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Implementing “mindful parenting strategies” as a support to parents of children with disabilities
Get PDFStrategije svesnog roditeljstva zasnovane su na upotrebi majndfulnes teh-
nika samoregulacije. Primenom ovih strategija kod roditelja se unapređuju
kapaciteti kontrole sopstvenog ponašanja pri povišenom nivou stresa, što
omogućava uspešnije rešavanje konflikata na relaciji roditelj-dete.
Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu me-
hanizmi delovanja, kao i prednosti i ograničenja primene Strategija svesnog
roditeljstva kod roditelja dece sa ometenošću.
U uslovima pandemije virusa SARS-CoV2 prednost Svesnog roditeljstva
predstavlja mogućnost obuke roditelja u virtuelnom okruženju, što takođe
umanjuje troškove pružanja ovakvog oblika podrške. Kod roditelja je nakon
primene Strategija svesnog roditeljstva utvrđeno unapređivanje pozitivne
slike o sebi, prestanak zanemarivanja sopstvenih potreba, niži nivo stresa,
simptoma depresije, povećanje zadovoljstva roditeljskim kompetencijama,
uspešnije prepoznavanje sopstvenih emocija koje proizilaze iz odnosa sa dete-
tom i viši nivo saosećanja prema detetu. Kao posledica navedenih promena u
ponašanju roditelja, kod dece je došlo do unapređivanja kapaciteta emocio-
nalne samoregulacije, snižavanja učestalosti ispoljavanja maladaptivnih
oblika ponašanja i povećanja učestalost pozitivnih interakcija u odnosu sa
braćom/sestrama.
Uprkos metodološkim ograničenjima u evaluaciji efekta Svesnog roditeljstva
koje smo registrovali u analiziranim studijama, možemo da zaključimo da ovaj
koncept podrške daje pozitivne rezultate i da zaslužuje više prostora u
naučnoj literaturi i stručnoj praksi.Mindful parenting strategies are based
on the use of mindfulness techniques of
self-regulation. The application of these
strategies in parents improves the capacity
to control their own behavior at elevated
levels of stress, which enables more successful
resolution of conflicts in the parent-child
relationship.
The aim of this paper, based on a review
of published studies, is to present the
mechanisms of action, as well as the
advantages and limitations of the application
of Mindful Parenting strategies in parents of
children with disabilities.
СПЕЦИЈАЛНА ЕДУКАЦИЈА И РЕХАБИЛИТАЦИЈА У УСЛОВИМА ПАНДЕМИЈЕ COVID-19 112
In the conditions of the SARS-CoV2 virus
pandemic, the advantage of Mindful
Parenting is the possibility of training
parents in a virtual environment, which
also reduces the cost of providing this form
of support. After applying the strategies of
Mindful Parenting, parents improved their
positive self-image, stopped neglecting
their own needs, had lower stress levels
and symptoms of depression, increased
satisfaction with parental competencies,
more successful recognition of their own
emotions arising from relationships with
the child and higher levels of compassion for
the child. As a consequence of these changes
in parents’ behavior, children improved
the capacity of emotional self-regulation,
lowered the frequency of maladaptive
behaviors and increased the frequency of
positive interactions in relationships with
siblings.
