TY  - JOUR
AU  - Staša Lalatović
AU  - Maja Milovanović
AU  - Nadežda Krstić
UR  - https://reader.elsevier.com/reader/sd/pii/S1525505022003237?token=5D0FBDE6C3D43653AEE49DEB441C49D0E46C3FFAD8307F3A35E262CCAEB64D15C24BA4622C1A9699AD019811ADB10D67&originRegion=eu-west-1&originCreation=20220905065244
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4748
AB  - Objective: To explore the presence of felt and enacted stigma in people with epilepsy (PWE), members of a self-governing epilepsy organization and to evaluate the influence of both types of stigma on healthrelated quality of life (HRQoL) in PWE. Methods: Participants were 55 PWE (age range: 18–53 years), members of a non-governmental organization (further ‘‘NGO”). The sociodemographic and epilepsy-related variables were collected through structured interviews designed for the purpose of the study. Felt stigma was assessed with the Epilepsy Stigma Scale (ESS) and enacted stigma with the Questionnaire for episodes of discrimination against PWE. Quality of Life in Epilepsy Inventory (QOLIE-31) (Serbian version) was used for the evaluation of HRQoL. Results: The mean ESS score was 33.93 ± 14.50. Felt stigma was significantly associated with the male gender and the number of antiepileptic drugs (AEDs). Participants’ mean score on the Questionnaire for episodes of discrimination was 2.80 ± 2.78. Enacted stigma was significantly correlated with male gender and number of AEDs, as well as with older age/longer duration of the disorder. Felt stigma scores were positively correlated with enacted stigma scores (p < 0.001), but only felt stigma scores were negatively related to QOLIE-31 overall score (p = 0.01). The combination of AEDs, seizure frequency, and felt stigma best explained the HRQoL in PWE (p < 0.001). Conclusion: Felt and enacted stigma are moderately related, but only felt stigma appears to be a significant predictor of the deteriorating HRQoL in this sample. Interventions targeting felt stigma should be considered a part of comprehensive epilepsy care as well as educating the wider community about epilepsy.
PB  - Elsevier [Commercial Publisher]
T2  - Epilepsy & Behavior
T1  - Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader
EP  - 108874
VL  - 135
DO  - https://doi.org/10.1016/j.yebeh.2022.108874
ER  - 

@article{
author = "Staša Lalatović and Maja Milovanović and Nadežda Krstić",
abstract = "Objective: To explore the presence of felt and enacted stigma in people with epilepsy (PWE), members of a self-governing epilepsy organization and to evaluate the influence of both types of stigma on healthrelated quality of life (HRQoL) in PWE. Methods: Participants were 55 PWE (age range: 18–53 years), members of a non-governmental organization (further ‘‘NGO”). The sociodemographic and epilepsy-related variables were collected through structured interviews designed for the purpose of the study. Felt stigma was assessed with the Epilepsy Stigma Scale (ESS) and enacted stigma with the Questionnaire for episodes of discrimination against PWE. Quality of Life in Epilepsy Inventory (QOLIE-31) (Serbian version) was used for the evaluation of HRQoL. Results: The mean ESS score was 33.93 ± 14.50. Felt stigma was significantly associated with the male gender and the number of antiepileptic drugs (AEDs). Participants’ mean score on the Questionnaire for episodes of discrimination was 2.80 ± 2.78. Enacted stigma was significantly correlated with male gender and number of AEDs, as well as with older age/longer duration of the disorder. Felt stigma scores were positively correlated with enacted stigma scores (p < 0.001), but only felt stigma scores were negatively related to QOLIE-31 overall score (p = 0.01). The combination of AEDs, seizure frequency, and felt stigma best explained the HRQoL in PWE (p < 0.001). Conclusion: Felt and enacted stigma are moderately related, but only felt stigma appears to be a significant predictor of the deteriorating HRQoL in this sample. Interventions targeting felt stigma should be considered a part of comprehensive epilepsy care as well as educating the wider community about epilepsy.",
publisher = "Elsevier [Commercial Publisher]",
journal = "Epilepsy & Behavior",
title = "Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader",
pages = "108874",
volume = "135",
doi = "https://doi.org/10.1016/j.yebeh.2022.108874"
}

Staša Lalatović, Maja Milovanović,& Nadežda Krstić.Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader. in Epilepsy & Behavior
Elsevier [Commercial Publisher]., 135.
https://doi.org/https://doi.org/10.1016/j.yebeh.2022.108874

Staša Lalatović, Maja Milovanović, Nadežda Krstić. Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader. in Epilepsy & Behavior.135:null-108874.
doi:https://doi.org/10.1016/j.yebeh.2022.108874 .

Staša Lalatović, Maja Milovanović, Nadežda Krstić, "Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader" in Epilepsy & Behavior, 135,
https://doi.org/https://doi.org/10.1016/j.yebeh.2022.108874 . .

TY  - CONF
AU  - Lalatović, Staša
AU  - Krstić, Nadežda
AU  - Milovanović, Maja
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5374
AB  - Uvod: O emocionalnom stanju sagovornika može se zaključiti i na osnovu auditivne
analize, odnosno, interpretacije specifičnih prozodijskih karakteristika
govora. Iako manje istraženo u odnosu na sposobnost prepoznavanja emocija
u izrazu lica, poteškoće u obradi govorne prozodije mogu predstavljati značajnu
prepreku za adekvatno socijalno funkcionisanje i biti jezgro disfunkcije
pojedinih poremećaja u razvojnom i odraslom dobu.
Cilj: Konstrukcija i provera osnovnih psihometrijskih karakteristika testa za
procenu uspešnosti prepoznavanja emocija na osnovu prozodijskih karakteristika
govora.
Metode: U konstrukciji seta sadržinski neutralnih rečenica, izgovorenih specifičnim
tonom, a karakterističnim za svaku od šest osnovnih emocija uz
kontrolni/neutralni stimulus, učestvovalo je šest glumaca. Nakon prve faze
istraživanja u kojoj je učestvovalo pet ispitanika, odabrano je 35 stimulusa sa
najvećim procentom tačnih odgovora, nakon čega je druga faza istraživanja
sprovedena na uzorku od 45 ispitanika – 34 sa našeg govornog područja i 11
kojima srpski jezik nije maternji. Na osnovu procenta tačnosti prepoznavanja,
za finalni set su odabrana 3 stimulusa po emociji, ukupno 21.
Rezultati: Pouzdanost finalnog seta je α = 0,68. Empirijska distribucija mera
značajno odstupa od modela normalne raspodele (W = 0,94, p = 0,02). Najveći
procenat tačnosti prepoznavanja je zabeležen za emociju ljutnje (91,1%), dok
se gađenje pokazalo kao najteže za prepoznati (53,3%). Nisu pronađene značajne
razlike između ispitanika čiji se maternji jezici razlikuju (U = 135,00, p =
0,17). Postoji statistički značajna negativna povezanost između godina i ukupnog
skora na testu (rs = -0,31, p = 0,04), dok se statistički značajne razlike
između muškaraca i žena nisu ispoljile (p = 0,49).
Zaključak: Test procene govorne prozodije, kao mera sposobnosti prepoznavanja
emocionalnog stanja drugog, pokazuje potencijal za dalje korišćenje i razvoj.
AB  - Introduction: The emotional state of the interlocutor can be deduced by way of auditory
analysis, that is, the interpretation of specific prosodic characteristics of speech. Despite
being less researched than the ability to recognize emotions in facial expressions, difficulties
in processing speech prosody can be a major obstacle to adequate social functioning and the
core of the dysfunction of certain disorders both during development and in adulthood.
Aim: To develop and examine basic psychometric characteristics of the test for
evaluating the success of emotion recognition based on the prosodic characteristics of
speech.
Methods: Six actors participated in the construction of a set of content- neutral
sentences, spoken in a specific tone and representative of each of the six basic emotions
with a control/neutral stimulus. Following the first phase of the research, in which five
subjects took part, 35 stimuli with the highest percentage of correct answers were selected,
after which the second phase of the research was conducted on a sample of 45 participants
– 34 native speakers and 11 non-native speakers of Serbian. Based on the percentage of
recognition accuracy, 3 stimuli per emotion, or 21 in total, were selected for the final set.
Results: The reliability of the final set is α=.68. The empirical distribution of measures
deviates significantly from the normal distribution model (W=0.94, p=.02). The highest
percentage of recognition accuracy was recorded for anger (91.1%), while disgust showed to
be the most difficult to recognize (53.3%). No significant differences were found among the
participants who spoke different mother tongues (U=135.00, p=.17). There is a significant
negative correlation between age and the total test score (rs= -.31, p=.04), while no significant
differences between males and females were noticed (p=.49).
Conclusion: As a measure of the ability to recognize the emotional state of another
person, the speech prosody assessment test shows potential for further use and development.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
T1  - Procena prepoznavanja emocija u prozodijskim karakteristikama govora
T1  - An assessment of emotion recognition in the prosodic characteristics of speech
EP  - 384
SP  - 377
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5374
ER  - 

@conference{
author = "Lalatović, Staša and Krstić, Nadežda and Milovanović, Maja",
year = "2023",
abstract = "Uvod: O emocionalnom stanju sagovornika može se zaključiti i na osnovu auditivne
analize, odnosno, interpretacije specifičnih prozodijskih karakteristika
govora. Iako manje istraženo u odnosu na sposobnost prepoznavanja emocija
u izrazu lica, poteškoće u obradi govorne prozodije mogu predstavljati značajnu
prepreku za adekvatno socijalno funkcionisanje i biti jezgro disfunkcije
pojedinih poremećaja u razvojnom i odraslom dobu.
Cilj: Konstrukcija i provera osnovnih psihometrijskih karakteristika testa za
procenu uspešnosti prepoznavanja emocija na osnovu prozodijskih karakteristika
govora.
Metode: U konstrukciji seta sadržinski neutralnih rečenica, izgovorenih specifičnim
tonom, a karakterističnim za svaku od šest osnovnih emocija uz
kontrolni/neutralni stimulus, učestvovalo je šest glumaca. Nakon prve faze
istraživanja u kojoj je učestvovalo pet ispitanika, odabrano je 35 stimulusa sa
najvećim procentom tačnih odgovora, nakon čega je druga faza istraživanja
sprovedena na uzorku od 45 ispitanika – 34 sa našeg govornog područja i 11
kojima srpski jezik nije maternji. Na osnovu procenta tačnosti prepoznavanja,
za finalni set su odabrana 3 stimulusa po emociji, ukupno 21.
Rezultati: Pouzdanost finalnog seta je α = 0,68. Empirijska distribucija mera
značajno odstupa od modela normalne raspodele (W = 0,94, p = 0,02). Najveći
procenat tačnosti prepoznavanja je zabeležen za emociju ljutnje (91,1%), dok
se gađenje pokazalo kao najteže za prepoznati (53,3%). Nisu pronađene značajne
razlike između ispitanika čiji se maternji jezici razlikuju (U = 135,00, p =
0,17). Postoji statistički značajna negativna povezanost između godina i ukupnog
skora na testu (rs = -0,31, p = 0,04), dok se statistički značajne razlike
između muškaraca i žena nisu ispoljile (p = 0,49).
Zaključak: Test procene govorne prozodije, kao mera sposobnosti prepoznavanja
emocionalnog stanja drugog, pokazuje potencijal za dalje korišćenje i razvoj., Introduction: The emotional state of the interlocutor can be deduced by way of auditory
analysis, that is, the interpretation of specific prosodic characteristics of speech. Despite
being less researched than the ability to recognize emotions in facial expressions, difficulties
in processing speech prosody can be a major obstacle to adequate social functioning and the
core of the dysfunction of certain disorders both during development and in adulthood.
Aim: To develop and examine basic psychometric characteristics of the test for
evaluating the success of emotion recognition based on the prosodic characteristics of
speech.
Methods: Six actors participated in the construction of a set of content- neutral
sentences, spoken in a specific tone and representative of each of the six basic emotions
with a control/neutral stimulus. Following the first phase of the research, in which five
subjects took part, 35 stimuli with the highest percentage of correct answers were selected,
after which the second phase of the research was conducted on a sample of 45 participants
– 34 native speakers and 11 non-native speakers of Serbian. Based on the percentage of
recognition accuracy, 3 stimuli per emotion, or 21 in total, were selected for the final set.
Results: The reliability of the final set is α=.68. The empirical distribution of measures
deviates significantly from the normal distribution model (W=0.94, p=.02). The highest
percentage of recognition accuracy was recorded for anger (91.1%), while disgust showed to
be the most difficult to recognize (53.3%). No significant differences were found among the
participants who spoke different mother tongues (U=135.00, p=.17). There is a significant
negative correlation between age and the total test score (rs= -.31, p=.04), while no significant
differences between males and females were noticed (p=.49).
Conclusion: As a measure of the ability to recognize the emotional state of another
person, the speech prosody assessment test shows potential for further use and development.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine",
title = "Procena prepoznavanja emocija u prozodijskim karakteristikama govora, An assessment of emotion recognition in the prosodic characteristics of speech",
pages = "384-377",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5374"
}

Lalatović, S., Krstić, N.,& Milovanović, M.. (2023). Procena prepoznavanja emocija u prozodijskim karakteristikama govora. in 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 377-384.
https://hdl.handle.net/21.15107/rcub_rfasper_5374

Lalatović S, Krstić N, Milovanović M. Procena prepoznavanja emocija u prozodijskim karakteristikama govora. in 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:377-384.
https://hdl.handle.net/21.15107/rcub_rfasper_5374 .

