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Neurocognitive syndrome of “long covid”: literature review
Get PDFUvod: Iako je SARS-CoV-2 respiratorna infekcija, virus je neurotropan i 40% bolesnika ima neurološke manifestacije. Česta pojava slučajeva sa produženim smetnjama posle COVID-19 nametnula je uvođenje sindroma „dugog COVID-a”, koji označava set različitih simptoma koji perzistiraju minimum četiri nedelje nakon akutne infekcije. Jedna od vodećih manifestacija je kognitivni pad.
Cilj: Analiza učestalosti i neuropsihološkog profila kognitivnog pada u „dugom COVID-u”.
Metod: Pregled literature.
Rezultati: Među CNS posledicama „dugog COVID-a” najčešće se registruju kognitivni pad, glavobolja, izmene sna i vrtoglavica. Kognitivne izmene bolesnici opisuju kao doživljaj postojanja „magle u glavi”, a podrazumeva pad koncentracije ili smetnje kratkoročnog pamćenja, koji može da utiče na povratak uobičajenom socijalnom i profesionalnom funkcionisanju. Neurokognitivne komplikacije akutne SARS-CoV-2 infekcije se opisuju naročito kod kritično obolelih i respiratorno ugroženih bolesnika i porede sa sličnim sindromima posle sepse ili boravka u jedinicama intenzivnog lečenja („post-ICU syndrome“). Međutim, bar 20% bolesnika sa blagim formama COVID-19 koje nisu zahtevale hospitalizaciju takođe ima produžene kognitivne smetnje. Fenomeni u sklopu „brain fog“ slični su onima kod osoba sa sindromom hroničnog umora. Infekcija SARS-Cov-2 virusom bilo kog stepena težine povećava rizik za nastanak kognitivnog pada. Do sada nije istražen uticaj kognitivnog pada nakon COVID-19 na kvalitet života i aktivnosti svakodnevnog življenja, kao i uticaj psiholoških i socijalnih aspekata pandemije na kogniciju. Mogući mehanizmi kognitivne disfukcije su: direktna infekcija CNS-a, udaljeni efekti sistemske infekcije („citokinska oluja” i dr.), vaskularno oštećenje mozga, neuroinflamacija, autoimuni odgovor protiv CNS-a, hipometabolizam limbičkog sistema i orbitofrontalnog korteksa, kao i neurodegeneracija slična onoj u Alchajmerovoj bolesti, pri čemu je moguće da se neki od ovih mehanizama prepliću.
Zaključak: Kognitive manifestacije „dugog COVID-a” nisu retke i značajno utiču na povratak u uobičajeni lični i profesionalni milje preživelih. Neophodno je dugoročno praćenje ovih bolesnika i sagledavanje različitih etioloških i terapijskih aspekata kognitivnih izmena u okviru „dugog COVID-a”.Introduction: Although SARS-CoV-2 is a respiratory infection, the virus is neurotropic and neurological manifestations are seen in 40% patients. Recognition of prolonged post-COVID symptoms led to the introduction of the term “long COVID syndrome”, referring to a set of various symptoms persisting for a minimum of four weeks after acute infection. One of the main manifestations is cognitive decline.
Aim: Analysis of incidence and neuropsychological profile of cognitive decline in “long COVID” syndrome.
Method: Literature review.
Results: Most frequent CNS manifestations of “long COVID” include cognitive decline, headache, sleep disturbance, and dizziness. Cognitive changes are reported as “brain fog” and correspond to a decline in attention and short-term memory, impacting return to premorbid social and professional activities. Acute SARS-CoV-2 neurocognitive complications are seen particularly in critically ill and respiratory insufficient patients, comparable to the similar phenomenon of post-sepsis and intensive care unit treatment (“post-ICU syndrome”). However, 20% of patients with mild COVID-19, not requiring hospitalization, also reported prolonged cognitive complaints, resembling those in patients with chronic fatigue syndrome. SARS-Cov-2 infection of any severity increases the risk for cognitive decline. The impact of post-COVID cognitive decline on the quality of life and activities of daily living as well as the influence of psychological and social aspects of the pandemic on cognition remain to be investigated. Potential mechanisms of cognitive dysfunction are direct CNS infection, remote effects of systemic infection (“cytokine storm” etc.), vascular brain damage, neuroinflammation, autoimmune response directed to the CNS components, hypometabolism in the limbic and orbitofrontal cortex, as well as neurodegeneration comparable to those in Alzheimer’s disease. Several different mechanisms may also be intertwined.
