцијал да напредују. Школско особље, наставници и стручни сарадници, налазе се у изазовној позицији да на вршњачко насиље правовремено и адекватно реагују и кад су у могућности превенирају насиље у школском окружењу. Булинг, као специфичан облик вршњачког насиља, захтева од школског особља сензибилисан приступ, како у погледу правилног препознавања карактеристика које чине један инцидент булингом, тако и у погледу стварања предуслова за развој школске климе и вршњачких односа који подстичу просоцијално понашање, а дестимулишу вршење булинга. Стога су током претходног периода развијане бројне антибулинг стратегије које су се показале ефективним у превенирању и реаговању на булинг. Приручник Ефективне антибулинг интервенције: приручник за наставнике настао је у оквиру пројекта „Подршка системском одговору на вршњачко насиље: израда приручника за школско особље о ефективним антибулинг интервенцијама“ који финансира Кабинет министарке без портфеља задужене за координацију активности у области родне равноправности, спречавања насиља над женама и економског и политичког оснаживања жена, а који реализује ЦЕПОРА – Центар за позитиван развој деце и омладине. Општи циљ пројекта односи се на унапређење компетенција школског особља за реаговање на булинг и пружање подршке учесницима булинга. Специфични циљеви пројекта усмерени су на јачање знања школског особља о савременим приступима и ефективним антибулинг интервенцијама, као и подизање нивоа обавештености запослених у свим основним школама у Србији о моделима добре праксе у домену реаговања на булинг и пружања подршке учесницима булинга
Something Old, Something New, Something Borrowed, Something Green: How Different Domains of Traditional, Alternative, and Complementary Medicine Use Are Rooted in an Irrational Mindset
No full textDespite insufficient evidence base for some of its practices, traditional, complementary, and alternative medicine (TCAM) use is rapidly growing; psychological roots of this trend are still under-studied. Based on previous research, input from TCAM practitioners, and content analysis of online media, we developed a comprehensive instrument to measure the use of TCAM and administered it to an online community sample (N=583). Factor analysis indicated four domains of TCAM use, in line with theoretical taxonomies: Alternative medical systems, Natural/biological products and practices, New Age medicine, and Rituals/Customs, all converging toward a common tendency. Irrational beliefs and cognitive biases, especially magical health beliefs and naturalness bias, predicted unique variance in both TCAM attitudes and overall TCAM use, above sociodemographic variables, reported health status, and ideological beliefs. Furthermore, each domain of TCAM use, although differing slightly in sociodemographic/psychological profile, was consistently associated with an irrational mindset, even after controlling for other factors. This provides strong evidence for exploring psychological susceptibility to the use of traditional, complementary, and alternative medicine
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
Primena pilatesa kao metode za unapređenje zdravstvenog i funkcionalnog statusa odraslih osoba
No full textThis pilot study investigated the effects of Pilates on the health and functional
status of adults. The sample comprised 43 participants of both genders, with a
mean age of 41 years. The study was conducted in Belgrade in 2024, in two
phases (test-retest). An 11-item questionnaire was developed to gather data on
the significance and impact of Pilates on health and functional status. Various
descriptive and inferential statistical techniques were used in data processing
and analysis. The findings indicated a substantial impact of Pilates on
participants’ health and functional status, showing a statistically significant