Lalatović, Staša, Krstić, Nadežda, Milovanović, Maja, "Procena prepoznavanja emocija u prozodijskim karakteristikama govora" in 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):377-384,
https://hdl.handle.net/21.15107/rcub_rfasper_5374 .

TY  - JOUR
AU  - Lalatović, Staša
AU  - Smiljanić, Isidora
AU  - Ristić, J Aleksandar
AU  - Čvorović, Đurđica
AU  - Golubović, Violeta
AU  - Parojčić, Aleksandra
AU  - Baščarević, Vladimir
AU  - Krstić, Nadežda
AU  - Milovanović, Maja
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5317
AB  - Objective:
To evaluate the psychometric properties of the Serbian-language version of the Stigma Scale of Epilepsy (SSE).

Methods:
The sample consisted of 108 patients with epilepsy (PWE) (60.2 % were female, age range: 19–67 years) and 102 students (86.3 % were female, age range: 18–47 years). The study encompassed two phases: (1) translation of the SSE into Serbian using the back-translation technique, and (2) evaluation of reliability and construct validity of the Serbian-language version of SSE. In addition to the SSE, the PWE filled out a Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorder-7 (GAD-7). The socio-demographic and clinical variables were noted for each patient by the semistructured interview. Besides completing the SSE, the students were asked if they knew anyone with epilepsy. The reliability of the questionnaire was tested by assessing the internal consistency of the scale (Cronbach’s α), while construct validity was assessed by factor analysis, method of known-groups validation, and correlation analysis.

Results:
SSE demonstrates a satisfactory level of reliability in both samples, with Cronbach's α of 0.86 in the PWE sample and 0.90 in the student sample. Using exploratory factor analysis, four factors were identified in both samples, corresponding relatively well with the scale domains originally produced, with a few exceptions described. Adverse effects (AEs) of antiseizure medications (ASMs) and driving ability significantly influenced SSE scores, but there were no significant effects of other socio-demographic and clinical variables on epilepsy-related stigma in the PWE sample. In addition, depression severity significantly influenced SSE scores (based on NDDI-E cut-off score), with the SSE showing a positive association with PHQ-9 (r = 0.42, p < .001) and GAD-7 (r = 0.35, p < .001) as well. Regarding the student sample, the effects of personal knowledge of someone with epilepsy on SSE scores were found to be significant. Besides, students (M = 46.28, SD = 16.43) reported higher epilepsy-related stigma than patients (M = 40.66, SD = 17.01), t(208) = 2.43, p < .05, d = 0.34.

Conclusion:
The Serbian version of the SSE has good psychometric properties and represents a useful tool for assessing epilepsy-related stigma in both patients and the general population.
PB  - Elsevier [Commercial Publisher]
T2  - Epilepsy & Behavior
T1  - Psychometric evaluation of the Serbian version of the Stigma Scale of Epilepsy (SSE)
SP  - 109520
VL  - 149
DO  - https://doi.org/10.1016/j.yebeh.2023.109520
ER  - 

@article{
author = "Lalatović, Staša and Smiljanić, Isidora and Ristić, J Aleksandar and Čvorović, Đurđica and Golubović, Violeta and Parojčić, Aleksandra and Baščarević, Vladimir and Krstić, Nadežda and Milovanović, Maja",
year = "2023",
abstract = "Objective:
To evaluate the psychometric properties of the Serbian-language version of the Stigma Scale of Epilepsy (SSE).

Methods:
The sample consisted of 108 patients with epilepsy (PWE) (60.2 % were female, age range: 19–67 years) and 102 students (86.3 % were female, age range: 18–47 years). The study encompassed two phases: (1) translation of the SSE into Serbian using the back-translation technique, and (2) evaluation of reliability and construct validity of the Serbian-language version of SSE. In addition to the SSE, the PWE filled out a Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorder-7 (GAD-7). The socio-demographic and clinical variables were noted for each patient by the semistructured interview. Besides completing the SSE, the students were asked if they knew anyone with epilepsy. The reliability of the questionnaire was tested by assessing the internal consistency of the scale (Cronbach’s α), while construct validity was assessed by factor analysis, method of known-groups validation, and correlation analysis.

Results:
SSE demonstrates a satisfactory level of reliability in both samples, with Cronbach's α of 0.86 in the PWE sample and 0.90 in the student sample. Using exploratory factor analysis, four factors were identified in both samples, corresponding relatively well with the scale domains originally produced, with a few exceptions described. Adverse effects (AEs) of antiseizure medications (ASMs) and driving ability significantly influenced SSE scores, but there were no significant effects of other socio-demographic and clinical variables on epilepsy-related stigma in the PWE sample. In addition, depression severity significantly influenced SSE scores (based on NDDI-E cut-off score), with the SSE showing a positive association with PHQ-9 (r = 0.42, p < .001) and GAD-7 (r = 0.35, p < .001) as well. Regarding the student sample, the effects of personal knowledge of someone with epilepsy on SSE scores were found to be significant. Besides, students (M = 46.28, SD = 16.43) reported higher epilepsy-related stigma than patients (M = 40.66, SD = 17.01), t(208) = 2.43, p < .05, d = 0.34.

Conclusion:
The Serbian version of the SSE has good psychometric properties and represents a useful tool for assessing epilepsy-related stigma in both patients and the general population.",
publisher = "Elsevier [Commercial Publisher]",
journal = "Epilepsy & Behavior",
title = "Psychometric evaluation of the Serbian version of the Stigma Scale of Epilepsy (SSE)",
pages = "109520",
volume = "149",
doi = "https://doi.org/10.1016/j.yebeh.2023.109520"
}

Lalatović, S., Smiljanić, I., Ristić, J. A., Čvorović, Đ., Golubović, V., Parojčić, A., Baščarević, V., Krstić, N.,& Milovanović, M.. (2023). Psychometric evaluation of the Serbian version of the Stigma Scale of Epilepsy (SSE). in Epilepsy & Behavior
Elsevier [Commercial Publisher]., 149, 109520.
https://doi.org/https://doi.org/10.1016/j.yebeh.2023.109520

Lalatović S, Smiljanić I, Ristić JA, Čvorović Đ, Golubović V, Parojčić A, Baščarević V, Krstić N, Milovanović M. Psychometric evaluation of the Serbian version of the Stigma Scale of Epilepsy (SSE). in Epilepsy & Behavior. 2023;149:109520.
doi:https://doi.org/10.1016/j.yebeh.2023.109520 .

Lalatović, Staša, Smiljanić, Isidora, Ristić, J Aleksandar, Čvorović, Đurđica, Golubović, Violeta, Parojčić, Aleksandra, Baščarević, Vladimir, Krstić, Nadežda, Milovanović, Maja, "Psychometric evaluation of the Serbian version of the Stigma Scale of Epilepsy (SSE)" in Epilepsy & Behavior, 149 (2023):109520,
https://doi.org/https://doi.org/10.1016/j.yebeh.2023.109520 . .

TY  - CONF
AU  - Krstić, Nadežda
AU  - Išpanović, Veronika
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5331
AB  - Introduction: Regardless of whether it is beheld in its broad or narrow sense,
neuropsychological rehabilitation (NR) postulates, as a premise, the necessity
to be based on knowing (and relying on) commandments of neurocognitive
organization. However, the early optimism regarding the productiveness of
such an approach hasn’t been fulfilled either smoothly or regularly.
Aim: The aim of this review is to focus on principal hubs that channeled the
evolution of neuropsychological rehabilitation towards current empirically
based, realistic, and more convincing approaches to the treatment of both
neurodevelopmental and acquired cognitive disturbances.
Methods: The topic is approached by comparing the main paradigms of NR
(as) postulated in predominant literature and our contemporary practice.
Results: The main facets directing present shifts in doctrines of
neuropsychological rehabilitation ensue from increasing data supply on
research-based comparisons of diverse NR methodologies and exploration
of treatment effects using neuroimaging techniques, largely accumulated
during the previous decade. Neuropsychological rehabilitation in our territory
has been grounded on sound theoretical bases from its outset (Bojanin, 1979)
and holds true potential for further development in line with modern highest
standards.
Conclusion: The theory of (neuro)cognitive organization is necessary but
not sufficient precondition for NR. Neuropsychological rehabilitation requires
functional models of the treatment itself; presently, their share gradually
expands. The sum of knowledge enriched during the last decade involves a
promise that NR might reach its true maturity in years to come.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
T1  - Neuropsychological rehabilitation as history in the making
EP  - 197
SP  - 187
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5331
ER  - 

@conference{
author = "Krstić, Nadežda and Išpanović, Veronika",
year = "2023",
abstract = "Introduction: Regardless of whether it is beheld in its broad or narrow sense,
neuropsychological rehabilitation (NR) postulates, as a premise, the necessity
to be based on knowing (and relying on) commandments of neurocognitive
organization. However, the early optimism regarding the productiveness of
such an approach hasn’t been fulfilled either smoothly or regularly.
Aim: The aim of this review is to focus on principal hubs that channeled the
evolution of neuropsychological rehabilitation towards current empirically
based, realistic, and more convincing approaches to the treatment of both
neurodevelopmental and acquired cognitive disturbances.
Methods: The topic is approached by comparing the main paradigms of NR
(as) postulated in predominant literature and our contemporary practice.
Results: The main facets directing present shifts in doctrines of
neuropsychological rehabilitation ensue from increasing data supply on
research-based comparisons of diverse NR methodologies and exploration
of treatment effects using neuroimaging techniques, largely accumulated
during the previous decade. Neuropsychological rehabilitation in our territory
has been grounded on sound theoretical bases from its outset (Bojanin, 1979)
and holds true potential for further development in line with modern highest
standards.
Conclusion: The theory of (neuro)cognitive organization is necessary but
not sufficient precondition for NR. Neuropsychological rehabilitation requires
functional models of the treatment itself; presently, their share gradually
expands. The sum of knowledge enriched during the last decade involves a
promise that NR might reach its true maturity in years to come.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine",
title = "Neuropsychological rehabilitation as history in the making",
pages = "197-187",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5331"
}

Krstić, N.,& Išpanović, V.. (2023). Neuropsychological rehabilitation as history in the making. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 187-197.
https://hdl.handle.net/21.15107/rcub_rfasper_5331

Krstić N, Išpanović V. Neuropsychological rehabilitation as history in the making. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:187-197.
https://hdl.handle.net/21.15107/rcub_rfasper_5331 .

Krstić, Nadežda, Išpanović, Veronika, "Neuropsychological rehabilitation as history in the making" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):187-197,
https://hdl.handle.net/21.15107/rcub_rfasper_5331 .