Conclusion: Cognitive manifestations of “long COVID” are not rare and have a significant influence on personal and professional activities of the survivors. Long-term follow-up and analysis of various etiological and therapeutic aspects of cognitive changes within “long-COVID” are needed
Significance of repetitive speech assessment in differential diagnosis on aphasic syndromes
Get PDFUvod: Klinički podaci pokazuju da pacijenti s afazijom ispoljavaju različite sposobnosti repeticije. Takođe je pokazano da sposobnost repeticije korelira s tipom afazičkog sindroma. Međutim, nedostaju podaci o odnosu ponavljanja i tipa afazičkog sindroma. Pored značaja u kliničkim uslovima, nedostatak sistematskih podataka o repetitivnim sposobnostima kod osoba sa afazijom bio je povod za formiranje rada.
Cilj: Cilj ovog rada je da se utvrdi sposobnost ponavljanja jezičkih simbola kod osoba s afazijom i ukaže na značaj procene ovog aspekta jezika u diferencijalnoj dijagnostici afazičkih sindroma.
Metod: Uzorak je činilo 30 ispitanika sa afazijom prosečne starosti 64 godine i prosečnim nivoom obrazovanja od 13 godina. U uzorak su uključeni pacijenti s klasičnim afazičkim sindromima, i to s Brokinom, Vernikeovom, konduktivnom, anomičkom, transkortikalnom motornom i transkortikalnom senzornom afazijom. Procena sposobnosti ponavljanja izvršena je subtestom ponavljanja reči i rečenica Bostonskog dijagnostičkog testa za afazije. U statističkoj obradi podataka primenjene su metode deskriptivne statistike i Man Whitney U test.
Rezultati: Rezultati su pokazali da su se ispitanici međusobno razlikovali u sposobnosti repeticije, značajne razlike potvrđene su između ispitanika sa Brokinom i anomičkom (U=0,00; p=0,009), Brokinom i transkortikalnom motornom (U=0,00; p=0,005), Brokinom i konduktivnom (U=3,00; p=0,02), Brokinom i transkortikalnom senzornom (U=0,00; p=0,005), anomičkom i konduktivnom (U=0,00; p=0,008), anomičkom i Vernikeovom (U=0,00; p=0,01), transkortikalnom motornom i konduktivnom (U=0,00; p=0,004), transkortikalnom motornom i Vernikeovom (U=0,00; p=0,005), konduktivnom i transkortikalnom senzornom (U=0,00; p=0,004), i između ispitanika sa Vernikeovom i transkortikalnom senzornom afazijom (U=0,00; p=0,005).
Zaključak: Zaključeno je da procena sposobnosti repeticije jezičkih simbola značajno doprinosi diferenciranju afazičkih sindroma.Introduction: Clinical data show that patients with aphasia exhibit different abilities of repetition of language symbols. It has also been shown that the ability to rehearse correlates with the type of aphasic syndrome. However, more precise data on the relationship between the repetition of language symbols and the type of aphasic syndrome are missing.
Aim: The aim of this paper was to determine the ability to repeat language symbols in people with aphasia and to point out the importance of assessing this aspect of language in the differential diagnosis of aphasic syndromes.
Method: The sample consisted of 30 subjects with aphasia with an average age of 64 years and an average level of education of 13 years. The sample included patients with classic aphasic syndromes. The subtest of repeating words and sentences of the Boston diagnostic test was used in the assessment. Descriptive statistics methods and the Man Whitney U test were applied in statistical data processing.
Results: The results showed that the subjects differed in their ability to rehearse, significant differences were confirmed between subjects with Broca’s and anomic (U=0.00; p=.009), Broca’s and transcortical motor (U=0.00; p=.005), Broca’s and conductive (U=3.00; p=.02), Broca’s and transcortical sensory (U=0.00; p=.005), anomic and conductive (U=0.00; p=.008), anomic and Wernicke’s (U=0.00; p=.01), transcortical motor and conductive (U=0.00; p=.004), transcortical motor and Wernicke's (U=0.00; p=.005), conductive and transcortical (U=0.00; p=.004), and between subjects with Wernicke’s and transcortical sensory aphasia (U=0.00; p=.005).
Conclusion: It was concluded that the assessment of the ability to repeat language symbols significantly contributes to the differentiation of aphasic syndromes
Boarding high schools in inclusive education
Get PDFUvod: Uvođenjem inkluzivnog obrazovanja stvorila se potreba za smeštajem i uključivanjem učenika sa smetnjama u razvoju i invaliditetom u domove učenka srednjih škola.
Cilj: Cilj ovog istraživanja bio je da se ispita pripremljenost domova, kao i spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom.