improvement from the initial phase to the three-month follow-up after
consistent practice. Pilates exercises significantly improved functional
performance in adult participants and may be used as a preventive strategy to
maintain and enhance physical and mental health, thereby improving quality of life.Ovo pilot istraživanje je imalo za cilj da ispita uticaj pilatesa na zdravstveni i
funkcionalni status odraslih osoba. Uzorak je formiran od 43 ispitanika, oba
pola, prosečnog uzrasta 41 godinu. Istraživanje je realizovano u Beogradu, u
dve faze (test-retest), tokom 2024. godine. Za prikupljanje podataka o značaju i
uticaju pilatesa na zdravstveni i funkcionalni status kreiran je upitnik koji se
sastojao od 11 pitanja na koja su ispitanici samostalno odgovarali. U obradi i
analizi podataka primenjene su određene mere deskriptivne i inferencijalne
statistike. Rezultati istraživanja su pokazali da postoji veliki uticaj vežbanja
pilatesa na zdravstveni i funkcionalni status ispitanika, odnosno utvrđeno je
statistički značajno povećanje uticaja pilatesa na status ispitanika od perioda
počinjanja do perioda nakon tri meseca redovnog vežbanja. Možemo reći da su
vežbe pilatesa dovele do značajnog poboljšanja funkcionalnih performansi kod
odraslih ispitanika i da se pilates može primenjivati kao preventivna strategija
u cilju održavanja i poboljšanja fizičkog i psihičkog zdravlja, pa samim tim i
unapređenja kvaliteta života
Osnove komplementarnih tretmana
No full textGlavni cilj udžbenika Osnove komplementarnih tretmana je da se studenti specijalne
edukacije i rehabilitacije upoznaju sa bazičnim karakteristikama različitih vrsta komplementarnih
tretmana, koji se u praksi primenjuju kao dopuna naučno verifikovanim pristupima
u tretmanu osoba sa teškoćama u mentalnom razvoju, kao i da formiraju vrednosne
stavove koji će im pomoći da kritički procene mogućnosti i ograničenja njihove primene.
Sadržaj udžbenika je usaglašen sa sadržajem predmeta Komplementarni tretmani na
osnovnim akademskim studijama na studijskim programima Specijalna edukacija i rehabilitacija
osoba sa teškoćama u mentalnom razvoju i Logopedija. Iako je udžbenik prevashodno
namenjen studentima Fakulteta za specijalnu edukaciju i rehabilitaciju, može koristiti i kolegama
iz prakse u obrazovnom, zdravstvenom i sistemu socijalne zaštite, roditeljima dece
sa teškoćama i smetnjama u razvoju, kao i pojedincima iz tangentnih naučnih oblasti koji su
zainteresovani za ovu tematiku
Awareness of speech and language therapists from Montenegro about assistive technology for children with verbal communication disorders
No full textUvod: Asistivna tehnologija obuhvata sredstva i uređaje koji mogu da se koriste u
izvornom, modifikovanom ili prilagođenom obliku. Primena asistivne tehnologije
kod dece sa poremećajima verbalne komunikacije omogućava efikasno uspostavljanje
socijalne interakcije, izražavanje potreba i želja, kao i povećanje nezavisnosti,
samopoštovanja i produktivnosti. Cilj: Cilj ovog istraživanja je bio da se proceni nivo
informisanosti logopeda koji su zaposleni na teritoriji republike Crne Gore o asistivnoj
tehnologiji za decu sa poremećajima verbalne komunikacije. Takođe, da se utvrdi koje
sociodemografske varijable utiču na procenjeni nivo informisanosti ispitanika. Metode:
U istraživanju je učestvovalo 48 logopeda koji su zaposleni na teritoriji republike Crne
Gore. U istraživanju je korišćen online upitnik koji je posebno konstruisan za potrebe
ovog istraživanja. Rezultati: Dobijeni rezultati pokazuju da ispitanici smatraju da su
informisani o asistivnoj tehnologiji za decu sa poremećajima verbalne komunikacije (M
= 4.03, SD = 0.46). Analiza rezultata je pokazala da stepen obrazovanja, kao i dužina
radnog staža, nisu statistički značajno povezani sa procenjenim nivoom informisanosti.