TY  - CONF
AU  - Lalatović, Staša
AU  - Krstić, Nadežda
AU  - Milovanović, Maja
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4955
AB  - Interesovanje za specifičnosti socijalne kognicije osoba sa epilepsijom postaje aktuelnije kako zbog višestrukog uticaja koji ovaj poremećaj ima na psihosocijalnu adaptaciju i kvalitet života pogođene osobe, uprkos sve naprednijem medicinskom tretmanu, tako i zbog toga što sama epilepsija predstavlja pogodnu paradigmu za rasvetljavanje posebnih kognitivnih procesa koji se nalaze u pozadini socijalnog ponašanja.
U radu je dat sažet prikaz istraživanja socijalne kognicije kod osoba sa ubedljivo najčešćom formom epilepsije kod odraslih – epilepsijom temporalnog režnja (temporalna epilepsija, TE), sa fokusom na komponentama ove funkcije koje danas privlače najveću pažnju. Uopšteno, pacijenti sa TE ispoljavaju poteškoće mentalizacije postižući slabije rezultate na različitim za- dacima (afektivne i kognitivne) teorije uma. Zatim, za ovu populaciju su ka- rakteristični deficiti prepoznavanja emocija, naročito negativnih, kao i slabije razvijena kognitivna komponenta empatije.
Nalazi koji u celini sugerišu veći ili manji stepen narušenosti socijalne kognicije kod osoba sa TE mogu doprineti dubljem razumevanju socioemocional- nih poteškoća sa kojima se one suočavaju u svakodnevnom životu. U tom smis- lu, istraživanja socijalne kognicije daju vetar u jedra razvoju i poboljšanju dosadašnjih praksi lečenja epilepsije, ukazujući na neophodnost snažnijeg na- glaska na psihosocijalnim problemima, podjednako u dijagnostici kao i tret- manu, da bi se obezbedio holistički, sveobuhvatan tretman i zbrinjavanje pacijenata.
AB  - There is a growing interest in the characteristics of social cognition in people with epilepsy, due to the multiple effects that epilepsy has on the psychosocial adaptation and quality of life of the patient, despite increasingly advanced medical treatment, and because epilepsy itself represents a suitable paradigm for elucidation of the cognitive processes underlying social behavior.
The paper provides a brief overview of research on social cognition in people with temporal lobe epilepsy (TLE), the most prevalent type of epilepsy found in adults, with a focus on the components of this function that attract the most attention in the literature. In general, patients show deficits in various (affective and cognitive) Theory of Mind tasks. Emotion recognition deficits are common in patients with TLE and widespread across negative emotions, as well as deficits in cognitive empathy.
Findings that overall suggest a certain degree of impairment of social cognition in patients with TLE can contribute to a deeper understanding of the socio-emotional difficulties they face in everyday life. In this sense, research on social cognition gives rise to the development and improvement of current epilepsy treatment practices, indicating the necessity of a stronger emphasis on psychosocial problems, in both diagnosis and treatment, in order to ensure holistic, comprehensive patient care.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
C3  - Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
T1  - Deficiti socijalne kognicije kod osoba sa epilepsijom temporalnog režnja
T1  - Deficits in social cognition in adults with temporal lobe epilepsy
EP  - 100
SP  - 93
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4955
ER  - 

@conference{
author = "Lalatović, Staša and Krstić, Nadežda and Milovanović, Maja",
year = "2022",
abstract = "Interesovanje za specifičnosti socijalne kognicije osoba sa epilepsijom postaje aktuelnije kako zbog višestrukog uticaja koji ovaj poremećaj ima na psihosocijalnu adaptaciju i kvalitet života pogođene osobe, uprkos sve naprednijem medicinskom tretmanu, tako i zbog toga što sama epilepsija predstavlja pogodnu paradigmu za rasvetljavanje posebnih kognitivnih procesa koji se nalaze u pozadini socijalnog ponašanja.
U radu je dat sažet prikaz istraživanja socijalne kognicije kod osoba sa ubedljivo najčešćom formom epilepsije kod odraslih – epilepsijom temporalnog režnja (temporalna epilepsija, TE), sa fokusom na komponentama ove funkcije koje danas privlače najveću pažnju. Uopšteno, pacijenti sa TE ispoljavaju poteškoće mentalizacije postižući slabije rezultate na različitim za- dacima (afektivne i kognitivne) teorije uma. Zatim, za ovu populaciju su ka- rakteristični deficiti prepoznavanja emocija, naročito negativnih, kao i slabije razvijena kognitivna komponenta empatije.
Nalazi koji u celini sugerišu veći ili manji stepen narušenosti socijalne kognicije kod osoba sa TE mogu doprineti dubljem razumevanju socioemocional- nih poteškoća sa kojima se one suočavaju u svakodnevnom životu. U tom smis- lu, istraživanja socijalne kognicije daju vetar u jedra razvoju i poboljšanju dosadašnjih praksi lečenja epilepsije, ukazujući na neophodnost snažnijeg na- glaska na psihosocijalnim problemima, podjednako u dijagnostici kao i tret- manu, da bi se obezbedio holistički, sveobuhvatan tretman i zbrinjavanje pacijenata., There is a growing interest in the characteristics of social cognition in people with epilepsy, due to the multiple effects that epilepsy has on the psychosocial adaptation and quality of life of the patient, despite increasingly advanced medical treatment, and because epilepsy itself represents a suitable paradigm for elucidation of the cognitive processes underlying social behavior.
The paper provides a brief overview of research on social cognition in people with temporal lobe epilepsy (TLE), the most prevalent type of epilepsy found in adults, with a focus on the components of this function that attract the most attention in the literature. In general, patients show deficits in various (affective and cognitive) Theory of Mind tasks. Emotion recognition deficits are common in patients with TLE and widespread across negative emotions, as well as deficits in cognitive empathy.
Findings that overall suggest a certain degree of impairment of social cognition in patients with TLE can contribute to a deeper understanding of the socio-emotional difficulties they face in everyday life. In this sense, research on social cognition gives rise to the development and improvement of current epilepsy treatment practices, indicating the necessity of a stronger emphasis on psychosocial problems, in both diagnosis and treatment, in order to ensure holistic, comprehensive patient care.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine",
title = "Deficiti socijalne kognicije kod osoba sa epilepsijom temporalnog režnja, Deficits in social cognition in adults with temporal lobe epilepsy",
pages = "100-93",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4955"
}

Lalatović, S., Krstić, N.,& Milovanović, M.. (2022). Deficiti socijalne kognicije kod osoba sa epilepsijom temporalnog režnja. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)., 93-100.
https://hdl.handle.net/21.15107/rcub_rfasper_4955

Lalatović S, Krstić N, Milovanović M. Deficiti socijalne kognicije kod osoba sa epilepsijom temporalnog režnja. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine. 2022;:93-100.
https://hdl.handle.net/21.15107/rcub_rfasper_4955 .

Lalatović, Staša, Krstić, Nadežda, Milovanović, Maja, "Deficiti socijalne kognicije kod osoba sa epilepsijom temporalnog režnja" in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine (2022):93-100,
https://hdl.handle.net/21.15107/rcub_rfasper_4955 .

TY  - CONF
AU  - Lalatović, Staša
AU  - SavićParojčić, Aleksandra
AU  - Mentus-Kandić, Tatjana
AU  - Krstić, Nadežda
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3772
AB  - Uvod: Način na koji osobe sa epilepsijom percipiraju svoje porodice igra važnu ulogu u celokupnom toku epilepsije.
Cilj: Primarni cilj istraživanja bio je ispitati kako osobe sa epilepsijom opažaju funkcionisanje svojih porodica. Detaljnije, ispitivala se povezanost dužine tra- janja simptoma i porodičnih skala.
Metod: Uzorak su činila 22 pacijenta sa epileptičnim napadima. Radi dobijanja neophodnih podataka korišćena je modifikovana lista sociodemografskih poda- taka koja je sastavni deo upitnika FACES IV i Mek Masterov upitnik za proce- nu porodice (McMaster Family Assesment Device; FAD). FAD sadrži 60 pitanja, podeljenih u sedam skala: Rešavanje problema, Komunikacija, Uloge, Afektivna responzivnost, Afektivno uključivanje, Kontrola ponašanja i Opšte funkcionisanje.
Rezultati: Utvrđeno je da osobe sa epilepsijom opažaju porodično funkcionisa- nje kao disfunkcionalno na dimenziji Kontrola ponašanja (AS=2,08; SD=0,34; cut off skor=1,90). Muškarci percipiraju porodično funkcionisanje kao više disfunkcionalno u odnosu na žene na dve dimenzije porodičnog funkcionisa- nja – Komunikacija [t(20)=2,18; p<0,05; d=0,93] i Uloge [t(20)=2,77; p<0,05; d=1,18]. Pacijenti koji i dalje žive u primarnoj porodici percipiraju porodično funkcionisanje kao više disfunkcionalno na dimenziji Komunikacija, u odnosu na one koji su se odvojili od primarne porodice [t(20)=2,18; p<0,05; d=0,93].
Rezultati regresione analize pokazuju da skale Rešavanje problema, Afektivna responzivnost i Opšte funkcionisanje objašnjavaju 34,7% varijanse dužine tra- janja epileptičnih napada [R²=0,35; F(3,18)=3,19; p<0,05].
Zaključak: Istraživanje ističe značaj porodičnih varijabli  i  specifičnosti istih kod osoba sa epilepsijom, kao i važnost uključivanja cele porodice u proces lečenja pacijenta.
AB  - Introduction: The way people with epilepsy perceive their families plays an important role in the overall course of epilepsy.
Aim: The primary goal of the study was to examine how people with epilepsy perceive the functioning of their families. The relationship between symptom duration and family scales was examined in more detail.
Method: The sample consisted of 22 patients with epileptic seizures. To obtain the necessary data, a modified list of socio-demographic data was used, which is an integral part of the FACES IV questionnaire and the McMaster Family Assessment Device. The Family Assessment Device contains 60 questions, divided into seven scales: Problem Solving, Communication, Roles, Affective Responsibility, Affective Involvement, Behaviour Control, and General Functioning.
Results: It was found that people with epilepsy perceived family functioning as dysfunctional on the Behaviour Control dimension (M=2.08; SD=.34; cut off score=1.90). Men perceived family functioning as more dysfunctional than women in two dimensions of family functioning – Communication [t(20)=2.18; p<.05; d=.93] and Roles [t(20)=2.77, p<.05, d=1.18].Patients still living in the primary family perceived family functioning as more dysfunctional in the Communication dimension, compared to those who separated from the primary family [t(20)=2.18; p<.05; d=.93]. The results of regression analysis show that the scales Problem Solving, Affective Responsiveness and General Functioning explain 34.7% of the variance in the duration of epileptic seizures [R²=.35; F(3,18) =3.19; p<.05].
Conclusion: The research emphasizes the importance of family variables and their specificity in people with epilepsy, as well as the importance of including the whole family in the process of treating the patient.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom
T1  - Exploring aspects of family functioning in subjects with epilepsy
EP  - 82
SP  - 75
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3772
ER  - 

@conference{
author = "Lalatović, Staša and SavićParojčić, Aleksandra and Mentus-Kandić, Tatjana and Krstić, Nadežda",
year = "2021",
abstract = "Uvod: Način na koji osobe sa epilepsijom percipiraju svoje porodice igra važnu ulogu u celokupnom toku epilepsije.
Cilj: Primarni cilj istraživanja bio je ispitati kako osobe sa epilepsijom opažaju funkcionisanje svojih porodica. Detaljnije, ispitivala se povezanost dužine tra- janja simptoma i porodičnih skala.
Metod: Uzorak su činila 22 pacijenta sa epileptičnim napadima. Radi dobijanja neophodnih podataka korišćena je modifikovana lista sociodemografskih poda- taka koja je sastavni deo upitnika FACES IV i Mek Masterov upitnik za proce- nu porodice (McMaster Family Assesment Device; FAD). FAD sadrži 60 pitanja, podeljenih u sedam skala: Rešavanje problema, Komunikacija, Uloge, Afektivna responzivnost, Afektivno uključivanje, Kontrola ponašanja i Opšte funkcionisanje.
Rezultati: Utvrđeno je da osobe sa epilepsijom opažaju porodično funkcionisa- nje kao disfunkcionalno na dimenziji Kontrola ponašanja (AS=2,08; SD=0,34; cut off skor=1,90). Muškarci percipiraju porodično funkcionisanje kao više disfunkcionalno u odnosu na žene na dve dimenzije porodičnog funkcionisa- nja – Komunikacija [t(20)=2,18; p<0,05; d=0,93] i Uloge [t(20)=2,77; p<0,05; d=1,18]. Pacijenti koji i dalje žive u primarnoj porodici percipiraju porodično funkcionisanje kao više disfunkcionalno na dimenziji Komunikacija, u odnosu na one koji su se odvojili od primarne porodice [t(20)=2,18; p<0,05; d=0,93].
Rezultati regresione analize pokazuju da skale Rešavanje problema, Afektivna responzivnost i Opšte funkcionisanje objašnjavaju 34,7% varijanse dužine tra- janja epileptičnih napada [R²=0,35; F(3,18)=3,19; p<0,05].
Zaključak: Istraživanje ističe značaj porodičnih varijabli  i  specifičnosti istih kod osoba sa epilepsijom, kao i važnost uključivanja cele porodice u proces lečenja pacijenta., Introduction: The way people with epilepsy perceive their families plays an important role in the overall course of epilepsy.
Aim: The primary goal of the study was to examine how people with epilepsy perceive the functioning of their families. The relationship between symptom duration and family scales was examined in more detail.
Method: The sample consisted of 22 patients with epileptic seizures. To obtain the necessary data, a modified list of socio-demographic data was used, which is an integral part of the FACES IV questionnaire and the McMaster Family Assessment Device. The Family Assessment Device contains 60 questions, divided into seven scales: Problem Solving, Communication, Roles, Affective Responsibility, Affective Involvement, Behaviour Control, and General Functioning.
Results: It was found that people with epilepsy perceived family functioning as dysfunctional on the Behaviour Control dimension (M=2.08; SD=.34; cut off score=1.90). Men perceived family functioning as more dysfunctional than women in two dimensions of family functioning – Communication [t(20)=2.18; p<.05; d=.93] and Roles [t(20)=2.77, p<.05, d=1.18].Patients still living in the primary family perceived family functioning as more dysfunctional in the Communication dimension, compared to those who separated from the primary family [t(20)=2.18; p<.05; d=.93]. The results of regression analysis show that the scales Problem Solving, Affective Responsiveness and General Functioning explain 34.7% of the variance in the duration of epileptic seizures [R²=.35; F(3,18) =3.19; p<.05].
Conclusion: The research emphasizes the importance of family variables and their specificity in people with epilepsy, as well as the importance of including the whole family in the process of treating the patient.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom, Exploring aspects of family functioning in subjects with epilepsy",
pages = "82-75",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3772"
}

