TY  - CONF
AU  - Vidović, Predrag
AU  - Bošković, Mirjana
AU  - Krstić, Nadežda
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4192
AB  - Aim: To examine cognitive stability in children with spastic cerebral palsy.
Method: The study included 152 children with spastic cerebral palsy (CP), between
ages of 6,0 and 14,6, who started habilitation treatment at the Special Hospital for
Cerebral Palsy and Developmental Neurology in Belgrade before they turned one year
of age. Children with epilepsy, quadriplegia and total FIQ<70, as well as with partial IQ
(VIQ or PIQ) <80 were exempt from the study. Verbal IQ, performance IQ and full scale IQ
were observed as target variable. The age included in WISC test, as a measure of the time
elapsed from the occurrence of injury, functional status of fine and gross motor skills, the
presence of visual impairment, retardation in early psychomotor development (PMD),
residing at home or infirmary as an indicator of social environment were observed as
potential independent variables.
Results: Most of these variables showed a certain degree of relation with the WISC
basic measures, especially with the FIQ and PIQ, while VIQ demonstrated independence
from these factors, except being in connection with early PMD. Visual impairment and
early psychomotor development proved to be a more important determinant of later
cognitive ability than motor disorders. Effects of age, expressed through higher scores
of FIQ in younger children than in older, were significant when the age was analyzed
in combination with the status of visual perception. Social environment did not appear
significantly associated with any variable.
Conclusions: Considering the type of data that were available, these findings are
rather seen as guidelines for future work than as unequivocal suggestion for making
broader conclusions, but they certainly indicate the need for more systematic monitoring
and stimulation of cognitive maturation of these children from the beginning, through
the different stages of development, more specific early habilitation procedures, as well
as for a greater degree of focus on the socio-psychological aspects of their maturation.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - The effects of early rehabilitation on cognitive stability in children with spastic cerebral palsy
EP  - 442
SP  - 429
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4192
ER  - 

@conference{
author = "Vidović, Predrag and Bošković, Mirjana and Krstić, Nadežda",
year = "2016",
abstract = "Aim: To examine cognitive stability in children with spastic cerebral palsy.
Method: The study included 152 children with spastic cerebral palsy (CP), between
ages of 6,0 and 14,6, who started habilitation treatment at the Special Hospital for
Cerebral Palsy and Developmental Neurology in Belgrade before they turned one year
of age. Children with epilepsy, quadriplegia and total FIQ<70, as well as with partial IQ
(VIQ or PIQ) <80 were exempt from the study. Verbal IQ, performance IQ and full scale IQ
were observed as target variable. The age included in WISC test, as a measure of the time
elapsed from the occurrence of injury, functional status of fine and gross motor skills, the
presence of visual impairment, retardation in early psychomotor development (PMD),
residing at home or infirmary as an indicator of social environment were observed as
potential independent variables.
Results: Most of these variables showed a certain degree of relation with the WISC
basic measures, especially with the FIQ and PIQ, while VIQ demonstrated independence
from these factors, except being in connection with early PMD. Visual impairment and
early psychomotor development proved to be a more important determinant of later
cognitive ability than motor disorders. Effects of age, expressed through higher scores
of FIQ in younger children than in older, were significant when the age was analyzed
in combination with the status of visual perception. Social environment did not appear
significantly associated with any variable.
Conclusions: Considering the type of data that were available, these findings are
rather seen as guidelines for future work than as unequivocal suggestion for making
broader conclusions, but they certainly indicate the need for more systematic monitoring
and stimulation of cognitive maturation of these children from the beginning, through
the different stages of development, more specific early habilitation procedures, as well
as for a greater degree of focus on the socio-psychological aspects of their maturation.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "The effects of early rehabilitation on cognitive stability in children with spastic cerebral palsy",
pages = "442-429",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4192"
}

Vidović, P., Bošković, M.,& Krstić, N.. (2016). The effects of early rehabilitation on cognitive stability in children with spastic cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 429-442.
https://hdl.handle.net/21.15107/rcub_rfasper_4192

Vidović P, Bošković M, Krstić N. The effects of early rehabilitation on cognitive stability in children with spastic cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:429-442.
https://hdl.handle.net/21.15107/rcub_rfasper_4192 .