Dobijeni podaci ukazuju na to da 27.10% ispitanika ne koristi nijedan uređaj u tretmanu
dece sa poremećajima verbalne komunikacije. Cboard aplikacija se najčešće primenjuje u
logopedskom tretmanu. Rezultati istraživanja pokazuju da logopedima nedostaje znanje
o visokoj asistivnoj tehnologiji, kao i obuka za upotrebu ove tehnologije. Zaključak:
Obuka logopeda trebalo bi da bude usmerena na oblast primene asistivne tehnologije
u tretmanu dece sa poremećajima verbalne komunikacije, na način razvoja timskog
pristupa i međunarodne saradnje, kao i na informisanje o ustanovama koje pružaju
tehnološku pomoć korisnicima.Introduction. Assistive technology includes tools and devices that can be used in their
original, modified, or adapted form. The use of assistive technology in children with
verbal communication disorders enables effective establishment of social interaction,
expression of needs and desires, as well as increasing independence, self-esteem, and
productivity. Aim. The aim of this research was to assess the level of awareness of
speech and language therapists employed in the territory of the Republic of Montenegro
about assistive technology for children with verbal communication disorders. Also, the
study aimed to determine which sociodemographic variables influence the respondents’
estimated level of information. Methods. Forty-eight speech therapists employed in
the Republic of Montenegro participated in the research. The research used an online
questionnaire that was specifically designed for the purpose of this research. Results.
The results showed that the respondents believed that they were informed about assistive
technology for children with verbal communication disorders (M = 4.03, SD = 0.46). The
analysis of the results showed that the respondents’ gender and the length of service were
not statistically significantly related to the estimated level of awareness. The obtained data indicate that 27.10% of respondents do not use any device in the treatment of children with
verbal communication disorders. The Cboard application is most often used in speech
and language treatment. The results showed that speech and language therapists lack
knowledge about high-assistive technology, as well as training in its use. Conclusion. The
training of speech and language therapists should focus on the application of assistive
technology in the treatment of children with verbal communication disorders, developing
a team approach and international cooperation, as well as providing information on
institutions that offer technological assistance to users
Disciplinary Offenses of Inmates Serving Long-term Sentences
No full textUvod: Zatvori predstavljaju visokostrukturirane ustanove u pogledu održavanja reda i
bezbednosti. Glavni cilj izvršenja zatvorske kazne je uticanje na osuđene da se uključe
u životne tokove nakon izvršenja zatvorske kazne, te da u budućnosti ne vrše krivična
dela. Kako se određen broj osuđenih u zatvorima ne pridržava pravila ponašanja i krši
disciplinu, u pogledu održavanja reda i bezbednosti i tretmanskog delovanja, pored
mnogobrojnih aktivnosti koristi se i disciplinsko kažnjavanje. Cilj: Istraživanje ima za
cilj
ispitivanje povezanosti sociodemografskih, kriminoloških i penoloških
karakteristika osuđenih na dugovremene kazne zatvora sa vršenjem disciplinskih
prestupa. Metode: Uzorkom je obuhvaćeno 131 osuđeno lice iz Kazneno-popravnog
zavoda u Beogradu. Dužina izrečene kazne je od pet do 40 godina (M = 24.18; SD =
10.40) i jedan osuđeni se nalazio na izvršenju kazne doživotnog zatvora. Godine
starosti osuđenih su od 23 do 71 (M = 42.70; SD = 9.30). U ispitivanom uzorku je bilo
64.9% ispitanika koji su ranije osuđivani, a broj ranijih osuda je od nula do 11 (M =
2.18; SD = 2.61). Podaci su prikupljeni analizom službene dokumentacije. Rezultati:
Dobijeni nalazi pokazuju da postoje razlike između osuđenih koji vrše i koji ne vrše
disciplinske prestupe u pogledu godina starosti, nivoa obrazovanja, vrste izvršenog
krivičnog dela, dužine izrečene kazne, utvrđenog rizika od recidivizma i učestvovanja
u tretmanu. Zaključak: Dobijeni rezultati mogu biti od značaja u pogledu koncipiranja
penalnog tretmana koji odgovara individualnim karakteristikama osuđenih, a sve to u cilju uticanja na smanjenje nedoličnog ponašanja tokom izvršenja kazne. Dodatno,
dobijeni nalazi ukazuju na značaj razvijanja i održavanja motivacije osuđenih da
učestvuju u tretmanskim aktivnostima tokom izvršenja kazne.Introduction: Prisons represent highly structured institutions in terms of maintaining
order and security. The primary goal of serving a prison sentence is to help convicted
individuals reintegrate into society after their release and to prevent future criminal
behavior. Since a certain number of inmates do not adhere to behavioral rules and
violate discipline, disciplinary sanctions are employed alongside various activities to
maintain order, security, and treatment efforts. Aim: The aim of the research is to
examine the relationship between the sociodemographic, criminological, and
penological characteristics of inmates serving long-term sentences and the commission
of disciplinary offenses. Methods: The sample included 131 convicted individuals
from the Correctional Facility in Belgrade. The length of the imposed sentences ranged
from five to 40 years (M = 24.18; SD = 10.40), with one inmate serving a life sentence.
