TY  - JOUR
AU  - Mastilo, Bojana
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memišević, Haris
AU  - Pejović-Milovančević, Milica
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5309
AB  - Introduction
Social knowledge is an important aspect of social cognition that pertains to broader knowledge of social concepts and norms. People with intellectual disabilities are more likely to experience mental health challenges, and it’s important to pay special attention to how comorbid conditions can affect their social cognition skills, potentially weakening these skills. Consequently, the present study seeks to compare social knowledge between two groups of adults in Bosnia and Herzegovina: those with intellectual disabilities and those diagnosed with a dual diagnosis encompassing intellectual disability and psychiatric conditions. An additional goal was to identify the factors contributing to social knowledge in these groups.
Methods
The study sample included 62 adults with mild intellectual disability, divided into two groups based on their comorbid psychiatric condition. We used a demographic questionnaire, Raven’s Progressive Matrices, Peabody Picture Vocabulary Test (PPVT), MINI PAS – ADD scale, and The Social Knowledge Test to assess social knowledge and intellectual functioning. We compared the social knowledge scores between the two groups and identified the predictors of social knowledge in each group.
Results
The results indicated that adult participants with dual diagnoses had lower social knowledge scores than those with intellectual disabilities only, even after controlling for intellectual functioning and verbal abilities. The predictors of social knowledge differed between the two groups, with age being the only statistically significant predictor in both groups. In individuals with intellectual disabilities, age and the presence of obsessive-compulsive disorder symptoms were important predictors of social knowledge, while in the group of participants with dual diagnoses, age and PPVT were significant predictors of social knowledge.
Conclusion
This study highlights the importance of social knowledge in individuals with intellectual disabilities and dual diagnoses. The findings suggest that individuals with dual diagnoses may have a specific deficit in social knowledge that is not fully explained by their intellectual functioning or verbal abilities. Clinicians and educators should focus on identifying and addressing social knowledge deficits in individuals with dual diagnoses to improve their overall social functioning.
PB  - Taylor & Francis
T2  - Journal of Mental Health Research in Intellectual Disabilities
T1  - Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses
DO  - 10.1080/19315864.2023.2285038
ER  - 

@article{
author = "Mastilo, Bojana and Đorđević, Mirjana and Glumbić, Nenad and Memišević, Haris and Pejović-Milovančević, Milica",
year = "2023",
abstract = "Introduction
Social knowledge is an important aspect of social cognition that pertains to broader knowledge of social concepts and norms. People with intellectual disabilities are more likely to experience mental health challenges, and it’s important to pay special attention to how comorbid conditions can affect their social cognition skills, potentially weakening these skills. Consequently, the present study seeks to compare social knowledge between two groups of adults in Bosnia and Herzegovina: those with intellectual disabilities and those diagnosed with a dual diagnosis encompassing intellectual disability and psychiatric conditions. An additional goal was to identify the factors contributing to social knowledge in these groups.
Methods
The study sample included 62 adults with mild intellectual disability, divided into two groups based on their comorbid psychiatric condition. We used a demographic questionnaire, Raven’s Progressive Matrices, Peabody Picture Vocabulary Test (PPVT), MINI PAS – ADD scale, and The Social Knowledge Test to assess social knowledge and intellectual functioning. We compared the social knowledge scores between the two groups and identified the predictors of social knowledge in each group.
Results
The results indicated that adult participants with dual diagnoses had lower social knowledge scores than those with intellectual disabilities only, even after controlling for intellectual functioning and verbal abilities. The predictors of social knowledge differed between the two groups, with age being the only statistically significant predictor in both groups. In individuals with intellectual disabilities, age and the presence of obsessive-compulsive disorder symptoms were important predictors of social knowledge, while in the group of participants with dual diagnoses, age and PPVT were significant predictors of social knowledge.
Conclusion
This study highlights the importance of social knowledge in individuals with intellectual disabilities and dual diagnoses. The findings suggest that individuals with dual diagnoses may have a specific deficit in social knowledge that is not fully explained by their intellectual functioning or verbal abilities. Clinicians and educators should focus on identifying and addressing social knowledge deficits in individuals with dual diagnoses to improve their overall social functioning.",
publisher = "Taylor & Francis",
journal = "Journal of Mental Health Research in Intellectual Disabilities",
title = "Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses",
doi = "10.1080/19315864.2023.2285038"
}

Mastilo, B., Đorđević, M., Glumbić, N., Memišević, H.,& Pejović-Milovančević, M.. (2023). Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses. in Journal of Mental Health Research in Intellectual Disabilities
Taylor & Francis..
https://doi.org/10.1080/19315864.2023.2285038

Mastilo B, Đorđević M, Glumbić N, Memišević H, Pejović-Milovančević M. Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses. in Journal of Mental Health Research in Intellectual Disabilities. 2023;.
doi:10.1080/19315864.2023.2285038 .

