Institucionalno zbrinjavanje dece bez roditeljskog staranja predstavlja značajan faktor rizika za socioemocionalni i kognitivni razvoj. Imajući u vidu da su ranije studije uglavnom bile usmerene na ...izučavanje karakteristika ponašanja, afektivne vezanosti, pažnje, govorno-jezičkih sposobnosti i intelektualnog funkcionisanja, cilj ovog pilot istraživanja je da se utvrdi nivo razvoja egzekutivnih funkcija (EF) kod institucionalizovane dece tipičnih intelektualnih sposobnosti. Uzorkom je obuhvaćeno dvadeset četvoro dece, oba pola (58,3% dečaka; N=14), uzrasta 8-15 godina (AS=13,5; SD=1,64). Za procenu EF primenjena je BRIEF skala (Behavior Rating Inventory of Executive function), a rezultati su analizirani u odnosu na norme date u priručniku. Dobijeni rezultati ukazuju na to da deca koja žive u instituciji pokazuju značajna odstupanja u nivou razvoja gotovo svih procenjenih aspekata EF, i to između 25% i 83% dece u zavisnosti od subskale. Klinički značajne vrednosti manifestuju se kako u domenu regulacije ponašanja, tako i u oblasti metakognicije koja, sudeći po rezultatima (oko 70% dece odstupa minimum 1,5 SD od proseka), predstavlja oblast koja je posebno osetljiva na uticaj institucionalnog okruženja. U oblasti metakognitivnih sposobnosti najizraženije teškoće detektuju se na subskali kojom se procenjuju planiranje i organizacija (83,3%), a u oblasti bihejvioralne regulacije u domenu mogućnosti fleksibilne izmene ponašanja (70,8%). Uočena je tendencija postizanja lošijih rezultata kod dece koja su u domskom smeštaju do godinu dana u odnosu na decu koja duže borave u domu, a ta razlika je i statistički značajna u domenu fleksibilnosti ponašanja (p=0,033). Kod dece koja žive u instituciji nisu utvrđene polne razlike u nivou razvoja EF. Imajući u vidu značaj EF za socioemocionalno funkcionisanje, adaptivno ponašanje i akademski uspeh, neophodno je sistemski uvrstiti različite programe stimulacije koji bi bili usmereni na razvoj metakognitivnih i regulatornih sposobnosti dece koja žive u instituciji.
The 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.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Introduction. The role of motor skills in reading seems counter-intuitive, and thus it has played a minor role in studies on predictors of reading skills. The results of some studies indicate that ...the connection between motor skills and reading is present and that it depends on the examined motor component. Objective. The aim of this research was to determine the relation between visuomotor coordination and visuomotor integration with reading skills in younger school-age students. Methods. The sample included 103 participants aged 9 to 11 years. A Likert-type scale with four descriptors covering the most common types of problems during reading was used to evaluate reading skills. Fine motor skills were assessed with the subtests of the Acadia Test of Developmental Abilities - Visuomotor Coordination and Sequencing and Figure Copying. Intelligence, working memory, and inhibitory control were selected as covariates. Intelligence was assessed by Raven's Progressive Matrices, working memory by the Digit Span Backward task, and inhibitory control by the Go/NoGo task. Results. Hierarchical regression analysis showed that visuomotor coordination and working memory are independent predictors of reading skills. Visuomotor coordination explains 5.2% of the variance after removing the influence of intelligence and basic executive functions. A statistically significant relationship between visuomotor integration and reading skills was not found, so visuomotor integration was not considered a predictor in further analysis. Conclusion. When considering the importance of fine motor skills, it is necessary to analyze its individual components, because the results of this, as well as previous studies, indicate that not all aspects of fine motor skills are equally important factors in the development of reading skills. In the context of preventing difficulties in learning to read, it would be desirable to apply activities that would stimulate the development of fine motor skills and working memory from preschool age.
Background/Aim. The acquisition of practical skills (PS), as well as adaptive behavior (AB) in general, is affected by an array of personal and environmental factors. The aim of this study was to ...determine the level of a c-quisition of practical adaptive skills (PAS) among adults with vision impairment (VI), in comparison to the norms among the general population and with regard to the vision status (low vision and blindness), age of vision loss onset, gender, age, living arrangements, education, and employment status. Methods. Seventy-nine (62.2%) participants who were blind and forty-eight (37.8%) participants with low vision and typical intellectual abilities voluntarily took part in the study. The respondents were aged from 19 to 60 years, with a mean age of 36.1 ? 11.8 years. PAS were assessed using the PS domain which is part of the Adaptive Behavior Assessment System II ? ABAS II. Results. The scores achieved in the skill areas of the PS domain range from extremely low to average. Extremely low scores were detected in the Work skill area, while for the skill areas of Community use, Home living, and Health and safety, the scores were below average, and average scores were noted in the Self-care skill area. The degree of PS acquisition among participants with VI depended primarily on the vision status, but a significant connection with living arrangements and employment status was also established. Conclusion. Per-sons with VI showed significant limitations in the area of PS, which indicates the need for support programs de-signed to foster the development of self-reliance.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
5.
Leisure in persons with vision impairment Vučinić, Vesna; Gligorović, Milica; Anđelković, Marija
Research in developmental disabilities,
07/2020, Letnik:
102
Journal Article
Recenzirano
•The achievements of participants with low vision were significantly better than the blind participants’ achievements.•The results of uninformed participants were significantly poorer than the ...results of the well-informed participants.•Participants who lived alone achieved the better scores on the Leisure subtest.
Vision impairment can affect various areas of life. The aim of this research was to determine the extent to which adults with vision impairment engage in leisure activities and the quality of that engagement.
