Families of children on the autism spectrum: experience of daily life and impact of parent education

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project – Equity and Social Inclusion Through Positive Parenting (ESIPP) – was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experience of stigma and social exclusion, and concerns for the future. The value and benefit of PE is identified. Recognition of its impact within Croatia has ensured its ongoing provision; and the argument is made that PE in autism is a valuable intervention in such contexts

Evaluation of behavioral procedures used in programs for prevention and intervention for challenging behavior and teaching children with autism

U ovom radu biti ce prikazana evaluacija bihevioralnih postupaka korištenih u poducavanju 3 djece s autizmom, kroz dva programa za sprecavanje i uklanjanje nepoželjnih oblika ponašanja te jedan program za poducavanje odabira. Prikazani programi provodili su se u okviru sveobuhvatnog programa poducavanja po principima primijenjene analize ponašanja. Podaci dobiveni neposrednim promatranjem i bilježenjem obraðeni su programom INDIFF. Rezultati upucuju na uspješnost korištenih bihevioralnih postupaka u smanjivanju ucestalosti nepoželjnog i povecanje ucestalosti primjerenog odnosno zamjenskog ponašanja kod dva djecaka te poducavanja odabira s da i ne kod jednog djecaka.Evaluation of behavioral procedures used in programs for prevention and intervention for challenging behavior and teaching children with autism will be presented in this article. Those programs were a part of comprehensive program based on the principles of applied behavior analysis. Data was collected through direct observation of the behavior and analyzed with INDIFF program. Results indicate efficacy of used behavioral procedures in decreasing the frequency of challenging behavior and increasing the frequency of adequate competing model of behavior of two boys and in teaching choice making for one boy

Verbal behavior – behavioral approach to teaching language

Jedan od pristupa razumijevanju i podučavanju jezika djece s poremećajem iz spektra autizma i s ostalim razvojnim teškoćama je i verbalno ponašanje (verbal behavior). Verbalno ponašanje znanstveno je utemeljen pristup podučavanju jezika, temeljen na funkciji jezičnih jedinica te interakciji između govornika i slušatelja. Taj pristup proizišao je iz područja primijenjene analize ponašanja - PAP (ABA – Applied Behaviour Analysis). Analiza verbalnog ponašanja prikazuje primjenu bihevioralne analize na razumijevanje i podučavanje jezičnih vještina. U ovom radu opisane su teorijske postavke i metode podučavanja proizišle iz verbalnog ponašanja, na osnovi pregleda istraživanja koje se odnose na podučavanje zahtijevanja (mand), imenovanja i komentiranja (tact), dijaloga (intraverbal) i imitacije (echoic).One of the approaches to understanding and teaching language to children with autism spectrum disorder and other developmental disabilities is verbal behavior. It is an evidence-based approach to teaching language based on the function of language units and interaction between speaker and listener. It is an approach based on Applied Behavior Analysis and represents the application of behavioral analysis in teaching language skills. In this paper, theoretical perspective and methods developed from verbal behavior will be presented through the review of literature on teaching “mand”, “tact”, “intraverbal” and “echoic” verbal operants

Socially mediated intervention for improving the social interaction of a child with autism spectrum disorder