Mastilo, Bojana, Đorđević, Mirjana, Glumbić, Nenad, Memišević, Haris, Pejović-Milovančević, Milica, "Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses" in Journal of Mental Health Research in Intellectual Disabilities (2023),
https://doi.org/10.1080/19315864.2023.2285038 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memišević, Haris
AU  - Brojčin, Branislav
AU  - Golubović, Špela
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5138
AB  - Parents are essential members of the multidisciplinary teams supporting children with autism. Examining parents’ priorities in the field of treatment options for children with autism can be very helpful to educators and therapists in the selection of appropriate treatments. The goal of the present study was to explore the treatment priorities which parents may have for their children with autism in Serbia. Another goal was to examine the relationship between parents’ priorities and children’s current level of functioning. The sample for this study consisted of 141 parents who completed The survey of treatment priorities. The results showed that parents ranked as their highest priorities the areas of Communication Skills, Community Living, and Social Relationships. These findings can help educators and therapists create treatment plans for children with autism that are aligned with parents’ priorities.
PB  - Taylor and Francis Group [Commercial Publisher] Taylor and Francis [Imprint]
T2  - International Journal of Developmental Disabilities
T1  - Parents' priorities in choosing treatment options for children with autism -perspectives from Serbia
EP  - 8
SP  - 1
DO  - DOI: 10.1080/20473869.2023.2200299
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memišević, Haris and Brojčin, Branislav and Golubović, Špela",
year = "2023",
abstract = "Parents are essential members of the multidisciplinary teams supporting children with autism. Examining parents’ priorities in the field of treatment options for children with autism can be very helpful to educators and therapists in the selection of appropriate treatments. The goal of the present study was to explore the treatment priorities which parents may have for their children with autism in Serbia. Another goal was to examine the relationship between parents’ priorities and children’s current level of functioning. The sample for this study consisted of 141 parents who completed The survey of treatment priorities. The results showed that parents ranked as their highest priorities the areas of Communication Skills, Community Living, and Social Relationships. These findings can help educators and therapists create treatment plans for children with autism that are aligned with parents’ priorities.",
publisher = "Taylor and Francis Group [Commercial Publisher] Taylor and Francis [Imprint]",
journal = "International Journal of Developmental Disabilities",
title = "Parents' priorities in choosing treatment options for children with autism -perspectives from Serbia",
pages = "8-1",
doi = "DOI: 10.1080/20473869.2023.2200299"
}

Đorđević, M., Glumbić, N., Memišević, H., Brojčin, B.,& Golubović, Š.. (2023). Parents' priorities in choosing treatment options for children with autism -perspectives from Serbia. in International Journal of Developmental Disabilities
Taylor and Francis Group [Commercial Publisher] Taylor and Francis [Imprint]., 1-8.
https://doi.org/DOI: 10.1080/20473869.2023.2200299

Đorđević M, Glumbić N, Memišević H, Brojčin B, Golubović Š. Parents' priorities in choosing treatment options for children with autism -perspectives from Serbia. in International Journal of Developmental Disabilities. 2023;:1-8.
doi:DOI: 10.1080/20473869.2023.2200299 .

Đorđević, Mirjana, Glumbić, Nenad, Memišević, Haris, Brojčin, Branislav, Golubović, Špela, "Parents' priorities in choosing treatment options for children with autism -perspectives from Serbia" in International Journal of Developmental Disabilities (2023):1-8,
https://doi.org/DOI: 10.1080/20473869.2023.2200299 . .

