Play in Children with Autism – Parents and Professionals’ Perception

Play is a central activity of childhood that provides children with enjoyment and stimulates the development of creativity. It helps them better understand the world around them, express their emotions, refine motor skills, and develop essential life skills. The aim of this study is to determine whether there is a difference in how parents and professionals perceive the play of children with autism. The sample included parents of children with autism (N = 60) and professionals (N = 60) employed in kindergartens and schools attended by these children. The children's ages ranged from four years and eight months to nine years (AS = 7.70; SD = 1.03). To assess play performance, the My Child’s Play – Parent Questionnaire (MCP; Schneider & Rosenblum, 2014) was used. The results showed statistically significant differences in play perception between parents and professionals in the subscales of Interpersonal Relationships and Social Participation (p < 0.05), Executive Functions (p < 0.05), and Play Choices and Preferences (p < 0.05). Parents perceived their child’s engagement in play more positively, including their ability to join play, adapt to new play partners, maintain focus, stay organized, persist, and overcome frustrating situations that may arise during play

Education and vocational training in prisons in Serbia

In terms of the prison system’s structure, the Republic of Serbia (excluding institutions located in Kosovo and Metohija) comprises 29 correctional facilities, with a combined capacity to house 11,957 detainees (Government of the Republic of Serbia, 2022). The Administration for the Execution of Criminal Sanctions, which operates under the Ministry of Justice of the Republic of Serbia, oversees the prison system. Additio nally, the Center for Training and Vocational Education, which is part of the Administra tion for the Execution of Criminal Sanctions, focuses on educating prison staff, while also coordinating the training and voca tional education activities for incarcerated individuals across penal institutions

The translation, reliability, and construct validity of the social role participation questionnaire for people with rheumatoid arthritis

The social participation of people with rheumatoid arthritis is assessed using the Social Role Participation Questionnaire. The aim of this study was to translate the Social Role Participation Questionnaire into the Serbian language, and to investigate its reliability and validity for Serbian people with rheumatoid arthritis. Questionnaires were satisfactorily completed by 126 participants with rheumatoid arthritis, during 2021. Test-retest reliability, internal consistency reliability, and construct validity of the Serbian version of the Social Role Participation Questionnaire were evaluated using the intraclass correlation coefficient, Cronbach’s alpha, and Spearman’s correlation coefficient, respectively. Some single item scores showed floor and/or ceiling effects. This was particularly evident in the physical difficulty items, which showed a floor effect in 20-80% of participants. The high intraclass correlation coefficient score (0.913–0.959) suggested a very high test-retest reliability. The Cronbach’s alpha coefficient, ranging from 0.706 to 0.926, was reliable for the majority of internal consistency. With the exception of the Social Role Participation Questionnaire subscale role importance at the first measurement, the construct validity of this instrument was confirmed. In assessing the social participation of Serbian people with rheumatoid arthritis, the Serbian translation of the Social Role Participation Questionnaire is a trustworthy and valid instrument

Prediktivni uticaj socio-demografskih karakteristika na adaptivna postignuća djece sa razvojnim poremećajim

Adaptivno ponašanje definiše se kao skup konceptualnih, socijalnih i praktičnih vještina koje ljudi uče i koriste u svakodnevnom životu. Cilj istraživanja bio je ispitivanje prediktivnog uticaja socio-demografskih karakteristika (pola, obrazovanja roditelja, radnog i bračnog statusa roditel- ja, prihoda porodice i broja braće i sestara) na adaptivna postignuća djece sa razvojnim poremećajima. Istraživanje je sprovedeno na ukupnom uzorku od 94 ispitanika, oba pola, uzrasta od 4 do 14 godina (9,22±2,79), koji je podijeljen u tri grupe. Prvu grupu činilo je 31 dijete sa SJP; drugu grupu 30 djece sa PSA; treću grupu 33 djece sa LIO. Prikupljanje podataka o individualnim karakteristikama ispitanika izvršeno je na osnovu socio-demografskog upitnika koji je posebno konstruisan za potrebe ovog istraživanja. Za procjenu adaptivnih vještina (konceptualnih, socijalnih, praktičnih) korišćena je Dijagnostička skala za procjenu adaptivnog ponašanja (Pearson Patton & Mruzek 2016). Istraživanje je realizovano tokom 2020/2021. godine u udruženjima za djecu i omladinu sa potrebom za posebnom podrškom, predškolskom ustanovama, redovnim i specijalnim školama u Bosni i Hercegovini. Rezultati istraživanja su pokazali da kod djece sa SJP nijedna od ispitivanih socio-demografskih karakteristika nije bi- la značajan prediktor adaptivnih postignuća. Radni status majke bio je značajan prediktor konceptualnog, pol i broj braće i sestara socijalnog, a obrazovni nivo majke praktičnog domena kod djece sa PSA. Kod djece sa LIO, radni status majke izdvojio se kao najznačajniji prediktor u konceptualnom domenu i ukupnom adaptivnom skoru na ABDS skali. Možemo zaključiti da socio-demografske karakteristike kao prediktivne varijable ostvaruju različit uticaj na adaptivno funkcionisanje u okviru različitih grupa djece