Metod: Prigodan uzorak za istraživanje činilo je 17 direktora domova učenika srednjih škola na teritoriji Republike Srbije, 10 ispitanika muškog i 7 ženskog pola sa visokim obrazovanjem iz polja društveno-humanističkih nauka, prosečnog radnog staža 17,5 godina. Od 17 domova, 11 prihvata učenike sa smetnjama u razvoju i invaliditetom, od kojih 7 pruža usluge učenicima sa smetnjama u razvoju i invaliditetom i to nagluvim, slabovidim i učenicima sa motoričkim smetnjama i poremećajima. Za potrebe istraživanja dizajnirana je skala procene Likertovog tipa koja sadrži 15 tvrdnji klasifikovanih u tri grupe: pripremljenost domova za smeštaj i nesmetano funkcionisanje učenika sa smetnjama u razvoju i invaliditetom, odnos vršnjaka i spremnost za prihvat učenika sa smetnjama u razvoju i invaliditetom u domove. Stepen slaganja sa tvrdnjama kretao se u rasponu od 1 do 5.
Rezultati: Rezultati su pokazali da još uvek postoje arhitektonske barijere (76,47%), neadekvatna kadrovska struktura (64,70%), neadekvatne kompetencije nastavnika-vaspitača (82,35%) kao i negativni stavovi roditelja vršnjaka tipičnog razvoja prema uključivanju dece sa smetnjama u razvoju i invaliditetom u domove u kojima borave njihova deca. U domovima u kojima borave učenici sa smetnjama u razvoju i invaliditetom odnos vršnjaka, kao i svih članova domskog kolektiva je prijateljski (75%) i prisutno je obostrano prihvatanje. U odnosu na spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom u domove, ispitanici su procenili da je primereniji smeštaj u domovima za učenike sa smetnjama u razvoju (90%), dok bi inkluziju u domovima podržali, ali uz uključivanje učenika sa lakšim oblicima smetnji i invaliditeta.
Zaključak: Dobijeni rezultati pokazuju da u domovima za učenike srednjih škola još uvek nisu ostvareni zadovoljavajući subjektivni i objektivni predsulovi za prihvat učenika sa smetnjama u razvoju.Introduction: The development of inclusion created the need for admission of children with disabilities to boarding high schools.
Aim: The aim of the research was to examine whether boarding high schools were prepared to include students with disabilities.
Method: The sample consisted of 17 principals of boarding high schools in the Republic of Serbia. Ten respondents were male and seven were female, they all had university degrees and an average work experience of 17.5 years. Eleven out of 17 boarding high school accepted students with disabilities, seven of those 11 provided services to students with disabilities: hard of hearing, visually impaired and students with motor disorders. A special Likert scale questionnaire was designed for the purpose of this research. The questionnaire contained 15 statements divided into three groups: preparedness of boarding high schools for students with disabilities, student relationships, and willingness to accept students with disabilities. The level of agreement with the statements was marked from 1 to 5.
Results: The research results indicate the existence of architectural barriers (76.47%), inadequate staff (64.74%), inadequate competencies of educators (82.35%) and negative attitudes of parents of children without disabilities. The relationships between students, staff and students with disabilities were mostly friendly (75%).
Conclusion: The research findings show that boarding high schools are not yet adequately prepared for children with disabilities. Therefore, it is necessary to work on improving the external and internal organization so that the function of these institutions can be adequately recognized in the process of inclusive education
Education of students with ADHD
Get PDFAbstract: Attention deficit / hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by impulsivity, hyperactivity, and attention problems. These symptoms significantly affect the school and social life of students with ADHD, causing very often reduced school achievement. The aim of this paper is to familiarize with specificities of schooling students with ADHD. A review of available and relevant literature was performed by searching electronic databases Google Scholar, Serbian Library Consortium for Coordinated Acquisition (KOBSON), HRČAK portal of Croatian scientific and professional journals that offer open access to their works, as well as available printed books. The search was done through the search engines ScienceDirect, Ebscohost, SpringerLink and WileyInterScience. Numerous abilities of students that are important for schooling are in deficit. The cognitive specificities of students with ADHD are most often related to mild deficits and learning difficulties (reading, writing, and math). Poorer quality of verbal working memory, later language adoption, less developed vocabulary, short-term maintenance of attention, tendency towards fast transition from one activity to another and distractibility are just some of the common features of cognition of students with ADHD. Problems in motor development are registered, as well as in conative abilities. Students with ADHD are at risk of academic and social failure, and during schooling they have significantly lower average value of school grades for theoretical subjects compared to peers of typical development. Adapting the school environment to these students can significantly help in execution of school tasks. It is important to establish predictable routines, clear rules and restrictions. There are more and more of these students who are educated in regular schools, so the current question is which type of education is more efficient in this case. The paper provides recommendations for adjustments in school work with students with ADHD. The most important thing is to emphasize the importance of achieving optimal results in the education of these students, which must include the support of special educators-oligophrenologists, because teachers from regular schools do not have knowledge about methods and modifications of work within this disorder
Cognitive rehabilitation of patients with dementia
Get PDFUvod: Demencija je postojano i progresivno neurodegenerativno stanje glo- balnog opadanja kognitivnih funkcija koje se najčešće javlja u starijem život- nom dobu. Različiti tipovi demencije u blagom i umerenom stadijumu ima- ju posebne profile kognitivnih promena koje se registruju neuropsihološkim testiranjem, ali sa napredovanjem bolesti ove razlike su sve manje uočljive.