TY  - JOUR
AU  - Memišević, Haris
AU  - Đorđević, Mirjana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1271
AB  - The goal of the present paper was to determine current issues in journals specialized in Autism Spectrum Disorder (ASD) through the content analysis of the article titles. The analysis was performed for the articles published in following journals: Autism, Autism Research, Journal of Autism and other Developmental Disabilities, Focus on Autism and other Developmental Disabilities, Research in Autism Spectrum Disorders i Review Journal of Autism and Developmental Disorders in the period between 2019. and June 2020. Total number of analyzed articles was 1361. In relation to the age of participants, the largest number of studies dealth with children with ASD, followed by adults and adolescents. Many studies had parents of children with ASD as their participants. Most common topics were mental health, social communication, quality of life, social skills, physical activity, emotion regulation, executive functions, emotion recognition, parental stress and restrictive behaviors. Tis content analysis clearly pointed to the current issues in ASD examined by leading world researchers. In addition to this, the analysis of current issues will provide significant guideposts to the local authors who study ASD in their work.
AB  - Cilj ovog rada bio je da se analizom sadržaja naslova članaka objavljenih u najprestižnijim svjetskim časopisima specijaliziranim za poremećaj iz spektra autizma detektuju aktuelne teme u ovoj oblasti. Analizirani su članci koji su objavljeni u periodu od januara 2019. godine do juna 2020. godine u sledećim časopisima: Autism, Autism Research, Journal of Autism and other Developmental Disabilities, Focus on Autism and other Developmental Disabilities, Research in Autism Spectrum Disorders i Review Journal of Autismand Developmental Disorders. Ukupan broj analiziranih članaka bio je 1361 članka. U odnosu na dobne skupine ispitanika, najveći broj studija bavio se djecom sa PSA, zatim sa odraslim osobama i adolescentima. Također, predmet velikog broja studija bili su roditelji djece/odraslih sa PSA. Najčešće proučavane teme su mentalno zdravlje, socijalna komunikacija, kvalitet života, socijalne vještine, fzička aktivnost, teorija uma, ADHD, adaptivno ponašanje, regulacija emocija, izvršne funkcije, prepoznavanje emocija, roditeljski stressi restriktivna ponašanja. Ova sadržajna analiza NAM je jasno ukazala na to koje su to teme u okviru PSA kojima se bave vodeći svjetski istraživači u ovoj oblasti. Pored toga, analizaaktualnih tema u oblasti PSA pruža i značajne smjernice domaćim autorima za odabir tema u budućim istraživanjima.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Sadržajna analiza naslova članaka objavljenih u časopisima specijaliziranim za poremećaj iz spektra autizma
T1  - Content analysis of article titles published in journals specialized in autism spectrum disorder
EP  - 60
IS  - 1
SP  - 45
VL  - 26
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1271
ER  - 

@article{
author = "Memišević, Haris and Đorđević, Mirjana",
year = "2020",
abstract = "The goal of the present paper was to determine current issues in journals specialized in Autism Spectrum Disorder (ASD) through the content analysis of the article titles. The analysis was performed for the articles published in following journals: Autism, Autism Research, Journal of Autism and other Developmental Disabilities, Focus on Autism and other Developmental Disabilities, Research in Autism Spectrum Disorders i Review Journal of Autism and Developmental Disorders in the period between 2019. and June 2020. Total number of analyzed articles was 1361. In relation to the age of participants, the largest number of studies dealth with children with ASD, followed by adults and adolescents. Many studies had parents of children with ASD as their participants. Most common topics were mental health, social communication, quality of life, social skills, physical activity, emotion regulation, executive functions, emotion recognition, parental stress and restrictive behaviors. Tis content analysis clearly pointed to the current issues in ASD examined by leading world researchers. In addition to this, the analysis of current issues will provide significant guideposts to the local authors who study ASD in their work., Cilj ovog rada bio je da se analizom sadržaja naslova članaka objavljenih u najprestižnijim svjetskim časopisima specijaliziranim za poremećaj iz spektra autizma detektuju aktuelne teme u ovoj oblasti. Analizirani su članci koji su objavljeni u periodu od januara 2019. godine do juna 2020. godine u sledećim časopisima: Autism, Autism Research, Journal of Autism and other Developmental Disabilities, Focus on Autism and other Developmental Disabilities, Research in Autism Spectrum Disorders i Review Journal of Autismand Developmental Disorders. Ukupan broj analiziranih članaka bio je 1361 članka. U odnosu na dobne skupine ispitanika, najveći broj studija bavio se djecom sa PSA, zatim sa odraslim osobama i adolescentima. Također, predmet velikog broja studija bili su roditelji djece/odraslih sa PSA. Najčešće proučavane teme su mentalno zdravlje, socijalna komunikacija, kvalitet života, socijalne vještine, fzička aktivnost, teorija uma, ADHD, adaptivno ponašanje, regulacija emocija, izvršne funkcije, prepoznavanje emocija, roditeljski stressi restriktivna ponašanja. Ova sadržajna analiza NAM je jasno ukazala na to koje su to teme u okviru PSA kojima se bave vodeći svjetski istraživači u ovoj oblasti. Pored toga, analizaaktualnih tema u oblasti PSA pruža i značajne smjernice domaćim autorima za odabir tema u budućim istraživanjima.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Sadržajna analiza naslova članaka objavljenih u časopisima specijaliziranim za poremećaj iz spektra autizma, Content analysis of article titles published in journals specialized in autism spectrum disorder",
pages = "60-45",
number = "1",
volume = "26",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1271"
}

Memišević, H.,& Đorđević, M.. (2020). Sadržajna analiza naslova članaka objavljenih u časopisima specijaliziranim za poremećaj iz spektra autizma. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 26(1), 45-60.
https://hdl.handle.net/21.15107/rcub_rfasper_1271

Memišević H, Đorđević M. Sadržajna analiza naslova članaka objavljenih u časopisima specijaliziranim za poremećaj iz spektra autizma. in Beogradska defektološka škola. 2020;26(1):45-60.
https://hdl.handle.net/21.15107/rcub_rfasper_1271 .

