TY  - CONF
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5400
AB  - Испољавање симптома хиперкинетског поремећаја са поремећајем пажње
(ADHD) код деце предшколског узраста доводи до повећаног ризика од ограниченог

усвајања социјалних вештина и појаве интернализованог и екстернализованог

проблематичног понашања. Упркос генетској предиспозицији, услед
које се поједина деца већ на овом узрасту издвајају због импулсивних реакција,
дефицита у области пажње и хиперактивног понашања, одговарајући средински

утицаји, односно позитивни васпитни стил родитеља, може да доведе
до значајног ублажавања описаних тешкоћа. Рана интервенција подразумева
сагледавање
потреба
породице
и
учешће
родитеља
у
активностима
којима

се

унапређује развој детета. Циљ овог рада је приказ ефеката три програма
обучавања родитеља (Програма позитивног родитељства, Терпије засноване
на интеракцији родитељ-дете и Програма родитељства Нова шума), чији су
жељени исходи снижавање учесталости и интензитета испољавања симптома
ADHD детета и унапређење његовог свакодневног функционисања, као и чланова
његове примарне породице у различитим социјалним контекстима. Прегледом
литературе обухваћено је 10 истраживачких радова, објављених у периоду од
2002. до 2021. године. Општи закључак анализираних студија је да интервенциони
програми
засновани
на
обуци
родитеља
представљају
корисну
алтернативу

медикаментозном

облику третмана симптома ADHD. Због неусаглашености
резултата различитих начина евалуације њихових ефеката потребно је вршити
даља истраживања у циљу прецизнијег идентификовања механизама деловања
ових програма.
AB  - The manifestation of symptoms of Attention
Deficit/Hyperactivity Disorder (ADHD) in
preschool children leads to an increased
risk of limitations in the acquisition of social
skills and the appearance of internalized and
externalized problematic behavior. Timely
recognition of ADHD symptoms enables
early treatment and a better prognosis.
Early intervention involves considering 
the needs of the family and the active participation of parents in activities that
improve the child’s development. The aim of
this paper is to present the effects of three
parent-mediated intervention programmes
(Positive Parenting Programme, ParentChild

Interaction Therapy and The New
Forest Parenting Programme), whose desired
outcomes are to reduce the frequency and
intensity of the ADHD child’s symptoms 
and improve his and his primary family 
members’ daily functioning in different social
contexts. The literature review includes 10
research papers, published in the period
from 2002 to 2021. The general conclusion
of the analyzed studies is that intervention
programs based on parent training represent
a useful alternative to the medication-based
treatment of ADHD symptoms. Due to the
inconsistency of the results of different ways
of evaluating their effects, it is necessary to
carry out further researches in order to more
precisely identify the mechanisms of effect of
these programmes.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Поремећај пажње са хиперкинетским поремећајем ― приказ три програма интервенције
T1  - Attention deficit/hyperactivity  disorder − presentation of three intervention programmes
EP  - 55
SP  - 49
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5400
ER  - 

@conference{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2023",
abstract = "Испољавање симптома хиперкинетског поремећаја са поремећајем пажње
(ADHD) код деце предшколског узраста доводи до повећаног ризика од ограниченог

усвајања социјалних вештина и појаве интернализованог и екстернализованог

проблематичног понашања. Упркос генетској предиспозицији, услед
које се поједина деца већ на овом узрасту издвајају због импулсивних реакција,
дефицита у области пажње и хиперактивног понашања, одговарајући средински

утицаји, односно позитивни васпитни стил родитеља, може да доведе
до значајног ублажавања описаних тешкоћа. Рана интервенција подразумева
сагледавање
потреба
породице
и
учешће
родитеља
у
активностима
којима

се

унапређује развој детета. Циљ овог рада је приказ ефеката три програма
обучавања родитеља (Програма позитивног родитељства, Терпије засноване
на интеракцији родитељ-дете и Програма родитељства Нова шума), чији су
жељени исходи снижавање учесталости и интензитета испољавања симптома
ADHD детета и унапређење његовог свакодневног функционисања, као и чланова
његове примарне породице у различитим социјалним контекстима. Прегледом
литературе обухваћено је 10 истраживачких радова, објављених у периоду од
2002. до 2021. године. Општи закључак анализираних студија је да интервенциони
програми
засновани
на
обуци
родитеља
представљају
корисну
алтернативу

медикаментозном

облику третмана симптома ADHD. Због неусаглашености
резултата различитих начина евалуације њихових ефеката потребно је вршити
даља истраживања у циљу прецизнијег идентификовања механизама деловања
ових програма., The manifestation of symptoms of Attention
Deficit/Hyperactivity Disorder (ADHD) in
preschool children leads to an increased
risk of limitations in the acquisition of social
skills and the appearance of internalized and
externalized problematic behavior. Timely
recognition of ADHD symptoms enables
early treatment and a better prognosis.
Early intervention involves considering 
the needs of the family and the active participation of parents in activities that
improve the child’s development. The aim of
this paper is to present the effects of three
parent-mediated intervention programmes
(Positive Parenting Programme, ParentChild

Interaction Therapy and The New
Forest Parenting Programme), whose desired
outcomes are to reduce the frequency and
intensity of the ADHD child’s symptoms 
and improve his and his primary family 
members’ daily functioning in different social
contexts. The literature review includes 10
research papers, published in the period
from 2002 to 2021. The general conclusion
of the analyzed studies is that intervention
programs based on parent training represent
a useful alternative to the medication-based
treatment of ADHD symptoms. Due to the
inconsistency of the results of different ways
of evaluating their effects, it is necessary to
carry out further researches in order to more
precisely identify the mechanisms of effect of
these programmes.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Поремећај пажње са хиперкинетским поремећајем ― приказ три програма интервенције, Attention deficit/hyperactivity  disorder − presentation of three intervention programmes",
pages = "55-49",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5400"
}

Dučić, B.,& Kaljača, S.. (2023). Поремећај пажње са хиперкинетским поремећајем ― приказ три програма интервенције. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 49-55.
https://hdl.handle.net/21.15107/rcub_rfasper_5400

Dučić B, Kaljača S. Поремећај пажње са хиперкинетским поремећајем ― приказ три програма интервенције. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:49-55.
https://hdl.handle.net/21.15107/rcub_rfasper_5400 .

Dučić, Bojan, Kaljača, Svetlana, "Поремећај пажње са хиперкинетским поремећајем ― приказ три програма интервенције" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):49-55,
https://hdl.handle.net/21.15107/rcub_rfasper_5400 .

TY  - CONF
AU  - Dučić Bojan
AU  - Kaljača Svetlana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4092
AB  - Strategije svesnog roditeljstva zasnovane su na upotrebi majndfulnes teh-
nika samoregulacije. Primenom ovih strategija kod roditelja se unapređuju
kapaciteti kontrole sopstvenog ponašanja pri povišenom nivou stresa, što
omogućava uspešnije rešavanje konflikata na relaciji roditelj-dete.
Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu me-
hanizmi delovanja, kao i prednosti i ograničenja primene Strategija svesnog
roditeljstva kod roditelja dece sa ometenošću.
U uslovima pandemije virusa SARS-CoV2 prednost Svesnog roditeljstva
predstavlja mogućnost obuke roditelja u virtuelnom okruženju, što takođe
umanjuje troškove pružanja ovakvog oblika podrške. Kod roditelja je nakon
primene Strategija svesnog roditeljstva utvrđeno unapređivanje pozitivne
slike o sebi, prestanak zanemarivanja sopstvenih potreba, niži nivo stresa,
simptoma depresije, povećanje zadovoljstva roditeljskim kompetencijama,
uspešnije prepoznavanje sopstvenih emocija koje proizilaze iz odnosa sa dete-
tom i viši nivo saosećanja prema detetu. Kao posledica navedenih promena u
ponašanju roditelja, kod dece je došlo do unapređivanja kapaciteta emocio-
nalne samoregulacije, snižavanja učestalosti ispoljavanja maladaptivnih
oblika ponašanja i povećanja učestalost pozitivnih interakcija u odnosu sa
braćom/sestrama.
Uprkos metodološkim ograničenjima u evaluaciji efekta Svesnog roditeljstva
koje smo registrovali u analiziranim studijama, možemo da zaključimo da ovaj
koncept podrške daje pozitivne rezultate i da zaslužuje više prostora u
naučnoj literaturi i stručnoj praksi.
AB  - Mindful parenting strategies are based
on the use of mindfulness techniques of
self-regulation. The application of these
strategies in parents improves the capacity
to control their own behavior at elevated
levels of stress, which enables more successful
resolution of conflicts in the parent-child
relationship.
The aim of this paper, based on a review
of published studies, is to present the
mechanisms of action, as well as the
advantages and limitations of the application
of Mindful Parenting strategies in parents of
children with disabilities.
СПЕЦИЈАЛНА ЕДУКАЦИЈА И РЕХАБИЛИТАЦИЈА У УСЛОВИМА ПАНДЕМИЈЕ COVID-19 112
In the conditions of the SARS-CoV2 virus
pandemic, the advantage of Mindful
Parenting is the possibility of training
parents in a virtual environment, which
also reduces the cost of providing this form
of support. After applying the strategies of
Mindful Parenting, parents improved their
positive self-image, stopped neglecting
their own needs, had lower stress levels
and symptoms of depression, increased
satisfaction with parental competencies,
more successful recognition of their own
emotions arising from relationships with
the child and higher levels of compassion for
the child. As a consequence of these changes
in parents’ behavior, children improved
the capacity of emotional self-regulation,
lowered the frequency of maladaptive
behaviors and increased the frequency of
positive interactions in relationships with
siblings.
Despite the methodological limitations in
evaluating the effect of Mindful Parenting
that we registered in the analysed studies,
we can conclude that this concept of support
has positive results and deserves more space
in the scientific literature and professional
practice.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
T1  - Primena „strategija svesnog roditeljstva” kao
podrška roditeljima dece sa smetnjama u razvoju
T1  - Implementing “mindful
parenting strategies” as a
support to parents of children
with disabilities
EP  - 112
SP  - 103
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4092
ER  - 

@conference{
author = "Dučić Bojan and Kaljača Svetlana",
year = "2021",
abstract = "Strategije svesnog roditeljstva zasnovane su na upotrebi majndfulnes teh-
nika samoregulacije. Primenom ovih strategija kod roditelja se unapređuju
kapaciteti kontrole sopstvenog ponašanja pri povišenom nivou stresa, što
omogućava uspešnije rešavanje konflikata na relaciji roditelj-dete.
Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu me-
hanizmi delovanja, kao i prednosti i ograničenja primene Strategija svesnog
roditeljstva kod roditelja dece sa ometenošću.
U uslovima pandemije virusa SARS-CoV2 prednost Svesnog roditeljstva
predstavlja mogućnost obuke roditelja u virtuelnom okruženju, što takođe
umanjuje troškove pružanja ovakvog oblika podrške. Kod roditelja je nakon
primene Strategija svesnog roditeljstva utvrđeno unapređivanje pozitivne
slike o sebi, prestanak zanemarivanja sopstvenih potreba, niži nivo stresa,
simptoma depresije, povećanje zadovoljstva roditeljskim kompetencijama,
uspešnije prepoznavanje sopstvenih emocija koje proizilaze iz odnosa sa dete-
tom i viši nivo saosećanja prema detetu. Kao posledica navedenih promena u
ponašanju roditelja, kod dece je došlo do unapređivanja kapaciteta emocio-
nalne samoregulacije, snižavanja učestalosti ispoljavanja maladaptivnih
oblika ponašanja i povećanja učestalost pozitivnih interakcija u odnosu sa
braćom/sestrama.
Uprkos metodološkim ograničenjima u evaluaciji efekta Svesnog roditeljstva
koje smo registrovali u analiziranim studijama, možemo da zaključimo da ovaj
koncept podrške daje pozitivne rezultate i da zaslužuje više prostora u
naučnoj literaturi i stručnoj praksi., Mindful parenting strategies are based
on the use of mindfulness techniques of
self-regulation. The application of these
strategies in parents improves the capacity
to control their own behavior at elevated
levels of stress, which enables more successful
resolution of conflicts in the parent-child
relationship.
The aim of this paper, based on a review
of published studies, is to present the
mechanisms of action, as well as the
advantages and limitations of the application
of Mindful Parenting strategies in parents of
children with disabilities.
СПЕЦИЈАЛНА ЕДУКАЦИЈА И РЕХАБИЛИТАЦИЈА У УСЛОВИМА ПАНДЕМИЈЕ COVID-19 112
In the conditions of the SARS-CoV2 virus
pandemic, the advantage of Mindful
Parenting is the possibility of training
parents in a virtual environment, which
also reduces the cost of providing this form
of support. After applying the strategies of
Mindful Parenting, parents improved their
positive self-image, stopped neglecting
their own needs, had lower stress levels
and symptoms of depression, increased
satisfaction with parental competencies,
more successful recognition of their own
emotions arising from relationships with
the child and higher levels of compassion for
the child. As a consequence of these changes
in parents’ behavior, children improved
the capacity of emotional self-regulation,
lowered the frequency of maladaptive
behaviors and increased the frequency of
positive interactions in relationships with
siblings.
Despite the methodological limitations in
evaluating the effect of Mindful Parenting
that we registered in the analysed studies,
we can conclude that this concept of support
has positive results and deserves more space
in the scientific literature and professional
practice.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine",
title = "Primena „strategija svesnog roditeljstva” kao
podrška roditeljima dece sa smetnjama u razvoju, Implementing “mindful
parenting strategies” as a
support to parents of children
with disabilities",
pages = "112-103",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4092"
}

Dučić Bojan,& Kaljača Svetlana. (2021). Primena „strategija svesnog roditeljstva” kao
podrška roditeljima dece sa smetnjama u razvoju. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 103-112.
https://hdl.handle.net/21.15107/rcub_rfasper_4092

Dučić Bojan, Kaljača Svetlana. Primena „strategija svesnog roditeljstva” kao
podrška roditeljima dece sa smetnjama u razvoju. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine. 2021;:103-112.
https://hdl.handle.net/21.15107/rcub_rfasper_4092 .

Dučić Bojan, Kaljača Svetlana, "Primena „strategija svesnog roditeljstva” kao
podrška roditeljima dece sa smetnjama u razvoju" in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine (2021):103-112,
https://hdl.handle.net/21.15107/rcub_rfasper_4092 .

