Pub Date : 2018-01-01DOI: 10.5937/specedreh17-17982
M. Gligorović, Nataša Buha, Bojan Dučić, Svetlana Kaljača
Verbal fluency is an indicator of the executive functions and mental lexicon. The aim of this paper is to determine phonemic and semantic productivity in persons with moderate intellectual disability (ID). The sample consisted of 58 persons with moderate ID, aged 15-25. Phonemic fluency was assessed by the Controlled Oral Word Association Test, while the Category Naming Test (CNT) was used to assess semantic fluency. The performance in the semantic fluency task was significantly better than the results on the phonemic fluency task. IQ was a significant factor of both assessed aspects of verbal fluency, but participants’ age had a greater individual influence on semantic productivity and higher predictive value than IQ.
{"title":"Verbal fluency task performance in persons with moderate intellectual disability","authors":"M. Gligorović, Nataša Buha, Bojan Dučić, Svetlana Kaljača","doi":"10.5937/specedreh17-17982","DOIUrl":"https://doi.org/10.5937/specedreh17-17982","url":null,"abstract":"Verbal fluency is an indicator of the executive functions and mental lexicon. The aim of this paper is to determine phonemic and semantic productivity in persons with moderate intellectual disability (ID). The sample consisted of 58 persons with moderate ID, aged 15-25. Phonemic fluency was assessed by the Controlled Oral Word Association Test, while the Category Naming Test (CNT) was used to assess semantic fluency. The performance in the semantic fluency task was significantly better than the results on the phonemic fluency task. IQ was a significant factor of both assessed aspects of verbal fluency, but participants’ age had a greater individual influence on semantic productivity and higher predictive value than IQ.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"283-305"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-16180
V. Petrović
{"title":"Doc. dr Goran Jovanić: Kazni, zatvori, zaposli, Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Izdavački centar fakulteta - ICF, Beograd, 2017","authors":"V. Petrović","doi":"10.5937/SPECEDREH17-16180","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-16180","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"135-142"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-17878
V. Petrović, Goran Jovanić
{"title":"Deprivation of freedom in the course of serving prison sentence","authors":"V. Petrović, Goran Jovanić","doi":"10.5937/SPECEDREH17-17878","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-17878","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"477-500"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-14249
Branislava Popovic-Citic, Marija Jovanović, Lidija Bukvić
Taking into account the findings of the negative correlation of empathy and delinquent behavior in adolescence, as well as the results of studies that show that the nature of this relationship varies depending on the components of empathy, a survey was conducted with the aim to determine whether delinquent adolescents differ from their peers in empathy, or whether there are statistically significant differences in the level of cognitive and affective components of empathy between these groups. The sample consisted of 120 male adolescents, divided into two groups. The first group consisted of young offenders who, at the time of the research, were located in the Correctional Home for Juveniles in Krusevac serving the educational measure of committal to an educational-correctional institution, while the other was a control group consisting of students of secondary vocational schools in Belgrade who did not have a history of delinquent behavior in terms of frequency, duration, and seriousness. Basic Empathy Scale was used for the assessment (BES; Jolliffe & Farrington, 2006). The obtained results confirm the general assumption that delinquent adolescents are less empathetic than their peers in secondary schools. On the total empathy scale delinquents generated statistically significantly lower scores than their peers, wherein the differences were also retained by controlling the age of subjects. When we look at the components of empathy, the results indicate that delinquent adolescents have lower cognitive, but not affective empathy than their peers. On the basis of previously obtained results practical implications for intervention planning of treatment and prevention of delinquency were derived.