Lalatović, S., SavićParojčić, A., Mentus-Kandić, T.,& Krstić, N.. (2021). Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom. 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., 75-82.
https://hdl.handle.net/21.15107/rcub_rfasper_3772

Lalatović S, SavićParojčić A, Mentus-Kandić T, Krstić N. Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:75-82.
https://hdl.handle.net/21.15107/rcub_rfasper_3772 .

Lalatović, Staša, SavićParojčić, Aleksandra, Mentus-Kandić, Tatjana, Krstić, Nadežda, "Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom" in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):75-82,
https://hdl.handle.net/21.15107/rcub_rfasper_3772 .

TY  - CONF
AU  - Lalatović, Staša
AU  - Savić Parojčić, Aleksandra
AU  - Mentus Kandić, Tatjana
AU  - Krstić, Nadežda
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3606
AB  - Uvod: Način na koji osobe sa epilepsijom percipiraju svoje porodice igra važnu ulogu u celokupnom toku epilepsije.
Cilj: Primarni cilj istraživanja bio je ispitati kako osobe sa epilepsijom opažaju funkcionisanje svojih porodica. Detaljnije, ispitivala se povezanost dužine trajanja simptoma i porodičnih skala.
Metod: Uzorak su činila 22 pacijenta sa epileptičnim napadima. Radi dobijanja neophodnih podataka korišćena je modifikovana lista sociodemografskih podataka koja je sastavni deo upitnika FACES IV i Mek Masterov upitnik za procenu porodice (McMaster Family Assesment Device; FAD). FAD sadrži 60 pitanja, podeljenih u sedam skala: Rešavanje problema, Komunikacija, Uloge, Afektivna responzivnost, Afektivno uključivanje, Kontrola ponašanja i Opšte funkcionisanje.
Rezultati: Utvrđeno je da osobe sa epilepsijom opažaju porodično funkcionisanje kao disfunkcionalno na dimenziji Kontrola ponašanja (AS=2,08; SD=0,34; cut off skor=1,90). Muškarci percipiraju porodično funkcionisanje kao više disfunkcionalno u odnosu na žene na dve dimenzije porodičnog funkcionisanja – Komunikacija [t(20)=2,18; p<0,05; d=0,93] i Uloge [t(20)=2,77; p<0,05; d=1,18]. Pacijenti koji i dalje žive u primarnoj porodici percipiraju porodično funkcionisanje kao više disfunkcionalno na dimenziji Komunikacija, u odnosu na one koji su se odvojili od primarne porodice [t(20)=2,18; p<,05; d=0,93]. Rezultati regresione analize pokazuju da skale Rešavanje problema, Afektivna responzivnost i Opšte funkcionisanje objašnjavaju 34,7% varijanse dužine trajanja epileptičnih napada [R²=0,35; F(3,18)=3,19; p<0,05].
Zaključak: Istraživanje ističe značaj porodičnih varijabli i specifičnosti istih kod osoba sa epilepsijom, kao i važnost uključivanja cele porodice u proces lečenja pacijenta.
AB  - Introduction: The way people with epilepsy perceive their families plays an important role in the overall course of epilepsy.
Aim: The primary goal of the study was to examine how people with epilepsy perceive the functioning of their families. The relationship between symptom duration and family scales was examined in more detail.
Method: The sample consisted of 22 patients with epileptic seizures.
To obtain the necessary data, a modified list of socio-demographic data was used, which is an integral part of the FACES IV questionnaire and the McMaster Family Assessment Device. The Family Assessment Device contains 60 questions, divided into seven scales: Problem Solving, Communication, Roles, Affective Responsibility, Affective Involvement, Behaviour Control, and General Functioning.
Results: It was found that people with epilepsy perceived family functioning as dysfunctional on the Behaviour Control dimension (M=2.08; SD=.34; cut off score=1.90). Men perceived family functioning as more dysfunctional than women in two dimensions of family functioning – Communication [t(20)=2.18; p<.05; d=.93] and Roles [t(20)=2.77, p<.05, d=1.18]. Patients still living in the primary family perceived family functioning as more dysfunctional in the Communication dimension, compared to those who separated from the primary family [t(20)=2.18; p<.05; d=.93]. The results of regression analysis show that the scales Problem Solving, Affective Responsiveness and General Functioning explain 34.7% of the variance in the duration of epileptic seizures [R²=.35; F(3,18) =3.19; p<.05].
Conclusion: The research emphasizes the importance of family variables and their specificity in people with epilepsy, as well as the importance of including the whole family in the process of treating the patient.
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  - Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom
T1  - Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa
Epilepsijom
EP  - 37
SP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3606
ER  - 

@conference{
author = "Lalatović, Staša and Savić Parojčić, Aleksandra and Mentus Kandić, Tatjana and Krstić, Nadežda",
year = "2021",
abstract = "Uvod: Način na koji osobe sa epilepsijom percipiraju svoje porodice igra važnu ulogu u celokupnom toku epilepsije.
Cilj: Primarni cilj istraživanja bio je ispitati kako osobe sa epilepsijom opažaju funkcionisanje svojih porodica. Detaljnije, ispitivala se povezanost dužine trajanja simptoma i porodičnih skala.
Metod: Uzorak su činila 22 pacijenta sa epileptičnim napadima. Radi dobijanja neophodnih podataka korišćena je modifikovana lista sociodemografskih podataka koja je sastavni deo upitnika FACES IV i Mek Masterov upitnik za procenu porodice (McMaster Family Assesment Device; FAD). FAD sadrži 60 pitanja, podeljenih u sedam skala: Rešavanje problema, Komunikacija, Uloge, Afektivna responzivnost, Afektivno uključivanje, Kontrola ponašanja i Opšte funkcionisanje.
Rezultati: Utvrđeno je da osobe sa epilepsijom opažaju porodično funkcionisanje kao disfunkcionalno na dimenziji Kontrola ponašanja (AS=2,08; SD=0,34; cut off skor=1,90). Muškarci percipiraju porodično funkcionisanje kao više disfunkcionalno u odnosu na žene na dve dimenzije porodičnog funkcionisanja – Komunikacija [t(20)=2,18; p<0,05; d=0,93] i Uloge [t(20)=2,77; p<0,05; d=1,18]. Pacijenti koji i dalje žive u primarnoj porodici percipiraju porodično funkcionisanje kao više disfunkcionalno na dimenziji Komunikacija, u odnosu na one koji su se odvojili od primarne porodice [t(20)=2,18; p<,05; d=0,93]. Rezultati regresione analize pokazuju da skale Rešavanje problema, Afektivna responzivnost i Opšte funkcionisanje objašnjavaju 34,7% varijanse dužine trajanja epileptičnih napada [R²=0,35; F(3,18)=3,19; p<0,05].
Zaključak: Istraživanje ističe značaj porodičnih varijabli i specifičnosti istih kod osoba sa epilepsijom, kao i važnost uključivanja cele porodice u proces lečenja pacijenta., Introduction: The way people with epilepsy perceive their families plays an important role in the overall course of epilepsy.
Aim: The primary goal of the study was to examine how people with epilepsy perceive the functioning of their families. The relationship between symptom duration and family scales was examined in more detail.
Method: The sample consisted of 22 patients with epileptic seizures.
To obtain the necessary data, a modified list of socio-demographic data was used, which is an integral part of the FACES IV questionnaire and the McMaster Family Assessment Device. The Family Assessment Device contains 60 questions, divided into seven scales: Problem Solving, Communication, Roles, Affective Responsibility, Affective Involvement, Behaviour Control, and General Functioning.
Results: It was found that people with epilepsy perceived family functioning as dysfunctional on the Behaviour Control dimension (M=2.08; SD=.34; cut off score=1.90). Men perceived family functioning as more dysfunctional than women in two dimensions of family functioning – Communication [t(20)=2.18; p<.05; d=.93] and Roles [t(20)=2.77, p<.05, d=1.18]. Patients still living in the primary family perceived family functioning as more dysfunctional in the Communication dimension, compared to those who separated from the primary family [t(20)=2.18; p<.05; d=.93]. The results of regression analysis show that the scales Problem Solving, Affective Responsiveness and General Functioning explain 34.7% of the variance in the duration of epileptic seizures [R²=.35; F(3,18) =3.19; p<.05].
Conclusion: The research emphasizes the importance of family variables and their specificity in people with epilepsy, as well as the importance of including the whole family in the process of treating the patient.",
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 = "Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom, Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa
Epilepsijom",
pages = "37-36",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3606"
}

Lalatović, S., Savić Parojčić, A., Mentus Kandić, T.,& Krstić, N.. (2021). Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom. 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., 36-37.
https://hdl.handle.net/21.15107/rcub_rfasper_3606

Lalatović S, Savić Parojčić A, Mentus Kandić T, Krstić N. Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:36-37.
https://hdl.handle.net/21.15107/rcub_rfasper_3606 .

Lalatović, Staša, Savić Parojčić, Aleksandra, Mentus Kandić, Tatjana, Krstić, Nadežda, "Ispitivanje aspekata porodičnog funkcionisanja kod osoba sa epilepsijom" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):36-37,
https://hdl.handle.net/21.15107/rcub_rfasper_3606 .

TY  - JOUR
AU  - Vuković, Mile
AU  - Sukur, Željana
AU  - Krstić, Nadežda
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1131
AB  - Self-perception of one's own communicative ability - observed in the context of providing socialization/activity, self-confidence in communication and achievement of individual roles - and quality of life were examined by appropriate instruments (Quality of Communication Life Scale - ASHA QCL and Quality of Life Inventory - QOLI). The sample consisted of 60 persons with aphasia resulting from vascular insults, in a period between two and twenty months after a stroke. As a group, participants with aphasia showed a relatively low evaluation of their own communicative abilities regardless of the domain of manifestation, as well as the type of aphasia. The level of evaluation of one's own quality of life proved to be in a moderate and positive relation with the quality of communication life, suggesting that the quality of communication could be a constant, significant, though not exclusive, variable that defines the quality of life in this population. The severity of aphasia emerged as an important factor of self-perception of the quality of communication life, but also of the overall life satisfaction, which was not shown for the type of language disorder observed by fluency.
AB  - Radi boljeg razumevanja odnosa kvaliteta komunikativnog života i doživljaja sopstvenog blagostanja, kao i povezanosti ovih konstrukata sa tipom i težinom afazičkog poremećaja, kod 60 osoba s afazijom, u periodu između dva i dvadeset meseci nakon cerebrovaskularnog insulta, ispitivani su samopercepcija sopstvene komunikativne sposobnosti (posmatrane u kontekstu obezbeđivanja socijalizacije/ aktivnosti, samopouzdanja u komunikaciji i ostvarivanja pojedinačnih uloga) i kvalitet života. U ispitivanju su primenjeni Skala za merenje kvaliteta komunikativnog života (Quality of Communication Life Scale - ASHA QCL) i Inventar kvaliteta života (Quality of Life Inventory - QOLI). Ispitanici s afazijom su, kao grupa, pokazali srazmerno nisko vrednovanje sopstvenih komunikacionih sposobnosti bez obzira na domen ispoljavanja, kao i tip afazije. Nivo vrednovanja sopstvenog kvaliteta života pokazao se umereno pozitivno povezanim s doživljajem kvaliteta komunikativnog života, sugerišući da bi kvalitet komunikacije mogao biti stalna, značajna, mada ne i isključiva varijabla koja definiše kvalitet života u ovoj populaciji. Težina afazije se izdvojila kao bitan faktor samopercepcije kvaliteta komunikativnog života, ali i ukupnog zadovoljstva životom, što se nije pokazalo i za tip jezičkog poremećaja posmatran po osi fluentnosti.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - The relation between communication quality and life satisfaction in persons with aphasia
T1  - Odnos kvaliteta komunikacije i zadovoljstva životom kod osoba sa afazijom
EP  - 361
IS  - 3
SP  - 335
VL  - 17
DO  - 10.5937/specedreh17-17298
ER  - 

