Kvalitet života odraslih osoba sa intelektualnom ometenošću - objektivni indikatori

The aims of this research were to determine the level of objective Quality of Life (QoL) in adults with intellectual disabilities (ID), the difference in QoL with regard to the participants' gender, as well as the relation among the examined life domains included in the applied QoL concept. The sample included 39 adults with mild and moderate ID aged between 22 and 50 (M=34.69, SD=7.49), and 40 typically developing (TD) participants between 19 and 60 years of age (M=35.25, SD=12.21). Seven domains of Comprehensive Quality of Life Scale - ID: Material well-being, Health, Productivity, Intimacy, Safety, Place in community and Emotional well-being were used to assess QoL level. These domains represent the indicators of objective QoL. Participants with ID had significantly lower QoL than TD participants in the total score (p=0.000) and in Health (p=0.000), Productivity (p=0.000) and Intimacy (p=0.008) domains. When compared to male participants with ID, TD men had a higher total score (p=0.001), and better results in Health (p=0.021) and Productivity (p=0.000) domains. This result was also confirmed in female participants with the addition of TD women being significantly more successful in Intimacy (p=0.027) domain compared to women with ID. Statistically significant correlations among seven domains of QoL objective indictors in persons with ID were positive, ranging from moderate to high. The obtained results indicate the domains which require more intensive support so that people with ID could have the opportunity to achieve QoL which meets the standards of the community they belong to.Ciljevi ovog istraživanja su utvrđivanje nivoa objektivnog kvaliteta života (KŽ) odraslih osoba sa intelektualnom ometenošću (IO), razlika u KŽ u odnosu na pol ispitanika, kao i odnosa ispitanih životnih domena koji su obuhvaćeni primenjenim konceptom KŽ. Uzorkom je obuhvaćeno 39 odraslih osoba sa lakom i umerenom IO, kalendarskog uzrasta od 22 do 50 godina (M=34,69, SD=7,49), i 40 ispitanika tipičnog razvoja (TR), kalendarskog uzrasta od 19 do 60 godina (M=35,25, SD=12,21). Za procenu nivoa KŽ korišćeno je sedam domena Skale za procenu kvaliteta života osoba sa intelektualnom ometenošću: Materijalno blagostanje, Zdravlje, Produktivnost, Intimnost, Sigurnost, Mesto u zajednici i Emocionalno blagostanje koji predstavljaju indikatore objektivnog KŽ. Ispitanci sa IO imali su značajno niži KŽ od ispitanika TR na ukupnom skoru (p=0,000) i na domenima Zdravlje (p=0,000), Produktivnost (p=0,000) i Intima (p=0,008). Muškarci TR u poređenju sa muškarcima sa IO imali su viši ukupni skor (p=0,001), i bolje rezultate na domenima Zdravlje (p=0,021) i Produktivnost (p=0,000). Ovaj nalaz je potvrđen i kod ispitanica s tim što su u poređenju žena TR i žena sa IO, žene TR bile značajno uspešnije i u domenu Intima (p=0,027). Statistički značajne korelacije sedam domena objektivnih pokazatelja kvaliteta života kod osoba sa IO su pozitivne i kreću se u rasponu od umerenih do visokih. Dobijeni rezultati upućuju na domene u kojima je potrebno intenziviranje podrške kako bi se osobama sa IO pružila mogućnost da ostvare KŽ koji odgovara normama zajednice kojoj pripadaju

Determinants of the sociometric status of secondary school students with intellectual disabilities