Despite the methodological limitations in
evaluating the effect of Mindful Parenting
that we registered in the analysed studies,
we can conclude that this concept of support
has positive results and deserves more space
in the scientific literature and professional
practice
Inkluzija ucenika s poremećajem iz spektra autizma u redovna odeljenja u Jordanu: Perspektiva nastavnika
Get PDFIntroduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.Uvod: Ova studija je fokusirana na znacaj ukljucivanja ucenika s poremecajem iz spektra autizma (PSA) u redovna odeljenja. Ovo pitanje je steklo medunarodno priznanje s preporukama vecine zemalja da ovim ucenicima treba pruziti iste mogucnosti kao i onima bez ometenosti. Za ovo istrazivanje odabran je slucaj jordanskih ucitelja u Amanu. Cilj: Cilj istrazivanja bio je da se ispita stanoviste nastavnika o ukljucivanju ucenika sa PSA u redovna odeljenja u Jordanu. Metode: Problem je ispitan primenom studije kvalitativnog dizajna, gdje je virtualno intervjuisano devet nastavnika. Rezultati: Nalazi su ukazali na potrebu za boljom obukom i razvojem vestina o odredenim aspektima i potrebama ucenika sa PSA. Obezbedivanje obuke za nastavnike, kao i materijane i finansijske podrske neophodni su za podrzavanje inkluzivnog ucenja. Nastavnici su takode izvestili o znacajnim ogranicenjima u pogledu nacina na koji se podrzava inkluzija ucenika sa PSA u Jordanu. Kada je rec o inkluziji ucenika sa PSA u Jordanu, njihovi nastavnici, zbog neadekvatne obuke i nedovoljnog iskustva, imaju manjak samopouzdanja i nisko vrednuju vlastite sposobnosti za rad sa ovim ucenicima i organizovanje inkluzivnog razreda. Zakljucak: Nalazi ove studije ukazuju na potrebu da kreatori politike u Jordanu razmotre mogucnost pruzanja posebne obuke svojim nastavnicima specijalne edukacije.publishedVersio
Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa Epilepsijom
Get PDFUvod: Način na koji osobe sa epilepsijom percipiraju svoje porodice igra važnu ulogu u celokupnom toku epilepsije.
Cilj: Primarni cilj istraživanja bio je ispitati kako osobe sa epilepsijom opažaju funkcionisanje svojih porodica. Detaljnije, ispitivala se povezanost dužine trajanja simptoma i porodičnih skala.
Metod: Uzorak su činila 22 pacijenta sa epileptičnim napadima. Radi dobijanja neophodnih podataka korišćena je modifikovana lista sociodemografskih podataka koja je sastavni deo upitnika FACES IV i Mek Masterov upitnik za procenu porodice (McMaster Family Assesment Device; FAD). FAD sadrži 60 pitanja, podeljenih u sedam skala: Rešavanje problema, Komunikacija, Uloge, Afektivna responzivnost, Afektivno uključivanje, Kontrola ponašanja i Opšte funkcionisanje.
Rezultati: Utvrđeno je da osobe sa epilepsijom opažaju porodično funkcionisanje kao disfunkcionalno na dimenziji Kontrola ponašanja (AS=2,08; SD=0,34; cut off skor=1,90). Muškarci percipiraju porodično funkcionisanje kao više disfunkcionalno u odnosu na žene na dve dimenzije porodičnog funkcionisanja – Komunikacija [t(20)=2,18; p<0,05; d=0,93] i Uloge [t(20)=2,77; p<0,05; d=1,18]. Pacijenti koji i dalje žive u primarnoj porodici percipiraju porodično funkcionisanje kao više disfunkcionalno na dimenziji Komunikacija, u odnosu na one koji su se odvojili od primarne porodice [t(20)=2,18; p<,05; d=0,93]. Rezultati regresione analize pokazuju da skale Rešavanje problema, Afektivna responzivnost i Opšte funkcionisanje objašnjavaju 34,7% varijanse dužine trajanja epileptičnih napada [R²=0,35; F(3,18)=3,19; p<0,05].
Zaključak: Istraživanje ističe značaj porodičnih varijabli i specifičnosti istih kod osoba sa epilepsijom, kao i važnost uključivanja cele porodice u proces lečenja pacijenta.Introduction: The way people with epilepsy perceive their families plays an important role in the overall course of epilepsy.
Aim: The primary goal of the study was to examine how people with epilepsy perceive the functioning of their families. The relationship between symptom duration and family scales was examined in more detail.
Method: The sample consisted of 22 patients with epileptic seizures.
To obtain the necessary data, a modified list of socio-demographic data was used, which is an integral part of the FACES IV questionnaire and the McMaster Family Assessment Device. The Family Assessment Device contains 60 questions, divided into seven scales: Problem Solving, Communication, Roles, Affective Responsibility, Affective Involvement, Behaviour Control, and General Functioning.