Vršnjački vođena intervencija jedna je od strategija koja uspješno povećava razinu socijalnih interakcija između djece s poremećajem iz spektra autizma i djece tipičnog razvoja u inkluzivnom okruženju. Temelji se na podučavanju vršnjaka vještinama komunikacije i pružanja podrške djeci s poremećajem iz spektra autizma s ciljem smanjivanja podrške odrasle osobe tijekom vremena. Cilj ovog rada je ispitati utjecaj programa vršnjački vođene intervencije na učestalost i kvalitetu socijalne interakcije djeteta s poremećajem iz spektra autizma s vršnjacima tipičnog razvoja. U istraživanju je sudjelovao dječak s poremećajem iz spektra autizma, 5 njegovih vršnjaka i dječakova majka. U radu je korišten istraživački nacrt na pojedincu te su se podaci o socijalnoj interakciji dječaka prikupljali tijekom inicijalne i finalne procjene za sljedeće varijable: verbalno iniciranje interakcije s vršnjacima, iniciranje interakcije s vršnjacima dodirom, verbalno odgovaranje na vršnjačko iniciranje interakcije, komentiranje aktivnosti vršnjaka. Radi dobivanja uvida u generalizaciju vještina na kontekste izvan provedbe programa proveden je intervju s majkom, a dječak je sniman u različitim situacijama izvan konteksta podučavanja. Rezultati potvrđuju hipoteze istraživanja, dječak je pokazao bolje rezultate u učestalosti i kvaliteti iniciranja socijalnih interakcija s vršnjacima nakon provedbe programa vršnjački vođene intervencije i generalizirao vještine u drugim kontekstima.Peer-mediated intervention is one strategy for improving social interaction between children with autistic spectrum disorder and their peers in inclusive settings. It is based on teaching peers ways to communicate with children with autism spectrum disorder, while simultaneously decreasing adult intervention over time. The goal of this paper was to evaluate the impact of peer-mediated intervention on the frequency and quality of the social interaction of a child with ASD with his typical peers. The study participants included a boy (5,6 years) diagnosed with an autism spectrum disorder, five peers and the boy\u27s mother. Using a single subject design, this study collected data on the following variables during initial and final assessment: initiating interaction with peers using speech, initiating interaction with peers using touch, responding to initiation of peers, commenting on activities of peers. For the purposes of exploring the generalization of skills to settings outside the intervention, a semi- structured interview with the boy’s mother and video-taped footage from different settings were used. The results confirmed the hypotheses: the child demonstrated more frequent and a higher quality of social interaction with peers after being involved in peer-mediated intervention and spontaneously generalized some skills to different settings

Daroviti učenici s teškoćama

Gifted children with disabilities, or twice-exceptional students, differ from both gifted children and children with disabilities. Twice-exceptional students are students who show the potential for high achievement or creative productivity in one or more areas, and manifest one or more difficulties. The access to education and support that this group of children needs differs significantly from the approach and support that others need. This paper presents the results of research related to the characteristics, recognition and support for gifted students with learning disabilities, ADHD, and autism spectrum disorder.Darovita djeca s teškoćama odnosno dvostruko izuzetni učenici razlikuju se i od darovite djece i od djece s teškoćama. Dvostruko izuzetni učenici su oni učenici koji pokazuju potencijal za visoka dostignuća ili kreativnu produktivnost u jednom ili više područja te također očituju jednu ili više teškoća. Pristup obrazovanju i podrška koju treba ova skupina djece bitno se razlikuje od pristupa i podrške koju trebaju ostali. U ovom su radu prikazani rezultati istraživanja koji se odnose na karakteristike, prepoznavanje i pružanje podrške darovitim učenicima s teškoćama učenja, ADHD poremećajem i poremećajem iz spektra autizma

ASD-EAST Mapping Report

This study reports on the initial mapping activity undertaken to underpin the ASD-EAST project. This comprises a survey of teachers who worked with pupils with autism as well as focus groups undertaken in Croatia, the Republic of North Macedonia and Poland