@article{
author = "Vuković, Mile and Sukur, Željana and Krstić, Nadežda",
year = "2018",
abstract = "Self-perception of one's own communicative ability - observed in the context of providing socialization/activity, self-confidence in communication and achievement of individual roles - and quality of life were examined by appropriate instruments (Quality of Communication Life Scale - ASHA QCL and Quality of Life Inventory - QOLI). The sample consisted of 60 persons with aphasia resulting from vascular insults, in a period between two and twenty months after a stroke. As a group, participants with aphasia showed a relatively low evaluation of their own communicative abilities regardless of the domain of manifestation, as well as the type of aphasia. The level of evaluation of one's own quality of life proved to be in a moderate and positive relation with the quality of communication life, suggesting that the quality of communication could be a constant, significant, though not exclusive, variable that defines the quality of life in this population. The severity of aphasia emerged as an important factor of self-perception of the quality of communication life, but also of the overall life satisfaction, which was not shown for the type of language disorder observed by fluency., Radi boljeg razumevanja odnosa kvaliteta komunikativnog života i doživljaja sopstvenog blagostanja, kao i povezanosti ovih konstrukata sa tipom i težinom afazičkog poremećaja, kod 60 osoba s afazijom, u periodu između dva i dvadeset meseci nakon cerebrovaskularnog insulta, ispitivani su samopercepcija sopstvene komunikativne sposobnosti (posmatrane u kontekstu obezbeđivanja socijalizacije/ aktivnosti, samopouzdanja u komunikaciji i ostvarivanja pojedinačnih uloga) i kvalitet života. U ispitivanju su primenjeni Skala za merenje kvaliteta komunikativnog života (Quality of Communication Life Scale - ASHA QCL) i Inventar kvaliteta života (Quality of Life Inventory - QOLI). Ispitanici s afazijom su, kao grupa, pokazali srazmerno nisko vrednovanje sopstvenih komunikacionih sposobnosti bez obzira na domen ispoljavanja, kao i tip afazije. Nivo vrednovanja sopstvenog kvaliteta života pokazao se umereno pozitivno povezanim s doživljajem kvaliteta komunikativnog života, sugerišući da bi kvalitet komunikacije mogao biti stalna, značajna, mada ne i isključiva varijabla koja definiše kvalitet života u ovoj populaciji. Težina afazije se izdvojila kao bitan faktor samopercepcije kvaliteta komunikativnog života, ali i ukupnog zadovoljstva životom, što se nije pokazalo i za tip jezičkog poremećaja posmatran po osi fluentnosti.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "The relation between communication quality and life satisfaction in persons with aphasia, Odnos kvaliteta komunikacije i zadovoljstva životom kod osoba sa afazijom",
pages = "361-335",
number = "3",
volume = "17",
doi = "10.5937/specedreh17-17298"
}

Vuković, M., Sukur, Ž.,& Krstić, N.. (2018). The relation between communication quality and life satisfaction in persons with aphasia. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(3), 335-361.
https://doi.org/10.5937/specedreh17-17298

Vuković M, Sukur Ž, Krstić N. The relation between communication quality and life satisfaction in persons with aphasia. in Specijalna edukacija i rehabilitacija. 2018;17(3):335-361.
doi:10.5937/specedreh17-17298 .

Vuković, Mile, Sukur, Željana, Krstić, Nadežda, "The relation between communication quality and life satisfaction in persons with aphasia" in Specijalna edukacija i rehabilitacija, 17, no. 3 (2018):335-361,
https://doi.org/10.5937/specedreh17-17298 . .

TY  - CONF
AU  - Ostojić-Zeljković, Sanja
AU  - Mirić, Danica
AU  - Krstić, Nadežda
AU  - Mikić, Branka
AU  - Nikolić, Mina
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2692
C3  - Zbornik 8. međunarodne konferencije
T1  - Usvojenost gramatičkih struktura kod bimodalno amplifikovane dece
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2692
ER  - 

@conference{
author = "Ostojić-Zeljković, Sanja and Mirić, Danica and Krstić, Nadežda and Mikić, Branka and Nikolić, Mina",
year = "2017",
journal = "Zbornik 8. međunarodne konferencije",
title = "Usvojenost gramatičkih struktura kod bimodalno amplifikovane dece",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2692"
}

Ostojić-Zeljković, S., Mirić, D., Krstić, N., Mikić, B.,& Nikolić, M.. (2017). Usvojenost gramatičkih struktura kod bimodalno amplifikovane dece. in Zbornik 8. međunarodne konferencije.
https://hdl.handle.net/21.15107/rcub_rfasper_2692

Ostojić-Zeljković S, Mirić D, Krstić N, Mikić B, Nikolić M. Usvojenost gramatičkih struktura kod bimodalno amplifikovane dece. in Zbornik 8. međunarodne konferencije. 2017;.
https://hdl.handle.net/21.15107/rcub_rfasper_2692 .

Ostojić-Zeljković, Sanja, Mirić, Danica, Krstić, Nadežda, Mikić, Branka, Nikolić, Mina, "Usvojenost gramatičkih struktura kod bimodalno amplifikovane dece" in Zbornik 8. međunarodne konferencije (2017),
https://hdl.handle.net/21.15107/rcub_rfasper_2692 .

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

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

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

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

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

TY  - CONF
AU  - Ostojić-Zeljković, Sanja
AU  - Mirić, Danica
AU  - Krstić, Nadežda
AU  - Mikić, Branka
AU  - Jotić, Ana
AU  - Nikolić, Mina
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2410
C3  - Hearing Across the Lifespan 2016 abstract book
T1  - Comprehension of grammar forms in cochlear implanted children
EP  - 136
SP  - 135
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2410
ER  - 

@conference{
author = "Ostojić-Zeljković, Sanja and Mirić, Danica and Krstić, Nadežda and Mikić, Branka and Jotić, Ana and Nikolić, Mina",
year = "2016",
journal = "Hearing Across the Lifespan 2016 abstract book",
title = "Comprehension of grammar forms in cochlear implanted children",
pages = "136-135",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2410"
}

Ostojić-Zeljković, S., Mirić, D., Krstić, N., Mikić, B., Jotić, A.,& Nikolić, M.. (2016). Comprehension of grammar forms in cochlear implanted children. in Hearing Across the Lifespan 2016 abstract book, 135-136.
https://hdl.handle.net/21.15107/rcub_rfasper_2410

Ostojić-Zeljković S, Mirić D, Krstić N, Mikić B, Jotić A, Nikolić M. Comprehension of grammar forms in cochlear implanted children. in Hearing Across the Lifespan 2016 abstract book. 2016;:135-136.
https://hdl.handle.net/21.15107/rcub_rfasper_2410 .

Ostojić-Zeljković, Sanja, Mirić, Danica, Krstić, Nadežda, Mikić, Branka, Jotić, Ana, Nikolić, Mina, "Comprehension of grammar forms in cochlear implanted children" in Hearing Across the Lifespan 2016 abstract book (2016):135-136,
https://hdl.handle.net/21.15107/rcub_rfasper_2410 .

TY  - CONF
AU  - Krstić, Nadežda
AU  - Vuković, Mile
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4296
AB  - Desetoro dece sa razvojnim jezičkim poremećajem (RJP) i ujednačena
grupa dece tipičnog razvoja uzrasta 4;8 do 8;7 godina učestvovali su u ispitivanju
zadatkom produkcije objektnih klitičkih zamenica i TROGom, adaptiranim za
srpski jezik, sa logikom da bi ova morfosintaktička forma mogla biti posebno
vulnerabilna u srpskom, kao što to pokazuje prethodna evidencija kroslingvističkih
istraživanja u drugim jezicima.
Preliminarna analiza sugeriše relativnu vulnerabilnost i klitičke produkcije
i razumevanja kod RJP, ali takođe i obilje drugačijih teškoća u snalaženju sa
maternjim jezikom. U ovoj fazi istraživanja, fokus diskusije zadržan je na
metodološkim prednostima i nedostacima odabranih postupaka, kao i na koracima
koje je potrebno preduzeti u daljoj analizi, na proširenom uzorku.
AB  - An object clitic production elicitation task and TROG, adapted for Serbian,
were implemented in testing 10 children with specific language impairments (SLI)
and 10 typically developing children, from 4.8 to 6.7 yrs. old, with the rationale
that this morphosyntactic structure might be especially vulnerable in Serbian, as
was shown by previous cross-linguistic research for a number of other languages.
Preliminary analysis suggests relative vulnerability of clitics in both respects
(production and reception) in SLI, and more extensive difficulties in handling
broader aspects of L1 grammar as well. Considering the current stage of our
research, the data are discussed primarily in the context of methodological assets
and limitations, focusing on further steps of data analysis in an extended sample.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
T1  - Produkcija i razumevanje klitičkih zamenica kod dece sa razvojnim jezičkim poremećajem: preliminarni izveštaj
T1  - Production and comprehension of clitic pronouns in children with specific language impairments: a preliminary report
EP  - 473
SP  - 449
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4296
ER  - 

@conference{
author = "Krstić, Nadežda and Vuković, Mile",
year = "2013",
abstract = "Desetoro dece sa razvojnim jezičkim poremećajem (RJP) i ujednačena
grupa dece tipičnog razvoja uzrasta 4;8 do 8;7 godina učestvovali su u ispitivanju
zadatkom produkcije objektnih klitičkih zamenica i TROGom, adaptiranim za
srpski jezik, sa logikom da bi ova morfosintaktička forma mogla biti posebno
vulnerabilna u srpskom, kao što to pokazuje prethodna evidencija kroslingvističkih
istraživanja u drugim jezicima.
Preliminarna analiza sugeriše relativnu vulnerabilnost i klitičke produkcije
i razumevanja kod RJP, ali takođe i obilje drugačijih teškoća u snalaženju sa
maternjim jezikom. U ovoj fazi istraživanja, fokus diskusije zadržan je na
metodološkim prednostima i nedostacima odabranih postupaka, kao i na koracima
koje je potrebno preduzeti u daljoj analizi, na proširenom uzorku., An object clitic production elicitation task and TROG, adapted for Serbian,
were implemented in testing 10 children with specific language impairments (SLI)
and 10 typically developing children, from 4.8 to 6.7 yrs. old, with the rationale
that this morphosyntactic structure might be especially vulnerable in Serbian, as
was shown by previous cross-linguistic research for a number of other languages.
Preliminary analysis suggests relative vulnerability of clitics in both respects
(production and reception) in SLI, and more extensive difficulties in handling
broader aspects of L1 grammar as well. Considering the current stage of our
research, the data are discussed primarily in the context of methodological assets
and limitations, focusing on further steps of data analysis in an extended sample.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013",
title = "Produkcija i razumevanje klitičkih zamenica kod dece sa razvojnim jezičkim poremećajem: preliminarni izveštaj, Production and comprehension of clitic pronouns in children with specific language impairments: a preliminary report",
pages = "473-449",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4296"
}

Krstić, N.,& Vuković, M.. (2013). Produkcija i razumevanje klitičkih zamenica kod dece sa razvojnim jezičkim poremećajem: preliminarni izveštaj. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 449-473.
https://hdl.handle.net/21.15107/rcub_rfasper_4296

Krstić N, Vuković M. Produkcija i razumevanje klitičkih zamenica kod dece sa razvojnim jezičkim poremećajem: preliminarni izveštaj. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013. 2013;:449-473.
https://hdl.handle.net/21.15107/rcub_rfasper_4296 .