Primarni cilj istraživanja bio je utvrđivanje odnosa sociometrijskog statusa i nivoa impulsivnosti kod adolescenata sa intelektualnom ometenošću (IO). Sekundarni cilj istraživanja bio je utvrđivanje povezanosti između sociometrijskog statusa ispitanika i kvaliteta njihovog učešća u socijalnim interakcijama, školskim i sportskim aktivnostima, ocenjenog od strane vršnjaka. Uzorak su činili učenici srednje škole koji tokom školovanja borave u internatskom smeštaju. Uzorkom je obuhvaćeno 34 učenika sa IO. Najmlađi ispitanik je imao 15, a najstariji 21 godinu (AS = 17,76, SD = 1,69). Sociometrijski status, socijalni odnosi, akademski uspeh i uspeh u sportskim aktivnostima utvrđen je primenom upitnika konstruisanog za potrebe ovog istraživanja. Za procenu nivoa impulsivnosti korišćen je Upitnik o aktivnostima prilagođen upotrebi kod osoba sa IO. Ovaj instrument sadrži 17 ajtema koji su grupisani u tri celine: Preterana reaktivnost, Impulsivnost i Impulsivni govor. Man Vitni testom utvrđeno je da su učenici koje drugi najčešće biraju za prijatelje (Mdn = 2,00, SD = 7,11) u odnosu na učenike koji nemaju povoljan sociometrijski status (Mdn = 9,00, SD = 6,70) statistički značajno manje skloni impulsivnim reakcijama (U = 20,50, z = -2,56, p = 0,011). Vršnjaci statistički značajno češće za prijatelje biraju učenike koje percipiraju kao uspešne u ostvarivanju akademskih rezultata (r = 0,48, p = 0,04), za koje procenjuju da su popularni u vršnjačkoj grupi (r = 0,44, p = 0,009) i za koje smatraju da ostvaruju pozitivne socijalne interakcije sa vaspitačima (r = 0,39, p = 0,022). Utvrđeno je da uspeh u sportskim aktivnostima nije značajno povezan sa sociometrijskim statusom učenika (r = -0,20, p = 0,26). Adolescenti sa IO se pri izboru prijatelja najčešće opredeljuju za vršnjake sa IO koji ne ispoljavaju impulsivno ponašanje i za koje procenjuju da su uspešni u školskom učenju i ostvarivanju socijalnih interakcija.The primary goal of the study was to determine the relationship between the sociometric status and the level of impulsivity in adolescents with intellectual disability (ID). The secondary goal of the research was to determine the relationship between the sociometric status of the subjects and the quality of their participation in social interactions, school and sports activities, assessed by peers. The sample consisted of boarding secondary school students. The sample included 34 students with ID. The youngest subject was 15, and the oldest 21 (M = 17.76, SD = 1.69). Sociometric status, social relations, academic success and success in sports activities were determined by a questionnaire designed for this research. For the assessment of the level of impulsivity, the Questionnaire on activities adapted for use in persons with ID was used. This instrument contains 17 items that are grouped into three parts: Excessive reactivity, Impulsivity and Impulsive speech. The Mann Whitney test found that students most frequently chosen as friends (Mdn = 2.00, SD = 7.11), compared to students who did not have favorable sociometric status (Mdn = 9.00, SD = 6.70), were statistically significantly less prone to impulsive reactions (U = 20.50, z = -2.56, p = 0.011). Peers were statistically significantly more likely to be friends with students who were perceived as successful in achieving academic results (r = 0.48, p = 0.04), who they found popular in the peer group (r = 0.44, p = 0.009) and considered capable of achieving positive social interactions with educators (r = 0.39, p = 0.022). It was found that success in sports activities was not significantly related to the sociometric status of students (r = -0.20, p = 0.259). When choosing friends, adolescents with ID most often opt for peers with ID who do not exhibit impulsive behavior and who they find successful at school and in social interaction

The quality of interaction with the teacher as a predictor Of the acquisition of social skills of students with mild Intellectual disability