The research included 78 participants with blindness, and 48 with low vision 19–60 years of age (M = 36.01; SD = 11.81). The subtest Leisure, from the Adaptive Behavior Assessment System II – ABAS II, was used for leisure time assessment.
The mean value of the results on the Leisure subtest fell within the average category. A statistically significant relationship was established between our respondents’ achievements and: a) their vision status (p = 0.05); b) how well-informed they considered themselves to be about their vision impairment (p = 0.030); and c) their living arrangement (p = 0.021).
The results indicated the need for more comprehensive analysis of the circumstances which determine how well-informed the vision impaired have about their own condition (motivation, information availability, etc.) and the dynamics of family and other social relations, when designing support programs for people with vision impairment.
Background: Social competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation ...(SR) on social skills in persons with moderate intellectual disability (MID). Method: The sample included 41 participants with MID, aged 14-21. Memorizing animals and maze tasks were used for WM assessment. SR skills were assessed by the Behavioral Multitask Batteries. Social skills were rated by the Socialization subscale from the Adaptive Behavior Assessment System II, which consists of two parts. Results: Social skills part could mainly be predicted from SR scores (ß = -0.441), followed by WM (ß = 0.390) and IQ score (ß = 0.382). Only WM score (ß = 0.494) had a predictive value for Leisure time part. Conclusion: As WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.
The aims of this research were to determine the developmental dynamics of selective attention and inhibition in younger school-aged children, as well as its relationship with gender and intellectual ...abilities. The sample consisted of 94 children 46 (48.9%) girls of typical intellectual abilities (IQ 92-136; M=107.6, SD=11.08), aged between 8-11 years and 6 months. Selective attention and inhibition were assessed by Dodrill's Stroop test. Analysis of the results revealed statistically significant positive correlation of moderate degree (r=0.57) and highly statistically significant difference between the first and the second part of the Stroop test (p≤0.000). Age (p≤0.000), gender (p=0.001) and intellectual abilities (p=0.012) were statistically significant factors of Stroop performance. Age explains 30% of results variability, gender 15%, and differences in intellectual abilities 9%. Performance of 8 and 9 year-olds was statistically significantly different compared to 10 and 11 year-olds, which confirms the existence of developmental jump in selective attention and inhibition that occurs around 10 years of age.
Introduction. The occurrence of atypical reactions to auditory sensory stimuli is observed in people with autism spectrum disorders (ASD) at an early age. Objective. The goal of this review was to ...analyze behavioural and electrophysiological examinations of auditory perception in people with ASD. Methods. The findings are organized according to the applied methodology and stimuli used in assessing auditory perception. Results. When compared to the typical population, identification and discrimination of isolated acoustic characteristics are mostly preserved or advanced in people with ASD, both for complex tones and spoken stimuli. The leading theories regarding auditory functioning of people with ASD indicate that peripheral (local) processing of sound details is preserved or advanced compared to the typical population and that difficulties arise in integrating locally analyzed information into a meaningful whole (global processing). The difference between these theories is that the Weak Central Coherence theory insists on a definite presence of deficiencies in global processing, whereas the Perceptual Functioning theory is not as exclusionary and indicates that the inconsistency in global processing can be present but is not requisite. Conclusion. It may be concluded that auditory perception and the processing of tone height are preserved or enhanced in people with ADS regardless of the type of the auditory stimulus. This may be explained by the increase of the auditory capacity for information processing, which is useful in some cases. However, in other cases, the same increased capacity results in processing unnecessary information, thereby increasing susceptibility to distraction.
Social skills in adults with visual impairment Vučinić, Vesna J; Gligorović, Milica G; Anđelković, Marija M
Sociološki preglad,
2020, 2020-00-00, Letnik:
54, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The research aim is to establish the level of acquisition of social skills in persons with visual impairment in relation to age, sex, category and time of visual impairment occurrence. The research ...included 131 participants with visual impairment (62.6% blind and 37.4% with low vision), both male and female, between 19 and 60 years old. In the assessment of social skills the subtest „Social Skills”, which belongs to the Adaptive Behavior Assessment System, was applied. The result analysis has established that the achievements of the majority of the participants with visual impairment belong to the category of the average. No significant relation was established between social skills and the age of the participants and the time of visual impairment occurrence, whereas the relation with the category of visual impairment and sex is statistically significant. Future research should be directed at the level of social support to persons with visual impairment for the purpose of creating more efficient support programs in the community.
The aims of this paper were to determine the development dynamics of visual organization ability and its relation to success in Serbian Language, Mathematics, and The World around Us subjects in ...younger schoolchildren. The sample included 80 typically developing students, 7-11 years of age (age in months: M=113.8; SD=14.5), attending 1st-4th grade of elementary school. Visual organization was assessed by a set of four tasks in which the participants were expected to complete images and shapes, identify unclear and incomplete drawings, identify elements on folded drawings, and observe the differences between visual stimuli. The maximum number of points for each task was 20, and thus the maximum total score of visual organization was 80 points. Descriptive statistical measures, Pearson correlation coefficient, χ2 test, single-factor and multivariate analysis of variance were used in data processing. The results analysis determined the presence of low and moderate statistically significant correlations between achievements on all tasks assessing visual organization. School age was a significant factor of total achievement on tasks assessing visual organization (p≤000), accounting for somewhat more than 35% of achievement variability, with statistical significance being based on poorer achievements (p≤0,000) of the youngest group of participants (first grade students). Achievement on tasks involving completing images and shapes, identifying unclear and incomplete drawings, and observing differences, significantly correlated with success in Serbian Language and Mathematics, while the total score significantly correlated with success in The World around Us.
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