TY  - JOUR
AU  - Obradović, Svetlana
AU  - Krstić, Nadežda
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/606
AB  - The aim of the study was to investigate primary school teachers’ proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students’ reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students’ disparity in attainment and teachers’ attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers’ confidence regarding likely SLD.
AB  - U ovom istraživanju je ispitivana uspešnost nastavnika u opažanju diskrepance između sposobnosti i postignuća kao znaka specifičnih razvojnih smetnji u učenju (SSU). Dvadeset i dva nastavnika iz pet osnovnih škola su prema sopstvenom doživljaju izdvojili, iz većeg preliminarnog uzorka, učenike za koje su pretpostavili: (a) nesklad školskog postignuća i opšte sposobnosti (grupa sa pretpostavljenom diskrepancom, GPD) ili (b) harmoničnost sposobnosti i postignuća (GPH). Deca su ispitana REVISK-om, dok su nastavnici dodatno precizirali uspešnost ovih učenika u čitanju, pisanju i računanju jednostavnim strukturiranim upitnikom zasnovanim na zahtevima školskog plana i programa koje propisuje Ministarstvo prosvete Republike Srbije. Rezultati istraživanja pokazuju da više od 60% dece svrstane u GPH ispoljilo je diskrepancu između postignuća u ovladavanju ciljnim školskim veštinama i opšte inteligencije. Registrovana je povezanost između disharmonije unutar školskog postignuća deteta i ispravne procene diskrepance od strane nastavnika, a jedini homogeni kvantitativni marker pogrešnog svrstavanja u grupu su bile sniženi skorovi na delu suptestova Verbalne skale REVISK-a. Ovo istraživanje je pokazalo da u profesionalnom znanju nastavnika postoje oslonci koji bi im mogli olakšati prepoznavanje deteta sa SSU. Do usvajanja kriterijumskih testova čitanja, pisanja i računanja, strukturiran pristup postojećim zahtevima školskog programa bi mogao pomoći nastavnicima pri donošenju ovakvih procena.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teachers' intuition and knowledge in detecting specific learning disabilities
T1  - Intuicija i znanje nastavnika u prepoznavanju specifičnih smetnji u učenju
EP  - 331
IS  - 2
SP  - 316
VL  - 44
DO  - 10.2298/ZIPI1202316O
ER  - 

@article{
author = "Obradović, Svetlana and Krstić, Nadežda",
year = "2012",
abstract = "The aim of the study was to investigate primary school teachers’ proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students’ reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students’ disparity in attainment and teachers’ attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers’ confidence regarding likely SLD., U ovom istraživanju je ispitivana uspešnost nastavnika u opažanju diskrepance između sposobnosti i postignuća kao znaka specifičnih razvojnih smetnji u učenju (SSU). Dvadeset i dva nastavnika iz pet osnovnih škola su prema sopstvenom doživljaju izdvojili, iz većeg preliminarnog uzorka, učenike za koje su pretpostavili: (a) nesklad školskog postignuća i opšte sposobnosti (grupa sa pretpostavljenom diskrepancom, GPD) ili (b) harmoničnost sposobnosti i postignuća (GPH). Deca su ispitana REVISK-om, dok su nastavnici dodatno precizirali uspešnost ovih učenika u čitanju, pisanju i računanju jednostavnim strukturiranim upitnikom zasnovanim na zahtevima školskog plana i programa koje propisuje Ministarstvo prosvete Republike Srbije. Rezultati istraživanja pokazuju da više od 60% dece svrstane u GPH ispoljilo je diskrepancu između postignuća u ovladavanju ciljnim školskim veštinama i opšte inteligencije. Registrovana je povezanost između disharmonije unutar školskog postignuća deteta i ispravne procene diskrepance od strane nastavnika, a jedini homogeni kvantitativni marker pogrešnog svrstavanja u grupu su bile sniženi skorovi na delu suptestova Verbalne skale REVISK-a. Ovo istraživanje je pokazalo da u profesionalnom znanju nastavnika postoje oslonci koji bi im mogli olakšati prepoznavanje deteta sa SSU. Do usvajanja kriterijumskih testova čitanja, pisanja i računanja, strukturiran pristup postojećim zahtevima školskog programa bi mogao pomoći nastavnicima pri donošenju ovakvih procena.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teachers' intuition and knowledge in detecting specific learning disabilities, Intuicija i znanje nastavnika u prepoznavanju specifičnih smetnji u učenju",
pages = "331-316",
number = "2",
volume = "44",
doi = "10.2298/ZIPI1202316O"
}