TY  - JOUR
AU  - Cvijetić, Marija
AU  - Kaljača, Svetlana
AU  - Glumbić, Nenad
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4558
AB  - Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc’s Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants’ social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale – Socialisation domain. The results indicated a significant positive correlation between participants’ level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing.
PB  - Routledge
T2  - International Journal of Disability, Development and Education
T1  - The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability
EP  - 16
IS  - 0
SP  - 1
VL  - 0
DO  - 10.1080/1034912X.2021.1989669
ER  - 

@article{
author = "Cvijetić, Marija and Kaljača, Svetlana and Glumbić, Nenad",
year = "2021",
abstract = "Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc’s Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants’ social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale – Socialisation domain. The results indicated a significant positive correlation between participants’ level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing.",
publisher = "Routledge",
journal = "International Journal of Disability, Development and Education",
title = "The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability",
pages = "16-1",
number = "0",
volume = "0",
doi = "10.1080/1034912X.2021.1989669"
}

Cvijetić, M., Kaljača, S.,& Glumbić, N.. (2021). The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability. in International Journal of Disability, Development and Education
Routledge., 0(0), 1-16.
https://doi.org/10.1080/1034912X.2021.1989669

Cvijetić M, Kaljača S, Glumbić N. The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability. in International Journal of Disability, Development and Education. 2021;0(0):1-16.
doi:10.1080/1034912X.2021.1989669 .

Cvijetić, Marija, Kaljača, Svetlana, Glumbić, Nenad, "The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability" in International Journal of Disability, Development and Education, 0, no. 0 (2021):1-16,
https://doi.org/10.1080/1034912X.2021.1989669 . .

TY  - JOUR
AU  - Cvijetić, Marija
AU  - Kaljača, Svetlana
AU  - Glumbić, Nenad
PY  - 2021
UR  - https://doi.org/10.1080/1034912X.2021.1989669
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3742
AB  - Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc’s Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants’ social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale – Socialisation domain. The results indicated a significant positive correlation between participants’ level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing.
PB  - Routledge [Commercial Publisher]
T2  - International Journal of Disability, Development and Education
T1  - The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability
EP  - 16
IS  - 0
SP  - 1
VL  - 0
DO  - 10.1080/1034912X.2021.1989669
ER  - 

@article{
author = "Cvijetić, Marija and Kaljača, Svetlana and Glumbić, Nenad",
year = "2021",
abstract = "Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc’s Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants’ social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale – Socialisation domain. The results indicated a significant positive correlation between participants’ level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing.",
publisher = "Routledge [Commercial Publisher]",
journal = "International Journal of Disability, Development and Education",
title = "The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability",
pages = "16-1",
number = "0",
volume = "0",
doi = "10.1080/1034912X.2021.1989669"
}

Cvijetić, M., Kaljača, S.,& Glumbić, N.. (2021). The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability. in International Journal of Disability, Development and Education
Routledge [Commercial Publisher]., 0(0), 1-16.
https://doi.org/10.1080/1034912X.2021.1989669

Cvijetić M, Kaljača S, Glumbić N. The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability. in International Journal of Disability, Development and Education. 2021;0(0):1-16.
doi:10.1080/1034912X.2021.1989669 .

Cvijetić, Marija, Kaljača, Svetlana, Glumbić, Nenad, "The Role of Personal and Environmental Factors in Autonomous Behaviour of People with Intellectual Disability" in International Journal of Disability, Development and Education, 0, no. 0 (2021):1-16,
https://doi.org/10.1080/1034912X.2021.1989669 . .

TY  - CONF
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Radnović, Suzana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3833
AB  - Uvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različi- tim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kva- litet stečenog  životnog  iskustva  osobe,  na  osnovu  koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kogni- tivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometno- šću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73).
Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetenci- je i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompeten- cija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samo- vrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvr- diti u budućim istraživanjima.
AB  - Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73). Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty
C3  - Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću
T1  - Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability
EP  - 431
SP  - 425
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3833
ER  - 

@conference{
author = "Kaljača, Svetlana and Dučić, Bojan and Radnović, Suzana",
year = "2021",
abstract = "Uvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različi- tim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kva- litet stečenog  životnog  iskustva  osobe,  na  osnovu  koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kogni- tivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometno- šću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73).
Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetenci- je i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompeten- cija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samo- vrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvr- diti u budućim istraživanjima., Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73). Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty",
journal = "Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću, Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability",
pages = "431-425",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3833"
}

Kaljača, S., Dučić, B.,& Radnović, S.. (2021). Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 425-431.
https://hdl.handle.net/21.15107/rcub_rfasper_3833

Kaljača S, Dučić B, Radnović S. Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:425-431.
https://hdl.handle.net/21.15107/rcub_rfasper_3833 .

Kaljača, Svetlana, Dučić, Bojan, Radnović, Suzana, "Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću" in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):425-431,
https://hdl.handle.net/21.15107/rcub_rfasper_3833 .

TY  - CONF
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Radnović, Suzana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3735
AB  - Uvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različitim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kvalitet stečenog životnog iskustva osobe, na osnovu koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kognitivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometnošću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73). Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetencije i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompetencija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samovrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvrditi u budućim istraživanjima.
AB  - Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73).
Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
T1  - Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću
T1  - Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability
EP  - 161
SP  - 160
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3735
ER  - 

@conference{
author = "Kaljača, Svetlana and Dučić, Bojan and Radnović, Suzana",
year = "2021",
abstract = "Uvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različitim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kvalitet stečenog životnog iskustva osobe, na osnovu koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kognitivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometnošću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73). Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetencije i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompetencija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samovrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvrditi u budućim istraživanjima., Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73).
Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine",
title = "Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću, Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability",
pages = "161-160",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3735"
}

Kaljača, S., Dučić, B.,& Radnović, S.. (2021). Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 160-161.
https://hdl.handle.net/21.15107/rcub_rfasper_3735

Kaljača S, Dučić B, Radnović S. Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:160-161.
https://hdl.handle.net/21.15107/rcub_rfasper_3735 .

Kaljača, Svetlana, Dučić, Bojan, Radnović, Suzana, "Povezanost socijalnih veština, profila samopercipirane kompetentnosti i vršnjačke prihvaćenosti kod učenika sa lakom intelektualnom ometenošću" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):160-161,
https://hdl.handle.net/21.15107/rcub_rfasper_3735 .

TY  - CONF
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20201221_1-ZBORNIK-RADOVA-SKUP-NAC_2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3466
AB  - The use of mindfulness techniques for self-
regulation of attention is a relatively new area of interest of experts of various profiles. The application of this technique in people with intellectual disabilities (ID) has hardly
been the subject of interest of domestic authors, and the number of studies published worldwide is also still negligible The aim of this paper, based on a review of published studies, is to present different approaches and the significance of applying mindfulness techniques of self-regulation of attention in people with ID and children of typical development.
Differences in the way of designing mindfulness approaches have led to the expansion of the framework of application of mindfulness techniques of self-regulation of attention both in work with children with ID, as well as in interventions intended for children of the typical population. The
content of intervention programmes, which are based on exercises of focusing attention on breathing, is enriched with visualisation, self-instructiing, yoga, exercises of focusing and maintaining attention to movement, body posture, visual, auditory, olfactory, gustatory and tactile stimuli.
AB  - Upotreba majndfulnes tehnika za samoregulaciju pažnje je relativno nova oblast interesovanja stručnjaka različitih profila. Primena ove tehni- ke kod osoba sa intelektualnom ometenošću (IO) gotovo da nije bila pred- met interesovanja domaćih autora, a broj istraživanja objavljenih u svetu je takođe još uvek zanemarljiv. Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu razli- čiti pristupi i značaj primene majndfulnes tehnika samoregulacije pažnje kod osoba sa IO i dece tipičnog razvoja. Razlike u načinu koncipiranja majndfulnes pristupa dovele su do širenja ok- vira primene majndfulnes tehnika samoregulacije pažnje kako u radu sa decom sa IO, tako i u intervencijama namenjenim deci tipične populacije. Sadržaj intervencionih programa koji su zasnovani na vežbama usmeravanja pažnje na disanje, obogaćeni su vizuelizacijom, davanjem samoinstrukcija, jogom, vežbama usmeravanja i održavanja pažnje na pokret, položaj tela, vizuelne, auditivne, olfaktorne, gustativne i taktilne stimuluse.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
T1  - Primena majndfulnes tehnika samoregulacije pažnje kod osoba sa intelektualnom ometenošću
T1  - The importance of mindfulness techniques of self-regulation of attention in children with intellectual disabilities
EP  - 216
SP  - 207
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3466
ER  - 

@conference{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2020",
abstract = "The use of mindfulness techniques for self-
regulation of attention is a relatively new area of interest of experts of various profiles. The application of this technique in people with intellectual disabilities (ID) has hardly
been the subject of interest of domestic authors, and the number of studies published worldwide is also still negligible The aim of this paper, based on a review of published studies, is to present different approaches and the significance of applying mindfulness techniques of self-regulation of attention in people with ID and children of typical development.
Differences in the way of designing mindfulness approaches have led to the expansion of the framework of application of mindfulness techniques of self-regulation of attention both in work with children with ID, as well as in interventions intended for children of the typical population. The
content of intervention programmes, which are based on exercises of focusing attention on breathing, is enriched with visualisation, self-instructiing, yoga, exercises of focusing and maintaining attention to movement, body posture, visual, auditory, olfactory, gustatory and tactile stimuli., Upotreba majndfulnes tehnika za samoregulaciju pažnje je relativno nova oblast interesovanja stručnjaka različitih profila. Primena ove tehni- ke kod osoba sa intelektualnom ometenošću (IO) gotovo da nije bila pred- met interesovanja domaćih autora, a broj istraživanja objavljenih u svetu je takođe još uvek zanemarljiv. Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu razli- čiti pristupi i značaj primene majndfulnes tehnika samoregulacije pažnje kod osoba sa IO i dece tipičnog razvoja. Razlike u načinu koncipiranja majndfulnes pristupa dovele su do širenja ok- vira primene majndfulnes tehnika samoregulacije pažnje kako u radu sa decom sa IO, tako i u intervencijama namenjenim deci tipične populacije. Sadržaj intervencionih programa koji su zasnovani na vežbama usmeravanja pažnje na disanje, obogaćeni su vizuelizacijom, davanjem samoinstrukcija, jogom, vežbama usmeravanja i održavanja pažnje na pokret, položaj tela, vizuelne, auditivne, olfaktorne, gustativne i taktilne stimuluse.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova",
title = "Primena majndfulnes tehnika samoregulacije pažnje kod osoba sa intelektualnom ometenošću, The importance of mindfulness techniques of self-regulation of attention in children with intellectual disabilities",
pages = "216-207",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3466"
}

Dučić, B.,& Kaljača, S.. (2020). Primena majndfulnes tehnika samoregulacije pažnje kod osoba sa intelektualnom ometenošću. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 207-216.
https://hdl.handle.net/21.15107/rcub_rfasper_3466

Dučić B, Kaljača S. Primena majndfulnes tehnika samoregulacije pažnje kod osoba sa intelektualnom ometenošću. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova. 2020;:207-216.
https://hdl.handle.net/21.15107/rcub_rfasper_3466 .

Dučić, Bojan, Kaljača, Svetlana, "Primena majndfulnes tehnika samoregulacije pažnje kod osoba sa intelektualnom ometenošću" in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova (2020):207-216,
https://hdl.handle.net/21.15107/rcub_rfasper_3466 .

TY  - JOUR
AU  - Cvijetić, Marija
AU  - Kaljača, Svetlana
AU  - Glumbić, Nenad
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1256
AB  - Introduction. Self-determination of people with intellectual disability has been the subject of a large number of foreign studies in recent decades, while in our country this topic is insufficiently researched. Studies indicate that the manifestation of self-determined behavior can be influenced by various personal factors, including social skills. Objective. The aim of this study was to determine the significance of the relation between the level of self-determination in people with mild and moderate intellectual disability and their social skills. The sample included 128 subjects with mild and moderate intellectual disability, of both sexes, aged 21 to 58 years (M = 33.77, SD = 9.27). Methods. Self-determination was assessed using the Self-Determination Scale, while social skills data were collected using three subscales (the Socialization domain) of Vineland Adaptive Behavior Scale. Results. The results showed that persons with mild intellectual disability had a statistically significant higher overall level of self-determination and social skills, compared to persons with moderate intellectual disability. Statistically significant correlation between the level of self-determination and the level of social skills, observed through total scores on the used instruments, was found for the sub-sample of persons with moderate intellectual disability, but not for the sub-sample of persons with mild intellectual disability. Identified patterns of correlation between individual components of self-determination and domains of social skills indicated the specifics of the relation between these two concepts for each sub-sample. Conclusion. The obtained results indicate the need for detailed study of the levels and profiles of self-determination and social skills in persons with different levels of intellectual disability, as well as for careful interpretation of the correlation of the examined variables.
AB  - Samoodređenje osoba sa intelektualnom ometenošću poslednjih decenija predstavlja predmet velikog broja inostranih studija, dok je u našoj sredini TA tema nedovoljno istražena. Studije ukazuju da na ispoljavanje samoodređenog ponašanja mogu uticati različiti personalni činioci, među kojima su i socijalne veštine. Cilj: Cilj ovog istraživanja bilo je utvrđivanje značajnosti povezanosti izmedu nivoa razvijenosti samoodređenja kod osoba s lakom i umerenom intelektualnom ometenošću i njihovih socijalnih veština. Metode: Uzorak je činilo 128 ispitanika s lakom i umerenom intelektualnom ometenošću, oba pola, starosti od 21 do 58 godina (AS = 33.77, SD = 9.27). Samoodređenje je ispitano primenom Skale samoodređenja, dok su podaci o socijalnim veštinama prikupljeni primenom tri podskale (domen Socijalizacija) Vinelandove skale adaptivnog ponašanja. Rezultati: Rezultati su pokazali da osobe s lakom intelektualnom ometenošću imaju statistički značajno viši ukupan nivo samoodređenja i socijalnih veština, u poređenju sa osobama s umerenom intelektualnom ometenošću. Statistički značajna povezanost između nivoa samoodređenja i nivoa socijalnih veština, posmatrana kroz ukupne skorove na primenjenim instrumentima, utvrđena je za poduzorak osoba s umerenom intelektualnom ometenošću, ali ne i za poduzorak osoba s lakom intelektualnom ometenošću. Utvrđeni obrasci povezanosti između pojedinih komponenata samoodređenja i domena socijalnih veština ukazali su na specifičnosti veze između ova dva koncepta za svaki od poduzoraka. Zaključak: Dobijeni rezultati upućuju na potrebu za detaljnim istraživanjem nivoa i profila samoodređenja i socijalnih veština kod osoba s različitim nivoom težine intelektualne ometenosti, kao i za pažljivim tumačenjem povezanosti ispitivanih varijabli.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Odnos samoodređenja i socijalnih veština kod osoba s lakom i umerenom intelektualnom ometenošću
T1  - Relation between self-determination and social skills in people with mild and moderate intellectual disability
EP  - 90
IS  - 2
SP  - 71
VL  - 19
DO  - 10.5937/specedreh19-26446
ER  - 