Uvod: Kod učenika sa intelektualnom ometenošću prisutan je deficit u oblasti socijalnih veština, koji ograničava mogućnosti njihove uspešne adaptacije na školsko okruženje. Određene sociodemografske odlike nastavnika i učenika, kao i kvalitet njihovih interakcija, predstavljaju činioce socijalizacije učenika kojima u domaćoj literaturi još uvek nije posvećeno dovoljno značaja. Cilj: Utvrđivanje prediktivnog značaja interakcije sa nastavnikom i demografskih karakteristika nastavnika (hronološko doba i radno iskustvo) i učenika (hronološki uzrast) za kvalitet socijalnih veština učenika sa intelektualnom ometenošću. Metode: Uzorkom su obuhvaćena 32 nastavnika − oligofrenologa u ulozi informanata, starosti 28–62 godine (AS = 38,72, SD = 9,33) i 32 učenika sa lakom intelektualnom ometenošću uzrasta 10–18 godina (AS = 14,56, SD = 2,40). Za procenu kvaliteta odnosa nastavnik-učenik korišćena je Skala odnosa učenik-nastavnik – kratka forma (Student-Teacher Relationship Scale – Short Form), koja sadrži subskale Bliskost i Konflikt. Podaci o socijalnim veštinama učenika prikupljeni su upotrebom subskala Socijalne veštine i Slobodno vreme, Sistema za procenu adaptivnog ponašanja II (Adaptive Behavior Assessment System II). Sociodemografski podaci dobijeni su primenom upitnika osmišljenog za potrebe ovog istraživanja. Rezultati: Višestrukom postepenom linearnom regresionom analizom utvrđeno je da rezultati na subskali Bliskost predstavljaju jedini prediktor uspeha na subskalama Socijalne veštine (R2 = 0,52, prilagođeno R2 = 0,50) i Slobodno vreme (R2 = 0,49, prilagođeno R2 = 0,48). Zaključak: Potrebno je osmisliti aktivnosti i kreirati okruženje koje će stimulativno delovati na povećanje nivoa bliskosti nastavnika i učenika, kako bi učenici sa lakom intelektualnom ometenošću uspešnije usvajali socijalne veštine i prilagođavali se školskom okruženju.Introduction: Students with intellectual disabilities have a deficit in the area of social skills, which limits the possibilities of their successful adaptation to the school environment. Certain sociodemographic characteristics of teachers and students, as well as the quality of their interactions, represent factors of student socialization that are still not given enough importance in domestic literature. Aim: Determining the predictive significance of interaction with the teacher and demographic characteristics of teachers (chronological age and work experience) and students (chronological age) for the quality of social skills of students with mild intellectual disabilities. Methods: The sample included 32 teachers (oligophrenologist) aged 28-62 (M = 38.72, SD = 9.33) as informants and 32 students with mild intellectual disability aged 10-18 (M = 14.56, SD = 2.40). To assess the quality of the teacher-student relationship, the Student- Teacher Relationship Scale - Short Form, which contains the subscales Closeness and Conflict, was used. Data on students’ social skills were collected using the subscales Social Skills and Leisure Time, Adaptive Behavior Assessment System II. Sociodemographic data were obtained using a questionnaire designed for the purpose of this research. Results: Multiple stepwise linear regression analysis revealed that the results on the Closeness subscale were the only predictor of success on the Social skills (R2 = 0,52, adjusted R2 = 0,50) and Leisure time (R2 = 0,49, adjusted R2 = 0.48). Conclusion: It is necessary to design activities and create an environment that will have a stimulating effect on increasing the level of closeness between teachers and students so that students with mild intellectual disability can more successfully acquire social skills and adapt to the school environment

The level of mindfulness in interpersonal relationships – the validity and reliability of the assessment scale