Krstić, Nadežda, Vuković, Mile, "Produkcija i razumevanje klitičkih zamenica kod dece sa razvojnim jezičkim poremećajem: preliminarni izveštaj" in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013 (2013):449-473,
https://hdl.handle.net/21.15107/rcub_rfasper_4296 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Krstić, Nadežda
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/271
AB  - Na temelju kritičkog iščitavanja literature iz oblasti razvojne neuropsihologije i neuronauka, u ovom radu se raspravlja o ključnim pitanjima koja povezuju psihologiju i neurobiološki orijentisane nauke. Rasprava o procesima, mehanizmima i zakonitostima razvoja i kognitivnog funkcionisanja relevantna je između ostalog, i kao kategorijalni teorijski okvir za različite pristupe u savremenoj specijalnoj edukaciji i rehabilitaciji. .
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Od atipičnog sazrevanja do opštih principa kognitivnog rasta i nazad - šta nam govori neurorazvojni pristup?
EP  - 67
IS  - 1-2
SP  - 51
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_271
ER  - 

@article{
author = "Krstić, Nadežda",
year = "2009",
abstract = "Na temelju kritičkog iščitavanja literature iz oblasti razvojne neuropsihologije i neuronauka, u ovom radu se raspravlja o ključnim pitanjima koja povezuju psihologiju i neurobiološki orijentisane nauke. Rasprava o procesima, mehanizmima i zakonitostima razvoja i kognitivnog funkcionisanja relevantna je između ostalog, i kao kategorijalni teorijski okvir za različite pristupe u savremenoj specijalnoj edukaciji i rehabilitaciji. .",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Od atipičnog sazrevanja do opštih principa kognitivnog rasta i nazad - šta nam govori neurorazvojni pristup?",
pages = "67-51",
number = "1-2",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_271"
}

Krstić, N.. (2009). Od atipičnog sazrevanja do opštih principa kognitivnog rasta i nazad - šta nam govori neurorazvojni pristup?. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(1-2), 51-67.
https://hdl.handle.net/21.15107/rcub_rfasper_271

Krstić N. Od atipičnog sazrevanja do opštih principa kognitivnog rasta i nazad - šta nam govori neurorazvojni pristup?. in Specijalna edukacija i rehabilitacija. 2009;(1-2):51-67.
https://hdl.handle.net/21.15107/rcub_rfasper_271 .

Krstić, Nadežda, "Od atipičnog sazrevanja do opštih principa kognitivnog rasta i nazad - šta nam govori neurorazvojni pristup?" in Specijalna edukacija i rehabilitacija, no. 1-2 (2009):51-67,
https://hdl.handle.net/21.15107/rcub_rfasper_271 .

TY  - CONF
AU  - Povše-Ivkić, Violica
AU  - Radojković, Ana
AU  - Krstić, Nadežda
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4452
AB  - Reedukativni tretman dece sa razvojnom disleksijom je zasnovan
na teorijskoj pretpostavci da se specifični poremećaj čitanja, kao jedan
od oblika razvojne disharmonije, izražava ne samo u jednom
izdvojenom domenu ponašanja, već da šire zahvata psihomotornu
organizaciju i gnostičke sposobnosti; kliničko iskustvo u radu sa decom
koja imaju ovaj poremećaj kao i njihovi neuropsihološki profili
sugerišu relativno visoku zastupljenost takvih smetnji. Analiza dvadeset
dijagnostičkih protokola dece uzrasta 9-11 godina sa disleksijom
na redovnom tretmanu reedukacijom psihomotorike, a koji su
obuhvatali opštu defektološku dijagnostiku, testovne procedure za
procenu sposobnosti čitanja i upitnike za roditelje/nastavnike dece sa
problemom čitanja, pokazala je veoma visoku učestalost znakova nedogradjenosti
na nivou psihomotorne organizovanosti tela (>80%),
kod nešto manje od polovine ovog uzorka disgnostičke smetnje, a kod
priblišno iste proporcije dece – probleme emocionalne i bihejvioralne
adaptacije. Tradicionalne metode ispitivanja čitanja obuhvaćene
ovim setom postupaka pokazale su se sposobnim da diskriminišu kliničke
znake različitih formi disleksičnog poremećaja, dok uključivanje
upitnika za roditelje/nastavnike adekvatno dopunjava dijagnostički
postupak i, što je još važnije, uspešno angažuje najvažnije
figure u okolini deteta za uključivanje u postupak intervencije. U tekstu
se dalje diskutuju implikacije ovakvog pristupa za intervenciju
na nivou okruženja kao i stuktuiranje terapeutskog postupka.
AB  - Reeducation of psychomotricity of children with developmental
dyslexia is based on an assumption that specific reading disturbance,
as a form of develomental dysharmony, isn't revealed in an isolated
domain of behaviour only, but comprises, broadly, psychomotor
organization and gnostic abilities as well; clinical experience with
this population and these children’s neuropsychological profiles
suggest relatively high incidence of disturbances of this class. An
analysis of twenty diagnostic protocols of dyslexic children 9-11
years old, all involved in regular reeducative treatment - procedures
encompassing wide-range defectological diagnostics, assessment of
reading abilities and questionnaires for parents/teachers - has
shown signs of immaturity in the sphere of psychomotor organization
in more than 80% of the sample, dysgnostic expression in about 40%
and manifestations of difficulties in emotional and behavioural
adaptation in about the same proportion of children. Traditional
methods of assessment of reading included here have shown to be
capable of differentiating some of the subsets of dyslexic disturbance,
while the inclusion of questionnaires for parents/teachers completed
the diagnostic procedure and, more essentially, adequately engaged
the most important subjects in children’s surrounding for collaboration
in the process of intervention. The implications of such an approach
for integrative and community based intervention are discussed
further.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
T1  - Detekcija razvojne disleksije kod dece mlađeg školskog uzrasta
T1  - Detecting developmental dyslexia in younger school children
EP  - 696
SP  - 685
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4452
ER  - 

@conference{
author = "Povše-Ivkić, Violica and Radojković, Ana and Krstić, Nadežda",
year = "2008",
abstract = "Reedukativni tretman dece sa razvojnom disleksijom je zasnovan
na teorijskoj pretpostavci da se specifični poremećaj čitanja, kao jedan
od oblika razvojne disharmonije, izražava ne samo u jednom
izdvojenom domenu ponašanja, već da šire zahvata psihomotornu
organizaciju i gnostičke sposobnosti; kliničko iskustvo u radu sa decom
koja imaju ovaj poremećaj kao i njihovi neuropsihološki profili
sugerišu relativno visoku zastupljenost takvih smetnji. Analiza dvadeset
dijagnostičkih protokola dece uzrasta 9-11 godina sa disleksijom
na redovnom tretmanu reedukacijom psihomotorike, a koji su
obuhvatali opštu defektološku dijagnostiku, testovne procedure za
procenu sposobnosti čitanja i upitnike za roditelje/nastavnike dece sa
problemom čitanja, pokazala je veoma visoku učestalost znakova nedogradjenosti
na nivou psihomotorne organizovanosti tela (>80%),
kod nešto manje od polovine ovog uzorka disgnostičke smetnje, a kod
priblišno iste proporcije dece – probleme emocionalne i bihejvioralne
adaptacije. Tradicionalne metode ispitivanja čitanja obuhvaćene
ovim setom postupaka pokazale su se sposobnim da diskriminišu kliničke
znake različitih formi disleksičnog poremećaja, dok uključivanje
upitnika za roditelje/nastavnike adekvatno dopunjava dijagnostički
postupak i, što je još važnije, uspešno angažuje najvažnije
figure u okolini deteta za uključivanje u postupak intervencije. U tekstu
se dalje diskutuju implikacije ovakvog pristupa za intervenciju
na nivou okruženja kao i stuktuiranje terapeutskog postupka., Reeducation of psychomotricity of children with developmental
dyslexia is based on an assumption that specific reading disturbance,
as a form of develomental dysharmony, isn't revealed in an isolated
domain of behaviour only, but comprises, broadly, psychomotor
organization and gnostic abilities as well; clinical experience with
this population and these children’s neuropsychological profiles
suggest relatively high incidence of disturbances of this class. An
analysis of twenty diagnostic protocols of dyslexic children 9-11
years old, all involved in regular reeducative treatment - procedures
encompassing wide-range defectological diagnostics, assessment of
reading abilities and questionnaires for parents/teachers - has
shown signs of immaturity in the sphere of psychomotor organization
in more than 80% of the sample, dysgnostic expression in about 40%
and manifestations of difficulties in emotional and behavioural
adaptation in about the same proportion of children. Traditional
methods of assessment of reading included here have shown to be
capable of differentiating some of the subsets of dyslexic disturbance,
while the inclusion of questionnaires for parents/teachers completed
the diagnostic procedure and, more essentially, adequately engaged
the most important subjects in children’s surrounding for collaboration
in the process of intervention. The implications of such an approach
for integrative and community based intervention are discussed
further.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008",
title = "Detekcija razvojne disleksije kod dece mlađeg školskog uzrasta, Detecting developmental dyslexia in younger school children",
pages = "696-685",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4452"
}

Povše-Ivkić, V., Radojković, A.,& Krstić, N.. (2008). Detekcija razvojne disleksije kod dece mlađeg školskog uzrasta. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 685-696.
https://hdl.handle.net/21.15107/rcub_rfasper_4452

Povše-Ivkić V, Radojković A, Krstić N. Detekcija razvojne disleksije kod dece mlađeg školskog uzrasta. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:685-696.
https://hdl.handle.net/21.15107/rcub_rfasper_4452 .

Povše-Ivkić, Violica, Radojković, Ana, Krstić, Nadežda, "Detekcija razvojne disleksije kod dece mlađeg školskog uzrasta" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):685-696,
https://hdl.handle.net/21.15107/rcub_rfasper_4452 .

TY  - BOOK
AU  - Krstić, Nadežda
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4219
AB  - Razvojna neuropsihologija je relativno mlada naučna oblast koja je svoju istinsku autonomiju dobila tek početkom osamdesetih godina XX veka. Ova autonomija ne podrazumeva i pravi početak njenog razvoja, već su njeni koreni mnogo stariji. Skoro stotinu godina istraživačkog rada u psihologiji, psihijatriji i neuronaukama - uključujući tu i klasičnu kliničku neuropsihologiju odraslih - prethodilo je i konačno omogućilo izdvajanje i formulisanje razvojne neuropsihologije u posebnu celinu, specifičnog pristupa u odnosu na discipline iz kojih je potekla.
Jednostavno rečeno, mogli bi smo reći da se razvojna neuropsihologija bavi proučavanjem onih aspekata psihičkih procesa
- koji su vezani za razvojno doba;
- koje smatramo „izmenjenim“ u odnosu na one koje vidimo kao „normalne“ i „tipične“; i
- za koje nalazimo povezanost sa utvrđenom ili pretpostavljenom izmenom moždane strukture i funkcije.
Domen razvojne neuropsihologije možemo najbolje sagledati kada je posmatramo kao interakciju tri fundamentalna pitanja koja ona postavlja:
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Razvojna Neuropsihologija
EP  - 195
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4219
ER  - 

@book{
author = "Krstić, Nadežda",
year = "2008",
abstract = "Razvojna neuropsihologija je relativno mlada naučna oblast koja je svoju istinsku autonomiju dobila tek početkom osamdesetih godina XX veka. Ova autonomija ne podrazumeva i pravi početak njenog razvoja, već su njeni koreni mnogo stariji. Skoro stotinu godina istraživačkog rada u psihologiji, psihijatriji i neuronaukama - uključujući tu i klasičnu kliničku neuropsihologiju odraslih - prethodilo je i konačno omogućilo izdvajanje i formulisanje razvojne neuropsihologije u posebnu celinu, specifičnog pristupa u odnosu na discipline iz kojih je potekla.
Jednostavno rečeno, mogli bi smo reći da se razvojna neuropsihologija bavi proučavanjem onih aspekata psihičkih procesa
- koji su vezani za razvojno doba;
- koje smatramo „izmenjenim“ u odnosu na one koje vidimo kao „normalne“ i „tipične“; i
- za koje nalazimo povezanost sa utvrđenom ili pretpostavljenom izmenom moždane strukture i funkcije.
Domen razvojne neuropsihologije možemo najbolje sagledati kada je posmatramo kao interakciju tri fundamentalna pitanja koja ona postavlja:",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Razvojna Neuropsihologija",
pages = "195-1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4219"
}

Krstić, N.. (2008). Razvojna Neuropsihologija. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 1-195.
https://hdl.handle.net/21.15107/rcub_rfasper_4219

Krstić N. Razvojna Neuropsihologija. 2008;:1-195.
https://hdl.handle.net/21.15107/rcub_rfasper_4219 .

