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Gross Motor Skills in Children with Cerebral Palsy and Intellectual Disability
No full textObjectives The aim of this study is to determine the connection of gross motor skills (locomotor skills and object control) and the degree of associated intellectual disability (ID) in children with cerebral palsy (CP).peer‐reviewed version of the article:[http://rfasper.fasper.bg.ac.rs/handle/123456789/3630
Expressive speech in younger school-aged children
Get PDFUvod: Razvoj govorno-jezičkih sposobnosti je jedan od krucijalnih činilaca akademskog postignuća i socijalizacije.
Cilj: Istraživanje je sprovedeno s ciljem da se utvrdi dinamika razvoja ekspre- sivnog govora kod dece tipičnog razvoja od šest do devet godina.
Metod: U istraživanju je učestvovalo 111 dece tipičnog razvoja, učenika beo- gradskih osnovnih škola, oba pola (49,5% devojčica), uzrasta 6-9,11 godina (sta- rost u mesecima: AS=95,09; SD=16,82). Ispitanici su prema uzrastu podeljeni u četiri grupe. Uzorak je ujednačen prema uzrastu i polu ispitanika (p=0,785). Za procenu ekspresivnog govora primenjen je Protokol za procenu ekspresivnog govora, koji sadrži zadatke za procenu imenovanja, automatskog i neautomst- skog govora, dijaloškog i produktivnog govora. Rezultati Protokola analizirani su pojedinačno i u formi opšteg skora ekspresivnog govora. U statističkoj obradi podataka korišćene su deskriptivne statističke mere, Pirsonov koeficijent korela- cije, χ2 test, multivarijatna analiza varijanse (MANOVA) i post hoc test.
Rezultati: Primenom analize varijanse utvrđeno je da je uzrast značajan čini- lac postignuća na zadacima imenovanja (p≤0,000), neautomatskog govora (p≤0,000) i produktivnog govora (p≤0,000), dok u domenima automatskog (p=0,207) i dijaloškog govora (p=0,609) odnos nije značajan, iako se uočavaju izvesne razlike aritmetičkih sredina u korist dece starijeg uzrasta. Utvrđen je sta- tistički značajan odnos uzrasta i opšteg skora ekspresivnog govora (p≤0,000), a uzrastom se može objasniti 47,3% varijabilnosti rezultata (η2part=0,473).
Primenom post hoc analize ustanovljeno je da se statistički značajne razlike (p=0,007-0,000) javljaju između svih uzrasnih grupa sem osmogodišnjaka i devetogodišnjaka (p=0,993), što bi se moglo objasniti karakteristikama prime- njenog instrumenta, ali i specifičnostima dinamike razvoja sposobnosti u tom uzrasnom periodu. Analizom percentilnih rangova nije utvrđeno odstupanje koje bi ukazalo na postojanje specifičnih jezičkih poremećaja ili intelektualne ometenosti kod ispitanika koji su učestvovali u istraživanju.
Zaključak: Sumirajući rezultate možemo da zaključimo da je razvoj ekspre- sivnog govora kod većine dece koja su učestvovala u istraživanju u skladu sa razvojnim miljokazima.Introduction: The development of speech and language skills is one of the crucial factors of academic achievement and socialization.
Aim: The research was conducted with the aim to determine the dynamics of expressive speech development in typically developed children from six to nine years of age.
Method: The sample consisted of 111 children with typical development, of both genders (49.5% of girls), aged between 6 and 9.11 years (age in months: M=95.09, SD=16.82).
Participants were distributed into four age groups. The number of girls and boys was relatively equally distributed in all age groups (p=0.785). Expressive speech was assessed by the Protocol for the Assessment of Expressive Speech that contains tasks for assessing naming ability, automatic and non-automatic speech, dialogue speech and productive form of speech. The results of the Protocol were analyzed by sub-domains and in the form of a general score of expressive speech. In statistical data processing we employed descriptive statistical measures, Pearson’s correlation coefficient, χ2 test, multivariate analysis of variance (MANOVA) and post hoc test.