Something Old, Something New, Something Borrowed, Something Green: How Different Domains of Traditional, Alternative, and Complementary Medicine Use Are Rooted in an Irrational Mindset

Despite insufficient evidence base for some of its practices, traditional, complementary, and alternative medicine (TCAM) use is rapidly growing; psychological roots of this trend are still under-studied. Based on previous research, input from TCAM practitioners, and content analysis of online media, we developed a comprehensive instrument to measure the use of TCAM and administered it to an online community sample (N=583). Factor analysis indicated four domains of TCAM use, in line with theoretical taxonomies: Alternative medical systems, Natural/biological products and practices, New Age medicine, and Rituals/Customs, all converging toward a common tendency. Irrational beliefs and cognitive biases, especially magical health beliefs and naturalness bias, predicted unique variance in both TCAM attitudes and overall TCAM use, above sociodemographic variables, reported health status, and ideological beliefs. Furthermore, each domain of TCAM use, although differing slightly in sociodemographic/psychological profile, was consistently associated with an irrational mindset, even after controlling for other factors. This provides strong evidence for exploring psychological susceptibility to the use of traditional, complementary, and alternative medicine

Participation Outcomes One Year After Aneurysmal Subarachnoid Hemorrhage: Associations with Cognition, Coping, and Psychological Distress

This study evaluated participation outcomes one year after aneurysmal subarachnoid hem- orrhage (aSAH) compared with matched healthy controls and identified factors associated with participation within the patient group. Forty aSAH survivors and seventy-five con- trols were assessed 12–14 months post-ictus. Participation was measured with the Utrecht Scale for Evaluation of Rehabilitation–Participation (USER-P), psychological distress with the Hospital Anxiety and Depression Scale (HADS), coping with the Brief COPE, and cog- nition with the Montreal Cognitive Assessment (MoCA). Compared with controls, patients reported greater participation restrictions (82 vs. 100, p < 0.001), lower frequency (35 vs. 51, p < 0.001), and reduced satisfaction (65 vs. 75, p < 0.001). Anxiety, depression, and avoidant coping independently predicted restrictions (adjusted R2 = 0.48), while satisfaction was predicted by employment, fewer depressive symptoms, and less avoidant coping (adjusted R2 = 0.52). Lower MoCA scores predicted reduced participation frequency (p = 0.032), and patients with cognitive impairment showed significantly greater restrictions and lower satisfaction. One year after aSAH, survivors experience substantial participation limitations associated with psychological distress, maladaptive coping, and cognitive deficits. These results underscore the importance of cognitive and psychological rehabilitation to enhance long-term participation and social reintegration after aSAH