Krstić, Nadežda, "Razvojna Neuropsihologija" (2008):1-195,
https://hdl.handle.net/21.15107/rcub_rfasper_4219 .

TY  - JOUR
AU  - Anđelković, Darinka Č.
AU  - Krstić, Nadežda
AU  - Savić, Maja
AU  - Tošković, Oliver
AU  - Buđevac, Nevena
PY  - 2007
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/143
AB  - In this study we present our adaptation and preliminary standardization of Test for Reception of Grammar TROG (Bishop, 1989) for Serbian language. TROG is a receptive test of grammatical structures, constructed primarily for an assessment of grammatical development and detection of children with Specific Language Impairment (SLI). Due to the lack of standardized tests for language development in our clinical community, TROG is selected for adaptation as a test which includes two components relevant for discrimination of children with language difficulties: a) measure of receptive abilities and b) distinguishing knowledge of grammar from semantic aspect of comprehension. Preliminary standardization was done on a sample of 335 participants between 4 and 7 years of age, divided into 8 age subsamples. Since dynamic of language change at early ages is faster, age samples covered range of 3 months at the ages 4;0-4;2, 4;3-4;5, 4;6-4;8, 4;9-4;11, and range of 6 months at the ages 5;0-5;5, 5;6-5;11, 6;00-6;05, 6;06-6;11. Analyses have revealed that the first version of Serbian TROG is discriminative for the differences between age samples, but discrimination is smaller then it was expected. The test discriminates three age-samples (4;0-4;8, 4;9-5;5, and 5;6-6;11). It is easier for the children older then 5 years, which causes statistical significance of discrimination to tilt within a narrow margin around 0,05. Reliability of the whole instrument is estimated very high - between 0,86 and 0,91, depending on the method of estimation. However, reliability estimated for particular blocks (grammatical structure) revealed that internal consistency of blocks is not homogeneous. This finding prevents reliable estimation of competence for particular structures, and makes difficult to define which contrast is understood by a child and which is not. Furthermore, internal inconsistency of blocks may also be additional source of low discrimination of test for children older then 5. Further improvement of test, balancing of items and inclusion of additional grammatical structures in order to get a wider range of age discrimination is required. This will be done in future research.
AB  - U ovom radu iznosimo opis adaptacije i rezultate probne standardizacije britanskog Testa razumevanja gramatike (TROG) za srpski jezik. TROG je receptivni test gramatičkih kontrasta, konstruisan za procenu gramatičkog razvoja i otkrivanje specifičnog jezičkog poremećaja (SLI) kod dece (Bishop, 1989). Test pokriva dve komponente važne za diskriminaciju dece sa teškoćama u govornom razvoju: a. meri receptivnu funkciju govora i b. meri poznavanje gramatičkih struktura. Probna standardizacija rađena je na uzorku od 335 ispitanika uzrasta između 4 i 7 godina, podeljenih u 8 uzrasnih segmenata. Analize su pokazale da je prva probna verzija testa diskriminativna za razlike među uzrastima, ali da je diskriminativnost "grublja" od očekivane. Pouzdanost testa računata na nivou celog instrumenta je visoka i kreće se između 0,86 i 0,91. U daljem radu planira se usavršavanje testa i ujednačavanje ajtema, kao i uvođenje složenijih jezičkih struktura kako bi se postigla diskriminativnost za veći raspon uzrasta.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Assessment of grammar comprehension: Adaptation of TROG for Serbian language
T1  - Dijagnostička procena razumevanja gramatike kod dece - adaptacija TROGa za srpski jezik
EP  - 132
IS  - 1
SP  - 111
VL  - 40
DO  - 10.2298/PSI0701111A
ER  - 

@article{
author = "Anđelković, Darinka Č. and Krstić, Nadežda and Savić, Maja and Tošković, Oliver and Buđevac, Nevena",
year = "2007",
abstract = "In this study we present our adaptation and preliminary standardization of Test for Reception of Grammar TROG (Bishop, 1989) for Serbian language. TROG is a receptive test of grammatical structures, constructed primarily for an assessment of grammatical development and detection of children with Specific Language Impairment (SLI). Due to the lack of standardized tests for language development in our clinical community, TROG is selected for adaptation as a test which includes two components relevant for discrimination of children with language difficulties: a) measure of receptive abilities and b) distinguishing knowledge of grammar from semantic aspect of comprehension. Preliminary standardization was done on a sample of 335 participants between 4 and 7 years of age, divided into 8 age subsamples. Since dynamic of language change at early ages is faster, age samples covered range of 3 months at the ages 4;0-4;2, 4;3-4;5, 4;6-4;8, 4;9-4;11, and range of 6 months at the ages 5;0-5;5, 5;6-5;11, 6;00-6;05, 6;06-6;11. Analyses have revealed that the first version of Serbian TROG is discriminative for the differences between age samples, but discrimination is smaller then it was expected. The test discriminates three age-samples (4;0-4;8, 4;9-5;5, and 5;6-6;11). It is easier for the children older then 5 years, which causes statistical significance of discrimination to tilt within a narrow margin around 0,05. Reliability of the whole instrument is estimated very high - between 0,86 and 0,91, depending on the method of estimation. However, reliability estimated for particular blocks (grammatical structure) revealed that internal consistency of blocks is not homogeneous. This finding prevents reliable estimation of competence for particular structures, and makes difficult to define which contrast is understood by a child and which is not. Furthermore, internal inconsistency of blocks may also be additional source of low discrimination of test for children older then 5. Further improvement of test, balancing of items and inclusion of additional grammatical structures in order to get a wider range of age discrimination is required. This will be done in future research., U ovom radu iznosimo opis adaptacije i rezultate probne standardizacije britanskog Testa razumevanja gramatike (TROG) za srpski jezik. TROG je receptivni test gramatičkih kontrasta, konstruisan za procenu gramatičkog razvoja i otkrivanje specifičnog jezičkog poremećaja (SLI) kod dece (Bishop, 1989). Test pokriva dve komponente važne za diskriminaciju dece sa teškoćama u govornom razvoju: a. meri receptivnu funkciju govora i b. meri poznavanje gramatičkih struktura. Probna standardizacija rađena je na uzorku od 335 ispitanika uzrasta između 4 i 7 godina, podeljenih u 8 uzrasnih segmenata. Analize su pokazale da je prva probna verzija testa diskriminativna za razlike među uzrastima, ali da je diskriminativnost "grublja" od očekivane. Pouzdanost testa računata na nivou celog instrumenta je visoka i kreće se između 0,86 i 0,91. U daljem radu planira se usavršavanje testa i ujednačavanje ajtema, kao i uvođenje složenijih jezičkih struktura kako bi se postigla diskriminativnost za veći raspon uzrasta.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Assessment of grammar comprehension: Adaptation of TROG for Serbian language, Dijagnostička procena razumevanja gramatike kod dece - adaptacija TROGa za srpski jezik",
pages = "132-111",
number = "1",
volume = "40",
doi = "10.2298/PSI0701111A"
}

Anđelković, D. Č., Krstić, N., Savić, M., Tošković, O.,& Buđevac, N.. (2007). Assessment of grammar comprehension: Adaptation of TROG for Serbian language. in Psihologija
Društvo psihologa Srbije, Beograd., 40(1), 111-132.
https://doi.org/10.2298/PSI0701111A

Anđelković DČ, Krstić N, Savić M, Tošković O, Buđevac N. Assessment of grammar comprehension: Adaptation of TROG for Serbian language. in Psihologija. 2007;40(1):111-132.
doi:10.2298/PSI0701111A .

Anđelković, Darinka Č., Krstić, Nadežda, Savić, Maja, Tošković, Oliver, Buđevac, Nevena, "Assessment of grammar comprehension: Adaptation of TROG for Serbian language" in Psihologija, 40, no. 1 (2007):111-132,
https://doi.org/10.2298/PSI0701111A . .

TY  - JOUR
AU  - Krstić, Nadežda
PY  - 2006
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/88
PB  - Institut za mentalno zdravlje, Beograd
T2  - Psihijatrija danas
T1  - Editorijal
T1  - Uvodna reč
EP  - 9
IS  - 1
SP  - 5
VL  - 38
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_88
ER  - 

@article{
author = "Krstić, Nadežda",
year = "2006",
publisher = "Institut za mentalno zdravlje, Beograd",
journal = "Psihijatrija danas",
title = "Editorijal, Uvodna reč",
pages = "9-5",
number = "1",
volume = "38",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_88"
}

Krstić, N.. (2006). Editorijal. in Psihijatrija danas
Institut za mentalno zdravlje, Beograd., 38(1), 5-9.
https://hdl.handle.net/21.15107/rcub_rfasper_88

Krstić N. Editorijal. in Psihijatrija danas. 2006;38(1):5-9.
https://hdl.handle.net/21.15107/rcub_rfasper_88 .

Krstić, Nadežda, "Editorijal" in Psihijatrija danas, 38, no. 1 (2006):5-9,
https://hdl.handle.net/21.15107/rcub_rfasper_88 .

TY  - JOUR
AU  - Krstić, Nadežda
PY  - 2006
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/87
AB  - Regarded as an aspect of neuropsychological rehabilitation, psychomotor re-education follows all the fundamental principles of addressing the issues of neurocognitive maturation or disorders. Based on, essentially, the constructivist view of psychic development, and implying that every new level of complex structures, such as brain and cognitive processes, is created through an interaction - at various levels - of "endogenous" and "exogenous" factors, re-education takes into account the factors such as brain plasticity, environmental influence or sensitive period of maturation, that is, dynamic nature of neurocognitive organization in childhood on the whole. Although it seems that key concepts related to psychomotor organization, upon which re-education is based - such as tonus, body scheme, visual-motor coordination or space-time organization - represent relatively wide constructs that, therefore, lack the precision of "neuropsychological" approach to treatment (neuropsychological focus on the "basic deficit"), it could only be a matter of "level of analysis". For example, observation of re-educational procedure through the structure of concrete exercises, recommended for certain types of specific neurocognitive disorders (hyperkinetic syndrome, developmental dyspraxia and nonverbal learning disabilities), sets these exercises precisely in the plane of strengthening basic cognitive functions, upon which, presumably, specific type of behavior disorder or impairment in ability is based. With the individual approach to every child and taking into consideration the psycho-social context in which it is realized, the psychomotor re-education represents a theoretically well-founded principle with a wide scope of application; a stronger emphasis on "structural analysis" of the selected exercises and evaluation of individual procedures might additionally increase and solidify its practical methodological significance, thus enabling the re-educator to form a flexible intervention plan for every child he/she is working with.
AB  - Posmatrana kao vid neuropsihološke rehabilitacije, reedukacija psihomotorike zadovoljava sve osnovne principe pristupa pitanjima neurokognitivnog sazrevanja ili njegovim poremećajima. Zasnovana na, u svojoj suštini, konstruktivističkom pogledu na psihički razvoj, te podrazumevajući da svaki novi nivo kompleksnih struktura kao što su mozak i kognitivni procesi nastaje u interakciji - na različitim nivoima - "spoljnih" i "unutrašnjih" činilaca, reedukacija uzima u obzir činioce kao što su plastičnost mozga, uticaj sredine ili senzitivni period sazrevanja, odnosno, dinamičku prirodu neurokognitivne organizacije u detinjstvu u celini. Iako se čini da ključni koncepti koji se vezuju za psihomotornu organizaciju i na kojima se reedukacija zasniva - kao što su tonus, telesna shema, vizuo-motorna koordinacija ili prostorno-vremenska organizacija - predstavljaju srazmerno široke konstrukte kojima stoga nedostaje preciznost "neuropsihološkog" pristupa tretmanu (neuropsihološko usredsređivanje na "bazični deficit"), to bi moglo biti tek puko pitanje "nivoa analize". Kao primer, posmatranje reedukativnog postupka kroz strukturu konkretnih vežbi koje se preporučuju kod nekih oblika specifičnih neurokognitivnih poremećaja (hiperkinetskog sindroma, razvojne dispraksije i neverbalnih smetnji učenja) postavlja ove vežbe upravo u ravan ojačavanja bazičnih kognitivnih funkcija na kojima se, pretpostavljeno, određena forma poremećaja ponašanja ili oštećenja sposobnosti i zasniva. Uz individualni pristup svakom detetu i uzimanje u obzir psiho-socijalnog konteksta u kome se ono realizuje, reedukacija psihomotorike predstavlja teorijski dobro zasnovan pristup sa širokim poljem primene; veći naglasak na "strukturnoj analizi" odabranih vežbi i evaluaciji pojedinih postupaka mogao bi dodatno povećati i učvrstiti njen praktični metodološki značaj, te olakšati reedukatoru formiranje prilagodljivog plana intervencije za svako dete sa kojim radi.
PB  - Institut za mentalno zdravlje, Beograd
T2  - Psihijatrija danas
T1  - Psychomotor re-education as a form of neuropsychological rehabilitation
T1  - Reedukacija psihomotorike kao oblik neuropsihološke rehabilitacije
EP  - 66
IS  - 1
SP  - 51
VL  - 38
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_87
ER  - 