Results: Using the analysis of variance, it was found that age is a significant factor in achievement on the tasks of naming (p≤.000), non-automatic speech (p≤.000) and productive speech (p≤.000), while in the domains of automatic (p=.207) and dialogic speech (p=.609) the relationship is not significant, although some differences in arithmetic means are observed in favor of older children. A statistically significant relationship between age and the general score of expressive speech (p≤.000) was found, and 47.3% of the variability of the results can be explained by age (η2part=.473). Using post hoc analysis, it was found that statistically significant differences (p=.007-.000) occur between all age groups except eight- year-olds and nine-year-olds (p=.993), which could be explained by the characteristics of the applied instrument, but also by the specifics of developmental dynamic at that age period.
The analysis of percentile ranks did not reveal any deviation that would indicate the existence of specific language disorders or intellectual disability.
Conclusion: Summarizing the results, we can conclude that the development of expressive speech is in line with developmental milestones in most children who participated in the research
Characteristics of balance and posture of people with the autism spectrum disorder – research review
Get PDFPostura predstavlja uspravni stav pri stajanju i hodu, dok integracija informacija iz više različitih čula o položaju i kretanju tela u prostoru predstavlja
osnovu skladno razvijenog balansa.
Cilj ovog rada je da se, pregledom dostupne literature, prikažu karakteristike balansa i posture osoba sa poremećajem iz spektra autizma.
Pretragom elektronske baze podataka Konzorcijuma biblioteka Srbije za
objedinjenu nabavku – KOBSON, kao i pretragama preko pretraživača
Google Scholar, prikupljeni su i analizirani radovi koji se odnose na specifičnost balansa i posture kod dece i osoba sa poremećajem iz spektra autizma.
Rezultati pretrage pokazuju da osobe sa poremećajem iz spektra autizma
imaju smanjenu posturalnu stabilnost, odnosno da pri različitim modifikacijama senzornih informacija, kao i pri modifikovanim vizuelnim informacijama, ispitanici povećavaju posturalna njihanja, što rezultira smanjenom
posturalnom kontrolom. Istraživači takođe ističu drugačiji posturalni profil
kod dece sa poremećajem iz spektra autizma, odnosno povećanu učestalost
određenih deformiteta kičmenog stuba u odnosu na decu tipične populacije.
Oblast posturalne kontrole kod dece i osoba sa poremećajem iz spektra autizma u poslednjoj deceniji dobija na značaju, pa tako i sami autori prikazanih istraživanja sugerišu da je neophodno nastaviti ispitivanja kako bi se ova
oblast dodatno istražila. Detaljnija saznanja u ovoj oblasti bi obogatila pristup u tretmanu osoba sa poremećajem iz spektra autizma, čime bi se podigao nivo funkcionisanja ovih osoba.Posture represents the upright position when standing or walking, while
the integration of information from several different senses about the position
and body movement in the space, represents the foundation of a harmoniously
developed balance.
The aim of this paper is to review the available literature and present
the characteristics of posture and balance of persons with autism spectrum
disorder.
By researching the electronic database of the Serbian Library Consortium
for Coordinated Acquisition – KoBSON, as well as, searching through the
Google Scholar search engine, papers were gathered and analyzed, which are
related to the specificity of posture and balance with children and persons with
autism spectrum disorder.
The search results show that persons with autism spectrum disorder have
reduced postural stability, i.e. that with different modifications of the sensory
information, as well as, with the modified visual information, the participants
are increasing their postural swaying, which results in a decreased postural
control. The researchers also point out a different postural profile with children
with autism spectrum disorder, respectively an increased frequency of certain
spinal deformities relative to typical population children.
The area of postural control of children and adults with autism spectrum
disorder is becoming more important in the last decade, and so the authors of
the presented researches themselves suggest that it is necessary to continue the
research, in order to additionally explore this area. More detailed findings in
this area would enrich the approach in the treatment of persons with autism
spectrum disorder, which would elevate the level of functionality of these
person
Attention as a precondition of rehabilitation
Get PDFIntroduction: Attention, as a function, is described as a significant
predictor of recovery after brain injury. It is also a necessary precondition
for the patient’s participation in the further course of rehabilitation.
Attention is defined as the ability to direct and maintain psychic energy
to a selected number of relevant stimuli. The main features of attention
are tenacity and vigilance. Tenacity means the ability to retain psychic
energy for as long as a certain situation requires. For example, solving
a specific task or multiple tasks. Vigilance is a feature of attention that
psychic energy is quickly transferred from one information or stimulus to
another.
Aim: The aim of this study was to examine the influence of an experimental
factor on attention recovery in people with brain injuries.
Method: Two groups of subjects were formed, experimental and control.