Results: It was found that people with epilepsy perceived family functioning as dysfunctional on the Behaviour Control dimension (M=2.08; SD=.34; cut off score=1.90). Men perceived family functioning as more dysfunctional than women in two dimensions of family functioning – Communication [t(20)=2.18; p<.05; d=.93] and Roles [t(20)=2.77, p<.05, d=1.18]. Patients still living in the primary family perceived family functioning as more dysfunctional in the Communication dimension, compared to those who separated from the primary family [t(20)=2.18; p<.05; d=.93]. The results of regression analysis show that the scales Problem Solving, Affective Responsiveness and General Functioning explain 34.7% of the variance in the duration of epileptic seizures [R²=.35; F(3,18) =3.19; p<.05].
Conclusion: The research emphasizes the importance of family variables and their specificity in people with epilepsy, as well as the importance of including the whole family in the process of treating the patient
Self-stigma in substance abuse disorder
Get PDFUvod: Istraživanja pokazuju da osobe zavisne od psihoaktivnih supstanci, naročito ilegalnih, u kontinuitetu spadaju u grupu koja je najviše stigmatizovana od strane javnosti, što stvara rizik za diskriminaciju i njihovo socijalno isključivanje. Socijalna stigma počiva na stereotipiziranju, negativnim uverenjima prema jednoj grupi koja su generalizovana na sve pripadnike te grupe.
Cilj: Cilj rada je da se kroz put od socijalne i strukturalne do autostigme, ukaže na negativne efekte koje autostigma ima na osobu zavisnu od psihoaktivnih supstanci, na barijere koje postoje u društvu kada je u pitanju borba protiv stigme i na određene intervencije koje mogu imati efekte u redukciji stigme.
Metod: U radu se koriste analiza i sinteza teorijskih i empirijskih nalaza kroz proučavanje relevantne literature u različitim naučnim izvorima podataka.
Rezultati: Autostigma je ukorenjena u sociokulturnom kontekstu i nastaje kada pojedinac internalizuje iskustvo socijalne i strukturalne stigme. Kroz identifikaciju sa negativnim stereotipima, uverenja javnosti se inkorporiraju u lični vrednosni sistem i doživljaj sebe. Prema raznovrsnim empirijskim nalazima neki od negativnih efekata autostigme kod osoba zavisnih od psihoaktivnih supstanci mogu biti: odlaganje traženja pomoći, progresija u korišćenju supstanci, lošije mentalno zdravlje, niže samopouzdanje, niža samoefikasnost, osećaj krivice i srama, usamljenost, socijalno izbegavanje, lošiji kvalitet života. Borba protiv autostigme osoba zavisnih od psihoaktivnih supstanci se znatno komplikuje usled kulturnih obrazaca, tendencija društvenog sankcionisanja ove pojave i zbog toga što postojanje svesti o stigmatizaciji može biti u službi prevencije razvoja zavisnosti. Među intervencijama koje mogu imati efekta u redukovanju stigme su: grupna terapija prihvatanja i posvećenosti, pričanje pozitivnih priča i treninzi bazirani na kontaktima i edukaciji.
Zaključak: S obzirom na negativne implikacije autostigme osoba koje su zavisne od psihoaktivnih supstanci i društvenih okolnosti koje otežavaju proces preveniranja internalizovane stigmatizacije, značajno je isticati primere obećavajućih i efektivnih intervencija u cilju sinergijskog delovanja ka redukciji stigme na socijalnom, strukturalnom i ličnom planu.Introduction: Research shows that people addicted to psychoactive substances, especially illegal ones, continuously belong to the group that is most stigmatized by the public, which creates a risk of discrimination and their social exclusion. Social stigma is based on stereotyping, negative beliefs towards one group that are generalized to all members of that group.
Aim: The aim of this paper is to point out, through social and structural to self-stigma, the negative effects that self-stigma has on a person addicted to psychoactive substances, the barriers that exist in society when it comes to fighting stigma and certain interventions that may have an effect in stigma reduction.
Method: The paper uses the analysis and synthesis of theoretical and empirical findings through the study of relevant literature in various scientific data sources.
Results: Self-stigma is rooted in a sociocultural context and arises when an individual internalizes the experience of social and structural stigma. Through identification with negative stereotypes, public beliefs are incorporated into the personal value system and self-experience. According to various empirical findings, some of the negative effects of self-stigma in people addicted to psychoactive substances may be: delayed help seeking, progression in substance abuse, worse mental health, lower self-confidence, lower self-efficacy, guilt and shame, loneliness, social avoidance, lower quality of life. The fight against the self-stigma of people addicted to psychoactive substances is significantly complicated due to cultural patterns, the tendency to socially sanction this phenomenon and because the existence of awareness of stigmatization can be in the service of preventing the development of addiction. Among the interventions that can have an effect in reducing stigma are: group therapy of acceptance and commitment, telling positive stories and trainings based on contacts and education.