@article{
author = "Cvijetić, Marija and Kaljača, Svetlana and Glumbić, Nenad",
year = "2020",
abstract = "Introduction. Self-determination of people with intellectual disability has been the subject of a large number of foreign studies in recent decades, while in our country this topic is insufficiently researched. Studies indicate that the manifestation of self-determined behavior can be influenced by various personal factors, including social skills. Objective. The aim of this study was to determine the significance of the relation between the level of self-determination in people with mild and moderate intellectual disability and their social skills. The sample included 128 subjects with mild and moderate intellectual disability, of both sexes, aged 21 to 58 years (M = 33.77, SD = 9.27). Methods. Self-determination was assessed using the Self-Determination Scale, while social skills data were collected using three subscales (the Socialization domain) of Vineland Adaptive Behavior Scale. Results. The results showed that persons with mild intellectual disability had a statistically significant higher overall level of self-determination and social skills, compared to persons with moderate intellectual disability. Statistically significant correlation between the level of self-determination and the level of social skills, observed through total scores on the used instruments, was found for the sub-sample of persons with moderate intellectual disability, but not for the sub-sample of persons with mild intellectual disability. Identified patterns of correlation between individual components of self-determination and domains of social skills indicated the specifics of the relation between these two concepts for each sub-sample. Conclusion. The obtained results indicate the need for detailed study of the levels and profiles of self-determination and social skills in persons with different levels of intellectual disability, as well as for careful interpretation of the correlation of the examined variables., Samoodređenje osoba sa intelektualnom ometenošću poslednjih decenija predstavlja predmet velikog broja inostranih studija, dok je u našoj sredini TA tema nedovoljno istražena. Studije ukazuju da na ispoljavanje samoodređenog ponašanja mogu uticati različiti personalni činioci, među kojima su i socijalne veštine. Cilj: Cilj ovog istraživanja bilo je utvrđivanje značajnosti povezanosti izmedu nivoa razvijenosti samoodređenja kod osoba s lakom i umerenom intelektualnom ometenošću i njihovih socijalnih veština. Metode: Uzorak je činilo 128 ispitanika s lakom i umerenom intelektualnom ometenošću, oba pola, starosti od 21 do 58 godina (AS = 33.77, SD = 9.27). Samoodređenje je ispitano primenom Skale samoodređenja, dok su podaci o socijalnim veštinama prikupljeni primenom tri podskale (domen Socijalizacija) Vinelandove skale adaptivnog ponašanja. Rezultati: Rezultati su pokazali da osobe s lakom intelektualnom ometenošću imaju statistički značajno viši ukupan nivo samoodređenja i socijalnih veština, u poređenju sa osobama s umerenom intelektualnom ometenošću. Statistički značajna povezanost između nivoa samoodređenja i nivoa socijalnih veština, posmatrana kroz ukupne skorove na primenjenim instrumentima, utvrđena je za poduzorak osoba s umerenom intelektualnom ometenošću, ali ne i za poduzorak osoba s lakom intelektualnom ometenošću. Utvrđeni obrasci povezanosti između pojedinih komponenata samoodređenja i domena socijalnih veština ukazali su na specifičnosti veze između ova dva koncepta za svaki od poduzoraka. Zaključak: Dobijeni rezultati upućuju na potrebu za detaljnim istraživanjem nivoa i profila samoodređenja i socijalnih veština kod osoba s različitim nivoom težine intelektualne ometenosti, kao i za pažljivim tumačenjem povezanosti ispitivanih varijabli.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Odnos samoodređenja i socijalnih veština kod osoba s lakom i umerenom intelektualnom ometenošću, Relation between self-determination and social skills in people with mild and moderate intellectual disability",
pages = "90-71",
number = "2",
volume = "19",
doi = "10.5937/specedreh19-26446"
}

Cvijetić, M., Kaljača, S.,& Glumbić, N.. (2020). Odnos samoodređenja i socijalnih veština kod osoba s lakom i umerenom intelektualnom ometenošću. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 19(2), 71-90.
https://doi.org/10.5937/specedreh19-26446

Cvijetić M, Kaljača S, Glumbić N. Odnos samoodređenja i socijalnih veština kod osoba s lakom i umerenom intelektualnom ometenošću. in Specijalna edukacija i rehabilitacija. 2020;19(2):71-90.
doi:10.5937/specedreh19-26446 .

Cvijetić, Marija, Kaljača, Svetlana, Glumbić, Nenad, "Odnos samoodređenja i socijalnih veština kod osoba s lakom i umerenom intelektualnom ometenošću" in Specijalna edukacija i rehabilitacija, 19, no. 2 (2020):71-90,
https://doi.org/10.5937/specedreh19-26446 . .

TY  - CONF
AU  - Žunić-Pavlović, Vesna
AU  - Pavlović, Miroslav
AU  - Kaljača, Svetlana
AU  - Glumbić, Nenad
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3198
AB  - Poslednjih godina, viktimizacija nastavnika na radnom mestu postala je
predmet interesovanja brojnih istraživača iz različitih zemalja. Prethodna
istraživanja sugerišu da je većina nastavnika doživela nasilno ponašanje
učenika tokom karijere, a da su nastavnici zaposleni u školama za učenike sa
smetnjama u razvoju posebno ugroženi. Cilj ovog istraživanja je utvrđivanje
razlika u učestalosti i pojavnim oblicima nasilnog ponašanja učenika prema
nastavnicima u srednjim školama za učenike sa smetnjama u razvoju u
odnosu na druge srednje škole. Uzorak čini 96 nastavnika u školama za
učenike sa smetnjama u razvoju i 566 nastavnika u gimnazijama, srednjim
stručnim školama i srednjim umetničkim školama. Za procenu viktimizacije
nastavnika korišćen je upitnik Radne grupe za nasilje u učionici usmereno
prema nastavnicima Američkog udruženja psihologa (APA Classroom Violence
Directed Against Teachers Task Force). Rezultati istraživanja pokazuju da
između dva poduzorka nastavnika nema razlika u ukupnoj viktimizaciji, ali da
postoje značajne razlike u pogledu pojavnih oblika nasilnog ponašanja učenika
kojima su izloženi. Nastavnici u školama za učenike sa smetnjama u razvoju
učestalije su izloženi nepristojnim rečima [t (115,953) = -2,841; p = 0,005; η2
= 0,01] i nepristojnim gestovima [t (111,666) = -2,441; p = 0,016; η2 = 0,01],
a nastavnici u drugim srednjim školama elektronskom nasilju [t (572,475) =
4,617; p < 0,001; η2 = 0,03] i pretnjama oružjem [t (565,000) = 3,498; p = 0,001;
η2 = 0,02]. Dobijeni nalazi podržavaju pretpostavku o specifičnostima nasilnog
ponašanja učenika prema nastavnicima u školama za učenike sa smetnjama u
razvoju i impliciraju potrebu za daljim proučavanjem ove problematike.
AB  - In recent years, victimization of teachers in the workplace has become a subject of
interest to numerous researchers from different countries. Previous research suggests that
most teachers have experienced students’ violent behavior during their careers, and that
teachers in schools for students with disabilities are particularly vulnerable. The aim of this
research was to determine the differences inequency and forms of students’ violent behavior
directed against teachers in secondary schools for students with disabilities compared to other
secondary schools. The sample consisted of 96 teachers in secondary schools for students with
disabilities and 566 teachers in grammar schools, vocational secondary schools and secondary
art schools. APA Classroom Violence Directed Against Teachers Task Force questionnaire was
used to collect data on students’ violent behavior directed against teachers. Research results
indicated that there were no differences in total victimization between two subsamples of
teachers, but there were significant differences in the forms of students’ violent behavior they
were exposed to. Teachers in schools for students with disabilities were more often exposed to
obscene remarks [t (115.953) = -2.84; p = 0.005; η2 = 0.01] and obscene gestures [t (111.666) =
-2.44; p = 0.016; η2 = 0.01], while exposure to electronic violence [t (572.475) = 4.62; p < 0.001;
η2 = 0.03] and weapons threats [t (565.000) = 3.50; p = 0.001; η2 = 0.02] were more frequent in
other secondary schools. The obtained findings support the assumption about the specificities
of students’ violent behavior directed against teachers in schools for students with disabilities
and imply the need for further study of this problem.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - 10. Međunarodni naučni skup "Specijalna edukacija i rehabilitacija danas" Zbornik radova
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.
T1  - Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju
T1  - Teachers’ exposure to violent behavior of students in
secondary schools for students with disabilities
EP  - 95
SP  - 101
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3198
ER  - 

@conference{
author = "Žunić-Pavlović, Vesna and Pavlović, Miroslav and Kaljača, Svetlana and Glumbić, Nenad",
year = "2019",
abstract = "Poslednjih godina, viktimizacija nastavnika na radnom mestu postala je
predmet interesovanja brojnih istraživača iz različitih zemalja. Prethodna
istraživanja sugerišu da je većina nastavnika doživela nasilno ponašanje
učenika tokom karijere, a da su nastavnici zaposleni u školama za učenike sa
smetnjama u razvoju posebno ugroženi. Cilj ovog istraživanja je utvrđivanje
razlika u učestalosti i pojavnim oblicima nasilnog ponašanja učenika prema
nastavnicima u srednjim školama za učenike sa smetnjama u razvoju u
odnosu na druge srednje škole. Uzorak čini 96 nastavnika u školama za
učenike sa smetnjama u razvoju i 566 nastavnika u gimnazijama, srednjim
stručnim školama i srednjim umetničkim školama. Za procenu viktimizacije
nastavnika korišćen je upitnik Radne grupe za nasilje u učionici usmereno
prema nastavnicima Američkog udruženja psihologa (APA Classroom Violence
Directed Against Teachers Task Force). Rezultati istraživanja pokazuju da
između dva poduzorka nastavnika nema razlika u ukupnoj viktimizaciji, ali da
postoje značajne razlike u pogledu pojavnih oblika nasilnog ponašanja učenika
kojima su izloženi. Nastavnici u školama za učenike sa smetnjama u razvoju
učestalije su izloženi nepristojnim rečima [t (115,953) = -2,841; p = 0,005; η2
= 0,01] i nepristojnim gestovima [t (111,666) = -2,441; p = 0,016; η2 = 0,01],
a nastavnici u drugim srednjim školama elektronskom nasilju [t (572,475) =
4,617; p < 0,001; η2 = 0,03] i pretnjama oružjem [t (565,000) = 3,498; p = 0,001;
η2 = 0,02]. Dobijeni nalazi podržavaju pretpostavku o specifičnostima nasilnog
ponašanja učenika prema nastavnicima u školama za učenike sa smetnjama u
razvoju i impliciraju potrebu za daljim proučavanjem ove problematike., In recent years, victimization of teachers in the workplace has become a subject of
interest to numerous researchers from different countries. Previous research suggests that
most teachers have experienced students’ violent behavior during their careers, and that
teachers in schools for students with disabilities are particularly vulnerable. The aim of this
research was to determine the differences inequency and forms of students’ violent behavior
directed against teachers in secondary schools for students with disabilities compared to other
secondary schools. The sample consisted of 96 teachers in secondary schools for students with
disabilities and 566 teachers in grammar schools, vocational secondary schools and secondary
art schools. APA Classroom Violence Directed Against Teachers Task Force questionnaire was
used to collect data on students’ violent behavior directed against teachers. Research results
indicated that there were no differences in total victimization between two subsamples of
teachers, but there were significant differences in the forms of students’ violent behavior they
were exposed to. Teachers in schools for students with disabilities were more often exposed to
obscene remarks [t (115.953) = -2.84; p = 0.005; η2 = 0.01] and obscene gestures [t (111.666) =
-2.44; p = 0.016; η2 = 0.01], while exposure to electronic violence [t (572.475) = 4.62; p < 0.001;
η2 = 0.03] and weapons threats [t (565.000) = 3.50; p = 0.001; η2 = 0.02] were more frequent in
other secondary schools. The obtained findings support the assumption about the specificities
of students’ violent behavior directed against teachers in schools for students with disabilities
and imply the need for further study of this problem.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "10. Međunarodni naučni skup "Specijalna edukacija i rehabilitacija danas" Zbornik radova, Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.",
title = "Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju, Teachers’ exposure to violent behavior of students in
secondary schools for students with disabilities",
pages = "95-101",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3198"
}

Žunić-Pavlović, V., Pavlović, M., Kaljača, S.,& Glumbić, N.. (2019). Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju. in 10. Međunarodni naučni skup "Specijalna edukacija i rehabilitacija danas" Zbornik radova
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 101-95.
https://hdl.handle.net/21.15107/rcub_rfasper_3198

Žunić-Pavlović V, Pavlović M, Kaljača S, Glumbić N. Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju. in 10. Međunarodni naučni skup "Specijalna edukacija i rehabilitacija danas" Zbornik radova. 2019;:101-95.
https://hdl.handle.net/21.15107/rcub_rfasper_3198 .

Žunić-Pavlović, Vesna, Pavlović, Miroslav, Kaljača, Svetlana, Glumbić, Nenad, "Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju" in 10. Međunarodni naučni skup "Specijalna edukacija i rehabilitacija danas" Zbornik radova (2019):101-95,
https://hdl.handle.net/21.15107/rcub_rfasper_3198 .

TY  - CONF
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3176
AB  - 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.
AB  - 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.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.
T1  - Determinante sociometrijskog statusa srednjoškolaca sa intelektualnom ometenošću
T1  - Determinants of the sociometric status of secondary
school students with intellectual disabilities
EP  - 265
SP  - 259
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3176
ER  - 

@conference{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2019",
abstract = "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.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.",
title = "Determinante sociometrijskog statusa srednjoškolaca sa intelektualnom ometenošću, Determinants of the sociometric status of secondary
school students with intellectual disabilities",
pages = "265-259",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3176"
}

Dučić, B.,& Kaljača, S.. (2019). Determinante sociometrijskog statusa srednjoškolaca sa intelektualnom ometenošću. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 259-265.
https://hdl.handle.net/21.15107/rcub_rfasper_3176

Dučić B, Kaljača S. Determinante sociometrijskog statusa srednjoškolaca sa intelektualnom ometenošću. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.. 2019;:259-265.
https://hdl.handle.net/21.15107/rcub_rfasper_3176 .

Dučić, Bojan, Kaljača, Svetlana, "Determinante sociometrijskog statusa srednjoškolaca sa intelektualnom ometenošću" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019. (2019):259-265,
https://hdl.handle.net/21.15107/rcub_rfasper_3176 .