Vidović, Predrag, Bošković, Mirjana, Krstić, Nadežda, "The effects of early rehabilitation on cognitive stability in children with spastic cerebral palsy" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):429-442,
https://hdl.handle.net/21.15107/rcub_rfasper_4192 .

TY  - JOUR
AU  - Krstić, Nadežda
AU  - Vidović, Predrag
AU  - Vuković, Mile
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/510
AB  - Capability of understanding complex verbal requests was tested using the fifth series of Token Test (TT-V) on the group of children (5 to 10 years of age) with developmental dysphasia where comprehension deficits weren't included in the diagnosis (SLI:N=30, Mean IQP=103,7) with the purpose to establish whether production difficulties in children with developmental specific language impairment (SLI) cover the receptive deficit and subsequently compared with comparable group of children of the typical development (TD: N=36). Those groups were extremely and significantly different (M SLI =8,8, M TD=15,6, t=-7.000, df=64, p=0,001, Kohen's d=1.73), while even less than one-third of the children with SLI achieved results within 1 STD of the corresponding age group of TD children. Qualitative analysis of certain items TT-V was performed and those items which better differentiate younger (5.0-5.11 yrs) and older (6-10 yrs) TD children were isolated, as well as those that appeared to be the most challenging for the children with SLI. Despite the overall robustness of TT-V as the technique within the context of linguistic analysis, the obtained data are directed towards some of the potential sources of comprehension deficits in our population of children with SLI older than 5 years.
AB  - S ciljem da se utvrdi da li kod dece sa specifičnim razvojnim jezičkim poremećajem (RJP) teškoće produkcije prepokrivaju receptivni deficit, u grupi dece sa razvojnom disfazijom kod koje smetnje razumevanja nisu bile obuhvaćene dijagnozom (n=30, AS IQm=103,7) uzrasta 5 do 10 godina) ispitana je sposobnost razumevanja složenih verbalnih naloga petom serijom Token testa (TT-V) i upoređena sa komparabilnom grupom dece tipičnog razvoja (TR, n=36). Grupe su se izrazito i značajno razlikovale (AS RJP =8,8, AS TR=15,6, t=-7.000, df=64, p=0,001, Koenov δ=1,73), dok je čak ispod jedne trećine dece sa RJP postiglo rezultat u okviru 1 SD odgovarajuće uzrasne grupe dece TR. Urađena je kvalitativna analiza pojedinih ajtema TT-V i izdvojeni oni koji bolje razlikuju mlađu (5;0-5;11 god.) i stariju (6-10 god.) decu tipičnog razvoja, kao i oni sa kojima deca sa RJP imaju najnaglašenije teškoće. Uprkos ukupnoj grubosti TT-V kao tehnike u kontekstu jezičke analize, dobijeni podaci usmeravaju ka nekim mogućim izvorima smetnji razumevanja u našoj populaciji dece sa RJP starije od 5 godina.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Comprehending complex sentences in children with specific developmental language
T1  - Razumevanje složenih iskaza kod dece sa razvojnim jezičkim poremećajem
EP  - 651
IS  - 4
SP  - 633
VL  - 10
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_510
ER  - 