Conclusion: Given the negative implications of self-stigma of persons addicted to psychoactive substances and social circumstances that complicate the process of preventing internalized stigma, it is important to highlight examples of promising and effective interventions to synergistically reduce stigma on social, structural and personal levels
The partnership between family and school as a factor of promotion of prosocial and prevention of problem behaviors in students
Get PDFUvod: O saradnji porodice i vaspitno-obrazovne ustanove može se govoriti uopšteno, ili pak konkretnije, s obzirom na to u kojoj meri saradnja porodice i škole može doprineti podsticanju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika. Empirijska istraživanja na ovu temu u našoj sredini su malobrojna, što ukazuje da je ova oblast nedovoljno istražena i da ne prati savremene potrebe vaspitne prakse. Pitanje saradnje porodice i škole je posebno značajno kada svakodnevno dolazimo do poražavajućih informacija o prisutnosti negativnih oblika ponašanja kod dece i mladih (nasilje, zlostavljanje, zloupotreba psihoaktivnih supstaci ...), a na koje škola, porodica, kao ni šira društvena zajednica, ne uspevaju da pruže adekvatan vaspitni odgovor.
Cilj: Cilj ovog rada je da ukažemo na mogućnosti i efekte saradnje roditelja i nastavnika u podsticanju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika.
Metod: Pregled i analiza teorijskih i empirijskih saznanja u oblasti saradnje porodice i škole i njenoj ulozi u podsticanju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika.
Rezultati: Polazeći od modela saradnje porodice i škole koji predlaže Epštajnova, kritički su razmotrena različita područja, oblici i sadržaji saradnje kroz koje jedinstvenim delovanjem porodica i škola mogu doprineti podsticanju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika.
Zaključak: U zaključku je ukazano na preduslove koje je potrebno obezbediti za mogućnost uspešne saradnje porodice i škole, a samim tim i pozitivnih efekata na ponašanje učenika.Introduction: An important question regarding the partnership between a family and an educational institution is the extent to which it can contribute to promotion of prosocial and prevention of problem behaviors in students. There is a small number of studies on this topic in our society, which indicates that research does not follow the actual needs of educational practice in our country. The issue of partnership between family and school is especially important when we daily receive devastating information about the presence of negative behaviors in children and youth (violence, abuse, abuse of psychoactive substances ...), to which the school, family and the wider community do not manage to provide an adequate educational response.
Aim: The aim of this paper is to point out the possibilities and effects of partnership between parents and teachers in encouraging prosocial and prevention of problem behaviors in students.
Method: A narrative review of theoretical and empirical research on the role of family-school partnership in promotion of prosocial and prevention of problem behaviors in primary- and secondary school students.
Results: Following the model of family and school partnership proposed by Epstein, a critical analysis of research on various domains, forms and contents of cooperation between family and school is provided. The reviewed studies show that a conjoint action of family and school may contribute to the development of prosocial behavior and prevention of problem behaviors in students.
Conclusion: In the conclusion, the preconditions that need to be provided for the possibility of successful partnership between the family and the school, and thus the positive effects on the behavior of students, are pointed out
Eating problems in primary school age children with autism spectrum disorder
Get PDFUvod: Veliki broj dece sa poremećajem iz spektra autizma pokazuje probleme u ishrani.
Cilj: Cilj istraživanja je bio da se ispita učestalost problema u ishrani kod dece s poremećajem iz spektra autizma osnovnoškolskog uzrasta.