Memišević, Haris, Đorđević, Mirjana, "Sadržajna analiza naslova članaka objavljenih u časopisima specijaliziranim za poremećaj iz spektra autizma" in Beogradska defektološka škola, 26, no. 1 (2020):45-60,
https://hdl.handle.net/21.15107/rcub_rfasper_1271 .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memišević, Haris
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3509
AB  - Introduction The goal of this study was to examine socialization in adults with intellectual disability in relation to gender, level of intellectual disability, mental illness, and setting type. Methods The sample consisted of 120 participants (60 males and 60 females), aged between 20 and 56 years, divided into two groups: 1. participants with intellectual disability without the diagnosis of mental illness (ID only) and 2. participants with dual diagnosis (intellectual disability and mental illness). Socialization subscale from the Vineland Adaptive Behavior Scale was used for the assessment of socialization. Results Level of intellectual disability and mental illness had significant effects on socialization scores. In addition to this, interaction effect of gender and level of intellectual disability had a significant effect on socialization. Setting type did not have a significant effect on socialization. Conclusion These results can be very useful in identifying participants with intellectual disability who might need additional individualized support programs in the area of socialization.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Mental Health Research in Intellectual Disabilities
T1  - Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability
EP  - 383
IS  - 4
SP  - 364
VL  - 13
DO  - 10.1080/19315864.2020.1815914
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memišević, Haris",
year = "2020",
abstract = "Introduction The goal of this study was to examine socialization in adults with intellectual disability in relation to gender, level of intellectual disability, mental illness, and setting type. Methods The sample consisted of 120 participants (60 males and 60 females), aged between 20 and 56 years, divided into two groups: 1. participants with intellectual disability without the diagnosis of mental illness (ID only) and 2. participants with dual diagnosis (intellectual disability and mental illness). Socialization subscale from the Vineland Adaptive Behavior Scale was used for the assessment of socialization. Results Level of intellectual disability and mental illness had significant effects on socialization scores. In addition to this, interaction effect of gender and level of intellectual disability had a significant effect on socialization. Setting type did not have a significant effect on socialization. Conclusion These results can be very useful in identifying participants with intellectual disability who might need additional individualized support programs in the area of socialization.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Mental Health Research in Intellectual Disabilities",
title = "Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability",
pages = "383-364",
number = "4",
volume = "13",
doi = "10.1080/19315864.2020.1815914"
}

Đorđević, M., Glumbić, N.,& Memišević, H.. (2020). Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability. in Journal of Mental Health Research in Intellectual Disabilities
Routledge Journals, Taylor & Francis Ltd, Abingdon., 13(4), 364-383.
https://doi.org/10.1080/19315864.2020.1815914

Đorđević M, Glumbić N, Memišević H. Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability. in Journal of Mental Health Research in Intellectual Disabilities. 2020;13(4):364-383.
doi:10.1080/19315864.2020.1815914 .

Đorđević, Mirjana, Glumbić, Nenad, Memišević, Haris, "Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability" in Journal of Mental Health Research in Intellectual Disabilities, 13, no. 4 (2020):364-383,
https://doi.org/10.1080/19315864.2020.1815914 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memišević, Haris
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1295
AB  - Introduction The goal of this study was to examine socialization in adults with intellectual disability in relation to gender, level of intellectual disability, mental illness, and setting type. Methods The sample consisted of 120 participants (60 males and 60 females), aged between 20 and 56 years, divided into two groups: 1. participants with intellectual disability without the diagnosis of mental illness (ID only) and 2. participants with dual diagnosis (intellectual disability and mental illness). Socialization subscale from the Vineland Adaptive Behavior Scale was used for the assessment of socialization. Results Level of intellectual disability and mental illness had significant effects on socialization scores. In addition to this, interaction effect of gender and level of intellectual disability had a significant effect on socialization. Setting type did not have a significant effect on socialization. Conclusion These results can be very useful in identifying participants with intellectual disability who might need additional individualized support programs in the area of socialization.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Mental Health Research in Intellectual Disabilities
T1  - Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability
EP  - 383
IS  - 4
SP  - 364
VL  - 13
DO  - 10.1080/19315864.2020.1815914
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memišević, Haris",
year = "2020",
abstract = "Introduction The goal of this study was to examine socialization in adults with intellectual disability in relation to gender, level of intellectual disability, mental illness, and setting type. Methods The sample consisted of 120 participants (60 males and 60 females), aged between 20 and 56 years, divided into two groups: 1. participants with intellectual disability without the diagnosis of mental illness (ID only) and 2. participants with dual diagnosis (intellectual disability and mental illness). Socialization subscale from the Vineland Adaptive Behavior Scale was used for the assessment of socialization. Results Level of intellectual disability and mental illness had significant effects on socialization scores. In addition to this, interaction effect of gender and level of intellectual disability had a significant effect on socialization. Setting type did not have a significant effect on socialization. Conclusion These results can be very useful in identifying participants with intellectual disability who might need additional individualized support programs in the area of socialization.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Mental Health Research in Intellectual Disabilities",
title = "Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability",
pages = "383-364",
number = "4",
volume = "13",
doi = "10.1080/19315864.2020.1815914"
}