@article{
author = "Krstić, Nadežda and Vidović, Predrag and Vuković, Mile",
year = "2011",
abstract = "Capability of understanding complex verbal requests was tested using the fifth series of Token Test (TT-V) on the group of children (5 to 10 years of age) with developmental dysphasia where comprehension deficits weren't included in the diagnosis (SLI:N=30, Mean IQP=103,7) with the purpose to establish whether production difficulties in children with developmental specific language impairment (SLI) cover the receptive deficit and subsequently compared with comparable group of children of the typical development (TD: N=36). Those groups were extremely and significantly different (M SLI =8,8, M TD=15,6, t=-7.000, df=64, p=0,001, Kohen's d=1.73), while even less than one-third of the children with SLI achieved results within 1 STD of the corresponding age group of TD children. Qualitative analysis of certain items TT-V was performed and those items which better differentiate younger (5.0-5.11 yrs) and older (6-10 yrs) TD children were isolated, as well as those that appeared to be the most challenging for the children with SLI. Despite the overall robustness of TT-V as the technique within the context of linguistic analysis, the obtained data are directed towards some of the potential sources of comprehension deficits in our population of children with SLI older than 5 years., S ciljem da se utvrdi da li kod dece sa specifičnim razvojnim jezičkim poremećajem (RJP) teškoće produkcije prepokrivaju receptivni deficit, u grupi dece sa razvojnom disfazijom kod koje smetnje razumevanja nisu bile obuhvaćene dijagnozom (n=30, AS IQm=103,7) uzrasta 5 do 10 godina) ispitana je sposobnost razumevanja složenih verbalnih naloga petom serijom Token testa (TT-V) i upoređena sa komparabilnom grupom dece tipičnog razvoja (TR, n=36). Grupe su se izrazito i značajno razlikovale (AS RJP =8,8, AS TR=15,6, t=-7.000, df=64, p=0,001, Koenov δ=1,73), dok je čak ispod jedne trećine dece sa RJP postiglo rezultat u okviru 1 SD odgovarajuće uzrasne grupe dece TR. Urađena je kvalitativna analiza pojedinih ajtema TT-V i izdvojeni oni koji bolje razlikuju mlađu (5;0-5;11 god.) i stariju (6-10 god.) decu tipičnog razvoja, kao i oni sa kojima deca sa RJP imaju najnaglašenije teškoće. Uprkos ukupnoj grubosti TT-V kao tehnike u kontekstu jezičke analize, dobijeni podaci usmeravaju ka nekim mogućim izvorima smetnji razumevanja u našoj populaciji dece sa RJP starije od 5 godina.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Comprehending complex sentences in children with specific developmental language, Razumevanje složenih iskaza kod dece sa razvojnim jezičkim poremećajem",
pages = "651-633",
number = "4",
volume = "10",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_510"
}

Krstić, N., Vidović, P.,& Vuković, M.. (2011). Comprehending complex sentences in children with specific developmental language. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 10(4), 633-651.
https://hdl.handle.net/21.15107/rcub_rfasper_510

Krstić N, Vidović P, Vuković M. Comprehending complex sentences in children with specific developmental language. in Specijalna edukacija i rehabilitacija. 2011;10(4):633-651.
https://hdl.handle.net/21.15107/rcub_rfasper_510 .

Krstić, Nadežda, Vidović, Predrag, Vuković, Mile, "Comprehending complex sentences in children with specific developmental language" in Specijalna edukacija i rehabilitacija, 10, no. 4 (2011):633-651,
https://hdl.handle.net/21.15107/rcub_rfasper_510 .

TY  - CONF
AU  - Vidović, Predrag
AU  - Krstić, Nadežda
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4505
AB  - Iako se neverbalna inteligencija često koristi kao značajan indikator u
dijagnostici specifičnog jezičkog poremećaja (SJP), malo se zna o uticajima
kojje na nju može imati samo jezičko oštećenje. Pretpostavka da neurokognitivni
sistemi u razvoju ostvaruju kontinuiranu dinamičku interakciju
sugeriše da izolovanost kognitivnog poremećaja u detinjstvu pre može biti
izuzetak nego pravilo, što umnogome doprinosi sve češćem perispitivanju
standardnih kliničkih zahteva koji se oslanjaju na IQ kriterijume kao preduslove
za dijagnozu SLI (kao što su, na primer, normalnost IQm ili disktepanca
IQm-IQv >20). U ovom istraživanju, podaci sa WISC za 38 dece
sa SJP uzrasta 5-10 godina analizirani su u odnosu na njihov uzrast, tip
razvojne disfazije (dominantno receptivna ili ekspresivna), kao i izraženost
poremećaja (četiri grupe od relativno blagih do teških oblika SJP). Nalazi
su pokazali značajno više skorove i verbalnog i neverbalnog IQ kod mlađih
subjekata, što bi eventualno moglo odražavati relativno opadanje neverbalnih
sposobnosti tokom vremena. Pored toga, podaci, u celini, govore protiv
striktnih IQ kriterijuma u dijagnostikovanju SJP
AB  - Despite being commonly used as an important landmark in diagnosing
specific language impairment (SLI), little is known about non-verbal intelligence
developmental patterns regarding their probable interactions with the language
disorder itself. Since contemporary views focused to dynamic interchange between
developing neurocognitive systems suggest that isolated cognitive disturbance
could rather be an exception than a rule, a standard diagnostic approach of
relying to IQ criteria in clinical diagnosis of SLI (normal non-verbal abilities or
IQm-IQv discrepancy larger than 20 points) is being increasingly questioned. In
this study, WISC data form 38 children 5-10 yrs with SLI were analyzed in relation
to the children’s age, dysphasia type (predominantly receptive vs. expressive)
and language disturbance prominency (subjects clustered into four groups
ranging from mild to pronounced deficit). The findings have shown a significant
dissociation pertaining to age of both verbal and non-verbal IQ scores in favor
of younger subjects, possibly reflecting non-verbal ability decline over time. The
adequacy of IQ exclusionary criteria for the disturbance was not supported.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009
T1  - Opšta inteligencija i neverbalne sposobnosti kod dece sa specifičnim jezičkim poremećajem
T1  - General intelligence and non-verbal abilities in children with specific language disorder
EP  - 114
SP  - 105
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4505
ER  - 