Metod: Istraživanje je sprovedeno tokom 2021. godine u tri osnovne škole: „NH Dušan Dugalić“, „Miloje Pavlović“ i „Radivoj Popović“. Za prikupljanje podataka korišćen je Kratki inventar ponašanja tokom jela kod osoba sa autizmom. Upitnik su popunjavali roditelji. Uzorak istraživanja formiran je od 36 učenika s poremećajem iz spektra autizma, prosečne starosti 132,7 ± 2,01 (u mesecima). Ispitanici su podeljeni u dve grupe. Prvu grupu činili su učenici uzrasta od 7 do 10 godina (58,3%), a drugu grupu učenici od 11 do 16 godina (41,7%). Većina ispitanika bili su dečaci (n=32; 88,9%).
Rezultati: Rezultati istraživanja su pokazali da frekventnost na ukupnom skoru za ceo uzorak iznosi 42,50±12,77, a za pojedinačne faktore: ograničena raznolikost - k23,39±7,15; odbijanje hrane - 8,72±4,25; disruptivno ponašanje - 10,39±3,15. Takođe, rezultati su pokazali da ne postoji statistički značajna razlika između ispitanika prve i druge uzrasne grupe, bilo na ukupnom skoru (p=0,168), bilo na pojedinim faktorima (ograničena raznolikost: p=0,265; odbijanje hrane: p=0,442; disruptivno ponašanje: p=0,061).
Zaključak: Ovo je prvo istraživanje koje je sprovedeno u Srbiji i rezultati su u skladu s rezultatima prethodnih istraživanja koja su takođe utvrdila da deca s poremećajem iz spektra autizma ispoljavaju probleme u ishrani.Introduction: A large number of children with autism spectrum disorder manifest eating problems.
Aim: The aim of the research was to examine the frequency of eating problems in children with autism spectrum disorder at primary school age.
Method: The research was conducted during 2021 in three primary schools in Belgrade: Dusan Dugalic, Miloje Pavlovic, and Radivoj Popovic. A questionnaire entitled “Brief Assessment of Mealtime Behaviors in Children” was used to collect data. The questionnaire was filled in by the parents. The research sample consisted of 36 students with autism spectrum disorder, average age 132.7±2.01 months. The first group consisted of students aged 7 to 10 years (58.3%), and the second group consisted of students aged 11 to 16 years (41.7%). The majority of examinees were boys (n=32; 88.9%).
Results: The results of the research showed that the frequency on the total score for the whole sample was 42.50±12.77 and for individual factors: limited diversity - 23.39±7.15; food rejection - 8.72±4.25; disruptive behavior - 10.39±3.15. Also, the results showed that there was no statistically significant difference between the subjects of the first and second age groups, either on the total score (p=.168), or on the scores on individual factors (limited diversity: p=.265; food rejection: p=.442; disruptive behavior: p=.061).
Conclusion: This kind of research is first to be done in Serbia and the results are in line with the results of previous research which also found that children with autism spectrum disorder manifest eating problems
Eating problems in primary school age children with autism spectrum disorder
Get PDFUvod: Veliki broj dece sa poremećajem iz spektra autizma pokazuje probleme u ishrani.
Cilj: Cilj istraživanja je bio da se ispita učestalost problema u ishrani kod dece s poremećajem iz spektra autizma osnovnoškolskog uzrasta.
Metod: Istraživanje je sprovedeno tokom 2021. godine u tri osnovne škole: „NH Dušan Dugalić“, „Miloje Pavlović“ i „Radivoj Popović“. Za prikupljanje podataka korišćen je Kratki inventar ponašanja tokom jela kod osoba sa au- tizmom. Upitnik su popunjavali roditelji. Uzorak istraživanja formiran je od 36 učenika s poremećajem iz spektra autizma, prosečne starosti 132,7±2,01 (u mesecima). Ispitanici su podeljeni u dve grupe. Prvu grupu činili su učenici uzrasta od 7 do 10 godina (58,3%), a drugu grupu učenici od 11 do 16 godina (41,7%). Većina ispitanika bili su dečaci (n=32; 88,9%).
Rezultati: Rezultati istraživanja su pokazali da frekventnost na ukupnom skoru za ceo uzorak iznosi 42,50±12,77, a za pojedinačne faktore: ograničena ra- znolikost – 23,39±7,15; odbijanje hrane – 8,72±4,25; disruptivno ponašanje – 10,39±3,15. Takođe, rezultati su pokazali da ne postoji statistički značajna razlika između ispitanika prve i druge uzrasne grupe, bilo na ukupnom skoru (p=0,168), bilo na pojedinim faktorima (ograničena raznolikost: p=0,265; od- bijanje hrane: p=0,442; disruptivno ponašanje: p=0,061).