Inclusive school and students with disabilities

Предмет истраживања је утврђивање спремности, односно, кадровске и техничке опремљености основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији. Ошти циљ емпиријског истраживања је био испитати показатеље спремности основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији кроз процену односа и комепетенција наставника према инклузивном образовању ученика са сметњама у развоју и инвалидитетом, испитивање потреба и могућности за идентификацију, процену образовних потреба и пружање потребне подршке ученицима са сметњама у развоју и инвалидитетом, и утврђивање нивоа инклузивне културе, политике и праксе у основним школама. Истраживањем је обухваћено 234 наставника и стручна сарадника из основних школа са територије Републике Србије. Испитаници су попунили електронски упитник који је обједињавао сва четири инструмента примењена у истраживању: Упитник о основним подацима, Скалу за процену односа наставника према инклузивном образовању, Упитник за наставнике о идентификацији, процени и подршци ученицима у основној школи, и Скалу за процену инклузивних показатеља школе. Прикупљени подаци су сређени, анализирани и изведени су закључци. На инклузивност школе значајно утичу: искуства запослених у раду са ученицима са сметњама у развоју и инвалидитетом, додатно стручно усавршавање и однос наставника према инклузивном образовању. Већина испитних наставника и стручних сарадника вреднује сопствену компетентност за рад са децом са сметњама у развоју и инвалидитетом најнижим оценама, што је у складу са ниским обимом знања потребних за рад са децом са сметњама у развоју и инвалидитетом која су испитаници стекли током студија. Постоји несклад између потреба и могућности за идентрификацијом и проценом образовних потреба ученика са сметњама у развоју и инвалидитетом у основној школи. Већина наставника и стручних сарадника има негативне ставове према учешћу ученика са тежим или комплекснијим сметњама у развоју и инвалидитетом у редовном образовању. Недостатна је подршка ученицима и запосленима.The subject of the research is determining the readiness, i.e., the personnel and technical equipment of primary schools for inclusive education of students with disabilities in the Republic of Serbia. The general objective of the empirical study was to examine indicators of the readiness of elementary schools for inclusive education of students with disabilities in the Republic of Serbia through the assessment of the relationship and competence of teachers towards the inclusive education of students with disabilities, examination of needs and opportunities for identification, assessment of educational the need and provision of the necessary support for students with disabilities and determining the level of inclusive culture, policy, and practice in primary schools. The research included 234 teachers and professional associates from elementary schools in the territory of the Republic of Serbia. Respondents filled out an electronic questionnaire that combined all four instruments used in the research: a Questionnaire on Fundamental Data, a Teacher Attitudes Towards Inclusive Education Scale, a Questionnaire on Identification, Assessment, and Support for Students in a Primary School, and Index for Inclusion Questionnaire. The collected data were arranged and analyzed, and conclusions were drawn. The school's inclusivity is significantly influenced by the experiences of employees in working with students with disabilities, additional professional training, and the attitude of teachers towards inclusive education. Most examining teachers and professional associates evaluate their competence in working with children with developmental disabilities with the lowest marks, which aligns with the low volume of knowledge required for working with children with developmental disabilities that the respondents acquired during their studies. There is a discrepancy between the needs and opportunities for identifying and assessing the educational needs of students with developmental disabilities in elementary school. The majority of teachers and professional associates have negative attitudes toward the participation of students with severe or complex developmental disabilities in regular education. There is insufficient support for students and employee

Asistivna tehnologija i diferencijacija okruženja za učenike sa oštećenjem vida

Diferencirana nastava je utemeljena na dubokom poštovanju učenika, uvažavanju razlika i težnji da se pomogne svima da napreduju. Podrazumeva dinamičan, proaktivan i pažljivo osmišljen pristup u kome se diferenciraju nastavni sadržaj, nastavni proces, produkt učenja i okruženje za učenje. Za učenike sa oštećenjem vida diferencijacija najčešće podrazumeva prilagođavanje nastavnog sadržaja i okruženja. Posebno je važno da za slepe i slabovide učenike okruženje bude bezbedno, predvidivo, fleksibilno i podržavajuće kako bi se omogućila njihova aktivna participacija i kontinuirani napredak. Asistivna tehnologija ima značajnu ulogu u stvaranju diferenciranog i inkluzivnog okruženja koje je prilagođeno učenicima sa oštećenjem vida. Pri izboru odgovarajuće tehnologije važno je uzeti u obzir različite potrebe slepih i slabovidih učenika, koji koriste širok spektar uređaja: niskotehnoloških (uvećani tekst, materijali na Brajevom pismu, makete, modeli, filteri, taktilne staze, klasičan beli štap), srednjetehnoloških (diktafon, reproduktor) i visokotehnoloških (čitači ekrana, elektronske lupe, Brajev red, Brajev štampač, pametne mašine za pisanje, optički sistemi za uvećanje ekrana, elektronski i ultrazvučni uređaji za orijentaciju i kretanje) i drugo. Većina učenika sa oštećenjem vida se služi asistivnom tehnologijom svih nivoa složenosti. Cilj rada je da se ukaže na značaj asistivne tehologije u diferencijaciji okruženja za učenike sa oštećenjem vida. Pravilno odabrana asistivna tehnologija, prilagođena potrebama učenika sa oštećenjem vida u kombinaciji sa dobro osmišljenim nastavnim planom i pristupačnim okruženjem, doprinosi ostvarenju njihovih punih potencijala. Zbog toga je važno da stručnjaci iz područja specijalne edukacije i rehabilitacije osoba sa oštećenjem vida budu uključeni u timsko donošenje odluka o izboru asistivne tehnologije, kao i tokom obuke učenika za pravilno i efikasno korišćenje