Obradović, S.,& Krstić, N.. (2012). Teachers' intuition and knowledge in detecting specific learning disabilities. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 44(2), 316-331.
https://doi.org/10.2298/ZIPI1202316O

Obradović S, Krstić N. Teachers' intuition and knowledge in detecting specific learning disabilities. in Zbornik Instituta za pedagoška istraživanja. 2012;44(2):316-331.
doi:10.2298/ZIPI1202316O .

Obradović, Svetlana, Krstić, Nadežda, "Teachers' intuition and knowledge in detecting specific learning disabilities" in Zbornik Instituta za pedagoška istraživanja, 44, no. 2 (2012):316-331,
https://doi.org/10.2298/ZIPI1202316O . .

TY  - JOUR
AU  - Krstić, Nadežda
AU  - Obradović, Svetlana
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/576
AB  - A small group of elementary school students (age 10.4 to 13.10 yrs) with specific developmental disability of scholastic skills (app. F81.0/81.3 according to ICD-10) was retested by REVISK (locally standardized approximate of WISC-III) within, in average, 3 yrs post diagnosis, for detecting possible changes in their general ability performance. REVSIK measures were adjoined by 3 and 4-factor schemes proposed by Kaufman and Bannatyne. The results have indicated significant decline of the total IQ score (average difference=-3.0, t=2.434, df=24, t lt 0.05), intra-subtest variability on the verbal subscale (-1.3, t=2.397, df=24, p lt 0.05) and Bannatyne's factors of Acquired Knowledge (-1.5, t=4.375, df=24, p lt 0.01) and Spatial factor (-0.6, t=2.701, df=24, p lt 0.05). No homogenous subtest profiles were detected in original either repeated testing. The results and implications for the future studies are discussed against the background of contemporary theory and research in this field, as well as of empirically-based constraints in recognizing this population in a local setting.
AB  - Na malom uzorku učenika osnovne škole uzrasta 10;4 do 13;10 godina sa specifičnim razvojnim poremećajem školskih veština (pribl. F81.0/81.3 prema MKB-10) ispitivano je eventualno prisustvo promena u postignuću na testu opšte intelektualne sposobnosti (REVISK) u periodu od približno tri godine nakon postavljanja dijagnoze. U obradu su uključeni i posebni klasteri skorova (Banatinovi i Kaufmanovi 'profili') bazirani na faktorskoj analizi Vekslerovih testova i indikativni za uže domene kognitivnog funkcionisanja nego što su standardni skalirani pokazatelji instrumenta. Rezultati su pokazali u proseku značajan pad ukupnog IQ skora (prosečna razlika=-3.0, t=2.434, df=24, t lt 0.05), varijabilnosti postignuća na verbalnom delu skale (-1.3, t=2.397, df=24, p lt 0.05), kao i Banatinovih faktora Stečenog znanja (-1.5, t=4.375, df=24, p lt 0.01) i Spacijalne (prostorne) organizacije (-0.6, t=2.701, df=24, p lt 0.05). Homogeni profili suptest skatera nisu registrovani ni u prvoj ni u ponovljenoj proceni. Nalaz i njegove implikacije za dalje provere su diskutovani u okvirima koje postavljaju savremena shvatanja i istraživanja na ovom polju, ali i u odnosu na ograničenja koja proizilaze iz relativno skromne empirijske validacije koncepata vezanih za ovu populaciju kod nas.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Why are the developmental disturbances an issue in psychology? The question of IQ stability in children with specific learning disorders
T1  - Zašto su razvojni poremećaji tema u psihologiji? Pitanje stabilnosti IQ dece sa specifičnim smetnjama u učenju
EP  - 356
IS  - 3
SP  - 339
VL  - 45
DO  - 10.2298/PSI1203339K
ER  - 