Uvod: Multidimenzionalni koncept majndfulnesa obuhvata voljnu pažnju, usredsređenost na „sadašnji trenutak”, praćenje mentalnih procesa i inhibiciju impulsivnog reagovanja. Ispitivanje uticaja nivoa majndfulnesa na kvalitet odnosa na relaciji defektolog–učenik zahteva instrument zadovoljavajućih psihometrijskih karakteristika. Cilj: Cilj ovog istraživanja je utvrđivanje interne konzistencije, test–retest pouzdanosti, konvergentne i diskriminativne validnosti Interpersonalne majndfulnes skale. Metode: Na uzorku 114 studenata (uzrast: AS = 20.75, SD = 2.20) proverena je pouzdanost Interpersonalne majndfulnes skale izračunavanjem Krombahove alfe. Za test–retest proveru pouzdanosti formiran je uzorak od 32 studenta (uzrast: AS = 21.41, SD = 2.46). Na uzorku 59 studenata (uzrast: AS = 20.93, SD = 1.92) utvrđen je odnos Interpersonalne majndfulnes skale i Skale kognitivnih i afektivnih dimenzija majndfulnesa. Za ispitivanje Pirsonovih korelacija Interpersonalne majndfulnes skale i Skale percipiranog stresa – 10 uzorkom je obuhvaćeno 55 ispitanika (uzrast: AS = 20.55, SD = 2.47). Rezultati: Utvrđeno je da su vrednosti interne konzistencije Interpersonalne majndfulnes skale i njenih supskala prihvatljive (α = .69 – .88), nivo test–retest pouzdanosti je umeren do visok (ICC = .58 – .91), korelacija sa ukupnim rezultatom ostvarenim na Skali kognitivnih i afektivnih dimenzija majndfulnesa je statistički značajna i pozitivna (r = .58, p < .001), a sa Skalom percipiranog stresa – 10 nije statistički značajna (p > .05). Zaključak: Na osnovu utvrđene pouzdanosti i validnosti može se preporučiti upotreba Interpersonalne majndfulnes skale kao instrumenta kojim se dobijaju pouzdani podaci o kvalitetu i nivou majndfulnesa koji se manifestuje tokom socijalnih interakcija.Introduction. The multidimensional concept of mindfulness includes voluntary attention, focus on the “present moment”, monitoring of mental processes, and inhibition of impulsive reactions. Examining the impact of the level of mindfulness on the quality of the relationship between the special educator and the student requires an instrument with satisfactory psychometric characteristics. Objectives. The goal of this research was to determine the internal consistency, test-retest reliability, convergent and discriminative validity of the Interpersonal mindfulness scale. Methods. The reliability of the Interpersonal mindfulness scale was checked by calculating Cronbach’s alpha in a sample of 114 students (age: M = 20.75, SD = 2.20). For the test-retest reliability check, a sample of 32 students was formed (age: M = 21.41, SD = 2.46). The relationship between the Interpersonal mindfulness scale and the Cognitive and affective mindfulness scale was determined in a sample of 59 students (age: M = 20.93, SD = 1.92). For examining the Pearson correlations of the Interpersonal mindfulness scale and the Perceived Stress Scale–10, the sample included 55 students (age: M = 20.55, SD = 2.47). Results. It was determined that the values of the internal consistency of the Interpersonal mindfulness scale and its subscales were acceptable (α = .69 – .88), the level of test-retest reliability was moderate to high (ICC = .58 –.91), the correlation with the overall results of the Cognitive and affective mindfulness scale was statistically significant and positive (r = .58, p .05) on the Perceived Stress Scale–10. Conclusion. Based on the established reliability and validity, the Interpersonal mindfulness scale can be recommended as an instrument for obtaining reliable data on the quality and level of mindfulness manifested in social interactions

Odnos veštine samoregulacije i školskog uspeha kod učenika sa lakom i umerenom intelektualnom ometenošću

Students with intellectual disabilities (ID) have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS) was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.Učenici sa intelektualnom ometenošću (IO) imaju značajne teškoće u adaptaciji na zahteve školske sredine. Smatra se da su osnovni faktori rizika: kognitivni deficit, nedovoljan razvoj adaptivnih veština, niži nivo samoregulacije u ponašanju i socijalna i funkcionalna nekompetentnost. Cilj ovog istraživanja je utvrđivanje odnosa između veštine samoregulacije, nivoa intelektualnog funkcionisanja, akademskog uspeha i pola kod učenika sa lakom i umerenom IO. Uzorak je obuhvatio 131 učenika sa lakom i umerenom IO, oba pola, kalendarskog uzrasta od 8 do 24 godine. Za utvrđivanje nivoa razvijenosti veština samoregulacije korišćena je Skala za procenu samokontrole (Self-Control Rating Scale, SCRS). Akademsko postignuće učenika je izraženo prosečnom ocenom na kraju školske godine. Utvrđeno je da postoji značajna povezanost između nivoa usvojenosti veštine samoregulacije učenika sa IO i nivoa njihovog intelektualnog razvoja, kao i opšteg akademskog uspeha. Pol je značajno uticao na kvalitet samoregulacije samo kod ispitanika sa umerenom IO. Devojčice su imale bolja postignuća od dečaka