TY  - JOUR
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Cvijetić, Marija
PY  - 2019
UR  - https://doi.org/10.1080/09638288.2018.1457092
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4142
AB  - Aim: The aim of this study was to compare the level of participation in social, leisure and recreational activities in a group with intellectual disability, a group with autistic spectrum disorders, and a typically developing group.Method: The sample included 157 children of both genders, between 7 and 16 years of age (M = 11.03, SD =2.59). The Activities Questionnaire, which consists of: social, leisure, recreational activities, and friendship, was used in the research.Results: Participants with intellectual disability participated in a significantly larger number of all assessed activities than their peers with autistic spectrum disorders. There were no statistically significant differences in the frequency of participation in observed activities among the three groups of participants. Participants with intellectual disability were more independent than participants with autistic spectrum disorders in social and leisure activities, and needed less parental support in leisure activities. Participants with intellectual disability and autistic spectrum disorders had friendly relationships mainly with peers with disabilities. The influence of gender was detected in certain activities in all three groups of participants.Conclusions: Participants with disability participate in social, leisure and recreational activities less than their typically developing peers. The activities in which they participate are mainly stereotypical, highly structured, and take place in the presence of parents.IMPLICATIONS FOR REHABILITATIONForming a richer network of support services which would be oriented towards organizing social, leisure and recreational activities of persons with disabilities in the community.It is necessary to improve support programs which would focus on strengthening the competencies and resources of parents.The improvement of formal and informal support should provide a wider network, and better and more frequent social relationships between persons with and without disabilities.
PB  - Taylor and Francis
T2  - Disability and Rehabilitation
T1  - Participation of children and youth with neurodevelopmental disorders in after-school activities
EP  - 2048
IS  - 17
SP  - 2036
VL  - 41
DO  - 10.1080/09638288.2018.1457092
ER  - 

@article{
author = "Kaljača, Svetlana and Dučić, Bojan and Cvijetić, Marija",
year = "2019",
abstract = "Aim: The aim of this study was to compare the level of participation in social, leisure and recreational activities in a group with intellectual disability, a group with autistic spectrum disorders, and a typically developing group.Method: The sample included 157 children of both genders, between 7 and 16 years of age (M = 11.03, SD =2.59). The Activities Questionnaire, which consists of: social, leisure, recreational activities, and friendship, was used in the research.Results: Participants with intellectual disability participated in a significantly larger number of all assessed activities than their peers with autistic spectrum disorders. There were no statistically significant differences in the frequency of participation in observed activities among the three groups of participants. Participants with intellectual disability were more independent than participants with autistic spectrum disorders in social and leisure activities, and needed less parental support in leisure activities. Participants with intellectual disability and autistic spectrum disorders had friendly relationships mainly with peers with disabilities. The influence of gender was detected in certain activities in all three groups of participants.Conclusions: Participants with disability participate in social, leisure and recreational activities less than their typically developing peers. The activities in which they participate are mainly stereotypical, highly structured, and take place in the presence of parents.IMPLICATIONS FOR REHABILITATIONForming a richer network of support services which would be oriented towards organizing social, leisure and recreational activities of persons with disabilities in the community.It is necessary to improve support programs which would focus on strengthening the competencies and resources of parents.The improvement of formal and informal support should provide a wider network, and better and more frequent social relationships between persons with and without disabilities.",
publisher = "Taylor and Francis",
journal = "Disability and Rehabilitation",
title = "Participation of children and youth with neurodevelopmental disorders in after-school activities",
pages = "2048-2036",
number = "17",
volume = "41",
doi = "10.1080/09638288.2018.1457092"
}

Kaljača, S., Dučić, B.,& Cvijetić, M.. (2019). Participation of children and youth with neurodevelopmental disorders in after-school activities. in Disability and Rehabilitation
Taylor and Francis., 41(17), 2036-2048.
https://doi.org/10.1080/09638288.2018.1457092

Kaljača S, Dučić B, Cvijetić M. Participation of children and youth with neurodevelopmental disorders in after-school activities. in Disability and Rehabilitation. 2019;41(17):2036-2048.
doi:10.1080/09638288.2018.1457092 .

Kaljača, Svetlana, Dučić, Bojan, Cvijetić, Marija, "Participation of children and youth with neurodevelopmental disorders in after-school activities" in Disability and Rehabilitation, 41, no. 17 (2019):2036-2048,
https://doi.org/10.1080/09638288.2018.1457092 . .

TY  - JOUR
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Cvijetić, Marija
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1209
AB  - Aim: The aim of this study was to compare the level of participation in social, leisure and recreational activities in a group with intellectual disability, a group with autistic spectrum disorders, and a typically developing group. Method: The sample included 157 children of both genders, between 7 and 16 years of age (M = 11.03, SD =2.59). The Activities Questionnaire, which consists of: social, leisure, recreational activities, and friendship, was used in the research. Results: Participants with intellectual disability participated in a significantly larger number of all assessed activities than their peers with autistic spectrum disorders. There were no statistically significant differences in the frequency of participation in observed activities among the three groups of participants. Participants with intellectual disability were more independent than participants with autistic spectrum disorders in social and leisure activities, and needed less parental support in leisure activities. Participants with intellectual disability and autistic spectrum disorders had friendly relationships mainly with peers with disabilities. The influence of gender was detected in certain activities in all three groups of participants. Conclusions: Participants with disability participate in social, leisure and recreational activities less than their typically developing peers. The activities in which they participate are mainly stereotypical, highly structured, and take place in the presence of parents.
PB  - Taylor & Francis Ltd, Abingdon
T2  - Disability and Rehabilitation
T1  - Participation of children and youth with neurodevelopmental disorders in after-school activities
EP  - 2048
IS  - 17
SP  - 2036
VL  - 41
DO  - 10.1080/09638288.2018.1457092
ER  - 

@article{
author = "Kaljača, Svetlana and Dučić, Bojan and Cvijetić, Marija",
year = "2019",
abstract = "Aim: The aim of this study was to compare the level of participation in social, leisure and recreational activities in a group with intellectual disability, a group with autistic spectrum disorders, and a typically developing group. Method: The sample included 157 children of both genders, between 7 and 16 years of age (M = 11.03, SD =2.59). The Activities Questionnaire, which consists of: social, leisure, recreational activities, and friendship, was used in the research. Results: Participants with intellectual disability participated in a significantly larger number of all assessed activities than their peers with autistic spectrum disorders. There were no statistically significant differences in the frequency of participation in observed activities among the three groups of participants. Participants with intellectual disability were more independent than participants with autistic spectrum disorders in social and leisure activities, and needed less parental support in leisure activities. Participants with intellectual disability and autistic spectrum disorders had friendly relationships mainly with peers with disabilities. The influence of gender was detected in certain activities in all three groups of participants. Conclusions: Participants with disability participate in social, leisure and recreational activities less than their typically developing peers. The activities in which they participate are mainly stereotypical, highly structured, and take place in the presence of parents.",
publisher = "Taylor & Francis Ltd, Abingdon",
journal = "Disability and Rehabilitation",
title = "Participation of children and youth with neurodevelopmental disorders in after-school activities",
pages = "2048-2036",
number = "17",
volume = "41",
doi = "10.1080/09638288.2018.1457092"
}

Kaljača, S., Dučić, B.,& Cvijetić, M.. (2019). Participation of children and youth with neurodevelopmental disorders in after-school activities. in Disability and Rehabilitation
Taylor & Francis Ltd, Abingdon., 41(17), 2036-2048.
https://doi.org/10.1080/09638288.2018.1457092

Kaljača S, Dučić B, Cvijetić M. Participation of children and youth with neurodevelopmental disorders in after-school activities. in Disability and Rehabilitation. 2019;41(17):2036-2048.
doi:10.1080/09638288.2018.1457092 .

Kaljača, Svetlana, Dučić, Bojan, Cvijetić, Marija, "Participation of children and youth with neurodevelopmental disorders in after-school activities" in Disability and Rehabilitation, 41, no. 17 (2019):2036-2048,
https://doi.org/10.1080/09638288.2018.1457092 . .

TY  - CONF
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Majstorović, Uroš
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3156
AB  - Cilj istraživanja je utvrđivanje odnosa akademske samoefikasnosti i anksi-
oznosti kod učenika sa lakom intelektualnom ometenošću (LIO) i umerenom
intelektualnom ometenošću (UIO).
Uzorkom je obuhvaćeno 72 ispitnika sa LIO i UIO, uzrasta od 11 do 16 godina.
Akademska samoefikasnost procenjena je Skalom za procenu akademske samoefi-
kasnosti kod dece (Children’s Perceived Academic Self-Efficacy subscale – CPASE), a
nivo anksioznosti je utvrđen primenom Glazgov skale anksioznosti za osobe sa
intelektualnom ometenošću (Glasgow Anxiety Scale for people with Intellectual
Disability –GAS-ID).
Registrovane su značajne razlike u nivou samoefikasnosti ispitanika sa LIO i
ispitanika sa UIO (p=0,008). Povezanost samoefikasnosti i anksioznosti kod
ispitanika sa LIO je utvrđena na nivou uloženog napora i specifičnih stra-
hova (r=-0,618, p=0,000), kao i u oblasti talenta i fizioloških spimptoma
(r=0,341, p=0,045).
Kod ispitanika sa UIO rezultati na subskali GAS-ID Zabrinutost značajno
i negativno koreliraju sa skorovima na subskalama CPASE Napor (r=-0,355,
p=0,036) i Talenat (r=-0,373, p=0,027).
U odnosu na vršnjake sa UIO, osobe sa LIO imaju viši nivo samoefikasnosti.
Nivo ometenosti, u ovom uzorku, uslovljava prisustvo različitih profila
korelacija između samoefikasnosti i anksioznosti.
AB  - The aim of the study is to determine the
relation between academic self-efficacy and
anxiety in students with mild intellectual
disability (MID) and moderate intellectual
disability (MOID).
The sample included 72 subjects with MID
and MOID, aged 11 to 16 years.
Academic self-efficacy was assessed by the
Children’s Perceived Academic Self-Efficacy
subscale (CPASE), and the anxiety level
was determined using the Glasgow Anxiety
Scale for People with Intellectual Disability
(GAS-ID).Significant differences were observed in the
level of self-efficacy of subjects with MID
and subjects with MOID (p=0.008). The
correlation between self-efficacy and anxiety
in subjects with MID was determined at the
level of effort and specific fears (r=-0.618,
p=0.000), as well as in the area of talent and
physiological symptoms (r=0.341, p=0.045).
In subjects with MOID scores on the GAS-ID
subscale, Concerns correlated significantly
and negatively with scores on the CPASE
subscales Effort (r=-0.355, p=0.036) and
Talent (r=-0.373, p=0.027).
Compared to peers with MOID, people with
MID have a higher level of self-efficacy. In this
sample, the level of disability is conditioned by
the presence of different profiles of correlations
between self-efficacy and anxiety.
PB  - Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova
C3  - Naučni skup "Edukativna i rehabilitaciona podrška detetu, porodici i instituciji", Zbornik radova
T1  - Odnos akademske samoefikasnosti i anksioznosti kod osoba sa lakom i umerenom intelektualnom ometenošću
T1  - The relation between academic
Self-efficacy and anxsiety in
Persons with mild and moderate
Intellectual disability
EP  - 36
SP  - 31
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3156
ER  - 

@conference{
author = "Kaljača, Svetlana and Dučić, Bojan and Majstorović, Uroš",
year = "2019",
abstract = "Cilj istraživanja je utvrđivanje odnosa akademske samoefikasnosti i anksi-
oznosti kod učenika sa lakom intelektualnom ometenošću (LIO) i umerenom
intelektualnom ometenošću (UIO).
Uzorkom je obuhvaćeno 72 ispitnika sa LIO i UIO, uzrasta od 11 do 16 godina.
Akademska samoefikasnost procenjena je Skalom za procenu akademske samoefi-
kasnosti kod dece (Children’s Perceived Academic Self-Efficacy subscale – CPASE), a
nivo anksioznosti je utvrđen primenom Glazgov skale anksioznosti za osobe sa
intelektualnom ometenošću (Glasgow Anxiety Scale for people with Intellectual
Disability –GAS-ID).
Registrovane su značajne razlike u nivou samoefikasnosti ispitanika sa LIO i
ispitanika sa UIO (p=0,008). Povezanost samoefikasnosti i anksioznosti kod
ispitanika sa LIO je utvrđena na nivou uloženog napora i specifičnih stra-
hova (r=-0,618, p=0,000), kao i u oblasti talenta i fizioloških spimptoma
(r=0,341, p=0,045).
Kod ispitanika sa UIO rezultati na subskali GAS-ID Zabrinutost značajno
i negativno koreliraju sa skorovima na subskalama CPASE Napor (r=-0,355,
p=0,036) i Talenat (r=-0,373, p=0,027).
U odnosu na vršnjake sa UIO, osobe sa LIO imaju viši nivo samoefikasnosti.
Nivo ometenosti, u ovom uzorku, uslovljava prisustvo različitih profila
korelacija između samoefikasnosti i anksioznosti., The aim of the study is to determine the
relation between academic self-efficacy and
anxiety in students with mild intellectual
disability (MID) and moderate intellectual
disability (MOID).
The sample included 72 subjects with MID
and MOID, aged 11 to 16 years.
Academic self-efficacy was assessed by the
Children’s Perceived Academic Self-Efficacy
subscale (CPASE), and the anxiety level
was determined using the Glasgow Anxiety
Scale for People with Intellectual Disability
(GAS-ID).Significant differences were observed in the
level of self-efficacy of subjects with MID
and subjects with MOID (p=0.008). The
correlation between self-efficacy and anxiety
in subjects with MID was determined at the
level of effort and specific fears (r=-0.618,
p=0.000), as well as in the area of talent and
physiological symptoms (r=0.341, p=0.045).
In subjects with MOID scores on the GAS-ID
subscale, Concerns correlated significantly
and negatively with scores on the CPASE
subscales Effort (r=-0.355, p=0.036) and
Talent (r=-0.373, p=0.027).
Compared to peers with MOID, people with
MID have a higher level of self-efficacy. In this
sample, the level of disability is conditioned by
the presence of different profiles of correlations
between self-efficacy and anxiety.",
publisher = "Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova",
journal = "Naučni skup "Edukativna i rehabilitaciona podrška detetu, porodici i instituciji", Zbornik radova",
title = "Odnos akademske samoefikasnosti i anksioznosti kod osoba sa lakom i umerenom intelektualnom ometenošću, The relation between academic
Self-efficacy and anxsiety in
Persons with mild and moderate
Intellectual disability",
pages = "36-31",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3156"
}

Kaljača, S., Dučić, B.,& Majstorović, U.. (2019). Odnos akademske samoefikasnosti i anksioznosti kod osoba sa lakom i umerenom intelektualnom ometenošću. in Naučni skup "Edukativna i rehabilitaciona podrška detetu, porodici i instituciji", Zbornik radova
Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova., 31-36.
https://hdl.handle.net/21.15107/rcub_rfasper_3156

Kaljača S, Dučić B, Majstorović U. Odnos akademske samoefikasnosti i anksioznosti kod osoba sa lakom i umerenom intelektualnom ometenošću. in Naučni skup "Edukativna i rehabilitaciona podrška detetu, porodici i instituciji", Zbornik radova. 2019;:31-36.
https://hdl.handle.net/21.15107/rcub_rfasper_3156 .

