TY  - CONF
AU  - Banković, Slobodan
AU  - Brojčin, Branislav
AU  - Antonijević, Marina
AU  - Vasilevska Petrovska, Ivana
AU  - Bukovica, Aleksandra
AU  - Trajkovski, Vladimir
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5330
AB  - Uvod: Pri definisanju programa učenja socijalnih veština učenika sa ometenošću
važno je, između ostalog, uzimanje u obzir mišljenja profesionalaca o
pojednim metodama i procedurama koje će potencijalno biti korišćene tokom
tretmana, kao i mogućnostima njihove primene u praksi.
Cilj: Cilj ovog rada je da se utvrdi perspektiva defektologa u pogledu primenljivosti
pojedinih procedura za razvoj i unapređivanje socijalnih veština u školskom
okruženju.
Metod: Uzorak čini 57 defektologa koji rade u odeljenjima osnovnih škola za
učenike sa smetnjama u razvoju u Srbiji i Makedoniji. Za potrebe ovog istraživanja
konstruisan je poseban upitnik za procenu primenljivosti 25 procedura
zasnovanih na dokazima za razvoj i unapređivanje socijalnih veština dece i
mladih.
Rezultati: Više od polovine defektologa smatra da su procedure, poput podsticanja
(70,1%), socijalnih priča (68,4%), treninga socijalnih veština (66,7%),
vizuelne podrške (63,2%) i potkrepljivanja (63,2%), video-modelovanja (57,9%)
i modelovanja (56,1%) primenljive u velikoj meri ili u potpunosti. S druge strane,
približno polovina njih (45,6%) veruje da se samousmeravanje ne može primeniti
ili se može primeniti samo u određenim situacijama. Manje od trećine
ispitanika smatra da su intervencije koje sprovode vršnjaci (31,6%), analiza zadatka
(29,9%), funkcionalni komunikacioni trening (29,8%), samousmeravanje
(28Zaključak: Dobijeni rezultati ukazuju na potrebu dodatne edukacije defektologa
u pogledu primene pojedinih procedura, kao i identifikovanja drugih faktora
koji ometaju njihovu primenljivost.%) i skripting (26,3%) primenljive u velikoj meri ili u potpunosti.
*
AB  - Introduction: When defining the social skills learning program for students with
disabilities, it is important, among other things, to take into account the opinions of
professionals about certain methods and procedures that will potentially be used during
treatment, as well as the possibilities of their application in practice.
Objective: The aim of this work is to determine the perspective of special education
teachers regarding the applicability of certain procedures for the development and
improvement of social skills in the school environment.
Methods: The sample consists of 57 special education teachers working in elementary
school classes for students with developmental disabilities in Serbia and Macedonia. For the
purposes of this research, a special questionnaire was constructed to assess the applicability
of 25 evidence-based procedures for the development and improvement of social skills of
children and youth.
Results: More than half of special education teachers believe that practices such as
incentives (70.1%), social stories (68.4%), social skills training (66.7%), visual support (63.2%)
and reinforcement (63.2%), video modeling (57.9%) and modeling (56.1%) applicable to a
large extent or completely. On the other hand, approximately half of them (45.6%) believe
that self-management cannot be applied or can only be applied in certain situations. Less
than a third of the respondents believe that peer-mediated interventions (31.6%), task
analysis (29.9%), functional communication training (29.8%), self-management (28%) and
scripting (26.3%) applicable to a large extent or completely.
Conclusion: The obtained results indicate the need for additional education of
special education teachers regarding the application of certain procedures, as well as the
identification of other factors that hinder their applicability.
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  - Primenljivost procedura za razvoj i unapređivanje socijalnih Veština u osnovnoj školi – perspektiva defektologa
T1  - Applicability of procedures for the development and Improvement of social skills in primary school – the Perspective of special educators
EP  - 176
SP  - 169
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5330
ER  - 