Đorđević, M., Glumbić, N.,& Memišević, H.. (2020). Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability. in Journal of Mental Health Research in Intellectual Disabilities
Routledge Journals, Taylor & Francis Ltd, Abingdon., 13(4), 364-383.
https://doi.org/10.1080/19315864.2020.1815914

Đorđević M, Glumbić N, Memišević H. Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability. in Journal of Mental Health Research in Intellectual Disabilities. 2020;13(4):364-383.
doi:10.1080/19315864.2020.1815914 .

Đorđević, Mirjana, Glumbić, Nenad, Memišević, Haris, "Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability" in Journal of Mental Health Research in Intellectual Disabilities, 13, no. 4 (2020):364-383,
https://doi.org/10.1080/19315864.2020.1815914 . .

TY  - JOUR
AU  - Aksamović, Armina
AU  - Đorđević, Mirjana
AU  - Malec, Daniel
AU  - Memišević, Haris
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1211
AB  - Background: Verbal fluency is an important skill related to academic success. Many studies have indicated a strong link between verbal fluency and cognitive processes. The exact nature and size of the relationship between verbal fluency and academic success has not been extensively explored. Thus, the goal of the present study was to examine the relationship between verbal fluency, including its components clustering and switching, with academic success in a sample of second and third grade elementary school students. In addition to this, we examined the effects of gender and the parents' level of education on verbal fluency. Material/Methods: The sample for this study consisted of 61 second and third grade students (39 boys and 22 girls) attending two regular schools in the Mostar region, Bosnia and Herzegovina. Children were given tests of both semantic fluency and phonetic fluency. Teachers' ratings were used as a measure of the children's academic success. Results: The results of this study indicated the strong link between verbal fluency and academic success. Components of verbal fluency, clustering and switching had a small effect on academic achievement. There was no effect of gender on verbal fluency and academic success. On the other hand, the parents' level of education had a strong effect on both, verbal fluency and academic success. Conclusions: Verbal fluency, defined as the total number of words retrieved, is strongly related to academic success. Clustering and switching, as two components of verbal fluency, have a limited value in predicting academic achievement. However, the parents' educational level is strongly related to academic success.
PB  - Medsportpress Publishing House, Warsaw
T2  - Acta Neuropsychologica
T1  - Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents' educational level
EP  - 150
IS  - 2
SP  - 139
VL  - 17
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1211
ER  - 

@article{
author = "Aksamović, Armina and Đorđević, Mirjana and Malec, Daniel and Memišević, Haris",
year = "2019",
abstract = "Background: Verbal fluency is an important skill related to academic success. Many studies have indicated a strong link between verbal fluency and cognitive processes. The exact nature and size of the relationship between verbal fluency and academic success has not been extensively explored. Thus, the goal of the present study was to examine the relationship between verbal fluency, including its components clustering and switching, with academic success in a sample of second and third grade elementary school students. In addition to this, we examined the effects of gender and the parents' level of education on verbal fluency. Material/Methods: The sample for this study consisted of 61 second and third grade students (39 boys and 22 girls) attending two regular schools in the Mostar region, Bosnia and Herzegovina. Children were given tests of both semantic fluency and phonetic fluency. Teachers' ratings were used as a measure of the children's academic success. Results: The results of this study indicated the strong link between verbal fluency and academic success. Components of verbal fluency, clustering and switching had a small effect on academic achievement. There was no effect of gender on verbal fluency and academic success. On the other hand, the parents' level of education had a strong effect on both, verbal fluency and academic success. Conclusions: Verbal fluency, defined as the total number of words retrieved, is strongly related to academic success. Clustering and switching, as two components of verbal fluency, have a limited value in predicting academic achievement. However, the parents' educational level is strongly related to academic success.",
publisher = "Medsportpress Publishing House, Warsaw",
journal = "Acta Neuropsychologica",
title = "Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents' educational level",
pages = "150-139",
number = "2",
volume = "17",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1211"
}

Aksamović, A., Đorđević, M., Malec, D.,& Memišević, H.. (2019). Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents' educational level. in Acta Neuropsychologica
Medsportpress Publishing House, Warsaw., 17(2), 139-150.
https://hdl.handle.net/21.15107/rcub_rfasper_1211

Aksamović A, Đorđević M, Malec D, Memišević H. Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents' educational level. in Acta Neuropsychologica. 2019;17(2):139-150.
https://hdl.handle.net/21.15107/rcub_rfasper_1211 .