The quality of interaction with the teacher as a predictor Of the acquisition of social skills of students with mild Intellectual disability

Uvod: Kod učenika sa intelektualnom ometenošću prisutan je deficit u oblasti socijalnih veština, koji ograničava mogućnosti njihove uspešne adaptacije na školsko okruženje. Određene sociodemografske odlike nastavnika i učenika, kao i kvalitet njihovih interakcija, predstavljaju činioce socijalizacije učenika kojima u domaćoj literaturi još uvek nije posvećeno dovoljno značaja. Cilj: Utvrđivanje prediktivnog značaja interakcije sa nastavnikom i demografskih karakteristika nastavnika (hronološko doba i radno iskustvo) i učenika (hronološki uzrast) za kvalitet socijalnih veština učenika sa intelektualnom ometenošću. Metode: Uzorkom su obuhvaćena 32 nastavnika − oligofrenologa u ulozi informanata, starosti 28–62 godine (AS = 38,72, SD = 9,33) i 32 učenika sa lakom intelektualnom ometenošću uzrasta 10–18 godina (AS = 14,56, SD = 2,40). Za procenu kvaliteta odnosa nastavnik-učenik korišćena je Skala odnosa učenik-nastavnik – kratka forma (Student-Teacher Relationship Scale – Short Form), koja sadrži subskale Bliskost i Konflikt. Podaci o socijalnim veštinama učenika prikupljeni su upotrebom subskala Socijalne veštine i Slobodno vreme, Sistema za procenu adaptivnog ponašanja II (Adaptive Behavior Assessment System II). Sociodemografski podaci dobijeni su primenom upitnika osmišljenog za potrebe ovog istraživanja. Rezultati: Višestrukom postepenom linearnom regresionom analizom utvrđeno je da rezultati na subskali Bliskost predstavljaju jedini prediktor uspeha na subskalama Socijalne veštine (R2 = 0,52, prilagođeno R2 = 0,50) i Slobodno vreme (R2 = 0,49, prilagođeno R2 = 0,48). Zaključak: Potrebno je osmisliti aktivnosti i kreirati okruženje koje će stimulativno delovati na povećanje nivoa bliskosti nastavnika i učenika, kako bi učenici sa lakom intelektualnom ometenošću uspešnije usvajali socijalne veštine i prilagođavali se školskom okruženju.Introduction: Students with intellectual disabilities have a deficit in the area of social skills, which limits the possibilities of their successful adaptation to the school environment. Certain sociodemographic characteristics of teachers and students, as well as the quality of their interactions, represent factors of student socialization that are still not given enough importance in domestic literature. Aim: Determining the predictive significance of interaction with the teacher and demographic characteristics of teachers (chronological age and work experience) and students (chronological age) for the quality of social skills of students with mild intellectual disabilities. Methods: The sample included 32 teachers (oligophrenologist) aged 28-62 (M = 38.72, SD = 9.33) as informants and 32 students with mild intellectual disability aged 10-18 (M = 14.56, SD = 2.40). To assess the quality of the teacher-student relationship, the Student- Teacher Relationship Scale - Short Form, which contains the subscales Closeness and Conflict, was used. Data on students’ social skills were collected using the subscales Social Skills and Leisure Time, Adaptive Behavior Assessment System II. Sociodemographic data were obtained using a questionnaire designed for the purpose of this research. Results: Multiple stepwise linear regression analysis revealed that the results on the Closeness subscale were the only predictor of success on the Social skills (R2 = 0,52, adjusted R2 = 0,50) and Leisure time (R2 = 0,49, adjusted R2 = 0.48). Conclusion: It is necessary to design activities and create an environment that will have a stimulating effect on increasing the level of closeness between teachers and students so that students with mild intellectual disability can more successfully acquire social skills and adapt to the school environment