Kognitivne disfunkcije koje dovode do teškoća u svakodnevnom funkcioni- sanju predstavljaju suštinsku karakteristiku demencija napredujući od blažih teškoća u ranom stadijumu bolesti pa sve do potpune zavisnosti teško demen- tnih osoba od tuđe pomoći u bazičnim aktivnostima svakodnevnog života.
Ograničena efikasnost farmakoterapije kao i naučne činjenice koje govore u prilog moždanog plasticiteta su osnovni razlozi porasta interesovanja za nefarmakološke tretmane dementnih bolesnika. Vremenom, razvijena su tri tipa kognitivnih nefarmakoloških intervencija namenjenih poboljšanju ko- gnitivnog funkcionisanja dementnih osoba. Kognitivna stimulacija obuhvata širok spektar nespecifičnih vežbi namenjenih osnaživanju socijalnog i kogni- tivnog funkcionisanja. Kognitivni trening ima za cilj održavanje ili poboljša- nje posebnih aspekata kognitivnog funkcionisanja (npr. pažnje ili pamćenja) kroz strukturisanu i vođenu praksu koja se sprovodi individualno ili grupno.
Konačno, kognitivna rehabilitacija je individualizovana intervencija koja je fo- kusirana striktno na potrebe konkretne osobe. Naglasak je na poboljšanju ili održavanju kognitivnih sposobnosti koje su povezane sa obavljanjem svakod- nevnih zadataka, kompenzujući oštećenja i podržavajući nezavisno življenje.
Svi tipovi intervencija u ovakvom programu moraju da se sprovode pod kon- trolom profesionalnih terapeuta.
Cilj: Prikazati osnovne principe, strategije i tehnike kognitivne rehabilitacije.
Metod: Analiza savremene literature namenjene proučavanju kognitivne re- habilitacije demencija.
Rezultati: Osobe sa blagom i umerenom demecijom zadržavaju, u značaj- noj meri, kognitivne i bihevioralne kapacitete i sposobne su za bihevioralne promene i učenje izvesnih novih informacija ukoliko im se omogući adekvatna podrška. Zbog toga, obezbeđujući strategije koje se oslanjaju na očuvane funkcije moguće je kompenzovati postignuća u znatno oštećenijim oblastima kognitivnih sposobnosti.
Zaključak: Kognitivna rehabilitacija se razmatra kao najefikasnija intervencija jer može da uspori progresiju kognitivnog opadanja kod osoba sa demencijom.Introduction: Dementia is a stable and progressive neurodegenerative condition of global decline of cognitive functions, which mostly occurs at an older age. Different types of dementia in its mild and moderate stadium have special profiles of cognitive changes which are registered by neuropsychological tests. As the illness progresses, these differences become less noticeable. Cognitive disfunctions that lead to difficulties in everyday functioning are major characteristics of dementia. They can progress from mild difficulties at early stages of the disease, up to complete dependence of patients on others when basic activities of everyday life are concerned. Limited efficiency of pharmacotherapy and scientific facts that speak in favor of brain plasticity are main reasons of increased interest in non- pharmacological treatments of patients with dementia. Over time, three different types of cognitive non-pharmacological interventions aimed towards enhancing cognitive functioning of patients with dementia have been created. Cognitive stimulation includes a large spectrum of unspecific exercises dedicated to enhancing social and cognitive functioning. The aim of cognitive training is to maintain or enhance special aspects of cognitive functioning (e.g. attention or memory) through structural and guided practice which is carried out individually or in groups. Finally, cognitive rehabilitation is an individualized intervention which is focused strictly on the needs of a specific person. It focuses on enhancing or maintaining cognitive abilities related to carrying out everyday tasks, by compensating damages and by enhancing independent life. All types of interventions in these programs need to be carried out under control of professional therapists.
Aim: To present basic principles, strategies and techniques of cognitive rehabilitation.
Method: Analysis of contemporary literature dedicated to analyzing cognitive rehabilitations of dementia.
Results: People with mild and moderate dementia significantly retain cognitive and behavior capacities and they are capable of behavioral changes and of learning certain new information, given they are provided adequate support. Thus, by providing strategies that rely on preserved functions, it is possible to compensate achievements in severely damaged areas of cognitive abilities.