@article{
author = "Krstić, Nadežda",
year = "2006",
abstract = "Regarded as an aspect of neuropsychological rehabilitation, psychomotor re-education follows all the fundamental principles of addressing the issues of neurocognitive maturation or disorders. Based on, essentially, the constructivist view of psychic development, and implying that every new level of complex structures, such as brain and cognitive processes, is created through an interaction - at various levels - of "endogenous" and "exogenous" factors, re-education takes into account the factors such as brain plasticity, environmental influence or sensitive period of maturation, that is, dynamic nature of neurocognitive organization in childhood on the whole. Although it seems that key concepts related to psychomotor organization, upon which re-education is based - such as tonus, body scheme, visual-motor coordination or space-time organization - represent relatively wide constructs that, therefore, lack the precision of "neuropsychological" approach to treatment (neuropsychological focus on the "basic deficit"), it could only be a matter of "level of analysis". For example, observation of re-educational procedure through the structure of concrete exercises, recommended for certain types of specific neurocognitive disorders (hyperkinetic syndrome, developmental dyspraxia and nonverbal learning disabilities), sets these exercises precisely in the plane of strengthening basic cognitive functions, upon which, presumably, specific type of behavior disorder or impairment in ability is based. With the individual approach to every child and taking into consideration the psycho-social context in which it is realized, the psychomotor re-education represents a theoretically well-founded principle with a wide scope of application; a stronger emphasis on "structural analysis" of the selected exercises and evaluation of individual procedures might additionally increase and solidify its practical methodological significance, thus enabling the re-educator to form a flexible intervention plan for every child he/she is working with., Posmatrana kao vid neuropsihološke rehabilitacije, reedukacija psihomotorike zadovoljava sve osnovne principe pristupa pitanjima neurokognitivnog sazrevanja ili njegovim poremećajima. Zasnovana na, u svojoj suštini, konstruktivističkom pogledu na psihički razvoj, te podrazumevajući da svaki novi nivo kompleksnih struktura kao što su mozak i kognitivni procesi nastaje u interakciji - na različitim nivoima - "spoljnih" i "unutrašnjih" činilaca, reedukacija uzima u obzir činioce kao što su plastičnost mozga, uticaj sredine ili senzitivni period sazrevanja, odnosno, dinamičku prirodu neurokognitivne organizacije u detinjstvu u celini. Iako se čini da ključni koncepti koji se vezuju za psihomotornu organizaciju i na kojima se reedukacija zasniva - kao što su tonus, telesna shema, vizuo-motorna koordinacija ili prostorno-vremenska organizacija - predstavljaju srazmerno široke konstrukte kojima stoga nedostaje preciznost "neuropsihološkog" pristupa tretmanu (neuropsihološko usredsređivanje na "bazični deficit"), to bi moglo biti tek puko pitanje "nivoa analize". Kao primer, posmatranje reedukativnog postupka kroz strukturu konkretnih vežbi koje se preporučuju kod nekih oblika specifičnih neurokognitivnih poremećaja (hiperkinetskog sindroma, razvojne dispraksije i neverbalnih smetnji učenja) postavlja ove vežbe upravo u ravan ojačavanja bazičnih kognitivnih funkcija na kojima se, pretpostavljeno, određena forma poremećaja ponašanja ili oštećenja sposobnosti i zasniva. Uz individualni pristup svakom detetu i uzimanje u obzir psiho-socijalnog konteksta u kome se ono realizuje, reedukacija psihomotorike predstavlja teorijski dobro zasnovan pristup sa širokim poljem primene; veći naglasak na "strukturnoj analizi" odabranih vežbi i evaluaciji pojedinih postupaka mogao bi dodatno povećati i učvrstiti njen praktični metodološki značaj, te olakšati reedukatoru formiranje prilagodljivog plana intervencije za svako dete sa kojim radi.",
publisher = "Institut za mentalno zdravlje, Beograd",
journal = "Psihijatrija danas",
title = "Psychomotor re-education as a form of neuropsychological rehabilitation, Reedukacija psihomotorike kao oblik neuropsihološke rehabilitacije",
pages = "66-51",
number = "1",
volume = "38",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_87"
}

Krstić, N.. (2006). Psychomotor re-education as a form of neuropsychological rehabilitation. in Psihijatrija danas
Institut za mentalno zdravlje, Beograd., 38(1), 51-66.
https://hdl.handle.net/21.15107/rcub_rfasper_87

Krstić N. Psychomotor re-education as a form of neuropsychological rehabilitation. in Psihijatrija danas. 2006;38(1):51-66.
https://hdl.handle.net/21.15107/rcub_rfasper_87 .

Krstić, Nadežda, "Psychomotor re-education as a form of neuropsychological rehabilitation" in Psihijatrija danas, 38, no. 1 (2006):51-66,
https://hdl.handle.net/21.15107/rcub_rfasper_87 .

TY  - JOUR
AU  - Povše-Ivkić, Viola
AU  - Tošković, Oliver
AU  - Krstić, Nadežda
PY  - 2006
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/78
AB  - With the aim of researching relation among the constructs that form the base for the instruments of special education diagnostics and clinical psychological evaluation that are standardly used in diagnostics of neurocognitive disorders in developmental age and evaluation of treatments, we applied correlation analysis to the results of WISC and seta techniques of special education diagnostics obtained at the sample of 100 children with typical development, aged from 6.8 to 7.6 years. The results, at large, showed very high correlation of test measures of "verbal intelligence" with the indicators of the level of development of semantic, gnostic and practognostic abilities; these test results confirm affinity of the compared procedures as measures of "natural" elements of cognitive organization, regardless of their different theoretical concept, while from the point of view of clinical practice, this suggests that common analysis of the child’s achievement by these techniques could offer a clearer picture of the "primary deficit", than in case of separate interpretation. In addition to this, the test results indicated the necessity for reevaluation of the "norms" of some important instruments of special education assessment, like the Gesture imitation test and the Scale for assessment of knowledge of body parts.
AB  - Sa ciljem da istražimo međusobni odnos između konstrukata na kojima se zasnivaju instrumenti defektološke dijagnostike i kliničke psihološke procene koje standardno koristimo u dijagnostici neurokognitivnih poremećaja razvojnog doba i evaluaciji tretmana, primenili smo korelacionu analizu na rezultatima WISC i seta tehnika defektološke dijagnostike dobijenim na uzorku od 100 dece tipičnog razvoja, uzrasta 6.8 do 7.6 godina. Rezultati su, u celini, pokazali visoku korelaciju testovnih mera verbalne inteligencije sa indikatorima nivoa izgrađenosti semantičkih, gnostičkih i praktognostičkih sposobnosti. Ovakav nalaz potvrđuje srodnost upoređivanih dijagnostičkih postupaka kao mera prirodnih elemenata kognitivne organizovanosti bez obzira na njihovu različitu teorijsku koncipiranost, dok iz ugla kliničke prakse sugeriše da bi zajednička analiza uspeha deteta na ovim tehnikama mogla ponuditi jasniju sliku primarnog deficita no kada se tumače odvojeno. Analiza uspešnosti na primenjenim tehnikama u odnosu na gestualnu lateralizovanost dece u uzorku nije potvrdila pretpostavku o ambideksterstvu kao pokazatelju nezrelije kognitivne organizacije. Osim toga, pokazalo se da su postavljene norme za neke od važnih instrumenata defektološke procene - kao što su Test imitacije gestova i Skala za procenu poznavanja delova tela - nedovoljno diskriminativne, bar za uzrast obuhvaćen ovim istraživanjem.
PB  - Institut za mentalno zdravlje, Beograd
T2  - Psihijatrija danas
T1  - Special education and psychological procedures in diagnostics and evaluation of treatment: What do we actually evaluate?
T1  - Defektološka i psihološka procena u dijagnostici sposobnosti i u evaluaciji tretmana - ispitujemo li isto?
EP  - 103
IS  - 1
SP  - 89
VL  - 38
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_78
ER  - 

@article{
author = "Povše-Ivkić, Viola and Tošković, Oliver and Krstić, Nadežda",
year = "2006",
abstract = "With the aim of researching relation among the constructs that form the base for the instruments of special education diagnostics and clinical psychological evaluation that are standardly used in diagnostics of neurocognitive disorders in developmental age and evaluation of treatments, we applied correlation analysis to the results of WISC and seta techniques of special education diagnostics obtained at the sample of 100 children with typical development, aged from 6.8 to 7.6 years. The results, at large, showed very high correlation of test measures of "verbal intelligence" with the indicators of the level of development of semantic, gnostic and practognostic abilities; these test results confirm affinity of the compared procedures as measures of "natural" elements of cognitive organization, regardless of their different theoretical concept, while from the point of view of clinical practice, this suggests that common analysis of the child’s achievement by these techniques could offer a clearer picture of the "primary deficit", than in case of separate interpretation. In addition to this, the test results indicated the necessity for reevaluation of the "norms" of some important instruments of special education assessment, like the Gesture imitation test and the Scale for assessment of knowledge of body parts., Sa ciljem da istražimo međusobni odnos između konstrukata na kojima se zasnivaju instrumenti defektološke dijagnostike i kliničke psihološke procene koje standardno koristimo u dijagnostici neurokognitivnih poremećaja razvojnog doba i evaluaciji tretmana, primenili smo korelacionu analizu na rezultatima WISC i seta tehnika defektološke dijagnostike dobijenim na uzorku od 100 dece tipičnog razvoja, uzrasta 6.8 do 7.6 godina. Rezultati su, u celini, pokazali visoku korelaciju testovnih mera verbalne inteligencije sa indikatorima nivoa izgrađenosti semantičkih, gnostičkih i praktognostičkih sposobnosti. Ovakav nalaz potvrđuje srodnost upoređivanih dijagnostičkih postupaka kao mera prirodnih elemenata kognitivne organizovanosti bez obzira na njihovu različitu teorijsku koncipiranost, dok iz ugla kliničke prakse sugeriše da bi zajednička analiza uspeha deteta na ovim tehnikama mogla ponuditi jasniju sliku primarnog deficita no kada se tumače odvojeno. Analiza uspešnosti na primenjenim tehnikama u odnosu na gestualnu lateralizovanost dece u uzorku nije potvrdila pretpostavku o ambideksterstvu kao pokazatelju nezrelije kognitivne organizacije. Osim toga, pokazalo se da su postavljene norme za neke od važnih instrumenata defektološke procene - kao što su Test imitacije gestova i Skala za procenu poznavanja delova tela - nedovoljno diskriminativne, bar za uzrast obuhvaćen ovim istraživanjem.",
publisher = "Institut za mentalno zdravlje, Beograd",
journal = "Psihijatrija danas",
title = "Special education and psychological procedures in diagnostics and evaluation of treatment: What do we actually evaluate?, Defektološka i psihološka procena u dijagnostici sposobnosti i u evaluaciji tretmana - ispitujemo li isto?",
pages = "103-89",
number = "1",
volume = "38",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_78"
}

Povše-Ivkić, V., Tošković, O.,& Krstić, N.. (2006). Special education and psychological procedures in diagnostics and evaluation of treatment: What do we actually evaluate?. in Psihijatrija danas
Institut za mentalno zdravlje, Beograd., 38(1), 89-103.
https://hdl.handle.net/21.15107/rcub_rfasper_78

Povše-Ivkić V, Tošković O, Krstić N. Special education and psychological procedures in diagnostics and evaluation of treatment: What do we actually evaluate?. in Psihijatrija danas. 2006;38(1):89-103.
https://hdl.handle.net/21.15107/rcub_rfasper_78 .

Povše-Ivkić, Viola, Tošković, Oliver, Krstić, Nadežda, "Special education and psychological procedures in diagnostics and evaluation of treatment: What do we actually evaluate?" in Psihijatrija danas, 38, no. 1 (2006):89-103,
https://hdl.handle.net/21.15107/rcub_rfasper_78 .