@article{
author = "Krstić, Nadežda and Obradović, Svetlana",
year = "2012",
abstract = "A small group of elementary school students (age 10.4 to 13.10 yrs) with specific developmental disability of scholastic skills (app. F81.0/81.3 according to ICD-10) was retested by REVISK (locally standardized approximate of WISC-III) within, in average, 3 yrs post diagnosis, for detecting possible changes in their general ability performance. REVSIK measures were adjoined by 3 and 4-factor schemes proposed by Kaufman and Bannatyne. The results have indicated significant decline of the total IQ score (average difference=-3.0, t=2.434, df=24, t lt 0.05), intra-subtest variability on the verbal subscale (-1.3, t=2.397, df=24, p lt 0.05) and Bannatyne's factors of Acquired Knowledge (-1.5, t=4.375, df=24, p lt 0.01) and Spatial factor (-0.6, t=2.701, df=24, p lt 0.05). No homogenous subtest profiles were detected in original either repeated testing. The results and implications for the future studies are discussed against the background of contemporary theory and research in this field, as well as of empirically-based constraints in recognizing this population in a local setting., Na malom uzorku učenika osnovne škole uzrasta 10;4 do 13;10 godina sa specifičnim razvojnim poremećajem školskih veština (pribl. F81.0/81.3 prema MKB-10) ispitivano je eventualno prisustvo promena u postignuću na testu opšte intelektualne sposobnosti (REVISK) u periodu od približno tri godine nakon postavljanja dijagnoze. U obradu su uključeni i posebni klasteri skorova (Banatinovi i Kaufmanovi 'profili') bazirani na faktorskoj analizi Vekslerovih testova i indikativni za uže domene kognitivnog funkcionisanja nego što su standardni skalirani pokazatelji instrumenta. Rezultati su pokazali u proseku značajan pad ukupnog IQ skora (prosečna razlika=-3.0, t=2.434, df=24, t lt 0.05), varijabilnosti postignuća na verbalnom delu skale (-1.3, t=2.397, df=24, p lt 0.05), kao i Banatinovih faktora Stečenog znanja (-1.5, t=4.375, df=24, p lt 0.01) i Spacijalne (prostorne) organizacije (-0.6, t=2.701, df=24, p lt 0.05). Homogeni profili suptest skatera nisu registrovani ni u prvoj ni u ponovljenoj proceni. Nalaz i njegove implikacije za dalje provere su diskutovani u okvirima koje postavljaju savremena shvatanja i istraživanja na ovom polju, ali i u odnosu na ograničenja koja proizilaze iz relativno skromne empirijske validacije koncepata vezanih za ovu populaciju kod nas.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Why are the developmental disturbances an issue in psychology? The question of IQ stability in children with specific learning disorders, Zašto su razvojni poremećaji tema u psihologiji? Pitanje stabilnosti IQ dece sa specifičnim smetnjama u učenju",
pages = "356-339",
number = "3",
volume = "45",
doi = "10.2298/PSI1203339K"
}

Krstić, N.,& Obradović, S.. (2012). Why are the developmental disturbances an issue in psychology? The question of IQ stability in children with specific learning disorders. in Psihologija
Društvo psihologa Srbije, Beograd., 45(3), 339-356.
https://doi.org/10.2298/PSI1203339K

Krstić N, Obradović S. Why are the developmental disturbances an issue in psychology? The question of IQ stability in children with specific learning disorders. in Psihologija. 2012;45(3):339-356.
doi:10.2298/PSI1203339K .

Krstić, Nadežda, Obradović, Svetlana, "Why are the developmental disturbances an issue in psychology? The question of IQ stability in children with specific learning disorders" in Psihologija, 45, no. 3 (2012):339-356,
https://doi.org/10.2298/PSI1203339K . .