Early assessment of autism spectrum disorder: Theory, research and practice

autističnog spektra (PAS) u cijelom svijetu, što je rezultiralo i pojačanim interesom stručnjaka, znanstvenika i šire javnosti za ovaj poremećaj. Noviji podaci pokazuju da je učestalost ovog poremećaja veća od 1:100. Dob dijagnosticiranja PAS-a se snižava, te je standard kojem se teži postavljanje dijagnoze u predškolskom razdoblju, po mogućnosti i tijekom prve tri godine života. Novija istraživanja upućuju na relativno visoku pouzdanost dijagnoze kad se ona postavlja nakon navršenih 18 mjeseci (mentalne) dobi djeteta. Još uvijek ne postoji biomedicinski marker ovog poremećaja, te se dijagnoza postavlja isključivo na temelju bihevioralnih (ponašajnih) odstupanja opisanih u dijagnostičkim priručnicima (DSM ili MKB), koji su se kroz povijest relativno često mijenjali. U ovom radu prikazana su suvremena istraživanja o dijagnostici PAS-a vezana uz dijagnostičke kriterije i implikacije njihovih povijesnih promjena, dob postavljanja dijagnoze, područja procjene te mjerni instrumentarij. Jednako tako, sagledani su nedostaci u osnovnim preduvjetima rane dijagnostike PAS-a u Republici Hrvatskoj, te moguće implikacije takvog neodrživog sustava za kliničku praksu i provođenje znanstvenih istraživanja u našoj zemlji.An increase in the prevalence of autism spectrum disorders (ASD) in the last few decades has resulted in the enhanced interest of professionals, researchers and the public in this disorder. The newest data indicate that the prevalence rate is more than 1:100. ASD is becoming diagnosed at an earlier age and the standard to strive for is to diagnose children in the preschool period, preferably during the first three years of life. New studies indicate a relatively high reliability of diagnosis if it is made in children whose (mental) age is above 18 months. Since there is still no biomedical marker of ASD, diagnosis is based on behavioral deviations described in diagnostic manuals (DSM or ICD) that have changed often through time. Contemporary studies on aspects of ASD diagnostics – diagnostic criteria and implications of their frequent changes, age for diagnostic assessment, areas and measures of assessment are presented in this paper. Moreover, deficiencies in basic prerequisites for early diagnosis of ASD in Croatia are considered as well as possible implications of this unsustainable system on clinical and research practice in our country

Being part of it: a partnership for developing evidence-based parent education in autism in south-eastern Europe

This presentation reports on a survey of parents in Croatia, Cyprus and the FYR of Macedonia, which was undertaken to inform the development of parent training for parents of children with autism

Η διαμόρφωση ενός προγράμματος εκπαίδευσης οικογενειών με μέλη με αυτισμό: Ανάγκες και προτεραιότητες των γονέων στην Κύπρο

Presentation regarding the training priorities and needs of parents from Cyprus with regard to parent training in autism. This research was undertaken as part of the ESIPP project into parent training in autism

Simultaneous determination of amoxicillin and clavulanic acid in the human plasma by high performance liquid chromatography: Mass spectrometry (UPLC/MS)

Background/Aim. Quantitative analysis of amoxicillin and clavulanic acid in biological matrices requires sensitive and specific methods which allow determination of therapeutic concentration in μg/mL range. Analytical methods for determination of their concentrations in body fluids described in literature include high performance liquid chromatography coupled to UV detector (HPLC-UV) and liquid chromatography-mass spectrometry (LC-MS). The aim of this study was to develop sensitive and specific ultra performance liquid chromatography/ mass spectrometry (UPLC/MS) method which could be used for the spectral identification and quantification of the low concentrations of amoxicillin and clavulanic acid in the human plasma. Method. A sensitive and specific UPLC/MS method for amoxicillin and clavulanic acid determination was developed in this study. The samples were taken from the adult healthy volunteers receiving per os one tablet of amoxicillin (875 mg) in combination with clavulanic acid (125 mg). Results. Plasma samples were pretreated by direct deproteinization with perchloric acid. Quantification limit of 0.01 μg/ml for both amoxicillin and clavulanic acid was achieved. The method was reproducible day by day (RSD < 7 %). Analytical recoveries for amoxicillin ranged from 98.82% to 100.9% (for concentrations of 1, 5 and 20 μg/mL), and recoveries for clavulanic acid were 99,89% to 100.1% (for concentrations of 1, 2 and 5 μg/mL). This assay was successfully applied to a pilot pharmacokinetic study in healthy volunteers after a single-oral administration of amoxicillin/ clavulanic combination. The determined plasma concentrations of both amoxicillin and clavulanic acid were in the range of the expected values upon the literature data for HPLC-UV and LC-MS methods. Conclusion. The described method provided a few advantages comparing with LC/MS-MS method. The method is faster using running time of 5 minute, has lower limit of quantification (LOQ ) and it could be used in pharmacokinetic studies of both amoxicillin and clavulanic acid