Osnove komplementarnih tretmana

Glavni cilj udžbenika Osnove komplementarnih tretmana je da se studenti specijalne edukacije i rehabilitacije upoznaju sa bazičnim karakteristikama različitih vrsta komplementarnih tretmana, koji se u praksi primenjuju kao dopuna naučno verifikovanim pristupima u tretmanu osoba sa teškoćama u mentalnom razvoju, kao i da formiraju vrednosne stavove koji će im pomoći da kritički procene mogućnosti i ograničenja njihove primene. Sadržaj udžbenika je usaglašen sa sadržajem predmeta Komplementarni tretmani na osnovnim akademskim studijama na studijskim programima Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju i Logopedija. Iako je udžbenik prevashodno namenjen studentima Fakulteta za specijalnu edukaciju i rehabilitaciju, može koristiti i kolegama iz prakse u obrazovnom, zdravstvenom i sistemu socijalne zaštite, roditeljima dece sa teškoćama i smetnjama u razvoju, kao i pojedincima iz tangentnih naučnih oblasti koji su zainteresovani za ovu tematiku

The role of depression and quality of life in psychological flexibility among patients with epilepsy

Aims: To assess symptoms of depression and quality of life (QoL) as predictors of psychological flexibility in patients with epilepsy. Specifically, the study aims to explore how depressive symptoms and different dimensions of QoL can affect the ability of epilepsy patients to adapt to challenges and engage in flexible thinking and behavior. Method: Patients were recruited during their regular appointments at the Department for Epilepsy and Clinical Neurophysiology of the Institute of Mental Health in Belgrade (N = 104, M age = 39.84, SD = 13.60, 66.3% were female, 33.7% were male). The study utilized several self-assessment instruments, including the Psychological Flexibility in Epilepsy Questionnaire (PFEQ), the Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), and the Quality of Life in Epilepsy Inventory (QOLIE-31). Sociodemographic and clinical data were collected via interviews and patient records. Results: To test the predictions, a hierarchical multiple regression was conducted, with two blocks of predictors and one criterion being psychological flexibility. The first block included subscale scores from QOLIE-31. In block two, symptoms of depression in patients with epilepsy were included as predictors. The model including both sets of predictors (QOLIE31 subscales and NDDI-E depression scale) was statistically significant, F(8, 95) = 138.93, p < .001, accounting for 41.8% of the variance in psychological flexibility scores (R² = .418). Among the QOLIE-31 subscales, only Seizure Worry (β = -0.24, p < .05) and Social Functioning (β = -0.38, p < .01) were significant negative predictors of psychological flexibility. Depression symptoms showed a positive relationship with psychological (in)flexibility (β = 0.21, p < .05). However, the inclusion of depression symptoms contributed a small additional variance of 2.8% to the model (ΔR² = 0.028), indicating a modest incremental effect on the prediction of psychological flexibility. Discussion: Concerns about seizures and diminished functioning in the social sphere have been identified as significant factors contributing to a decrease in psychological flexibility. Furthermore, patients with more severe depressive symptoms experience greater difficulty in fully engaging with the present moment and exhibit a more rigid dominance of certain psychological processes. Therefore, a psychological approach that promotes acceptance, mindfulness, and value-based actions may play a significant role in adopting a new perspective on seizures, improving social life, and alleviating depressive symptoms, such as Acceptance and Commitment Therapy (ACT), thereby enhancing psychological flexibility. Conclusions: Quality of life and depression play a significant role in predicting psychological flexibility in patients with epilepsy