Kaljača, Svetlana, Dučić, Bojan, Majstorović, Uroš, "Odnos akademske samoefikasnosti i anksioznosti kod osoba sa lakom i umerenom intelektualnom ometenošću" in Naučni skup "Edukativna i rehabilitaciona podrška detetu, porodici i instituciji", Zbornik radova (2019):31-36,
https://hdl.handle.net/21.15107/rcub_rfasper_3156 .

TY  - JOUR
AU  - Bakoč, Andrijana
AU  - Kaljača, Svetlana
AU  - Langher, V.
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1200
AB  - In recent decades, the phenomenon of social competence, especially in people with intellectual disability, has attracted the attention of numerous researchers. The slow development and limitations in socialization of these people are one of the basic characteristics of the state of intellectual disability. The aim of this research was to determine the differences between students with mild intellectual disability and students of typical development in relation to achievements that reflect the level of development of their social competence. The sample included 50 students with mild intellectual disability, as an experimental group, and 50 students of typical development, as a control group. The respondents were of both genders, aged between seven and twelve (M=9.80, SD=1.34). The School Social Behavior Scale, Second Edition, Merrell, 2002 was used in the research. The results showed that students of typical development achieved a statistically significantly higher overall score on the Social Competence Scale (p=0.000), as well as on Peer Relations, Self-Management, and Academic Behavior subscales (p=0.000). Most (66%) students with mild intellectual disability had an average level of social competence, while the majority (56%) of typically developing students were in the category of highly functional behavior. The statistical significance of gender and social competence was determined only in relation to the skills of Self-management (p=0,047), while it was also determined in relation to the total score on the Scale (p=0.045), as well as to the skills in the field of Academic behavior (p= 0.026) in the control group. Girls were better than boys in both groups. With regard to age, a statistically significant difference was detected only on the Peer Relations subscale (p=0.029). The older respondents in the experimental group were better at interpersonal relationships than the younger ones. There was no statistically significant difference in achievements between the respondents of the typical development of different age groups. The obtained results confirm the importance of this problem in the population of people with intellectual disabilities and impose the need for further study, as well as providing support from the earliest age and appropriate intervention programs.
AB  - Poslednjih decenija fenomen socijalne kompetencije, naročito kod osoba s intelektualnom ometenošću, privlači pažnju brojnih istraživača. Usporen razvoj i ograničenja u socijalizaciji ovih osoba predstavljaju jednu od bazičnih karakteristika stanja intelektualne ometenosti. Cilj istraživanja jeste utvrđivanje razlika između učenika s lakom intelektualnom ometenošću i učenika tipičnog razvoja u odnosu na postignuća koja odražavaju nivo razvijenosti njihove socijalne kompetencije. Uzorkom je obuhvaćeno 50 učenika sa lakom intelektualnom ometenošću koji su činili eksperimentalnu grupu i 50 učenika tipičnog razvoja, koji su činili kontrolnu grupu. Obuhvaćeni su ispitanici oba pola, kalendarskog uzrasta od sedam do dvanaest godina (AS=9,80, SD=1,34). U istraživanju je korišćena Skala socijalnog ponašanja u školi (School Social Behavior Scale, Second Edition, Merrell, 2002). Rezultati su pokazali da učenici tipičnog razvoja ostvaruju statistički značajno viši opšti skor na Skali socijalne kompetencije (p=0,000), kao i na subskalama Odnosi sa vršnjacima, Upravljanje sopstvenim ponašanjem i Akademsko ponašanje (p=0,000). Većina (66%) učenika s lakom intelektualnom ometenošću ima prosečno razvijenu socijalnu kompetenciju, dok se većina (56%) učenika tipičnog razvoja grupiše u kategoriji visoko funkcionalnog ponašanja. Statistička značajnost odnosa pola i socijalne kompetencije utvrđena je samo u odnosu na veštine Upravljanja sopstvenim ponašanjem (p=0,047), a u kontrolnoj grupi i u odnosu na ukupan skor na Skali (p=0,045), kao i na veštine u oblasti Akademskog ponašanja (p=0,026). Devojčice su bile bolje od dečaka u obe grupe. U odnosu na uzrast detektovana je statistički značajna razlika samo na subskali Odnosi sa vršnjacima (p=0,029). Stariji ispitanici u ekperimentalnoj grupi bili su bolji u interpersonalnim odnosima od mlađih. Između ispitanika tipičnog razvoja različitih uzrasnih grupa nije utvrđena statistički značajna razlika u postignućima. Dobijeni rezultati potvrđuju važnost ove problematike u populaciji osoba sa intelektualnom ometenošću i nameću potrebu za daljim proučavanjem, kao i pružanjem podrške od najranijeg doba i primenu odgovarajućih programa intervencije.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Quality of social competence of students with mild intellectual disability in school environment
T1  - Kvalitet socijalne kompetentnosti učenika sa lakom intelektualnom ometenošću u školskom okruženju
EP  - 41
IS  - 1
SP  - 9
VL  - 18
DO  - 10.5937/specedreh18-17588
ER  - 

@article{
author = "Bakoč, Andrijana and Kaljača, Svetlana and Langher, V.",
year = "2019",
abstract = "In recent decades, the phenomenon of social competence, especially in people with intellectual disability, has attracted the attention of numerous researchers. The slow development and limitations in socialization of these people are one of the basic characteristics of the state of intellectual disability. The aim of this research was to determine the differences between students with mild intellectual disability and students of typical development in relation to achievements that reflect the level of development of their social competence. The sample included 50 students with mild intellectual disability, as an experimental group, and 50 students of typical development, as a control group. The respondents were of both genders, aged between seven and twelve (M=9.80, SD=1.34). The School Social Behavior Scale, Second Edition, Merrell, 2002 was used in the research. The results showed that students of typical development achieved a statistically significantly higher overall score on the Social Competence Scale (p=0.000), as well as on Peer Relations, Self-Management, and Academic Behavior subscales (p=0.000). Most (66%) students with mild intellectual disability had an average level of social competence, while the majority (56%) of typically developing students were in the category of highly functional behavior. The statistical significance of gender and social competence was determined only in relation to the skills of Self-management (p=0,047), while it was also determined in relation to the total score on the Scale (p=0.045), as well as to the skills in the field of Academic behavior (p= 0.026) in the control group. Girls were better than boys in both groups. With regard to age, a statistically significant difference was detected only on the Peer Relations subscale (p=0.029). The older respondents in the experimental group were better at interpersonal relationships than the younger ones. There was no statistically significant difference in achievements between the respondents of the typical development of different age groups. The obtained results confirm the importance of this problem in the population of people with intellectual disabilities and impose the need for further study, as well as providing support from the earliest age and appropriate intervention programs., Poslednjih decenija fenomen socijalne kompetencije, naročito kod osoba s intelektualnom ometenošću, privlači pažnju brojnih istraživača. Usporen razvoj i ograničenja u socijalizaciji ovih osoba predstavljaju jednu od bazičnih karakteristika stanja intelektualne ometenosti. Cilj istraživanja jeste utvrđivanje razlika između učenika s lakom intelektualnom ometenošću i učenika tipičnog razvoja u odnosu na postignuća koja odražavaju nivo razvijenosti njihove socijalne kompetencije. Uzorkom je obuhvaćeno 50 učenika sa lakom intelektualnom ometenošću koji su činili eksperimentalnu grupu i 50 učenika tipičnog razvoja, koji su činili kontrolnu grupu. Obuhvaćeni su ispitanici oba pola, kalendarskog uzrasta od sedam do dvanaest godina (AS=9,80, SD=1,34). U istraživanju je korišćena Skala socijalnog ponašanja u školi (School Social Behavior Scale, Second Edition, Merrell, 2002). Rezultati su pokazali da učenici tipičnog razvoja ostvaruju statistički značajno viši opšti skor na Skali socijalne kompetencije (p=0,000), kao i na subskalama Odnosi sa vršnjacima, Upravljanje sopstvenim ponašanjem i Akademsko ponašanje (p=0,000). Većina (66%) učenika s lakom intelektualnom ometenošću ima prosečno razvijenu socijalnu kompetenciju, dok se većina (56%) učenika tipičnog razvoja grupiše u kategoriji visoko funkcionalnog ponašanja. Statistička značajnost odnosa pola i socijalne kompetencije utvrđena je samo u odnosu na veštine Upravljanja sopstvenim ponašanjem (p=0,047), a u kontrolnoj grupi i u odnosu na ukupan skor na Skali (p=0,045), kao i na veštine u oblasti Akademskog ponašanja (p=0,026). Devojčice su bile bolje od dečaka u obe grupe. U odnosu na uzrast detektovana je statistički značajna razlika samo na subskali Odnosi sa vršnjacima (p=0,029). Stariji ispitanici u ekperimentalnoj grupi bili su bolji u interpersonalnim odnosima od mlađih. Između ispitanika tipičnog razvoja različitih uzrasnih grupa nije utvrđena statistički značajna razlika u postignućima. Dobijeni rezultati potvrđuju važnost ove problematike u populaciji osoba sa intelektualnom ometenošću i nameću potrebu za daljim proučavanjem, kao i pružanjem podrške od najranijeg doba i primenu odgovarajućih programa intervencije.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Quality of social competence of students with mild intellectual disability in school environment, Kvalitet socijalne kompetentnosti učenika sa lakom intelektualnom ometenošću u školskom okruženju",
pages = "41-9",
number = "1",
volume = "18",
doi = "10.5937/specedreh18-17588"
}

Bakoč, A., Kaljača, S.,& Langher, V.. (2019). Quality of social competence of students with mild intellectual disability in school environment. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 18(1), 9-41.
https://doi.org/10.5937/specedreh18-17588

Bakoč A, Kaljača S, Langher V. Quality of social competence of students with mild intellectual disability in school environment. in Specijalna edukacija i rehabilitacija. 2019;18(1):9-41.
doi:10.5937/specedreh18-17588 .

Bakoč, Andrijana, Kaljača, Svetlana, Langher, V., "Quality of social competence of students with mild intellectual disability in school environment" in Specijalna edukacija i rehabilitacija, 18, no. 1 (2019):9-41,
https://doi.org/10.5937/specedreh18-17588 . .

TY  - CONF
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2861
AB  - Cilj ovog istraživanja je utvrđivanje mogućnosti osoba sa intelektualnom
ometenošću (IO) da, kroz učešće u fokus grupi, samostalno izaberu teme za
diskusiju, definišu sopstvene ciljeve i odaberu potrebne strategije kako bi
izabrane ciljeve ostvarili.
Uzorkom je obuhvaćeno 5 ispitanika sa lakom i umerenom IO, kalendarskog uzra-
sta od 42 do 52 godine (AS=46,20, SD=4,03), koji su učestvovali u radu fokus grupe
prilagođene za primenu kod osoba sa IO.
Utvrđeno je da su svi ispitanici razumeli i uspešno primenili pravila veza-
na za učestvovanje u radu fokus grupe. Pored izbora tema i određivanja ciljeva,
ispitanici su opisali potencijalne rizike za njihovo ostvarivanje, kao i
strategije kojima se navedene teškoće mogu umanjiti.
AB  - The aim of this research is to establish
capability of persons with intellectual
disability (ID) to independently choose the
topic of discussion, define their own goals and
select the strategies needed to attain these
goals, by participating in a focus group.
The sample comprised 5 participants with
mild and moderate ID, whose calendar age
was 42 to 52 years (AS=46.20, SD=4.03), and
who participated in the work of the focus
group adapted for use with persons with ID.
It was determined that all the participants
understood and successfully applied the
rules of participation in the work of the
focus group. In addition to describing the
topic selection and the goal designation, the
participants also described potential risks
for the accomplishment of these goals, as well
as strategies for diminishing aforementioned
difficulties.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup
„Metode procene u specijalnoj edukaciji i
rehabilitaciji”, Beograd,Srbija, 24. decembar 2018.
T1  - Primena fokus grupe kod osoba sa intelektualnom ometenošću
T1  - Use of focus group with persons
with intellectual disability
EP  - 210
SP  - 203
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2861
ER  - 

@conference{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2018",
abstract = "Cilj ovog istraživanja je utvrđivanje mogućnosti osoba sa intelektualnom
ometenošću (IO) da, kroz učešće u fokus grupi, samostalno izaberu teme za
diskusiju, definišu sopstvene ciljeve i odaberu potrebne strategije kako bi
izabrane ciljeve ostvarili.
Uzorkom je obuhvaćeno 5 ispitanika sa lakom i umerenom IO, kalendarskog uzra-
sta od 42 do 52 godine (AS=46,20, SD=4,03), koji su učestvovali u radu fokus grupe
prilagođene za primenu kod osoba sa IO.
Utvrđeno je da su svi ispitanici razumeli i uspešno primenili pravila veza-
na za učestvovanje u radu fokus grupe. Pored izbora tema i određivanja ciljeva,
ispitanici su opisali potencijalne rizike za njihovo ostvarivanje, kao i
strategije kojima se navedene teškoće mogu umanjiti., The aim of this research is to establish
capability of persons with intellectual
disability (ID) to independently choose the
topic of discussion, define their own goals and
select the strategies needed to attain these
goals, by participating in a focus group.
The sample comprised 5 participants with
mild and moderate ID, whose calendar age
was 42 to 52 years (AS=46.20, SD=4.03), and
who participated in the work of the focus
group adapted for use with persons with ID.
It was determined that all the participants
understood and successfully applied the
rules of participation in the work of the
focus group. In addition to describing the
topic selection and the goal designation, the
participants also described potential risks
for the accomplishment of these goals, as well
as strategies for diminishing aforementioned
difficulties.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup
„Metode procene u specijalnoj edukaciji i
rehabilitaciji”, Beograd,Srbija, 24. decembar 2018.",
title = "Primena fokus grupe kod osoba sa intelektualnom ometenošću, Use of focus group with persons
with intellectual disability",
pages = "210-203",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2861"
}

Dučić, B.,& Kaljača, S.. (2018). Primena fokus grupe kod osoba sa intelektualnom ometenošću. in Zbornik radova - Nacionalni naučni skup
„Metode procene u specijalnoj edukaciji i
rehabilitaciji”, Beograd,Srbija, 24. decembar 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 203-210.
https://hdl.handle.net/21.15107/rcub_rfasper_2861

Dučić B, Kaljača S. Primena fokus grupe kod osoba sa intelektualnom ometenošću. in Zbornik radova - Nacionalni naučni skup
„Metode procene u specijalnoj edukaciji i
rehabilitaciji”, Beograd,Srbija, 24. decembar 2018.. 2018;:203-210.
https://hdl.handle.net/21.15107/rcub_rfasper_2861 .