@conference{
author = "Vidović, Predrag and Krstić, Nadežda",
year = "2009",
abstract = "Iako se neverbalna inteligencija često koristi kao značajan indikator u
dijagnostici specifičnog jezičkog poremećaja (SJP), malo se zna o uticajima
kojje na nju može imati samo jezičko oštećenje. Pretpostavka da neurokognitivni
sistemi u razvoju ostvaruju kontinuiranu dinamičku interakciju
sugeriše da izolovanost kognitivnog poremećaja u detinjstvu pre može biti
izuzetak nego pravilo, što umnogome doprinosi sve češćem perispitivanju
standardnih kliničkih zahteva koji se oslanjaju na IQ kriterijume kao preduslove
za dijagnozu SLI (kao što su, na primer, normalnost IQm ili disktepanca
IQm-IQv >20). U ovom istraživanju, podaci sa WISC za 38 dece
sa SJP uzrasta 5-10 godina analizirani su u odnosu na njihov uzrast, tip
razvojne disfazije (dominantno receptivna ili ekspresivna), kao i izraženost
poremećaja (četiri grupe od relativno blagih do teških oblika SJP). Nalazi
su pokazali značajno više skorove i verbalnog i neverbalnog IQ kod mlađih
subjekata, što bi eventualno moglo odražavati relativno opadanje neverbalnih
sposobnosti tokom vremena. Pored toga, podaci, u celini, govore protiv
striktnih IQ kriterijuma u dijagnostikovanju SJP, Despite being commonly used as an important landmark in diagnosing
specific language impairment (SLI), little is known about non-verbal intelligence
developmental patterns regarding their probable interactions with the language
disorder itself. Since contemporary views focused to dynamic interchange between
developing neurocognitive systems suggest that isolated cognitive disturbance
could rather be an exception than a rule, a standard diagnostic approach of
relying to IQ criteria in clinical diagnosis of SLI (normal non-verbal abilities or
IQm-IQv discrepancy larger than 20 points) is being increasingly questioned. In
this study, WISC data form 38 children 5-10 yrs with SLI were analyzed in relation
to the children’s age, dysphasia type (predominantly receptive vs. expressive)
and language disturbance prominency (subjects clustered into four groups
ranging from mild to pronounced deficit). The findings have shown a significant
dissociation pertaining to age of both verbal and non-verbal IQ scores in favor
of younger subjects, possibly reflecting non-verbal ability decline over time. The
adequacy of IQ exclusionary criteria for the disturbance was not supported.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009",
title = "Opšta inteligencija i neverbalne sposobnosti kod dece sa specifičnim jezičkim poremećajem, General intelligence and non-verbal abilities in children with specific language disorder",
pages = "114-105",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4505"
}

Vidović, P.,& Krstić, N.. (2009). Opšta inteligencija i neverbalne sposobnosti kod dece sa specifičnim jezičkim poremećajem. in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 105-114.
https://hdl.handle.net/21.15107/rcub_rfasper_4505

Vidović P, Krstić N. Opšta inteligencija i neverbalne sposobnosti kod dece sa specifičnim jezičkim poremećajem. in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009. 2009;:105-114.
https://hdl.handle.net/21.15107/rcub_rfasper_4505 .

Vidović, Predrag, Krstić, Nadežda, "Opšta inteligencija i neverbalne sposobnosti kod dece sa specifičnim jezičkim poremećajem" in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009 (2009):105-114,
https://hdl.handle.net/21.15107/rcub_rfasper_4505 .