Interrelation of social environment and quality of adaptive social skills in adolescents with moderate intellectual disability

Usvajanje veštine crtanja uslovljeno je nizom ličnih i sredinskih činilaca. Cilj ovog istraživanja je da se utvrdi uticaj vizuelne pažnje i kognitivne fleksibilnosti na veštinu crtanja kod dece sa lakom intelektualnom ometenošću (LIO). Uzorkom je obuhvaćeno 65-oro dece sa LIO (IQ 50-70; AS=60,03, SD=7,365), uzrasta 10-14 godina (AS=11,62, SD=1,33). Podaci o uzrastu i intelektualnim sposobnostima ispitanika prikupljeni su analizom dokumentacije pedagoško-psihološke službe škola. Za procenu pažnje i kognitivne fleksibilnosti korišćeni su Trail Making Test (TMT), Dan/Noć verzija strup testa i Viskonsin test sortiranja karata (WCST). Veština crtanja je procenjena subtestom Crtanje, koji pripada Akadija testu razvojnih sposobnosti. Za utvrđivanje značajnosti odnosa između posmatranih varijabli korišćeni su koeficijenti korelacije, χ2 test, analiza varijanse i analiza kovarijanse. Analizom rezultata utvrđen je statistički značajan uticaj selektivnosti pažnje na veštinu crtanja (p≤0,000), pri čemu vreme rešavanja testa, nezavisno od IQ-a, objašnjava oko 30% varijabilnosti rezultata na subtestu Crtanje. Oba procenjena aspekta kognitivne fleksibilnosti su značajni činioci rezultata na subtestu Crtanje (p=0,011-0,020). Postignuća na WCST, nezavisno od IQ-a, objašnjavaju oko 15%, a vreme rešavanja TMT-B nešto više od 18% varijanse. Primenom analize rangova utvrđen je statistički značajan odnos vremena rešavanja prvog dela Dan/noć testa i TMT-B sa odstupanjem od uzrasnih normi na subtestu Crtanje (p=0,025-0,001). Sumacijom rezultata se može izvesti zaključak da su selektivnost vizuelne pažnje i kognitivna fleksibilnost važne determinante veštine crtanja kod dece sa LIO.Persons with intellectual disability (ID) show the tendency to adopt prosocial behavior with more difficulties due to deficient social skills and knowledge. The aim of this research was to examine the presence of interrelation between the type of social environment (type of accommodation, family structure) and adoption of adaptive social skills in adolescents with moderate ID (MID). The subscale Social Skills from the Adaptive Behavior Assessment System II was used to assess the level of adoption of social skills. The sample included 49 participants with MID of both sexes, from 13 to 21 years of age, who were distributed in two groups: those living in a family and those living in an institution. The results show the absence of a statistically significant difference between the two groups for the composite score of the examined social skills (p=0.096), and for the domains social behavior (p=0.310) and leisure time (p=0.096). Significant differences were found for only seven items for which the participants with MID living in an institution scored better. Family structure had a significant influence on the differences between the participants for the composite score of social skills. Adolescents who live in an extended family show a much higher level of adoption of social skills compared to their peers living with only one (p=0.003) or both parents (p=0.010). Accommodation type was not a significant predictor of the quality of social skills in adolescents with ID. Family structure - the presence of a large number of adults in the family, is a significant determinant of the level of development of social skills in adolescents with ID

Social competence of students with mild intellectual disabilities in the school environment