TY  - CONF
AU  - Obradović, Svetlana
AU  - Krstić, Nadežda
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4474
AB  - Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju
dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli,
izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih
osnovnih škola, za koji smo primenili a) kriterijum diskrepance
između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim
veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne
indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i
ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci
vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom
posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike
korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju
čitanja, pisanja i računanja.
U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU,
kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvojnih
smetnji koje utiču na postignuće u školi. Među različitim kategorijama
relevantnih varijabli u ovom postupku, posebno je potvrđen značaj
korišćenja standardizovanih formalnih instrumenata za procenu opšte
sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno,
rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance
uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno
‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava
podatak da su detekcija razvojnog problema i uključivanje deteta i porodice
u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u
ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima
je to bilo potrebno.
AB  - The present study has investigated the utility of several conventional criteria
in identifying specific learning disabilities (SLD) among children with school
underachievement: a). ability - achievement discrepancy; b). discrepancies
in cognitive performance; and c). supplementary indicators for the disorder
extracted from child’s behavior and developmental data. A purposive sample
of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade
elementary schools was selected by their teachers. REVISK was applied in
assessment of participant’s general ability and cognitive profile, while relevant
developmental and behavioral data were collected by use of two questionnaires
(for parents and teachers) designed for the purpose of the study. Since there are
no generally accepted local instruments for evaluation of student’s performance
in reading, writing or mathematic, an additional instrument for teachers was
created, estimating children’s accomplishment in terms of the grade-level it
corresponded to.
In general, the approach has revealed a good potential in isolating children with
SLD, as well as the capacity to separate them from students with less specific neurodevelopmental
disturbances influencing low school achievement. Among diverse
categories of relevant variables applied, those derived from the standardized
test of general intelligence appeared to be irreplaceable in identification of SLD,
even accounting for all potential limitations imposed by their use. However, the
results clearly demonstrate that relying to ability - achievement discrepancy leads
to significant delay in detection of SLD, while the timely intervention should be
involved since school entrance. Further concern was raised by finding that in
more than half of our participants in need for intervention neither identifying
LD nor any form of additional support was provided prior to their entering this
study.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
T1  - Smetnje u učenju ili smetnje u prepoznavanju?
T1  - Learning or recognition disabilities?
EP  - 438
SP  - 421
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4474
ER  - 

@conference{
author = "Obradović, Svetlana and Krstić, Nadežda",
year = "2010",
abstract = "Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju
dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli,
izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih
osnovnih škola, za koji smo primenili a) kriterijum diskrepance
između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim
veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne
indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i
ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci
vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom
posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike
korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju
čitanja, pisanja i računanja.
U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU,
kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvojnih
smetnji koje utiču na postignuće u školi. Među različitim kategorijama
relevantnih varijabli u ovom postupku, posebno je potvrđen značaj
korišćenja standardizovanih formalnih instrumenata za procenu opšte
sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno,
rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance
uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno
‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava
podatak da su detekcija razvojnog problema i uključivanje deteta i porodice
u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u
ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima
je to bilo potrebno., The present study has investigated the utility of several conventional criteria
in identifying specific learning disabilities (SLD) among children with school
underachievement: a). ability - achievement discrepancy; b). discrepancies
in cognitive performance; and c). supplementary indicators for the disorder
extracted from child’s behavior and developmental data. A purposive sample
of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade
elementary schools was selected by their teachers. REVISK was applied in
assessment of participant’s general ability and cognitive profile, while relevant
developmental and behavioral data were collected by use of two questionnaires
(for parents and teachers) designed for the purpose of the study. Since there are
no generally accepted local instruments for evaluation of student’s performance
in reading, writing or mathematic, an additional instrument for teachers was
created, estimating children’s accomplishment in terms of the grade-level it
corresponded to.
In general, the approach has revealed a good potential in isolating children with
SLD, as well as the capacity to separate them from students with less specific neurodevelopmental
disturbances influencing low school achievement. Among diverse
categories of relevant variables applied, those derived from the standardized
test of general intelligence appeared to be irreplaceable in identification of SLD,
even accounting for all potential limitations imposed by their use. However, the
results clearly demonstrate that relying to ability - achievement discrepancy leads
to significant delay in detection of SLD, while the timely intervention should be
involved since school entrance. Further concern was raised by finding that in
more than half of our participants in need for intervention neither identifying
LD nor any form of additional support was provided prior to their entering this
study.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010",
title = "Smetnje u učenju ili smetnje u prepoznavanju?, Learning or recognition disabilities?",
pages = "438-421",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4474"
}

Obradović, S.,& Krstić, N.. (2010). Smetnje u učenju ili smetnje u prepoznavanju?. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 421-438.
https://hdl.handle.net/21.15107/rcub_rfasper_4474

Obradović S, Krstić N. Smetnje u učenju ili smetnje u prepoznavanju?. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010. 2010;:421-438.
https://hdl.handle.net/21.15107/rcub_rfasper_4474 .

Obradović, Svetlana, Krstić, Nadežda, "Smetnje u učenju ili smetnje u prepoznavanju?" in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 (2010):421-438,
https://hdl.handle.net/21.15107/rcub_rfasper_4474 .