Conclusion: Cognitive rehabilitation is being considered as the most efficient intervention, because it can slow down the progression of cognitive decline in patients with dementia
Recovery capital: development of the concept and possibilities of its application in social work
Get PDFUvod: Paradigmatski zaokret od patologije i deficita ka snagama i resursima s kraja 80-ih i početka 90-ih godina prošlog veka je u oblasti mentalnog zdrav- lja i adiktologije uslovio promenu fokusa zaštite od epizoda akutne stabiliza- cije simptoma ka klijent-usmerenom upravljanju dugoročnim oporavkom. U središtu ovog zaokreta našao se koncept kapitala za oporavak, koji označava broj i kvalitet unutrašnjih i spoljašnjih resursa koji se mogu koristiti za započi- njanje i održavanje procesa oporavka od zavisnosti.
Cilj: Kako kapital za oporavak predstavlja relativno nov koncept – u povoju kako u teorijskom, tako i u smislu njegove praktične operacionalizacije – koji je u našoj stručnoj literaturi gotovo nerazmatran i čije mogućnosti primene su nedovoljno istražene, cilj rada predstavlja prikaz teorijskog razvoja koncepta kapitala za oporavak i diskutovanje značaja i mogućnosti njegove primene u oblasti socijalnog rada.
Metod: Budući da je u pitanju narativni pregledni rad, primenjene su metode analiza sadržaja, deskriptivna i komparativna analiza i sinteza.
Rezultati: Razmatra se uloga koju socijalni radnici/ce imaju u podsticanju izgradnje kapitala za oporavak na mikro, mezo i makro nivou i naglašava značaj profesionalnog odnosa, vremena započinjanja usluga i uključivanja u tretman, procene i planiranja usluga, palete usluga, mesta pružanja usluga, povezivanja sa lokalnim resursima za podršku oporavku i dužine monitoringa i podrške po okončanju tretmana.
Zaključak: U zaključnim razmatranjima ukazuje se da uvećanje kapitala za oporavak zavisi od personalnih, interpersonalnih, organizacionih i društvenih faktora, kao i da su socijalni radnici/ce, saobrazno svojim profesionalnim ci- ljevima, ulogama i zadacima, značajni akteri/ke u kreiranju i pružanju usluga koje bi trebalo da obezbede rano uključivanje koje prethodi oporavku, započi- njanje oporavka, dugoročno održavanje oporavka i unapređenje dobrostanja i kvaliteta života osoba koje se suočavaju sa zavisnošću.Introduction: The paradigmatic shift from pathology and deficits to strengths and resources in the late 1980s and early 1990s led to a shift in the focus of protection in the field of mental health and addictology from episodes of acute symptom stabilization to client-centered management of long-term recovery. At the core of this shift is the concept of recovery capital, which denotes the number and quality of internal and external resources that can be used to initiate and sustain the addiction recovery process.
Aim: As recovery capital represents a relatively new concept – in its infancy both in theoretical and in terms of its practical operationalization – which is almost unexamined in our professional literature and whose possibilities of application have been insufficiently researched, the aim of the paper is to review the theoretical development of the concept of recovery capital and to discuss the importance and possibilities of its application in the field of social work.
Method: Since it is a narrative review article, methods of content analysis, descriptive and comparative analysis and synthesis were applied.
Results: The role that social workers play in encouraging recovery capital building at the micro, meso and macro level and the importance of a professional relationship, timing of service and treatment initiation, assessment and service planning, range of services, places of service delivery, linkage to the local resources supporting recovery and the duration of posttreatment monitoring and support are considered.
Conclusion: The concluding remarks indicate that the increase in recovery capital depends on personal, interpersonal, organizational and social factors, as well as that social workers, in accordance with their professional goals, roles and tasks, are important actors in creating and providing services that should enhance early pre-recovery engagement, recovery initiation, long-term recovery maintenance, and improvement of the well-being and quality of life of people facing addiction
Akademska rezilijentnost kod gluvih i nagluvih učenika
Get PDFUvod: Postizanje akademskog uspeha zavisi od raznih spoljašnjih i unutrašnjih faktora.
U spoljašnje faktore ubrajamo porodicu, školu i društvenu sredinu, dok u unutrašnje ubrajamo različite individualne faktore, zdravstveno stanje, motivaciju učenika i slično. Jedan od značajnih individualnih faktora je i „akademska rezilijentnost”, termin koji je novijeg datuma, ali je ipak sve prisutniji u inostranim studijama u kojima se analiziraju faktori koji utiču na školski uspeh. Akademska rezilijentnost se definiše kao sposobnost pojedinca da se suoči i uspešno izbori sa akademskim stresom, kao što su nazadovanje u školskom uspehu ili pritisak u školskom okruženju. Uopšteno, rezilijentnost je definisana kao sposobnost adaptacije pojedinca na stresne situacije uprkos otežanim ili negativnim okolnostima.