Dučić, Bojan, Kaljača, Svetlana, "Primena fokus grupe kod osoba sa intelektualnom ometenošću" in Zbornik radova - Nacionalni naučni skup
„Metode procene u specijalnoj edukaciji i
rehabilitaciji”, Beograd,Srbija, 24. decembar 2018. (2018):203-210,
https://hdl.handle.net/21.15107/rcub_rfasper_2861 .

TY  - JOUR
AU  - Stojković, Irena
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
AU  - Đorđević, Mirjana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1171
AB  - Broad Autism Phenotype (BAP) represents a group of personality traits expressed in limitations in social relations and pragmatic speech dimension, and rigid behavior. The Broad Autism Phenotype Questionnaire (BAPQ) measures personality traits which are crucial in defining the BAP. In the present research, three studies were conducted with the general aim to create a short form of the BAPQ. Study 1 was carried out to determine the factor structure of the BAPQ in a sample of 501 students and to select items for the short form. Obtained components: Aloofness, Rigidity, and Pragmatics, corresponding to the structure of the instrument proposed by authors, accounted for 26.61% of variance. Study 2 was conducted to examine factor structure of the BAPQ short form (BAPQ-SF), in a sample of 298 students. This solution explained 45.76% of the total variance. The aim of Study 3 was to determine psychometric characteristics of the BAPQ-SF in a sample of students (N = 294). Three-factor model of the BAPQ-SF was confirmed. Correlations of the BAPQ-SF with the Autism-Spectrum Quotient (AQ) and the Delta 10 suggest convergent and discriminant validity of the BAPQ-SF.
AB  - Širi autistički fenotip (eng. Broad Autism Phenotype - BAP) predstavlja grupu crta ličnosti koje se manifestuju u vidu ograničenja u socijalnim odnosima, na dimenziji pragmatičnog govora i u rigidnom ponašanju. Upitnik šireg autističkog fenotipa (The Broad Autism Phenotype Questionnaire - BAPQ) meri crte ličnosti koje su ključne u definisanju šireg autističkog fenotipa. U ovom istraživanju su sprovedene tri studije sa opštim ciljem da se napravi kratka forma BAPQ. Prva studija je sprovedena da bi se utvrdila faktorska struktura upitnika na uzorku od 501 studenta i da se izaberu ajtemi za kratku formu. Dobijene su komponente Povučenost, Rigidnost i Pragmatika. Ove komponente odgovaraju strukturi instrumenta koju su predložili autori i objašanjavaju 26.61% varijanse. Druga studija je sprovedena da bi se ispitala faktorska struktura kratke forme BAPQ (BAPQ-SF) na uzorku od 298 studenata. Ovo rešenje objašnjava 45.76% ukupne varijanse. Cilj treće studije bio je da se utvrde psihometrijske karakteristike BAPQ-SF na uzorku studenata (N = 294). Potvrđena je trofaktorska struktura upitnika. Korelacije mera BAPQ-SF sa količnikom autističkog spektra (AQ) i Delta 10 merama govore u prilog konvergentne i diskriminativne validnosti upitnika.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Construction and psychometric evaluation of a short form of the Broad Autism Phenotype Questionnaire
T1  - Konstrukcija i psihometrijska evaluacija kratke forme Upitnika šireg autističkog fenotipa
EP  - 258
IS  - 2
SP  - 243
VL  - 51
DO  - 10.2298/PSI170619014S
ER  - 

@article{
author = "Stojković, Irena and Dučić, Bojan and Kaljača, Svetlana and Đorđević, Mirjana",
year = "2018",
abstract = "Broad Autism Phenotype (BAP) represents a group of personality traits expressed in limitations in social relations and pragmatic speech dimension, and rigid behavior. The Broad Autism Phenotype Questionnaire (BAPQ) measures personality traits which are crucial in defining the BAP. In the present research, three studies were conducted with the general aim to create a short form of the BAPQ. Study 1 was carried out to determine the factor structure of the BAPQ in a sample of 501 students and to select items for the short form. Obtained components: Aloofness, Rigidity, and Pragmatics, corresponding to the structure of the instrument proposed by authors, accounted for 26.61% of variance. Study 2 was conducted to examine factor structure of the BAPQ short form (BAPQ-SF), in a sample of 298 students. This solution explained 45.76% of the total variance. The aim of Study 3 was to determine psychometric characteristics of the BAPQ-SF in a sample of students (N = 294). Three-factor model of the BAPQ-SF was confirmed. Correlations of the BAPQ-SF with the Autism-Spectrum Quotient (AQ) and the Delta 10 suggest convergent and discriminant validity of the BAPQ-SF., Širi autistički fenotip (eng. Broad Autism Phenotype - BAP) predstavlja grupu crta ličnosti koje se manifestuju u vidu ograničenja u socijalnim odnosima, na dimenziji pragmatičnog govora i u rigidnom ponašanju. Upitnik šireg autističkog fenotipa (The Broad Autism Phenotype Questionnaire - BAPQ) meri crte ličnosti koje su ključne u definisanju šireg autističkog fenotipa. U ovom istraživanju su sprovedene tri studije sa opštim ciljem da se napravi kratka forma BAPQ. Prva studija je sprovedena da bi se utvrdila faktorska struktura upitnika na uzorku od 501 studenta i da se izaberu ajtemi za kratku formu. Dobijene su komponente Povučenost, Rigidnost i Pragmatika. Ove komponente odgovaraju strukturi instrumenta koju su predložili autori i objašanjavaju 26.61% varijanse. Druga studija je sprovedena da bi se ispitala faktorska struktura kratke forme BAPQ (BAPQ-SF) na uzorku od 298 studenata. Ovo rešenje objašnjava 45.76% ukupne varijanse. Cilj treće studije bio je da se utvrde psihometrijske karakteristike BAPQ-SF na uzorku studenata (N = 294). Potvrđena je trofaktorska struktura upitnika. Korelacije mera BAPQ-SF sa količnikom autističkog spektra (AQ) i Delta 10 merama govore u prilog konvergentne i diskriminativne validnosti upitnika.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Construction and psychometric evaluation of a short form of the Broad Autism Phenotype Questionnaire, Konstrukcija i psihometrijska evaluacija kratke forme Upitnika šireg autističkog fenotipa",
pages = "258-243",
number = "2",
volume = "51",
doi = "10.2298/PSI170619014S"
}

Stojković, I., Dučić, B., Kaljača, S.,& Đorđević, M.. (2018). Construction and psychometric evaluation of a short form of the Broad Autism Phenotype Questionnaire. in Psihologija
Društvo psihologa Srbije, Beograd., 51(2), 243-258.
https://doi.org/10.2298/PSI170619014S

Stojković I, Dučić B, Kaljača S, Đorđević M. Construction and psychometric evaluation of a short form of the Broad Autism Phenotype Questionnaire. in Psihologija. 2018;51(2):243-258.
doi:10.2298/PSI170619014S .

Stojković, Irena, Dučić, Bojan, Kaljača, Svetlana, Đorđević, Mirjana, "Construction and psychometric evaluation of a short form of the Broad Autism Phenotype Questionnaire" in Psihologija, 51, no. 2 (2018):243-258,
https://doi.org/10.2298/PSI170619014S . .

TY  - BOOK
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3822
AB  - Donošenje odluka od defektologa i/ili roditelja u ime osobe s
intelektualnom ometenošću, bez njenog aktivnog učešća u tom procesu,
predstavlja ograničavanje ljudskih prava i sloboda te osobe. Bez obzira
na tip i nivo ometenosti, svaka osoba ima pravo da, u skladu sa svojim
mogućnostima, utiče na donošenje odluka koje su značajne za njen život.
Čak i osobe s teškom i dubokom intelektualnom ometenošću mogu da vrše
jednostavne izbore u okviru svojih svakodnevnih aktivnosti.
Prihvatanje socijalnog modela ometenosti postavlja pred defektologe,
roditelje i zajednicu nekoliko važnih zadataka. Potrebno je pružiti podršku
osobama s intelektualnom ometenošću u identifikovanju sopstvenih
osećanja, želja i interesovanja, kao i u razvijanju kapaciteta samoodređenja
i samoregulacije, što bi im omogućilo uspešniju realizaciju samostalno
odabranih ciljeva. Jednako je važno obezbediti prilike da osobe s
intelektualnom ometenošću preuzmu odgovornost i budu nezavisnije i
efikasnije u donošenju odluka.
Smatramo da stručnjaci u našoj zemlji još uvek nisu u dovoljnoj meri
prepoznali značaj samoodređenja, samoregulacije i samozastupanja osoba
s intelektualnom ometenošću. Motivisani tom činjenicom pisali smo ovu
monografiju, u nadi da ćemo doprineti afirmaciji važnosti ovih veština
za kvalitet života osoba s intelektualnom ometenošću i aktuelizaciji
novog polja defektološke prakse kod nas. Nastojali smo da primereno i
sveobuhvatno predstavimo savremene teorijske pristupe i rezultate brojnih
istraživanja u ovoj oblasti i na taj način kreiramo autentičan sadržaj kakav, u
konceptualnom smislu, do sada nije publikovan u našoj sredini. Rukopis je
namenjen studentima, defektolozima i roditeljima koji veruju u snagu osoba
s intelektualnom ometenošću i koji su spremni da ih podrže u ostvarivanju
njihovih prava. Mišljenja smo da bez poštovanja prava na slobodno
izražavanje, ideja socijalne integracije osoba s intelektualnom ometenošću
gubi svoj osnovni smisao.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T1  - Samoodređenje, samoregulacija i samozastupanje osoba sa Intelektualnom ometenošću
EP  - 230
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3822
ER  - 

@book{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2018",
abstract = "Donošenje odluka od defektologa i/ili roditelja u ime osobe s
intelektualnom ometenošću, bez njenog aktivnog učešća u tom procesu,
predstavlja ograničavanje ljudskih prava i sloboda te osobe. Bez obzira
na tip i nivo ometenosti, svaka osoba ima pravo da, u skladu sa svojim
mogućnostima, utiče na donošenje odluka koje su značajne za njen život.
Čak i osobe s teškom i dubokom intelektualnom ometenošću mogu da vrše
jednostavne izbore u okviru svojih svakodnevnih aktivnosti.
Prihvatanje socijalnog modela ometenosti postavlja pred defektologe,
roditelje i zajednicu nekoliko važnih zadataka. Potrebno je pružiti podršku
osobama s intelektualnom ometenošću u identifikovanju sopstvenih
osećanja, želja i interesovanja, kao i u razvijanju kapaciteta samoodređenja
i samoregulacije, što bi im omogućilo uspešniju realizaciju samostalno
odabranih ciljeva. Jednako je važno obezbediti prilike da osobe s
intelektualnom ometenošću preuzmu odgovornost i budu nezavisnije i
efikasnije u donošenju odluka.
Smatramo da stručnjaci u našoj zemlji još uvek nisu u dovoljnoj meri
prepoznali značaj samoodređenja, samoregulacije i samozastupanja osoba
s intelektualnom ometenošću. Motivisani tom činjenicom pisali smo ovu
monografiju, u nadi da ćemo doprineti afirmaciji važnosti ovih veština
za kvalitet života osoba s intelektualnom ometenošću i aktuelizaciji
novog polja defektološke prakse kod nas. Nastojali smo da primereno i
sveobuhvatno predstavimo savremene teorijske pristupe i rezultate brojnih
istraživanja u ovoj oblasti i na taj način kreiramo autentičan sadržaj kakav, u
konceptualnom smislu, do sada nije publikovan u našoj sredini. Rukopis je
namenjen studentima, defektolozima i roditeljima koji veruju u snagu osoba
s intelektualnom ometenošću i koji su spremni da ih podrže u ostvarivanju
njihovih prava. Mišljenja smo da bez poštovanja prava na slobodno
izražavanje, ideja socijalne integracije osoba s intelektualnom ometenošću
gubi svoj osnovni smisao.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
title = "Samoodređenje, samoregulacija i samozastupanje osoba sa Intelektualnom ometenošću",
pages = "230-1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3822"
}

Dučić, B.,& Kaljača, S.. (2018). Samoodređenje, samoregulacija i samozastupanje osoba sa Intelektualnom ometenošću. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)., 1-230.
https://hdl.handle.net/21.15107/rcub_rfasper_3822

Dučić B, Kaljača S. Samoodređenje, samoregulacija i samozastupanje osoba sa Intelektualnom ometenošću. 2018;:1-230.
https://hdl.handle.net/21.15107/rcub_rfasper_3822 .

Dučić, Bojan, Kaljača, Svetlana, "Samoodređenje, samoregulacija i samozastupanje osoba sa Intelektualnom ometenošću" (2018):1-230,
https://hdl.handle.net/21.15107/rcub_rfasper_3822 .