Aksamović, Armina, Đorđević, Mirjana, Malec, Daniel, Memišević, Haris, "Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents' educational level" in Acta Neuropsychologica, 17, no. 2 (2019):139-150,
https://hdl.handle.net/21.15107/rcub_rfasper_1211 .

TY  - CHAP
AU  - Memišević, Haris
AU  - Đorđević, Mirjana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3085
AB  - This chapter deals with the topic of quality of life (QOL) in people with intellectual disability (ID). The chapter begins with an overview of scientific interest in QOL research, along with its impact on human development. Following that is a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ID-specific. Then, the chapter provides a description of main constructs related to QOL including empowerment, choice/self-determination, self-advocacy, inclusion, independent living, and person-centered planning. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ID.
PB  - Cham: Springer International Publishing.
T2  - In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice
T1  - Quality of Life
EP  - 107
SP  - 91
DO  - 10.1007/978-3-030-20843-1_6
ER  - 

@inbook{
author = "Memišević, Haris and Đorđević, Mirjana",
year = "2019",
abstract = "This chapter deals with the topic of quality of life (QOL) in people with intellectual disability (ID). The chapter begins with an overview of scientific interest in QOL research, along with its impact on human development. Following that is a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ID-specific. Then, the chapter provides a description of main constructs related to QOL including empowerment, choice/self-determination, self-advocacy, inclusion, independent living, and person-centered planning. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ID.",
publisher = "Cham: Springer International Publishing.",
journal = "In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice",
booktitle = "Quality of Life",
pages = "107-91",
doi = "10.1007/978-3-030-20843-1_6"
}

Memišević, H.,& Đorđević, M.. (2019). Quality of Life. in In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice
Cham: Springer International Publishing.., 91-107.
https://doi.org/10.1007/978-3-030-20843-1_6

Memišević H, Đorđević M. Quality of Life. in In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice. 2019;:91-107.
doi:10.1007/978-3-030-20843-1_6 .

Memišević, Haris, Đorđević, Mirjana, "Quality of Life" in In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice (2019):91-107,
https://doi.org/10.1007/978-3-030-20843-1_6 . .

TY  - JOUR
AU  - Memišević, Haris
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3617
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Prikaz knjige: Specijalna edukacija zasnovana na dokazima: bihevioralne tehnike Autori: Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević
EP  - 68
IS  - 3
SP  - 65
VL  - 25
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3617
ER  - 

@article{
author = "Memišević, Haris",
year = "2019",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Prikaz knjige: Specijalna edukacija zasnovana na dokazima: bihevioralne tehnike Autori: Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević",
pages = "68-65",
number = "3",
volume = "25",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3617"
}

Memišević, H.. (2019). Prikaz knjige: Specijalna edukacija zasnovana na dokazima: bihevioralne tehnike Autori: Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević. in Beogradska defektološka škola
Drustvo defektologa Srbije., 25(3), 65-68.
https://hdl.handle.net/21.15107/rcub_rfasper_3617

Memišević H. Prikaz knjige: Specijalna edukacija zasnovana na dokazima: bihevioralne tehnike Autori: Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević. in Beogradska defektološka škola. 2019;25(3):65-68.
https://hdl.handle.net/21.15107/rcub_rfasper_3617 .

Memišević, Haris, "Prikaz knjige: Specijalna edukacija zasnovana na dokazima: bihevioralne tehnike Autori: Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević" in Beogradska defektološka škola, 25, no. 3 (2019):65-68,
https://hdl.handle.net/21.15107/rcub_rfasper_3617 .

TY  - JOUR
AU  - Memišević, Haris
AU  - Đorđević, Mirjana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3424
AB  - Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.
PB  - Sage Publications Inc, Thousand Oaks
T2  - Perceptual and Motor Skills
T1  - Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis
EP  - 717
IS  - 4
SP  - 696
VL  - 125
DO  - 10.1177/0031512518774137
ER  - 

@article{
author = "Memišević, Haris and Đorđević, Mirjana",
year = "2018",
abstract = "Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.",
publisher = "Sage Publications Inc, Thousand Oaks",
journal = "Perceptual and Motor Skills",
title = "Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis",
pages = "717-696",
number = "4",
volume = "125",
doi = "10.1177/0031512518774137"
}

Memišević, H.,& Đorđević, M.. (2018). Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis. in Perceptual and Motor Skills
Sage Publications Inc, Thousand Oaks., 125(4), 696-717.
https://doi.org/10.1177/0031512518774137

Memišević H, Đorđević M. Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis. in Perceptual and Motor Skills. 2018;125(4):696-717.
doi:10.1177/0031512518774137 .