The experimental group consisted of subjects with brain injuries and
the control group included their healthy peers. The subjects in both
groups were aged 15-20 years. Subjects of the experimental group were
subjected to the experimental factor.
Results: The results of the study tested with easy-R software system (EZR,
version 1.41.64-bit) showed highly statistically significant differences
(p<.01) between the experimental and control groups.
Conclusion: The application of the experimental factor contributed to the
recovery of attention functions in subjects with brain injuries
Parkinsonova bolest
No full textCilj ovog rada bio je da se kroz analizu i pregled literature opiše Parkinsonova bolest. Izdvojeni radovi za potrebe ovog rada bavili su se prevalencijom etiologijom bolesti, dijagnozom, zatim opisom kliničkih manifestacija, kao i mogućnostima kada je u pitanju lečenje i rehabilitacija ovih osoba. Takođe, analiziran je i kvalitet života kao veoma važan aspekt funkcionisanja ovih osoba u svakodnevnom životu.
Od Parkinonove bolesti najčešće oboljevaju osobe starije od 60 godina, mada se može javiti i u mlađoj populaciji. Do danas lek za ovu bolest nije pronađen, ali se dosta postiglo u pogledu rehabilitacije i lečenja usmerenog na ublažavanje simptoma i poboljšavanje kvaliteta života i funkcionalnosti ovih osoba. Konkretan uzrok ove bolesti još uvek nije poznat, ali se u literaturi pominje dosta faktora rizika koji mogu da dovedu do pojave Parkinsonove bolesti. Klinička slika je veoma raznolika i uključuje niz motrnih i drugih simptoma. Rana dijagnoza predstavlja veoma važnu kompomentu uspešnog tretmana i lečenja ove bolesti, a od velikog značaja jeste i pravovremeno uključivanje ovih osoba u proces lečenja, kako bi se progresija bolesti usporila, kao i u proces rehabilitacije kako bi se kod ovih osoba funkcionalnost u obavljanju svakodnevnih životnih aktivnosti dovela do najvišeg nivoa.The aim of this study was to describe Parkinson’s disease through analysis and review the literature.
Selected papers for the purposes of this study dealt with the prevalence, etiology of the disease, diagnosis, then a description of the clinical manifestations, as well as the possibilities when it comes to the treatment and rehabilitation of these persons. Also, the quality of life was analyzed as a very important aspect of the functioning of these people in everyday life.
Parkinson’s disease most often affects people over the age of 60, although it can also occur in the younger population. A cure for this disease has not yet been found, but much has been achieved in terms of rehabilitation and treatment aimed at alleviating the symptoms and improving the quality of life and functionality of these people. The exact cause of this disease is still unknown, but the literature mentions many risk factors that can lead to Parkinon’s disease. The clinical picture is very diverse and includes a number of observational and other symptoms. Early diagnosis is very important component of successful treatment and treatment of this disease, and of great importance is the timely involvement of these people in treatment process, to slow the progression of the disease, as well as in the rehabilitation process to enable these people to perform daily activities, led to the highest level
Competence of teachers and special educators in the use of assistive technology in educating students with disabiities
No full textАсистивна технологија представља технологију која је створена са циљем да особама са сметњама у развоју омогући приступ окружењу, информацијама и услугама. Апликације и уређаји који су део асистивне технологије се развијају брзим темпом, као и њихове импликације на образовање ученика са сметњама у развоју. Примена технологије у настави утиче на рад ученика и наставника, исходе учења, као и на реализацију наставног садржаја. У савременој пракси инклузивног образовања, наставно особље мора да поседује компетенције за примену асистивне технологије како би могло да задовољи потребе ученика са сметњама у развоју у складу са њиховим способностима и ограничењима. Једно од кључних питања везаних за примену асистивне технологије у инклузивном васпитно-образовном раду је какав је ниво знања и вештина наставног особља у примени асистивне технологије.
Циљ овог истраживања је био да се утврди да ли учитељи, наставници и дефектолози имају потребна знања и ниво компетенције за ефикасну употребу асистивне технологије, да се међусобно упореди ниво њихове компетентности, као и да се утврди ли постоји утицај неких социодемографских варијабли на ниво знања и компетенције испитаника.