TY  - JOUR
AU  - Gligorović, Milica
AU  - Buha, Nataša
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1135
AB  - 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. We can conclude that maturation and experience represent significant factorsin forming lexical-semantic network, but they do not significantly contribute to the potential of persons with moderate ID for generating and using non-routine strategies. Intervention programs should offer a wider repertoire of strategies and more creative approach in strategy generation, organization and manipulation.
AB  - Verbalna fluentnost je jedan od pokazatelja razvoja egzekutivnih funkcija i mentalnog leksikona. Cilj ovog rada je da utvrdi nivo fonološke i semantičke produktivnosti kod osoba sa umerenom intelektulnom ometenošću (IO). Uzorak se sastoji od 58 osoba sa umerenom IO, uzrasta od 15 do 25 godina. Fonološka fluentnost procenjena je Testom kontrolisanih usmenih asocijacija, dok je semantička fluentnost procenjena Testom kategorijalnog imenovanja. Postignuće na zadacima semantičke fluentnosti je bilo značajno bolje nego postignuće na zadacima fonološke fluentnosti. IQ je bio značajan faktor oba procenjena aspekta verbalne fluentnosti, ali je uzrast ispitanika imao veći pojedinačan uticaj na semantičku produktivnost i višu prediktivnu vrednost nego IQ. Možemo zaključiti da sazrevanje i iskustvo predstavljaju značajne faktore u formiranju leksičko-semantičke mreže, ali da ne doprinose značajno potencijalu osoba sa umerenom IO u generisanju i korišćenju nerutinskih strategija. Programi intervencije bi trebalo da ponude širi repertoar strategija i kreativniji pristup u generisanju, organizovanju i korišćenju strategija.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Verbal fluency task performance in persons with moderate intellectual disability
T1  - Postignuće osoba sa umerenom intelektualnom ometenošću na zadacima verbalne fluentnosti
EP  - 305
IS  - 3
SP  - 283
VL  - 17
DO  - 10.5937/specedreh17-17982
ER  - 

@article{
author = "Gligorović, Milica and Buha, Nataša and Dučić, Bojan and Kaljača, Svetlana",
year = "2018",
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. We can conclude that maturation and experience represent significant factorsin forming lexical-semantic network, but they do not significantly contribute to the potential of persons with moderate ID for generating and using non-routine strategies. Intervention programs should offer a wider repertoire of strategies and more creative approach in strategy generation, organization and manipulation., Verbalna fluentnost je jedan od pokazatelja razvoja egzekutivnih funkcija i mentalnog leksikona. Cilj ovog rada je da utvrdi nivo fonološke i semantičke produktivnosti kod osoba sa umerenom intelektulnom ometenošću (IO). Uzorak se sastoji od 58 osoba sa umerenom IO, uzrasta od 15 do 25 godina. Fonološka fluentnost procenjena je Testom kontrolisanih usmenih asocijacija, dok je semantička fluentnost procenjena Testom kategorijalnog imenovanja. Postignuće na zadacima semantičke fluentnosti je bilo značajno bolje nego postignuće na zadacima fonološke fluentnosti. IQ je bio značajan faktor oba procenjena aspekta verbalne fluentnosti, ali je uzrast ispitanika imao veći pojedinačan uticaj na semantičku produktivnost i višu prediktivnu vrednost nego IQ. Možemo zaključiti da sazrevanje i iskustvo predstavljaju značajne faktore u formiranju leksičko-semantičke mreže, ali da ne doprinose značajno potencijalu osoba sa umerenom IO u generisanju i korišćenju nerutinskih strategija. Programi intervencije bi trebalo da ponude širi repertoar strategija i kreativniji pristup u generisanju, organizovanju i korišćenju strategija.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Verbal fluency task performance in persons with moderate intellectual disability, Postignuće osoba sa umerenom intelektualnom ometenošću na zadacima verbalne fluentnosti",
pages = "305-283",
number = "3",
volume = "17",
doi = "10.5937/specedreh17-17982"
}

Gligorović, M., Buha, N., Dučić, B.,& Kaljača, S.. (2018). Verbal fluency task performance in persons with moderate intellectual disability. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(3), 283-305.
https://doi.org/10.5937/specedreh17-17982

Gligorović M, Buha N, Dučić B, Kaljača S. Verbal fluency task performance in persons with moderate intellectual disability. in Specijalna edukacija i rehabilitacija. 2018;17(3):283-305.
doi:10.5937/specedreh17-17982 .

Gligorović, Milica, Buha, Nataša, Dučić, Bojan, Kaljača, Svetlana, "Verbal fluency task performance in persons with moderate intellectual disability" in Specijalna edukacija i rehabilitacija, 17, no. 3 (2018):283-305,
https://doi.org/10.5937/specedreh17-17982 . .

TY  - JOUR
AU  - Dučić, Bojan
AU  - Gligorović, Milica
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1127
AB  - BackgroundSocial competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation (SR) on social skills in persons with moderate intellectual disability (MID). MethodThe sample included 41 participants with MID, aged 14-21. Memorizing animals and maze tasks were used for WM assessment. SR skills were assessed by the Behavioral Multitask Batteries. Social skills were rated by the Socialization subscale from the Adaptive Behavior Assessment System II, which consists of two parts. ResultsSocial skills part could mainly be predicted from SR scores (=-.441), followed by WM (=.390) and IQ score (=.382). Only WM score (=.494) had a predictive value for Leisure time part. ConclusionAs WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.
PB  - Wiley, Hoboken
T2  - Journal of Applied Research in Intellectual Disabilities
T1  - Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability
EP  - 307
IS  - 2
SP  - 296
VL  - 31
DO  - 10.1111/jar.12385
ER  - 

@article{
author = "Dučić, Bojan and Gligorović, Milica and Kaljača, Svetlana",
year = "2018",
abstract = "BackgroundSocial competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation (SR) on social skills in persons with moderate intellectual disability (MID). MethodThe sample included 41 participants with MID, aged 14-21. Memorizing animals and maze tasks were used for WM assessment. SR skills were assessed by the Behavioral Multitask Batteries. Social skills were rated by the Socialization subscale from the Adaptive Behavior Assessment System II, which consists of two parts. ResultsSocial skills part could mainly be predicted from SR scores (=-.441), followed by WM (=.390) and IQ score (=.382). Only WM score (=.494) had a predictive value for Leisure time part. ConclusionAs WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.",
publisher = "Wiley, Hoboken",
journal = "Journal of Applied Research in Intellectual Disabilities",
title = "Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability",
pages = "307-296",
number = "2",
volume = "31",
doi = "10.1111/jar.12385"
}

Dučić, B., Gligorović, M.,& Kaljača, S.. (2018). Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability. in Journal of Applied Research in Intellectual Disabilities
Wiley, Hoboken., 31(2), 296-307.
https://doi.org/10.1111/jar.12385

Dučić B, Gligorović M, Kaljača S. Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability. in Journal of Applied Research in Intellectual Disabilities. 2018;31(2):296-307.
doi:10.1111/jar.12385 .

Dučić, Bojan, Gligorović, Milica, Kaljača, Svetlana, "Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability" in Journal of Applied Research in Intellectual Disabilities, 31, no. 2 (2018):296-307,
https://doi.org/10.1111/jar.12385 . .

TY  - CONF
AU  - Jolić, Mila
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2947
C3  - Zbornik rezimea I naučno-stručne konferencije sa međunarodnim učešćem
T1  - Odnos socijalne kompetencije, usamljenosti i socijalnog nezadovoljstva kod učenika sa lakom intelektualnom ometenošću
EP  - 33
SP  - 32
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2947
ER  - 

@conference{
author = "Jolić, Mila and Kaljača, Svetlana",
year = "2018",
journal = "Zbornik rezimea I naučno-stručne konferencije sa međunarodnim učešćem",
title = "Odnos socijalne kompetencije, usamljenosti i socijalnog nezadovoljstva kod učenika sa lakom intelektualnom ometenošću",
pages = "33-32",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2947"
}

Jolić, M.,& Kaljača, S.. (2018). Odnos socijalne kompetencije, usamljenosti i socijalnog nezadovoljstva kod učenika sa lakom intelektualnom ometenošću. in Zbornik rezimea I naučno-stručne konferencije sa međunarodnim učešćem, 32-33.
https://hdl.handle.net/21.15107/rcub_rfasper_2947

Jolić M, Kaljača S. Odnos socijalne kompetencije, usamljenosti i socijalnog nezadovoljstva kod učenika sa lakom intelektualnom ometenošću. in Zbornik rezimea I naučno-stručne konferencije sa međunarodnim učešćem. 2018;:32-33.
https://hdl.handle.net/21.15107/rcub_rfasper_2947 .

Jolić, Mila, Kaljača, Svetlana, "Odnos socijalne kompetencije, usamljenosti i socijalnog nezadovoljstva kod učenika sa lakom intelektualnom ometenošću" in Zbornik rezimea I naučno-stručne konferencije sa međunarodnim učešćem (2018):32-33,
https://hdl.handle.net/21.15107/rcub_rfasper_2947 .

TY  - CONF
AU  - Kaljača, Svetlana
AU  - Obradović, Isidora
AU  - Dučić, Bojan
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2932
C3  - IX Međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih", Zbornik radova
T1  - Kvalitet znanja o seksualnosti kod adolescenata sa intelektualnom ometenošću
EP  - 404
SP  - 393
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2932
ER  - 

@conference{
author = "Kaljača, Svetlana and Obradović, Isidora and Dučić, Bojan",
year = "2018",
journal = "IX Međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih", Zbornik radova",
title = "Kvalitet znanja o seksualnosti kod adolescenata sa intelektualnom ometenošću",
pages = "404-393",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2932"
}

Kaljača, S., Obradović, I.,& Dučić, B.. (2018). Kvalitet znanja o seksualnosti kod adolescenata sa intelektualnom ometenošću. in IX Međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih", Zbornik radova, 393-404.
https://hdl.handle.net/21.15107/rcub_rfasper_2932

Kaljača S, Obradović I, Dučić B. Kvalitet znanja o seksualnosti kod adolescenata sa intelektualnom ometenošću. in IX Međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih", Zbornik radova. 2018;:393-404.
https://hdl.handle.net/21.15107/rcub_rfasper_2932 .

Kaljača, Svetlana, Obradović, Isidora, Dučić, Bojan, "Kvalitet znanja o seksualnosti kod adolescenata sa intelektualnom ometenošću" in IX Međunarodna naučno-stručna konferencija “Unapređenje kvalitete života djece i mladih", Zbornik radova (2018):393-404,
https://hdl.handle.net/21.15107/rcub_rfasper_2932 .

TY  - JOUR
AU  - Kaljača, Svetlana
AU  - Dučić, Bojan
AU  - Đorđić, Sara
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1134
AB  - 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.
AB  - 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.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Quality of life in adults with intellectual disabilities: Objective indicators
T1  - Kvalitet života odraslih osoba sa intelektualnom ometenošću - objektivni indikatori
EP  - 334
IS  - 3
SP  - 307
VL  - 17
DO  - 10.5937/specedreh17-18344
ER  - 

@article{
author = "Kaljača, Svetlana and Dučić, Bojan and Đorđić, Sara",
year = "2018",
abstract = "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.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Quality of life in adults with intellectual disabilities: Objective indicators, Kvalitet života odraslih osoba sa intelektualnom ometenošću - objektivni indikatori",
pages = "334-307",
number = "3",
volume = "17",
doi = "10.5937/specedreh17-18344"
}

Kaljača, S., Dučić, B.,& Đorđić, S.. (2018). Quality of life in adults with intellectual disabilities: Objective indicators. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(3), 307-334.
https://doi.org/10.5937/specedreh17-18344

Kaljača S, Dučić B, Đorđić S. Quality of life in adults with intellectual disabilities: Objective indicators. in Specijalna edukacija i rehabilitacija. 2018;17(3):307-334.
doi:10.5937/specedreh17-18344 .

Kaljača, Svetlana, Dučić, Bojan, Đorđić, Sara, "Quality of life in adults with intellectual disabilities: Objective indicators" in Specijalna edukacija i rehabilitacija, 17, no. 3 (2018):307-334,
https://doi.org/10.5937/specedreh17-18344 . .

TY  - JOUR
AU  - Žunić-Pavlović, Vesna
AU  - Pavlović, Miroslav
AU  - Kaljača, Svetlana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1165
AB  - The results of previous studies consistently suggest that the teaching profession carries a high risk of victimization in the workplace. Teachers' exposure to violence is a relatively new field of scientific research, which is why the data on the scope and nature of this problem is limited, especially in our country. This paper presents the results of research on the frequency and characteristics of students' violent behavior directed against teachers in our schools. The sample consisted of 564 secondary school teachers from all over Serbia. The APA Classroom Violence Directed Against Teachers Task Force questionnaire was used to assess victimization of teachers. Research results indicated that, during the previous school year, almost 80% of teachers had experienced violent behavior from students, most frequently in the form of obscene remarks or gestures. Victimization was significantly related to gender, age, and length of teachers' work experience. Furthermore, significant relationships were determined between victimization of teachers and school type, size, and location. The obtained findings about the prevalence and factors related to victimization of teachers can have significant implications for future research and practice.
AB  - Rezultati prethodnih istraživanja konzistentno sugerišu da profesija nastavnika nosi visok rizik viktimizacije na radnom mestu. Izloženost nastavnika nasilju je relativno novo područje naučnog proučavanja, te raspolažemo ograničenim informacijama o obimu i prirodi ovog problema, posebno u našoj zemlji. U ovom radu prezentovani su rezultati istraživanja o učestalosti i karakteristikama nasilnog ponašanja učenika prema nastavnicima u našim školama. Uzorak čine 564 nastavnika srednjih škola iz cele Srbije. Za procenu viktimizacije nastavnika korišćen je upitnik Radne grupe za nasilje u učionici usmereno prema nastavnicima Američkog udruženja psihologa (APA Classroom Violence Directed Against Teachers Task Force). Rezultati istraživanja pokazuju da je tokom prethodne školske godine skoro 80 odsto nastavnika doživelo nasilno ponašanje učenika, najčešće u vidu nepristojnih reči ili gestova. Viktimizacija je značajno povezana sa polom, starošću i dužinom radnog staža nastavnika. Takođe su otkrivene značajne veze viktimizacije nastavnika sa vrstom, veličinom i lokacijom škole. Dobijeni nalazi o prevalenciji i faktorima viktimizacije nastavnika mogu imati značajne implikacije za buduća istraživanja i praksu.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Student's violent behavior directed against teachers in secondary school
T1  - Nasil'stvennoe povedenie učaščihsja k prepodavateljam v srednej škole
T1  - Nasilno ponašanje učenika prema nastavnicima u srednjoj školi
EP  - 505
IS  - 3
SP  - 489
VL  - 67
DO  - 10.5937/nasvas1803489Z
ER  - 

@article{
author = "Žunić-Pavlović, Vesna and Pavlović, Miroslav and Kaljača, Svetlana",
year = "2018",
abstract = "The results of previous studies consistently suggest that the teaching profession carries a high risk of victimization in the workplace. Teachers' exposure to violence is a relatively new field of scientific research, which is why the data on the scope and nature of this problem is limited, especially in our country. This paper presents the results of research on the frequency and characteristics of students' violent behavior directed against teachers in our schools. The sample consisted of 564 secondary school teachers from all over Serbia. The APA Classroom Violence Directed Against Teachers Task Force questionnaire was used to assess victimization of teachers. Research results indicated that, during the previous school year, almost 80% of teachers had experienced violent behavior from students, most frequently in the form of obscene remarks or gestures. Victimization was significantly related to gender, age, and length of teachers' work experience. Furthermore, significant relationships were determined between victimization of teachers and school type, size, and location. The obtained findings about the prevalence and factors related to victimization of teachers can have significant implications for future research and practice., Rezultati prethodnih istraživanja konzistentno sugerišu da profesija nastavnika nosi visok rizik viktimizacije na radnom mestu. Izloženost nastavnika nasilju je relativno novo područje naučnog proučavanja, te raspolažemo ograničenim informacijama o obimu i prirodi ovog problema, posebno u našoj zemlji. U ovom radu prezentovani su rezultati istraživanja o učestalosti i karakteristikama nasilnog ponašanja učenika prema nastavnicima u našim školama. Uzorak čine 564 nastavnika srednjih škola iz cele Srbije. Za procenu viktimizacije nastavnika korišćen je upitnik Radne grupe za nasilje u učionici usmereno prema nastavnicima Američkog udruženja psihologa (APA Classroom Violence Directed Against Teachers Task Force). Rezultati istraživanja pokazuju da je tokom prethodne školske godine skoro 80 odsto nastavnika doživelo nasilno ponašanje učenika, najčešće u vidu nepristojnih reči ili gestova. Viktimizacija je značajno povezana sa polom, starošću i dužinom radnog staža nastavnika. Takođe su otkrivene značajne veze viktimizacije nastavnika sa vrstom, veličinom i lokacijom škole. Dobijeni nalazi o prevalenciji i faktorima viktimizacije nastavnika mogu imati značajne implikacije za buduća istraživanja i praksu.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Student's violent behavior directed against teachers in secondary school, Nasil'stvennoe povedenie učaščihsja k prepodavateljam v srednej škole, Nasilno ponašanje učenika prema nastavnicima u srednjoj školi",
pages = "505-489",
number = "3",
volume = "67",
doi = "10.5937/nasvas1803489Z"
}

Žunić-Pavlović, V., Pavlović, M.,& Kaljača, S.. (2018). Student's violent behavior directed against teachers in secondary school. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 67(3), 489-505.
https://doi.org/10.5937/nasvas1803489Z

Žunić-Pavlović V, Pavlović M, Kaljača S. Student's violent behavior directed against teachers in secondary school. in Nastava i vaspitanje. 2018;67(3):489-505.
doi:10.5937/nasvas1803489Z .