Zaključak: Ovo je prvo istraživanje koje je sprovedeno u Srbiji i rezultati su u skladu s rezultatima prethodnih istraživanja koja su takođe utvrdila da deca s poremećajem iz spektra autizma ispoljavaju probleme u ishrani.Introduction: A large number of children with autism spectrum disorder manifest eating problems.
Aim: The aim of the research was to examine the frequency of eating problems in children with autism spectrum disorder at primary school age.
Method: The research was conducted during 2021 in three primary schools in Belgrade: Dusan Dugalic, Miloje Pavlovic, and Radivoj Popovic. A questionnaire entitled “Brief Assessment of Mealtime Behaviors in Children” was used to collect data. The questionnaire was filled in by the parents. The research sample consisted of 36 students with autism spectrum disorder, average age 132.7±2.01 months. The first group consisted of students aged 7 to 10 years (58.3%), and the second group consisted of students aged 11 to 16 years (41.7%). The majority of examinees were boys (n=32; 88.9%).
Results: The results of the research showed that the frequency on the total score for the whole sample was 42.50±12.77 and for individual factors: limited diversity – 23.39±7.15; food rejection – 8.72±4.25; disruptive behavior – 10.39±3.15. Also, the results showed that there was no statistically significant difference between the subjects of the first and second age groups, either on the total score (p=.168), or on the scores on individual factors (limited diversity: p=.265; food rejection: p=.442; disruptive behavior: p=.061).
Conclusion: This kind of research is first to be done in Serbia and the results are in line with the results of previous research which also found that children with autism spectrum disorder manifest eating problems
Sensory processing of children and students with autism spectrum disorder and typical development in relation to gender and age
Get PDFUvod: Senzornim procesiranjem organizuju se čulni podražaji registrovani u našem telu
ili okolini. Dosadašnja istraživanja su pokazala da su teškoće senzorne obrade učestalije
kod osoba sa poremećajem iz spektra autizma nego kod osoba tipične populacije. Cilj: Cilj
ovog rada je utvrditi obrasce senzornog procesiranja kod ispitanika tipične populacije i
ispitanika s poremećajem iz spektra autizma, kao i polne i uzrasne razlike u senzornim
profilima kod navedenih grupa ispitanika. Metode: Primenom mernog instrumenta Dečiji
senzorni profil 2 ispitivane su karakteristike senzornog procesiranja kod 120 ispitanika
oba pola, 60 ispitanika s poremećajem iz spektra autizma i 60 ispitanika tipičnog razvoja
uzrasta od tri godine do 13 godina i 11 meseci. Rezultati: Dobijeni rezultati pokazuju
da postoje razlike između dve grupe ispitanika i da se te razlike javljaju kod svih devet
supskala instrumenta. Utvrđeno je da ispitanici sa poremećajem iz spektra autizma imaju
više poteškoća prilikom obrade senzornih informacija u odnosu na ispitanike tipične
populacije, i to pogotovo u domenu taktilne percepcije. Rezultati takođe pokazuju da se s
godinama obim teškoća u okviru senzorne obrade informacija kod obe grupe ispitanika
smanjuje. U odnosu na pol ispitanika dobijene razlike bile su značajne u domenu
sumarnog skora instrumenta u korist dečaka, ali to nije uočeno pri merenjima na svim
supskalama. Zaključak: U skladu sa navedenim nalazima, pri kreiranju individualnog
obrazovnog plana neophodno je uzeti u obzir sve specifičnosti senzorne obrade dece sa
poremećajem iz spektra autizma.Introduction. Sensory processing is a neurobiological process in which a person uses
their senses, sends information to an appropriate reception and processing center, and
responds to environmental stimulations. Previous research has shown that sensory
processing difficulties are more common among people with autism spectrum disorder
than among people of the typical population. Objectives. The aim of this paper was to
determine the patterns of sensory processing in subjects of the typical population and