{"title":"Delinquent adolescents' empathy","authors":"Branislava Popovic-Citic, Marija Jovanović, Lidija Bukvić","doi":"10.5937/SPECEDREH17-14249","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-14249","url":null,"abstract":"Taking into account the findings of the negative correlation of empathy and delinquent behavior in adolescence, as well as the results of studies that show that the nature of this relationship varies depending on the components of empathy, a survey was conducted with the aim to determine whether delinquent adolescents differ from their peers in empathy, or whether there are statistically significant differences in the level of cognitive and affective components of empathy between these groups. The sample consisted of 120 male adolescents, divided into two groups. The first group consisted of young offenders who, at the time of the research, were located in the Correctional Home for Juveniles in Krusevac serving the educational measure of committal to an educational-correctional institution, while the other was a control group consisting of students of secondary vocational schools in Belgrade who did not have a history of delinquent behavior in terms of frequency, duration, and seriousness. Basic Empathy Scale was used for the assessment (BES; Jolliffe & Farrington, 2006). The obtained results confirm the general assumption that delinquent adolescents are less empathetic than their peers in secondary schools. On the total empathy scale delinquents generated statistically significantly lower scores than their peers, wherein the differences were also retained by controlling the age of subjects. When we look at the components of empathy, the results indicate that delinquent adolescents have lower cognitive, but not affective empathy than their peers. On the basis of previously obtained results practical implications for intervention planning of treatment and prevention of delinquency were derived.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"63-80"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-17298
M. Vuković, Željana Sukur, N. Krstić
{"title":"The relation between communication quality and life satisfaction in persons with aphasia","authors":"M. Vuković, Željana Sukur, N. Krstić","doi":"10.5937/SPECEDREH17-17298","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-17298","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"335-361"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-16900
Ksenija Stanimirov, Branka Jablan, M. Anđelković, Vesna Vučinić
{"title":"Visual impairment in persons with intellectual disability","authors":"Ksenija Stanimirov, Branka Jablan, M. Anđelković, Vesna Vučinić","doi":"10.5937/SPECEDREH17-16900","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-16900","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"222 1","pages":"365-386"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-16498
Marina Radić-Šestić, Mia Šešum, Ljubica Isaković
{"title":"Parents decision factors for cohlear implantation and their satisfaction with rehabilitation outcomes","authors":"Marina Radić-Šestić, Mia Šešum, Ljubica Isaković","doi":"10.5937/SPECEDREH17-16498","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-16498","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"213-232"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/specedreh17-17165
Slobodanka Antić, Mirko Filipović
{"title":"Informal learning from university students' perspective","authors":"Slobodanka Antić, Mirko Filipović","doi":"10.5937/specedreh17-17165","DOIUrl":"https://doi.org/10.5937/specedreh17-17165","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"265-282"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-18600
Samuel Olufemi, Olaotan Kuku Oladele
Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could a ff ect an individual ability to think critically. Th is could be breached through impactful method of instruction from elementary school. Th us, this study examined the di ff erential e ff ectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Th e sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Th e Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean di ff erence, Analysis of Covariance (ANCOVA) and Least Signi fi cant Di ff erence (LSD) were the statistical tool used to analyse the data. Th e study found that both Montessori Didactic Material and Direct Instruction method were e ffi cacious in teaching pupils with hearing impairment. However, the former was more e ff ective. Th e teaching methods do not have signi fi cant gender e ff ect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities.
{"title":"Effectiveness of two instructional methods on reasoning ability of children with hearing impairment in Nigeria","authors":"Samuel Olufemi, Olaotan Kuku Oladele","doi":"10.5937/SPECEDREH17-18600","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-18600","url":null,"abstract":"Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could a ff ect an individual ability to think critically. Th is could be breached through impactful method of instruction from elementary school. Th us, this study examined the di ff erential e ff ectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Th e sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Th e Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean di ff erence, Analysis of Covariance (ANCOVA) and Least Signi fi cant Di ff erence (LSD) were the statistical tool used to analyse the data. Th e study found that both Montessori Didactic Material and Direct Instruction method were e ffi cacious in teaching pupils with hearing impairment. However, the former was more e ff ective. Th e teaching methods do not have signi fi cant gender e ff ect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"395-417"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5937/SPECEDREH17-15257
M. Gligorović, Nataša Buha, Nada Dobrota-Davidović
The research was conducted with the aim to determine the developmental trend of receptive speech in typically developing children from six to nine years of age. The sample consisted of 111 children with typical development, of both genders (49.5% of girls and 50.5% of boys), aged between 6 and 9.11 years (M=95.09, SD=16.82 in months). Participants were distributed into four age groups. Receptive speech was assessed by the Protocol for the Assessment of Receptive Speech that contains tasks for assessing auditory discrimination, rhyming, word recognition and narrative comprehension. An analysis of variance revealed that age was a significant factor of achievement on rhyming tasks (p≤0.000) and narrative comprehension (p≤0.000). There were no significant age differences in auditory discrimination (p=0.372) and word recognition (p=0.634), although some differences between arithmetic means could be seen in favour of older children. Age can explain around 67% of results variability on rhyming tasks and 56% of variability in narrative comprehension. Significant deviation that would indicate the existence of specific language impairment or intellectual disability was not determined in the participants' results.
{"title":"Receptive speech in children from six to nine years of age","authors":"M. Gligorović, Nataša Buha, Nada Dobrota-Davidović","doi":"10.5937/SPECEDREH17-15257","DOIUrl":"https://doi.org/10.5937/SPECEDREH17-15257","url":null,"abstract":"The research was conducted with the aim to determine the developmental trend of receptive speech in typically developing children from six to nine years of age. The sample consisted of 111 children with typical development, of both genders (49.5% of girls and 50.5% of boys), aged between 6 and 9.11 years (M=95.09, SD=16.82 in months). Participants were distributed into four age groups. Receptive speech was assessed by the Protocol for the Assessment of Receptive Speech that contains tasks for assessing auditory discrimination, rhyming, word recognition and narrative comprehension. An analysis of variance revealed that age was a significant factor of achievement on rhyming tasks (p≤0.000) and narrative comprehension (p≤0.000). There were no significant age differences in auditory discrimination (p=0.372) and word recognition (p=0.634), although some differences between arithmetic means could be seen in favour of older children. Age can explain around 67% of results variability on rhyming tasks and 56% of variability in narrative comprehension. Significant deviation that would indicate the existence of specific language impairment or intellectual disability was not determined in the participants' results.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"17 1","pages":"9-31"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71075186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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