Memišević, Haris, Đorđević, Mirjana, "Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis" in Perceptual and Motor Skills, 125, no. 4 (2018):696-717,
https://doi.org/10.1177/0031512518774137 . .

TY  - JOUR
AU  - Memišević, Haris
AU  - Đorđević, Mirjana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1162
AB  - Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.
PB  - Sage Publications Inc, Thousand Oaks
T2  - Perceptual and Motor Skills
T1  - Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis
EP  - 717
IS  - 4
SP  - 696
VL  - 125
DO  - 10.1177/0031512518774137
ER  - 

@article{
author = "Memišević, Haris and Đorđević, Mirjana",
year = "2018",
abstract = "Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.",
publisher = "Sage Publications Inc, Thousand Oaks",
journal = "Perceptual and Motor Skills",
title = "Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis",
pages = "717-696",
number = "4",
volume = "125",
doi = "10.1177/0031512518774137"
}

Memišević, H.,& Đorđević, M.. (2018). Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis. in Perceptual and Motor Skills
Sage Publications Inc, Thousand Oaks., 125(4), 696-717.
https://doi.org/10.1177/0031512518774137

Memišević H, Đorđević M. Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis. in Perceptual and Motor Skills. 2018;125(4):696-717.
doi:10.1177/0031512518774137 .

Memišević, Haris, Đorđević, Mirjana, "Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis" in Perceptual and Motor Skills, 125, no. 4 (2018):696-717,
https://doi.org/10.1177/0031512518774137 . .

TY  - JOUR
AU  - Memišević, Haris
AU  - Mačak, Amra
PY  - 2014
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3404
AB  - Fine motor skills are very important for children’s overall functioning.
Their development is necessary for many everyday activities such as
dressing, feeding, holding objects, etc. Moreover, fine motor skills are also
correlated to the childrens’ academic success at school. Recent research
suggests a close relationship between motor skills and intelligence. Given
the relative paucity of literature on fine motor skills in different etiological
groups of children with intellectual disability (ID), we examined these skills
in children with Down syndrome. The sample for this study comprised 90
children with ID, aged 7-15, who were divided in three etiological groups:
1. Down syndrome, 2. Organic/other genetic cause of ID and 3. Unknown
etiology of ID. Fine motor skills were assessed by the Purdue Pegboard Test.
The results of this study indicate that children with Down syndrome did
not differ statistically significantly from the other two etiological groups.
On the other hand, children with unknown etiology of ID performed
statistically better than children with organic/other genetic cause of ID.
An additional goal was to examine fine motor skills in children with
Down syndrome in relation to the child’s sex. There were no statistically
significant differences in fine motor skills between girls and boys with
Down syndrome. It is important to provide children with Down syndrome,
and all other children with ID, with early (re)habilitation programs for the
improvement of their fine motor skills. Special educators and rehabilitators
should play a crucial role in the assessment and in creating programs for
the development of these skills.
AB  - Fine motoričke sposobnosti su veoma važne za celokupno
funkcionisanje deteta. Njihov razvoj je važan za mnoge aktivnosti
svakodnevnog života kao što su: odevanje,hranjenje, držanje predmeta itd.
Pored ovoga, fine motoričke sposobnosti su povezane sa dečijim uspehom
u školi. Novija istraživanja pokazuju vezu između motoričkih sposobnosti i
inteligencije. S obzirom na relativnu oskudnost literature o karakteristikama
finih motoričkih sposobnosti dece sa intelektualnom ometenošću različite
etiologije, u ovom radu smo ispitali fine motoričke sposobnosti kod dece
sa Daunovim sindromom. Uzorak za ovo istraživanje činilo je 90 dece sa
intelektualnom ometenošću, u dobi od 7-15 godina, koja su podeljena u
grupe prema kriterijumu etiologije intelektualne ometenosti: 1. Daunov
sindrom, 2. Organski/drugi genetički uzrok intelektualne ometenosti i
3. Nepoznata etiologija. Nivo razvijenosti fine motorike je ispitan Purdue
Pegboard testom.
Rezultati ove studije pokazuju da se deca sa Daunovim sindromom
statistički značajno ne razlikuju od druge dve grupe dece. S druge strane,
deca sa nepoznatom etiologijom intelektualne ometenosti postigla su
statistički značajno bolji rezultat od dece sa organskom/ drugi genetički
uzrok etiologijom intelektualne ometenosti. Nisu nađene statistički
značajne razlike između dečaka i devojčica sa Daunovim sindromom na
testu fine motorike. Važno je deci sa Daunovim sindromom obezbediti
(re)habilitacijske programe za poboljšanje fine motorike u periodu rane
intervencije. Specijalni edukatori i rehabilitatori (defektolozi) trebalo bi da
igraju ključnu ulogu u proceni i u kreiranju programa za razvoj ovih veština.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Fine motor skills in children with Down syndrome
T1  - Fine motoričke sposobnosti kod dece sa Daunovim sindromom
EP  - 377
IS  - 4
SP  - 365
VL  - 13
DO  - 10.5937/specedreh13-7465
ER  - 