Cilj: Cilj istraživanja je bio da se utvrdi doprinos individualnih faktora (uzrast, pol, stepen oštećenja sluha, tip amplifikacije, način komunikacije i školski uspeh) gluvih i nagluvih učenika nivou akademske rezilijentnosti gluvih i nagluvih učenika srednje škole.
Metod: U istraživanju je korišćena akademska skala rezilijentnosti (The Acedemic Resilience Scale ARS-30). Istraživanjem je obuhvaćeno 45 gluvih i nagluvih učenika oba pola, očuvanih intelektualnih sposobnosti, uzrasta od 15 do 19 godina. Ispitivanje učenika je obavljeno individualno u učionici. Svakom učeniku su data precizna uputstva, u zavisnosti od dominatnog modela komunikacije, usmeno ili na znakovnom jeziku. Objašnjeno im je da se od njih očekuje da samostalno pročitaju svaku od tvrdnji i da zaokruže odgovor sa kojim se u najvećoj meri slažu, a ispitivač je bio tu da daje dodatna objašnjenja, ukoliko bude potrebno.
Rezultati: Rezultati istraživanja su pokazali da uzrast (F=3,24; df=4; p=0,022; η2=0,24), pol (t=-2,22; df=43; p=0,032) i stepen oštećenja sluha (F=3,91; df=4; p=0,018; η2=0,25) u značajnoj meri doprinose ostvarenom nivou akademske rezilijentnosti gluvih i nagluvih učenika, za razliku od tipa amplifikacije.
Zaključak: Na osnovu dobijenih rezultata možemo zaključiti da razlike u nivou akademske rezilijentnosti gluvih i nagluvih učenika postoje u odnosu na uzrast, pol i stepen oštećenja sluha.Introduction: Achieving academic success depends on various external and internal factors. External factors include family, school and social environment, while internal factors include various individual factors, health status, student motivation and the like. One of the important individual factors is “academic resilience”, a term that is more recent but is still increasingly present in foreign studies which analyze the factors that affect school success. Academic resilience is defined as the ability of an individual to face and successfully cope with stress, setbacks in school success or pressure in the school environment.
In general, resilience is defined as the ability of an individual to adapt to stressful situations despite difficult or negative circumstances.
Aim: The aim of the research was to determine the contribution of individual factors (age, gender, degree of hearing impairment, type of amplification, way of communication and school success) of deaf and hard of hearing students to the level of academic resilience of deaf and hard of hearing high school students.
Method: The Academic Resilience Scale ARS-30 was used in this research. The research included 45 deaf and hard of hearing students of both genders, with preserved intellectual abilities, aged 15 to 19. The students were examined individually in the classroom. Each student was given precise instructions, depending on the dominant model of communication, orally or in sign language. It was explained to them that they were expected to read each of the statements on their own and to circle the answer with which they most agreed, and the examiner was there to give additional explanations, if necessary.
Results: The results showed that age (F=3.24; df=4; p=.022; η2=.24), gender (t=-2.22; df=43; p=.032) and the degree of hearing impairment (F=3.91; df=4; p=.018; η2=.25) significantly contributed to the achieved level of academic resilience of deaf and hard of hearing students, in contrast to the type of amplification.
Conclusion: Based on the obtained results, we can conclude that differences in the level of academic resilience of deaf and hard of hearing students exist in relation to age, gender and the degree of hearing impairment
Morphosyntactic abilities in the elderly: a preliminary research
Get PDFUvod: Istraživanje jezičkih sposobnosti kod starih osoba značajno je za razu- mevanje normalnih i patoloških obrazaca jezičkog ponašanja. Prema empirij- skim podacima, stare osobe bez neurološkog oštećenja ispoljavaju teškoće u pronalaženju sadržajnih reči i razumevanju jezika. Takođe se navode određene promene u oblasti sintaksičke strukture.
Cilj: Cilj ovog istraživanja bio je da se procene morfosintaksičke sposobnosti kod starih osoba bez neurološkog oštećenja.
Metod: U istraživanju je učestvovalo ukupno 40 ispitanika. Eksperimentalnu grupu činilo je 20 starih osoba koje su bile podeljene u dve podgrupe. Prvu po- dgrupu činilo je 10 ispitanika iz kategorije rane starosti (65-75 godina), a dru- gu 10 ispitanika koji su prema godinama života pripadali kategorijama srednje i kasne starosti (preko 76 godina). Kontrolnu grupu sačinjavalo je 20 ispitanika srednjeg životnog doba (46-58 godina). Za prikupljanje podataka korišćen je Test morfosintaksičkih sposobnosti.