subjects with autism spectrum disorder, as well as gender and age differences in sensory
profiles in these groups of subjects. Methods. Using The Child Sensory Profile 2 as the
measuring instrument, the characteristics of sensory processing were examined in 120
subjects of both genders, 60 subjects with autism spectrum disorder and 60 subjects of
typical development, ages three to 13 years and 11 months. Results. The obtained results
show that there are differences between the two groups of respondents and that these
differences occur in all nine subscales of the instrument. It was found that subjects with
autismspectrumdisorder hadmore difficulty in processing sensory information compared
to subjects of the typical population, especially in the domain of tactile perception. The
results also show that the quality of sensory information processing in both groups of
respondents improved with age. In relation to the respondents’ gender, the obtained
differences were significant in the domain of the total score of the instrument, in favor
of the boys, but this was not observed in the measurements on all subscales. Conclusion.In accordance with the above findings, when creating an individual educational plan, it
is necessary to take into account all the specifics of sensory processing of children with
autism spectrum disorder
Cognitive and language deficits in persons with Parkinson’s disease
Get PDFUvod: Savremena shvatanja Parkinsonove bolesti sve više ističu značaj različitih
nemotoričkih znakova, među kojima su i kognitivni i jezički deficiti. To je zaokret u
odnosu na ranija istraživanja, koja su uglavnom bila usmerena na izučavanje motoričkih
poremećaja. Cilj: Cilj ovog rada je da se na sistematičan način predstave i analiziraju
savremeni empirijski podaci o prisustvu jezičkih i kognitivnih deficita kod osoba sa
Parkinsonovom bolešću, uz osvrt na studije posvećene proceni i tretmanu kognitivnih
i jezičkih poremećaja. Metode: Za pretragu relevantne literature korišćene su različite
elektronske baze biblioteka Srbije i specijalizovani internet pretraživači. U obradi podataka
iz literature korišćene su deskriptivna, analitička i sintetička metoda. Rezultati: Rezultati
empirijskih studija pokazuju da se kognitivni poremećaji mogu uočiti već u početnim
fazama bolesti, te da postaju sve izraženiji s njenom progresijom. Kognitivni deficiti
se ispoljavaju u oblastima egzekutivnih funkcija, vizuospacijalnih sposobnosti, pažnje i
pamćenja. Studije posvećene proučavanju jezika svedoče u prilog manifestacije deficita
u svim jezičkim modalitetima. Jezički i kognitivni poremećaji, udruženi sa dizartrijom
i smetnjama neverbalne komunikacije, negativno utiču na komunikativne sposobnosti,
a time i na kvalitet života obolelih osoba. Zaključak: Kognitivni pad u Parkinsonovoj
bolesti kreće se od blagog kognitivnog poremećaja do izražene kliničke slike demencije.
Jezički poremećaji manifestuju se u auditivnom razumevanju, spontanom govoru,
diskursu, imenovanju, ponavljanju, čitanju i pisanju. U tretmanu kognitivnih i jezičkih
deficita koriste se farmakološki i nefarmakološki pristup. Govorno-jezička terapija, kao
deo nefarmakološkog pristupa, ima za cilj usporavanje progresije kognitivnih i jezičkih
poremećaja, održavanje komunikacionih sposobnosti i kompenzaciju deficitaIntroduction. Contemporary research of Parkinson’s disease increasingly emphasizes
the importance of various non-motor signs, including cognitive and language deficits.
This is a significant shift from previous research which focused primarily on the study
of motor disorders. Objective. This article aims to systematically present and analyse
contemporary empirical data on the presence of language and cognitive deficits in
Parkinson’s disease. Studies on the assessment and treatment of cognitive and language
functions are also mentioned. Methods. Various electronic databases of Serbian libraries
and specialized Internet search engines were used to search for relevant literature.