@article{
author = "Memišević, Haris and Mačak, Amra",
year = "2014",
abstract = "Fine motor skills are very important for children’s overall functioning.
Their development is necessary for many everyday activities such as
dressing, feeding, holding objects, etc. Moreover, fine motor skills are also
correlated to the childrens’ academic success at school. Recent research
suggests a close relationship between motor skills and intelligence. Given
the relative paucity of literature on fine motor skills in different etiological
groups of children with intellectual disability (ID), we examined these skills
in children with Down syndrome. The sample for this study comprised 90
children with ID, aged 7-15, who were divided in three etiological groups:
1. Down syndrome, 2. Organic/other genetic cause of ID and 3. Unknown
etiology of ID. Fine motor skills were assessed by the Purdue Pegboard Test.
The results of this study indicate that children with Down syndrome did
not differ statistically significantly from the other two etiological groups.
On the other hand, children with unknown etiology of ID performed
statistically better than children with organic/other genetic cause of ID.
An additional goal was to examine fine motor skills in children with
Down syndrome in relation to the child’s sex. There were no statistically
significant differences in fine motor skills between girls and boys with
Down syndrome. It is important to provide children with Down syndrome,
and all other children with ID, with early (re)habilitation programs for the
improvement of their fine motor skills. Special educators and rehabilitators
should play a crucial role in the assessment and in creating programs for
the development of these skills., Fine motoričke sposobnosti su veoma važne za celokupno
funkcionisanje deteta. Njihov razvoj je važan za mnoge aktivnosti
svakodnevnog života kao što su: odevanje,hranjenje, držanje predmeta itd.
Pored ovoga, fine motoričke sposobnosti su povezane sa dečijim uspehom
u školi. Novija istraživanja pokazuju vezu između motoričkih sposobnosti i
inteligencije. S obzirom na relativnu oskudnost literature o karakteristikama
finih motoričkih sposobnosti dece sa intelektualnom ometenošću različite
etiologije, u ovom radu smo ispitali fine motoričke sposobnosti kod dece
sa Daunovim sindromom. Uzorak za ovo istraživanje činilo je 90 dece sa
intelektualnom ometenošću, u dobi od 7-15 godina, koja su podeljena u
grupe prema kriterijumu etiologije intelektualne ometenosti: 1. Daunov
sindrom, 2. Organski/drugi genetički uzrok intelektualne ometenosti i
3. Nepoznata etiologija. Nivo razvijenosti fine motorike je ispitan Purdue
Pegboard testom.
Rezultati ove studije pokazuju da se deca sa Daunovim sindromom
statistički značajno ne razlikuju od druge dve grupe dece. S druge strane,
deca sa nepoznatom etiologijom intelektualne ometenosti postigla su
statistički značajno bolji rezultat od dece sa organskom/ drugi genetički
uzrok etiologijom intelektualne ometenosti. Nisu nađene statistički
značajne razlike između dečaka i devojčica sa Daunovim sindromom na
testu fine motorike. Važno je deci sa Daunovim sindromom obezbediti
(re)habilitacijske programe za poboljšanje fine motorike u periodu rane
intervencije. Specijalni edukatori i rehabilitatori (defektolozi) trebalo bi da
igraju ključnu ulogu u proceni i u kreiranju programa za razvoj ovih veština.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Fine motor skills in children with Down syndrome, Fine motoričke sposobnosti kod dece sa Daunovim sindromom",
pages = "377-365",
number = "4",
volume = "13",
doi = "10.5937/specedreh13-7465"
}

Memišević, H.,& Mačak, A.. (2014). Fine motor skills in children with Down syndrome. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 13(4), 365-377.
https://doi.org/10.5937/specedreh13-7465

Memišević H, Mačak A. Fine motor skills in children with Down syndrome. in Specijalna edukacija i rehabilitacija. 2014;13(4):365-377.
doi:10.5937/specedreh13-7465 .

Memišević, Haris, Mačak, Amra, "Fine motor skills in children with Down syndrome" in Specijalna edukacija i rehabilitacija, 13, no. 4 (2014):365-377,
https://doi.org/10.5937/specedreh13-7465 . .