Razvoj socijalne kompetencije zasniva se na usvajanju socijalnih veština putem ostvarivanja interakcija u užoj i široj društvenoj zajednici. Nivo razvijenosti tih sposobnosti manifestuje se inicijacijom odgovora, kojima se ostvaruju pozitivne socijalne interakcije i inhibicijom društveno neprihvatljivih formi ponašanja. Socijalna neprilagoenost, kao posledica nedovoljno usvojenih socijalnih sposobnosti ili problema u primeni stečenog znanja, može se označiti kao jedan od faktora akademskog neuspeha učenika sa lakom intelektualnom ometenošću. Cilj ovog istraživanja je procena odnosa socijalne kompetencije i antisocijalnog ponašanja učenika sa lakom intelektualnom ometenošću i učenika tipične populacije u školskom okruženju. Uzorkom je obuhvaćeno 87 ispitanika, koji su za potrebe istraživanja razvrstani u dve grupe. Eksperimentalnu grupu je činilo 57 ispitanika iz dve osnovne škole za učenike sa intelektualnom ometenošću. Kontrolnom grupom je obuhvaćeno 30 učenika tipične populacije osnovnoškolskog uzrasta. Podaci o ponašanju učenika dobijeni su od razrednih starešina popunjavanjem Skale za procenu socijalnog ponašanja u školi (School Social Behavior Scales – SBSS, Marrell K. W. 1993). Analizom rezultata Skale za procenu ponašanja u školi utvreno je da kontrolna grupa ostvaruje više skorove na proceni socijalnog ponašanja i niže skorove na proceni antisocijalnog ponašanja u odnosu na učenike koji su pripadali eksperimentalnoj grupiThe development of social competence is based on the adoption of social skills through establish interactions in closer and general community. The level of development of these abilities, are manifested by initiation of answeres, which are achieved positive social interactions, and by inhibition of socially unacceptable forms of behavior. Social maladjustment, adopted as a result of lack of social skills or problems in the application of knowledge, can bi indicated as one on the factors of academic failure of students with mild intellectual disabilities. The goal of this research is assesment relationships between social competence and antisocial behavior of stdents with mild intellectual disabilities and students of typical population. The sample included 87 participants, respondents for the research, are classified into two groups. Experimental group was consisted of 57 participants from two schools for pupils with intellectual disabilities. The control group included 30 students of a typical population of primary school age. Datas on student behavior were obtained by applying School Social Behavior Scales – SBSS (Marrell K. W. 1993) of class officers. Scale analysis of the results to assess behavior in school was found to control group is realized the higer scores on the assessment of social behavior and lower scores on the assessment of antisocial behavior in relation to the students belonging to the experimental group

Interrelation of social environment and quality of adaptive social skills in adolescents with moderate intellectual disability

Usvajanje veštine crtanja uslovljeno je nizom ličnih i sredinskih činilaca. Cilj ovog istraživanja je da se utvrdi uticaj vizuelne pažnje i kognitivne fleksibilnosti na veštinu crtanja kod dece sa lakom intelektualnom ometenošću (LIO). Uzorkom je obuhvaćeno 65-oro dece sa LIO (IQ 50-70; AS=60,03, SD=7,365), uzrasta 10-14 godina (AS=11,62, SD=1,33). Podaci o uzrastu i intelektualnim sposobnostima ispitanika prikupljeni su analizom dokumentacije pedagoško-psihološke službe škola. Za procenu pažnje i kognitivne fleksibilnosti korišćeni su Trail Making Test (TMT), Dan/Noć verzija strup testa i Viskonsin test sortiranja karata (WCST). Veština crtanja je procenjena subtestom Crtanje, koji pripada Akadija testu razvojnih sposobnosti. Za utvrđivanje značajnosti odnosa između posmatranih varijabli korišćeni su koeficijenti korelacije, χ2 test, analiza varijanse i analiza kovarijanse. Analizom rezultata utvrđen je statistički značajan uticaj selektivnosti pažnje na veštinu crtanja (p≤0,000), pri čemu vreme rešavanja testa, nezavisno od IQ-a, objašnjava oko 30% varijabilnosti rezultata na subtestu Crtanje. Oba procenjena aspekta kognitivne fleksibilnosti su značajni činioci rezultata na subtestu Crtanje (p=0,011-0,020). Postignuća na WCST, nezavisno od IQ-a, objašnjavaju oko 15%, a vreme rešavanja TMT-B nešto više od 18% varijanse. Primenom analize rangova utvrđen je statistički značajan odnos vremena rešavanja prvog dela Dan/noć testa i TMT-B sa odstupanjem od uzrasnih normi na subtestu Crtanje (p=0,025-0,001). Sumacijom rezultata se može izvesti zaključak da su selektivnost vizuelne pažnje i kognitivna fleksibilnost važne determinante veštine crtanja kod dece sa LIO.Persons with intellectual disability (ID) show the tendency to adopt prosocial behavior with more difficulties due to deficient social skills and knowledge. The aim of this research was to examine the presence of interrelation between the type of social environment (type of accommodation, family structure) and adoption of adaptive social skills in adolescents with moderate ID (MID). The subscale Social Skills from the Adaptive Behavior Assessment System II was used to assess the level of adoption of social skills. The sample included 49 participants with MID of both sexes, from 13 to 21 years of age, who were distributed in two groups: those living in a family and those living in an institution. The results show the absence of a statistically significant difference between the two groups for the composite score of the examined social skills (p=0.096), and for the domains social behavior (p=0.310) and leisure time (p=0.096). Significant differences were found for only seven items for which the participants with MID living in an institution scored better. Family structure had a significant influence on the differences between the participants for the composite score of social skills. Adolescents who live in an extended family show a much higher level of adoption of social skills compared to their peers living with only one (p=0.003) or both parents (p=0.010). Accommodation type was not a significant predictor of the quality of social skills in adolescents with ID. Family structure - the presence of a large number of adults in the family, is a significant determinant of the level of development of social skills in adolescents with ID