Rezultati: Primenom statističkih postupaka utvrđeno je da stariji ispitanici imaju značajno lošije morfosintaksičke sposobnosti u odnosu na kontrolnu grupu ispitanika (t=-4,271; df=38; p<0,001). Takođe je utvrđeno da ispitanici iz podgrupe rane starosti imaju značajno bolje morfosintaksičke sposobnosti u odnosu na ispitanike iz kategorije srednje i kasne starosti (t=2,965; df=18; p<0,01). Ispitivanjem povezanosti između godina starosti ispitanika i rezultata na testu pokazano je da sa starenjem dolazi do slabljenja morfosintaksičkih sposobnosti (r=-0,748; p<0,01).
Zaključak: Analizom dobijenih podataka pokazano je da morfosintaksičke sposobnosti opadaju s povećanjem godina života. Najbolje morfosintaksičke sposobnosti imali su ispitanici srednjeg životnog doba (kontrolna grupa), za- tim ispitanici iz kategorije rane starosti, dok su najlošije sposobnosti pokazale osobe iz kategorije srednje i kasne starosti.Introduction: Research on language abilities among the elderly is essential for understanding normal and pathological patterns of language behaviour. According to empirical data, the elderly without neurological impairment exhibit content-word-finding difficulties and auditory language comprehension deficits. Certain changes in the area of the syntactic structure have also been showed.
Aim: The aim of this study was to investigate morphosyntactic abilities among the elderly without neurological impairment.
Method: A total of 40 respondents participated in the study. The experimental group consisted of 20 elderly persons who were divided into two subgroups. The first subgroup consisted of 10 respondents from the category of young-old (65-75 years of age), and the second of 10 respondents who, according to age, belonged to the categories middle-old and oldest-old (over 76 years of age). The control group consisted of 20 middle-aged respondents (46-58 years of age). The Morphosyntactic Abilities Test was used for data collection.
Results: Using statistical procedures, it was found that elderly respondents had significantly worse morphosyntactic abilities than the control group of subjects (t=-4.271; df=38; p<.001). It was also found that respondents from the subgroup of young-old had significantly better morphosyntactic abilities than respondents from the category of middle- old and oldest-old (t=2.965; df=18; p<.01). Examination of the relationship between the age of the subjects and the test results showed that morphosyntactic abilities weaken with age (r=-.748; p<.01).
Conclusion: The analysis of the obtained data showed that morphosyntactic abilities decrease with age. Middle-aged respondents (control group) had the best morphosyntactic abilities, followed by the young-old category, while the category of middle-old and oldest-old demonstrated the poorest abilities
Significance of repetitive speech assessment in differential diagnosis on aphasic syndromes
Get PDFUvod: Klinički podaci pokazuju da pacijenti s afazijom ispoljavaju različite sposobnosti repeticije. Takođe je pokazano da sposobnost repeticije korelira s tipom afazičkog sindroma. Međutim, nedostaju podaci o odnosu ponavljanja i tipa afazičkog sindroma. Pored značaja u kliničkim uslovima, nedostatak sis- tematskih podataka o repetitivnim sposobnostima kod osoba sa afazijom bio je povod za formiranje rada.
Cilj: Cilj ovog rada je da se utvrdi sposobnost ponavljanja jezičkih simbola kod osoba s afazijom i ukaže na značaj procene ovog aspekta jezika u diferencijal- noj dijagnostici afazičkih sindroma.
Metod: Uzorak je činilo 30 ispitanika sa afazijom prosečne starosti 64 godine i prosečnim nivoom obrazovanja od 13 godina. U uzorak su uključeni pacijenti s klasičnim afazičkim sindromima, i to s Brokinom, Vernikeovom, konduktiv- nom, anomičkom, transkortikalnom motornom i transkortikalnom senzornom afazijom. Procena sposobnosti ponavljanja izvršena je subtestom ponavljanja reči i rečenica Bostonskog dijagnostičkog testa za afazije. U statističkoj obradi podataka primenjene su metode deskriptivne statistike i Man Whitney U test.
Rezultati: Rezultati su pokazali da su se ispitanici međusobno razlikova- li u sposobnosti repeticije, značajne razlike potvrđene su između ispitanika sa Brokinom i anomičkom (U=0,00; p=0,009), Brokinom i transkortikalnom motornom (U=0,00; p=0,005), Brokinom i konduktivnom (U=3,00; p=0,02), Brokinom i transkortikalnom senzornom (U=0,00; p=0,005), anomičkom i konduktivnom (U=0,00; p=0,008), anomičkom i Vernikeovom (U=0,00; p=0,01), transkortikalnom motornom i konduktivnom (U=0,00; p=0,004), transkortikalnom motornom i Vernikeovom (U=0,00; p=0,005), konduktiv- nom i transkortikalnom senzornom (U=0,00; p=0,004), i između ispitanika sa Vernikeovom i transkortikalnom senzornom afazijom (U=0,00; p=0,005).