@conference{
author = "Banković, Slobodan and Brojčin, Branislav and Antonijević, Marina and Vasilevska Petrovska, Ivana and Bukovica, Aleksandra and Trajkovski, Vladimir",
year = "2023",
abstract = "Uvod: Pri definisanju programa učenja socijalnih veština učenika sa ometenošću
važno je, između ostalog, uzimanje u obzir mišljenja profesionalaca o
pojednim metodama i procedurama koje će potencijalno biti korišćene tokom
tretmana, kao i mogućnostima njihove primene u praksi.
Cilj: Cilj ovog rada je da se utvrdi perspektiva defektologa u pogledu primenljivosti
pojedinih procedura za razvoj i unapređivanje socijalnih veština u školskom
okruženju.
Metod: Uzorak čini 57 defektologa koji rade u odeljenjima osnovnih škola za
učenike sa smetnjama u razvoju u Srbiji i Makedoniji. Za potrebe ovog istraživanja
konstruisan je poseban upitnik za procenu primenljivosti 25 procedura
zasnovanih na dokazima za razvoj i unapređivanje socijalnih veština dece i
mladih.
Rezultati: Više od polovine defektologa smatra da su procedure, poput podsticanja
(70,1%), socijalnih priča (68,4%), treninga socijalnih veština (66,7%),
vizuelne podrške (63,2%) i potkrepljivanja (63,2%), video-modelovanja (57,9%)
i modelovanja (56,1%) primenljive u velikoj meri ili u potpunosti. S druge strane,
približno polovina njih (45,6%) veruje da se samousmeravanje ne može primeniti
ili se može primeniti samo u određenim situacijama. Manje od trećine
ispitanika smatra da su intervencije koje sprovode vršnjaci (31,6%), analiza zadatka
(29,9%), funkcionalni komunikacioni trening (29,8%), samousmeravanje
(28Zaključak: Dobijeni rezultati ukazuju na potrebu dodatne edukacije defektologa
u pogledu primene pojedinih procedura, kao i identifikovanja drugih faktora
koji ometaju njihovu primenljivost.%) i skripting (26,3%) primenljive u velikoj meri ili u potpunosti.
*, Introduction: When defining the social skills learning program for students with
disabilities, it is important, among other things, to take into account the opinions of
professionals about certain methods and procedures that will potentially be used during
treatment, as well as the possibilities of their application in practice.
Objective: The aim of this work is to determine the perspective of special education
teachers regarding the applicability of certain procedures for the development and
improvement of social skills in the school environment.
Methods: The sample consists of 57 special education teachers working in elementary
school classes for students with developmental disabilities in Serbia and Macedonia. For the
purposes of this research, a special questionnaire was constructed to assess the applicability
of 25 evidence-based procedures for the development and improvement of social skills of
children and youth.
Results: More than half of special education teachers believe that practices such as
incentives (70.1%), social stories (68.4%), social skills training (66.7%), visual support (63.2%)
and reinforcement (63.2%), video modeling (57.9%) and modeling (56.1%) applicable to a
large extent or completely. On the other hand, approximately half of them (45.6%) believe
that self-management cannot be applied or can only be applied in certain situations. Less
than a third of the respondents believe that peer-mediated interventions (31.6%), task
analysis (29.9%), functional communication training (29.8%), self-management (28%) and
scripting (26.3%) applicable to a large extent or completely.
Conclusion: The obtained results indicate the need for additional education of
special education teachers regarding the application of certain procedures, as well as the
identification of other factors that hinder their applicability.",
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 = "Primenljivost procedura za razvoj i unapređivanje socijalnih Veština u osnovnoj školi – perspektiva defektologa, Applicability of procedures for the development and Improvement of social skills in primary school – the Perspective of special educators",
pages = "176-169",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5330"
}

Banković, S., Brojčin, B., Antonijević, M., Vasilevska Petrovska, I., Bukovica, A.,& Trajkovski, V.. (2023). Primenljivost procedura za razvoj i unapređivanje socijalnih Veština u osnovnoj školi – perspektiva defektologa. 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., 169-176.
https://hdl.handle.net/21.15107/rcub_rfasper_5330

Banković S, Brojčin B, Antonijević M, Vasilevska Petrovska I, Bukovica A, Trajkovski V. Primenljivost procedura za razvoj i unapređivanje socijalnih Veština u osnovnoj školi – perspektiva defektologa. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:169-176.
https://hdl.handle.net/21.15107/rcub_rfasper_5330 .

Banković, Slobodan, Brojčin, Branislav, Antonijević, Marina, Vasilevska Petrovska, Ivana, Bukovica, Aleksandra, Trajkovski, Vladimir, "Primenljivost procedura za razvoj i unapređivanje socijalnih Veština u osnovnoj školi – perspektiva defektologa" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):169-176,
https://hdl.handle.net/21.15107/rcub_rfasper_5330 .