Узорак је чинило 110 испитаника оба пола међу којима је било 39,1% учитеља и 33,6% наставника који су запослени у редовним основним школама, као и 19,1% дефектолога и 8,2% наставника који су запослени у специјалним основним школама које се налазе на територији града Београда. Примењен је упитник који је посебно конструисан за сврху овог истраживања. У обради података коришћена је дескриптивна статистичка анализа, као и тестови статистичког закључивања (једнофакторска анализа варијансе, Пирсонов коефицијент корелације, т-тест).
Анализа резултата је показала да су испитаници умерено компетентни за примену асистивне технологије у едукацији особа са сметњама у развоју. Резултати статистичке анализе показују да постоји статистички значајна разлика између нивоа компетентности испитаника различитог занимања (F=9,58, p<0,01). Није утврђена статистички значајна разлика у нивоу компетентности наставног особља на основу дужине њиховог искуства у настави. Резултати сугеришу да испитаници поседују различите нивое знања и вештина за употребу асистивне технологије, као и да постоји недостатак обуке у овој области.Assistive technology is a technology created with the aim of providing people with disabilities with access to the environment, information and services. Applications and devices that are part of assistive technology are developing at a rapid pace, as well as their implications for the education of students with disabilities. The application of technology in teaching affects the work of students and teachers, learning outcomes, as well as the realization of teaching content. In the modern practice of inclusive education, educators must be competent in the application of assistive technology in order to be able to meet the needs of students with disabilities in accordance with their abilities and limitations. One of the key issues related to the application of assistive technology in inclusive education is the level of knowledge and skills of educators in the application of assistive technology.
The aim of this research was to determine whether teachers and special educators have the necessary knowledge and level of competence for its effective use, to compare the level of their competence, and to determine whether there is an impact of some socio-demographic variables on the level of knowledge and competence of the respondents.
The sample consisted of 110 respondents of both sexes, among whom there were 39.1% of lower/grade teachers and 33.6% of upper/grade teachers employed in regular primary schools, as well as 19.1% of special educators and 8.2% of teachers employed in special primary schools in Belgrade. A questionnaire specially designed for the purpose of this research was applied.Descriptive statistical analysis was used in data processing, as well as statistical inference tests (univariate analysis of variance, Pearson's correlation coefficient, t-test).
The analysis of the results showed that the respondents were moderately competent in the application of assistive technology in the education of people with disabilities. The results of statistical analysis showed that there was a statistically significant difference between the levels of competence of the respondents with different occupations (F = 9.58, p <0.01). No statistically significant difference was found in the level of competence of educators with regard to the length of their teaching experience.
The results suggest that the respondents possess different levels of knowledge and skills for the use of assistive technology, as well as that there is a lack of training in this area
Voice Disorders in Children
No full textГлас подразумева најразличитије звукове произведене у човековом гласовном органу.
Органи који непосредно учествују у произвођењу гласа и говора су органи респирације, органи фонације и резонатор гласа. Најважнији је генератор гласа, односно ларинкс унутар ког су смештене гласнице које производе звук. Основни знак поремећаја гласа код деце је промуклост која настаје као последица органских или функционалних узрока. Поремећаји гласа код деце се најчешће испољавају у облику хиперкинетичке дисфоније, која је обично последица злоупотребе гласа. Вокална терапија код деце може бити индиректна и директна.