Žunić-Pavlović, Vesna, Pavlović, Miroslav, Kaljača, Svetlana, "Student's violent behavior directed against teachers in secondary school" in Nastava i vaspitanje, 67, no. 3 (2018):489-505,
https://doi.org/10.5937/nasvas1803489Z . .

TY  - CONF
AU  - Dučić, Bojan
AU  - Kaljača, Svetlana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2624
AB  - Istraživanje je realizovano sa ciljem da se utvrdi odnos kapaciteta za
odlaganje zadovoljstva i veština neophodnih za uspostavljanje socijalnih odno-
sa (saradnje sa drugim osobama, asertivne komunikacije i samokontrole).
Uzorkom su obuhvaćene 32 osobe sa umerenom intelektualnom ometenošću (UIO)
(IQ od 34 do 69 jedinica), oba pola, uzrasta od 18 do 42 godine života (M=33,16,
SD=6,86).
Nivo socijalne kompetencije utvrđen je primenom Skale za procenu interakcija
(Short Version of the Interaction Rating Scale Advanced, IRSA) koja sadrži tri sub-
skale: Saradnja sa drugim osobama, Asertivnost i Samokontrola. Podaci o kapa-
citetima za odlaganje zadovoljstva dobijeni su primenom probe Poklon.
Utvrđeno je da kod odraslih osoba sa UIO, opšti nivo socijalne kompetencije
(p=0,02, r=0,43), kao i nivo asertivnog ponašanja (p=0,05, r=0,36), statistički
značajno, umereno i pozitivno koreliraju sa nivoom razvijenosti kapaciteta
odlaganja zadovoljstva.
Veštine odlaganja zadovoljstva i asertivnog zastupanja sopstvenih prava
predstavljaju komponente koje je potrebno inkorporirati u sadržaje programa
čiji je cilj usmeren na ostvarivanje višeg nivoa socijalne kompetencije osoba
sa UIO.
AB  - The research was carried out with the aim
of determining the relationship of capacities
for delaying gratification and skills
necessary for the establishment of social
relations (cooperation with other persons,
assertive communication and self-control).
The sample included 32 persons with
moderate intellectual disability (MID) (IQ
from 34 to 69 units), of both sexes, 18 to 42
years of age (M=33.16, SD=6.86).
The level of social competence was
determined by application of the Interaction
Rating Scale (Short Version of the Interaction
Rating Scale Advanced, IRSA) which
contains three subscales: Cooperation with
other people, Assertiveness and Self-control.
The data on the capacities for delaying
gratification were obtained by application
of a Gift task.
It was found that in adults with MID, the
general level of social competence (p=0.02,
r=0.43), as well as the level of assertive
behavior (p=0.05, r=0.36), statistically
significantly, moderately and positively
correlate with the level of capacity to delay
gratification.
The skills of delaying gratification and
assertive representation of one’s own rights
are components that need to be incorporated
into the contents of the program aimed at
achieving a higher level of social competence
of persons with MID.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Prevencija razvojnih smetnji i problema u ponašanju
C3  - Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.
T1  - Odnos socijalne kompetencije i kapaciteta za odlaganje zadovoljstva kod odraslih osoba sa umerenom intelektualnom ometenošću
T1  - The relation of social competence and the capacity of delaying
gratification in adults with moderate intellectual disability
EP  - 154
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2624
ER  - 

@conference{
author = "Dučić, Bojan and Kaljača, Svetlana",
year = "2017",
abstract = "Istraživanje je realizovano sa ciljem da se utvrdi odnos kapaciteta za
odlaganje zadovoljstva i veština neophodnih za uspostavljanje socijalnih odno-
sa (saradnje sa drugim osobama, asertivne komunikacije i samokontrole).
Uzorkom su obuhvaćene 32 osobe sa umerenom intelektualnom ometenošću (UIO)
(IQ od 34 do 69 jedinica), oba pola, uzrasta od 18 do 42 godine života (M=33,16,
SD=6,86).
Nivo socijalne kompetencije utvrđen je primenom Skale za procenu interakcija
(Short Version of the Interaction Rating Scale Advanced, IRSA) koja sadrži tri sub-
skale: Saradnja sa drugim osobama, Asertivnost i Samokontrola. Podaci o kapa-
citetima za odlaganje zadovoljstva dobijeni su primenom probe Poklon.
Utvrđeno je da kod odraslih osoba sa UIO, opšti nivo socijalne kompetencije
(p=0,02, r=0,43), kao i nivo asertivnog ponašanja (p=0,05, r=0,36), statistički
značajno, umereno i pozitivno koreliraju sa nivoom razvijenosti kapaciteta
odlaganja zadovoljstva.
Veštine odlaganja zadovoljstva i asertivnog zastupanja sopstvenih prava
predstavljaju komponente koje je potrebno inkorporirati u sadržaje programa
čiji je cilj usmeren na ostvarivanje višeg nivoa socijalne kompetencije osoba
sa UIO., The research was carried out with the aim
of determining the relationship of capacities
for delaying gratification and skills
necessary for the establishment of social
relations (cooperation with other persons,
assertive communication and self-control).
The sample included 32 persons with
moderate intellectual disability (MID) (IQ
from 34 to 69 units), of both sexes, 18 to 42
years of age (M=33.16, SD=6.86).
The level of social competence was
determined by application of the Interaction
Rating Scale (Short Version of the Interaction
Rating Scale Advanced, IRSA) which
contains three subscales: Cooperation with
other people, Assertiveness and Self-control.
The data on the capacities for delaying
gratification were obtained by application
of a Gift task.
It was found that in adults with MID, the
general level of social competence (p=0.02,
r=0.43), as well as the level of assertive
behavior (p=0.05, r=0.36), statistically
significantly, moderately and positively
correlate with the level of capacity to delay
gratification.
The skills of delaying gratification and
assertive representation of one’s own rights
are components that need to be incorporated
into the contents of the program aimed at
achieving a higher level of social competence
of persons with MID.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Prevencija razvojnih smetnji i problema u ponašanju, Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.",
title = "Odnos socijalne kompetencije i kapaciteta za odlaganje zadovoljstva kod odraslih osoba sa umerenom intelektualnom ometenošću, The relation of social competence and the capacity of delaying
gratification in adults with moderate intellectual disability",
pages = "154-145",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2624"
}

Dučić, B.,& Kaljača, S.. (2017). Odnos socijalne kompetencije i kapaciteta za odlaganje zadovoljstva kod odraslih osoba sa umerenom intelektualnom ometenošću. in Prevencija razvojnih smetnji i problema u ponašanju
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 145-154.
https://hdl.handle.net/21.15107/rcub_rfasper_2624

Dučić B, Kaljača S. Odnos socijalne kompetencije i kapaciteta za odlaganje zadovoljstva kod odraslih osoba sa umerenom intelektualnom ometenošću. in Prevencija razvojnih smetnji i problema u ponašanju. 2017;:145-154.
https://hdl.handle.net/21.15107/rcub_rfasper_2624 .

Dučić, Bojan, Kaljača, Svetlana, "Odnos socijalne kompetencije i kapaciteta za odlaganje zadovoljstva kod odraslih osoba sa umerenom intelektualnom ometenošću" in Prevencija razvojnih smetnji i problema u ponašanju (2017):145-154,
https://hdl.handle.net/21.15107/rcub_rfasper_2624 .

TY  - JOUR
AU  - Marković, Danijel
AU  - Kaljača, Svetlana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1051
AB  - The results of the study indicate the presence of higher prevalence of selfinjury in individuals with more severe forms of intellectual disability. Data on prevalence is uneven as a result of different methodological approaches in the participating studies. The aim is to display the available and relevant research whose case involves examination various indicators of the phenomenon of self-injury in individuals with more severe forms of intellectual disability (prevalence, manifestations, function of self-injury and treatment). Analysis of the 52 available studies led to several conclusions: the incidence of self-injury linearly increases with decreasing levels of intellectual functioning, so the highest incidence registered in individuals with profound intellectual disability; risk factors for the occurrence of self-injury are deficits in the quality of adaptive and communication skills, disturbances in sensory development and the presence of other types of behavioral disorders; data on the prevalence self-injury ranging from 4% to 82%; the most common forms of self-injury are hitting on the head, or hitting head on the other objects and biting; self-injury is often in the function of social avoidance tasks/activities and self-stimulation; self-injury can be treated with a variety of behavioral techniques that are based on reinforcement and extinction.
AB  - Rezultati studija ukazuju na prisustvo veće prevalencije samopovređivanja kod osoba sa težim oblicima intelektualne ometenosti. Podaci o prevalenciji su neujednačeni što je posledica različitog metodološkog pristupa u obuhvaćenim studijama. Cilj rada je prikaz dostupnih i relevantnih istraživanja čiji se predmet odnosi na ispitivanje različitih pokazatelja fenomena samopovređivanja kod osoba sa težim oblicima intelektualne ometenosti (prevalencija, manifestacije, funkcija samopovređujućeg ponašanja i tretman). Analizom 52 dostupne studije došlo se do nekoliko zaključaka: učestalost samopovređivanja linearno raste sa opadanjem nivoa intelektualnog funkcionisanja, pa je tako najveća učestalost registrovana kod osoba sa dubokom intelektualnom ometenošću; faktori rizika za pojavu samopovređivanja su i deficiti u kvalitetu adaptivnih i komunikativnih veština, smetnje u senzornom razvoju i prisustvo drugih tipova poremećaja u ponašanju; podaci o prevalenciji samopovređivanja se kreću u rasponu od 4% do 82%; najučestaliji oblici samopovređivanja su: udaranje po glavi, ili udaranje glavom o druge objekte i ujedanje; samopovređivanje je najčešće u funkciji socijalnog izbegavanja zadataka/aktivnosti i autostimulacije; samopovređivanje se može tretirati različitim bihejvioralnim tehnikama koje su zasnovane na potkrepljenju i ekstinkciji.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Self-injury in individuals with more severe forms of intellectual disability
T1  - Samopovređivanje osoba sa težim oblicima intelektualne ometenosti
EP  - 70
IS  - 2
SP  - 51
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1051
ER  - 

@article{
author = "Marković, Danijel and Kaljača, Svetlana",
year = "2017",
abstract = "The results of the study indicate the presence of higher prevalence of selfinjury in individuals with more severe forms of intellectual disability. Data on prevalence is uneven as a result of different methodological approaches in the participating studies. The aim is to display the available and relevant research whose case involves examination various indicators of the phenomenon of self-injury in individuals with more severe forms of intellectual disability (prevalence, manifestations, function of self-injury and treatment). Analysis of the 52 available studies led to several conclusions: the incidence of self-injury linearly increases with decreasing levels of intellectual functioning, so the highest incidence registered in individuals with profound intellectual disability; risk factors for the occurrence of self-injury are deficits in the quality of adaptive and communication skills, disturbances in sensory development and the presence of other types of behavioral disorders; data on the prevalence self-injury ranging from 4% to 82%; the most common forms of self-injury are hitting on the head, or hitting head on the other objects and biting; self-injury is often in the function of social avoidance tasks/activities and self-stimulation; self-injury can be treated with a variety of behavioral techniques that are based on reinforcement and extinction., Rezultati studija ukazuju na prisustvo veće prevalencije samopovređivanja kod osoba sa težim oblicima intelektualne ometenosti. Podaci o prevalenciji su neujednačeni što je posledica različitog metodološkog pristupa u obuhvaćenim studijama. Cilj rada je prikaz dostupnih i relevantnih istraživanja čiji se predmet odnosi na ispitivanje različitih pokazatelja fenomena samopovređivanja kod osoba sa težim oblicima intelektualne ometenosti (prevalencija, manifestacije, funkcija samopovređujućeg ponašanja i tretman). Analizom 52 dostupne studije došlo se do nekoliko zaključaka: učestalost samopovređivanja linearno raste sa opadanjem nivoa intelektualnog funkcionisanja, pa je tako najveća učestalost registrovana kod osoba sa dubokom intelektualnom ometenošću; faktori rizika za pojavu samopovređivanja su i deficiti u kvalitetu adaptivnih i komunikativnih veština, smetnje u senzornom razvoju i prisustvo drugih tipova poremećaja u ponašanju; podaci o prevalenciji samopovređivanja se kreću u rasponu od 4% do 82%; najučestaliji oblici samopovređivanja su: udaranje po glavi, ili udaranje glavom o druge objekte i ujedanje; samopovređivanje je najčešće u funkciji socijalnog izbegavanja zadataka/aktivnosti i autostimulacije; samopovređivanje se može tretirati različitim bihejvioralnim tehnikama koje su zasnovane na potkrepljenju i ekstinkciji.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Self-injury in individuals with more severe forms of intellectual disability, Samopovređivanje osoba sa težim oblicima intelektualne ometenosti",
pages = "70-51",
number = "2",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1051"
}

Marković, D.,& Kaljača, S.. (2017). Self-injury in individuals with more severe forms of intellectual disability. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 23(2), 51-70.
https://hdl.handle.net/21.15107/rcub_rfasper_1051

Marković D, Kaljača S. Self-injury in individuals with more severe forms of intellectual disability. in Beogradska defektološka škola. 2017;23(2):51-70.
https://hdl.handle.net/21.15107/rcub_rfasper_1051 .

Marković, Danijel, Kaljača, Svetlana, "Self-injury in individuals with more severe forms of intellectual disability" in Beogradska defektološka škola, 23, no. 2 (2017):51-70,
https://hdl.handle.net/21.15107/rcub_rfasper_1051 .