Zaključak: Zaključeno je da procena sposobnosti repeticije jezičkih simbola značajno doprinosi diferenciranju afazičkih sindroma.Introduction: Clinical data show that patients with aphasia exhibit different abilities of repetition of language symbols. It has also been shown that the ability to rehearse correlates with the type of aphasic syndrome. However, more precise data on the relationship between the repetition of language symbols and the type of aphasic syndrome are missing.
Aim: The aim of this paper was to determine the ability to repeat language symbols in people with aphasia and to point out the importance of assessing this aspect of language in the differential diagnosis of aphasic syndromes.
Method: The sample consisted of 30 subjects with aphasia with an average age of 64 years and an average level of education of 13 years. The sample included patients with classic aphasic syndromes. The subtest of repeating words and sentences of the Boston diagnostic test was used in the assessment. Descriptive statistics methods and the Man Whitney U test were applied in statistical data processing.
Results: The results showed that the subjects differed in their ability to rehearse, significant differences were confirmed between subjects with Broca’s and anomic (U=0.00; p=.009), Broca’s and transcortical motor (U=0.00; p=.005), Broca’s and conductive (U=3.00; p=.02), Broca’s and transcortical sensory (U=0.00; p=.005), anomic and conductive (U=0.00; p=.008), anomic and Wernicke’s (U=0.00; p=.01), transcortical motor and conductive (U=0.00; p=.004), transcortical motor and Wernicke’s (U=0.00; p=.005), conductive and transcortical (U=0.00; p=.004), and between subjects with Wernicke’s and transcortical sensory aphasia (U=0.00; p=.005).
Conclusion: It was concluded that the assessment of the ability to repeat language symbols significantly contributes to the differentiation of aphasic syndromes
Fostering self-determination of children with visual impairment in early childhood
Get PDFKroz postavke i pristupe socijalnog modela ometenosti, otvorilo se pitanje zbog čega osobe sa ometenošću imaju malo ili nimalo kontrole nad svojim životom i njegovim svakodnevnim, uobičajenim aspektima. Pokrenuto je kre- iranje mera kojima bi se jačalo samozastupanje, inicijativa, samopoštovanje, asertivnost i podstakao razvoj osoba sa ometenošću u pravcu nezavisnih, ili makar nezavisnijih, građana. Konstrukt samoodređenja koji se u ovim nasto- janjima istakao kao značajan odnosi se na veštine pravljenja izbora, odlučiva- nja, postavljanja i ostvarivanja ciljeva, samozastupanja i samousmeravanja.
Svojim sadržajem prepleten je sa brojnim gorućim pitanjima vezanim za po- ložaj osoba sa ometenošću u društvu, i privukao je veliku pažnju u specijalnoj edukaciji i rehabilitaciji. Samoodređenje je isticano kao tema od značaja za tranziciju učenika u adolescenciju, i iz adolescencije u odraslo doba, zbog čega je uobičajeno i deo kurikuluma namenjenog ovom uzrastu. No, vremenom je uočeno da je mesto samoodređenju u ranom obrazovanju i ranoj intervenciji, jer ono ima korene u veštinama koje se stiču u periodu ranog razvoja. Kada su deca sa oštećenjem vida u pitanju, uspostavljanje osnova samoodređenja u što ranijem uzrastu predstavlja i mehanizam prevencije zavisnosti mladih osoba sa oštećenjem vida od odraslih, ali i niske samoefikasnosti, naučene bespomoćnosti i spoljašnjeg lokusa kontrole.
Cilj ovog preglednog rada je prikaz konstrukta samoodređenja i načina njego- vog podsticanja kod dece sa oštećenjem vida ranog uzrasta.Through the perspectives of social disability model, the question of little or hardly any control that people with disabilities have over their own lives has become visible and important.
Funds were directed in designing and implementing different project and initiatives, aiming to improve their self-advocacy, engagement, self-respect, assertiveness, and independence.
Self-determination emerged as an important construct, consisting of making choices and decisions free from external influence and setting and achieving goals independently. Self- determination is intertwined with numerous issues related to the position of person with disabilities in communities and in society in general, and it drew a lot of attention in special education and rehabilitation. For some time now, self-determination has been highlighted as an important part of the curriculum for adolescents and young adults. However, over time it has been observed that the right time for promoting self-determination is early education and early intervention, since it has its roots in the skills acquired in that period. When it comes to children with visual impairment, establishing the basis of self-determination at an early age is an important mechanism for preventing dependence, low self-efficacy, learned helplessness and external locus of control.
The aim of this review paper is to present the construct of selfdetermination and the ways it can be fostered in children with visual impairment at an early age