Индиректна вокална терапија обухвата едукацију и саветовање детета, родитеља и блиских особа о вокалном механизму, дететовом поремећају гласа и вокалној хигијени, а директна за циљ има модификовање вокалног понашања ради успостављања ефикасне фонације. Поред негативних утицаја на комуникацију, дисфонија може довести и до психосоцијалних и бихејвиоралних последица и стога је правовремена и одговарајућа рехабилитација гласа од суштинског значаја. Циљ овог рада је да кроз доступну литературу прикаже досадашња сазнања на пољу поремећаја гласа код деце. Рад се базира на прегледу доступне литературе о поремећајима гласа код деце, а претрага је вршена на српском и енглеском језику.The voice implies the most varied sounds produced in the human vocal organ. The organs directly involved in the production of voice and speech are the respiratory organs, the phonation organs and the voice resonator. The most important is the voice generator (the larynx) inside which are located the vocal cords that produce sound. The main sign of voice disorders in children is hoarseness that occurs as a result of organic or functional causes. Voice disorders in children most often manifest themselves in the form of hyperkinetic dysphonia, which is usually the result of voice abuse. Vocal therapy in children can be indirect or direct. Indirect vocal therapy includes education and counseling of the child, parents and loved ones on the vocal mechanism, the child's voice disorder and vocal hygiene, and direct vocal therapy is directed towards the modification of vocal behavior to establish effective phonation. In addition to the negative effects on communication, dysphonia can also lead to psychosocial and behavioral consequences, and therefore timely and appropriate rehabilitation of the voice is essential. The goal of this paper is to present the current knowledge in the field of voice disorders in children through the available literature. The paper is based on a review of the available literature on voice disorders in children, and the search was conducted in Serbian and English
Procena leksičko-semantičkih sposobnosti kao rani dijagnostički marker Alchajmerove bolesti
No full textTermin „leksičko-semantičko znanje“ se odnosi na teorijski koncept koji
podrazumeva fond reči koji neka osoba poseduje, način na koji se one skladište u
semantičkoj memoriji i kako su organizovane, kao i procese koji omogućuju pristup
rečima. U kliničkoj praksi leksičko-semantičke sposobnosti se procenjuju obimom
vokabulara koji osoba poseduje, načinom i kvalitetom leksičko-semantičke obrade i
upotrebom leksičkih jedinica u spontanom govoru. U tu svrhu se najčešće koriste testovi
poput Bostonoskog testa imenovanja (BTI), testa asocijacija reči i procenom leksičke
raznovrsnosti.
Procena leksičko-semantičkih sposobnosti se duže vremena koristi kao pouzdan
indikator opšteg jezičkog razvoja kod dece, kao rani pokazatelj eventualnog prisustva
specifičnog jezičkog poremećaja, u diferenciranju dece sa razvojnom disleksijom od dece
sa drugim oblicima teškoća u ovladavanju veštinom čitanja, detekciji i diferenciranju
stečenih govorno-jezičkih poremećaja, ali sve više i u detekciji jezičkih poremećaja kod
primarno nejezičkih poremećaja poput hiperkinetičkog sindroma i mucanja. Međutim, studije novijeg datuma ukazuju izuzetan klinički značaj procene
semantičkih sposobnosti u ranoj detekciji Alchajmerove bolesti (AB), čak pre pojave
ranih kognitivnih deficita kod ovih osoba. Naime, retrospektivnom analizom diskursa
pisaca i političara obolelih od AB uočeni su leksičko-semantički deficiti već u četrdesetim
godinama, pre pojave prvih simptoma AB. Pored toga, rezultati nekih studije su pokazali
da osobe koje nose mutaciju na genu koja se povezuje sa pojavom AB u ranim
četrdesetim godinama imaju značajno lošija postignuća na leksičko-semantičkim
testovima u poređenju sa ispitanicima bez mutacije gena. Dodatno, neuroimidžing studije
su pokazale kortikalne promene u prekliničkoj fazi AB u regionima mozga koji se
aktiviraju tokom izvršavanja zadataka na BTI i zadatku semantičke fluentnosti
(mediotemporalni delovi mozga uključujući hipokampus i parahipokampalni girus).
Navedeni podaci ukazuju na potrebu za revizijom ranih dijagnostičkih
kriterijuma AB. Naime, moguće je da prvi simptomi AB nisu kognitivni deficiti vezani sa
epizodičku memoriju, već leksičko-semantički deficiti, to jest deficiti vezani za
semantičku memoriju i leksičko-semantičke procese
Stress and Empathy in Teachers at General and Special Education Schools
No full textThe aim of the present study was to examine the differences in the intensity of the sources of teacher stress and in the degree of empathy among teachers in elementary education with regard to the educational setting in which they work. Data were collected from 101 elementary school teachers using the Teacher Stress Inventory and the Interpersonal Reactivity Index (IRI). Differences in the intensity of overall stress were not statistically significant. With both groups of teachers the greatest intensity of stress is connected with problematic classes and insufficient salary. Statistically significant differences were not detected between GES and SES either on the subscales or the aggregate scores of the IRI.GES teachers demonstrated a statistically significant relation between the scores on the scale of stress sources and those on the scale of overall empathy. There is a significant correlation between scores on the scale of Sources of stress and the subscale of Personal distress in both groups. By summing up the results, we identified various types of connectivity between particular stressors and the level of empathy of GES and SES teachers, both in the relationship to the overall score on the IRI and to the results on the subscales