The ages of the inmates ranged from 23 to 71 years (M = 42.70, SD = 9.30). In the
sample, 64.9% of participants had prior convictions, with the number of prior
convictions ranging from 0 to 11 (M = 2.18, SD = 2.61). Data were collected through
the analysis of official documentation. Results: The findings indicate that there are
differences between inmates who commit disciplinary offenses and those who do not,
concerning age, education level, type of committed crime, length of sentence, assessed
risk of recidivism, and participation in treatment programs. Conclusion: The results
obtained may be significant in designing penal treatment that aligns with the individual
characteristics of inmates, with the aim of reducing inappropriate behavior during the
sentence. Additionally, the findings underscore the importance of developing and
maintaining inmates' motivation to participate in treatment activities while they are
serving their sentences
The importance of pride when learning math: The influence of academic emotions and motivation on mathematics achievement.
No full textThe academic emotions (AE), grounded in control-value theory (Pekrun, 2006), is a wellknown construct whose importance for students’ motivation, learning strategies, and performance has been confirmed in numerous studies. Not all AE received equal attention, with negative emotions, especially anxiety, being the main focus of the mathematics achievement research. Findings about the intertwined influence of AE and related constructs such as motivation on academic outcomes have yet to be fully elucidated. The aims of the study were to examine the impact of academic emotions on mathematics academic achievement, after
taking into account demographic variables (age, gender, type of school); determine whether the predictive power of academic emotions changes when the motivation for learning mathematics (intrinsic motivation, perceived utility, and perceived competence) is included; examine which tested emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) will have the greatest significance for math achievement. The convenience sample of 457 students (70% female; Mage = 16.35), from grammar and vocational schools, completed the AEQ-M (Pekrun et al., 2011) and EVS (Wigfield & Eccles, 2000) instrument in the school
or online format. Hierarchical regression analysis was conducted, with demographic variables entered in the first step of the model, positive emotions (enjoyment and pride) entered in the second step, negative emotions (shame, anger, anxiety, boredom, helplessness) entered in the third step, and motivation (utility, intrinsic and perceived competence) entered in the fourth
step of the model. Results revealed that positive emotions significantly predicted achievement, even after accounting for demographic variables, and remained significant across all models (Model 2: R² = .377, p < .001). Their influence slightly diminished as additional variables were introduced. Negative emotions contributed minimally in Model 3 (ΔR² = .023, p < .001) but
became nonsignificant in later models. Motivation, driven primarily by perceived competence, added to the predictive power in Model 4 (ΔR² = .027, p < .001). The final model explained 42.7% of the variance in math grades (F (2, 626) = 61.723, p < .001), with pride emerging as the most influential positive emotion. These findings indicate the importance of nurturing positive activating emotions in the classroom but also call for more research studies on positive emotions in everyday school context