Descriptive, analytic and synthetic methods were used. Results. The empirical data
show that cognitive disorders can be observed in the initial stages of the disease and
that they become more pronounced with disease progression. Cognitive deficits are
manifested in the domains of executive functions, visuospatial abilities, attention, and
memory. Studies devoted to the study of language testify to the manifestation of deficits
in all language skills. Language and cognitive disorders, associated with dysarthria and
deficits in nonverbal communication, negatively affect communication skills, and the
patient’s life quality. Conclusion. Cognitive decline in Parkinson’s disease ranges from
mild cognitive impairment to severe dementia. Language disorders are manifested in
auditory comprehension, spontaneous speech, naming, repetition, discourse, reading,
and writing. For treating cognitive and language deficits, a pharmacological and
nonpharmacological approaches are used. The goal of speech-language therapy, as a part
of nonpharmacological approach, is to slow down progression of cognitive and language
disorders, maintain communicative abilities, and compensate for deficit
Relation between socioeconomic status of parents, phonological awareness and working memory in preschoolers
Get PDFUvod: Primarna funkcija fonološke radne memorije je privremeno čuvanje informacija o glasovnoj strukturi reči kao osnovi za uspostavljanje leksičkih predstava, koje postepeno formiraju i proširuju rečnik. Odnos između fonološ- ke svesnosti i radne memorije važan je za jezički razvoj i prikazan je u brojnim istraživanjima.
Cilj: S obzirom da se fonološka svesnost razvija postepeno, kao i da radna memorija ima različit uticaj na njene komponente, cilj istraživanja je utvrđi- vanje međusobnih odnosa između ovih procesa i socioekonomskog statusa roditelja, uzimajući u obzir skup sposobnosti identifikovanih kao komponente fonološke svesnosti.
Metod: Uzorak istraživanja čini četrdesetoro dece, uzrasta između pet i sedam godina. Za procenu jezičkih sposobnosti primenjena je Clinical Evaluation of Language Fundamentals – Fourth Edition baterija sa suptestovima: fonološka svesnost i radna memorija.
Rezultati: Dobijeni rezultati pokazuju da je između ukupnog skora na testu fo- nološke svesnosti i postignuća na zadacima verbalne radne memorije – fono- loška petlja utvrđena statistički značajna pozitivna korelacija (r=0,46; p=0,00).
Rezultati istraživanja pokazuju da uzrast, socioekonomski status roditelja i postignuća na zadacima verbalne radne memorije predviđaju 61,4% varijan- se postignuća na testu fonološke svesnosti (F=31,84; p=0,00). U konačnom modelu prediktora, statistički su značajna samo dva činioca, pri čemu uzrast ima veći beta koeficijent (β=0,65; p=0,00) u odnosu na postignuće na zadatku ponavljanja brojeva unapred (β=0,44; p=0,00). Kada se ukloni uticaj uzrasta, socioekonomski status roditelja i verbalna radna memorija predviđaju 15,8% varijanse postignuća na testu fonološke svesnosti, što predstavlja statistički značajan doprinos (F=10,81; p=0,01).
Zaključak: Dobijeni rezultati pružaju podršku postojećoj literaturi i ističu po- trebu za novim studijama, koje će se baviti odnosom jezičkih i egzekutivnih funkcija kod dece.Introduction: The primary function of the phonological working memory is to temporarily store sound structures of words as the basis for the establishment of lexical representations that gradually form and extend the vocabulary. The relation between phonological awareness and phonological working memory is important for language development and it is well documented in the literature.
Aim: Since phonological awareness abilities develop gradually and working memory has different impact on its components, the present study aims to investigate the relations between these processes and socioeconomic status of parents considering the set of abilities identified as phonological awareness components.
Method: The research sample consisted of forty children, aged between five and seven.
Clinical Evaluation of Language Fundamentals – Fourth Edition battery was used to assess language abilities, with subtests: phonological awareness and working memory.
Results: The obtained results show that a statistically significant positive correlation was found between the total score on the phonological awareness test and the achievement on the tasks of verbal working memory – phonological loop (r=0.46; p=.00). The results of the research show that age, socioeconomic status of parents and achievement on the tasks of verbal working memory predict 61.4% of the variance of achievement on the phonological awareness test (F=31.84; p=.00). In the final predictor model, only two factors were statistically significant, with age having a higher beta coefficient (β=0.65; p=.00) compared to the achievement on the digit span memory task – forward (β=0.44; p=.00). When the influence of age is removed, socioeconomic status of parents and verbal working memory predict 15.8% of the variance of achievement on the phonological awareness test, which represents a statistically significant contribution (F=10.81; p=.01).
Conclusion: The obtained results provide support to the existing literature and emphasize the need for new studies, which will deal with the relationship between language and executive functions in children