Socijalna kompetencija učenika sa umerenom intelektualnom ometenošću

Social competence is a result of the development of personal strategies and socially acceptable behavior depends on the degree of mastery of the different lifestyles of the conceptual, social and practical character. The level of development of social competence influences the quality of social relationships that establish children in the family, school and community. It is considered that the deficit in the development of habits for every child, implies different manifestations of antisocial behavior. Response environment, in this case, the most common causes of social rejection of the child's, self-isolation, problems in education and is a risk factor for the development of multiple personality disorder. The aim of this study is to assess the level of development of habits of students with moderate intellectual disabilities. The sample in this study consisted of 38 students with moderate intellectual disabilities, both sexes, the calendar age of seven to fifteen years, attending a special primary school. To assess the development of life habits, we used the scale of life habits -The LIFE-H: Assessment of the quality of social participation, author: Noreau L., Fougeyrollas P., Vincent C. (2002). The results of this study showed that students with moderate intellectual disabilities have the highest level of development of life habits in the field of housing and interpersonal relationships. In the children in our sample are least developed skills in the areas of responsibility and community life.Socijalna kompetencija predstavlja rezultat razvoja personalnih strategija socijalno prihvatljivog ponašanja i zavisi od stepena ovladanosti različitim životnim navikama konceptualnog, socijalnog i praktičnog karaktera. Nivo razvijenosti socijalne kompetencije utiče na kvalitet socijalnih odnosa koji deca uspostavljaju u porodici, školi i zajednici. Smatra se da deficit u razvoju životnih navika kod svakog deteta, implicira različite manifestacije asocijalnog ponašanja. Odgovor sredine, u tom slučaju, najčešće uzrokuje socijalno odbacivanje deteta, samoizolaciju, probleme u edukaciji i predstavlja riziko faktor za razvoj višestrukih poremećaja ličnosti. Cilj ovog istraživanja je procena nivoa razvijenosti životnih navika kod učenika sa umerenom intelektualnom ometenošću. Uzorak u ovom istraživanju je činilo 38 učenika sa umerenom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od sedam do petnaest godina, koji pohađaju specijalnu osnovnu školu. Za procenu razvijenosti životnih navika korišćena je Skala životnih navika -The LIFE-H: Assessment of the quality of social participation, autora: Noreau L., Fougeyrollas P., Vincent C.(2002). Rezultati ovog istraživanja su pokazali da učenici sa umerenom intelektualnom ometenošću imaju najviši nivo razvijenosti životnih navika u oblasti stanovanja i interpersonalnih odnosa. Kod dece u našem uzorku su najslabije razvijene veštine u oblasti odgovornosti i života u zajednici