TY  - CONF
AU  - Antonijević, Marina
AU  - Bukovica, Aleksandra
AU  - Brojčin, Branislav
AU  - Banković, Slobodan
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5067
AB  - Problemi u oblasti socijalnih veština kod učenika sa poremećajem iz spektra autizma i/ili intelektualnom ometenošću (PSA i/ili IO) predstavljaju značajnu prepreku njihovom uključivanju, adaptaciji i učešću u zajednici i školi. Poznavanje i primena metoda zasnovanih na empirijskim dokazima, sprovođenje specifičnih obrazovnih intervencija kao i korišćenje adekvatnih, prilagođenih materijala u tom procesu može unaprediti socijalne veštine ove populacije.
Cilj ovog rada je predstavljanje projekata Inkluzija kroz razvoj socijalnih veština učenika sa PSA i/ili IO (Inclusion through social skills for learners with autism and intellectual impairments, ITSS-LAII).
Realizacija projekta započeta je u decembru 2021. godine. Projektni tim čini Osnovna škola “Miloje Pavlović”, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju i Makedonsko naučno udruženje za autizam. Opšti ciljevi projekta usmereni su na podršku uključivanju pomenutih učenika u školsko okruženje, umanjivanju neuspeha u učenju i ranog napuštanja školovanja, kao i na podršku nastavnicima u primeni programa razvoja socijalnih veština za ove učenike. Projekat se izvodi kroz tri faze: 1) primenu kontekstualnog pristupa u identifikovanju socijalnih veština potrebnih za uspešno uključivanje i adaptaciju učenika na školsko okruženje, 2) kreiranje metodološkog priručnika za nastavnike i 3) kreiranje specifičnih, digitalnih nastavnih materijala i video-sadržaja za razvoj i unapređivanje socijalnih veština.
U skladu sa postavljenim ciljevima projekta, koji je još uvek u toku, očekujemo da će dobijeni rezultati povećati senzitivnost nastavnika na socijalne potrebe učenika sa PSA i/ili IO i olakšati imlpementaciju različitih strategija za razvoj i unapređivanje socijalnih veština, koje predstavljaju važan aspekt školovanja ovih učenika.
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Prikaz Erasmus plus projekta “Inclusion through social skills for learners with autism and intellectual impairments”
EP  - 151
SP  - 151
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5067
ER  - 

@conference{
author = "Antonijević, Marina and Bukovica, Aleksandra and Brojčin, Branislav and Banković, Slobodan",
year = "2023",
abstract = "Problemi u oblasti socijalnih veština kod učenika sa poremećajem iz spektra autizma i/ili intelektualnom ometenošću (PSA i/ili IO) predstavljaju značajnu prepreku njihovom uključivanju, adaptaciji i učešću u zajednici i školi. Poznavanje i primena metoda zasnovanih na empirijskim dokazima, sprovođenje specifičnih obrazovnih intervencija kao i korišćenje adekvatnih, prilagođenih materijala u tom procesu može unaprediti socijalne veštine ove populacije.
Cilj ovog rada je predstavljanje projekata Inkluzija kroz razvoj socijalnih veština učenika sa PSA i/ili IO (Inclusion through social skills for learners with autism and intellectual impairments, ITSS-LAII).
Realizacija projekta započeta je u decembru 2021. godine. Projektni tim čini Osnovna škola “Miloje Pavlović”, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju i Makedonsko naučno udruženje za autizam. Opšti ciljevi projekta usmereni su na podršku uključivanju pomenutih učenika u školsko okruženje, umanjivanju neuspeha u učenju i ranog napuštanja školovanja, kao i na podršku nastavnicima u primeni programa razvoja socijalnih veština za ove učenike. Projekat se izvodi kroz tri faze: 1) primenu kontekstualnog pristupa u identifikovanju socijalnih veština potrebnih za uspešno uključivanje i adaptaciju učenika na školsko okruženje, 2) kreiranje metodološkog priručnika za nastavnike i 3) kreiranje specifičnih, digitalnih nastavnih materijala i video-sadržaja za razvoj i unapređivanje socijalnih veština.
U skladu sa postavljenim ciljevima projekta, koji je još uvek u toku, očekujemo da će dobijeni rezultati povećati senzitivnost nastavnika na socijalne potrebe učenika sa PSA i/ili IO i olakšati imlpementaciju različitih strategija za razvoj i unapređivanje socijalnih veština, koje predstavljaju važan aspekt školovanja ovih učenika.",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Prikaz Erasmus plus projekta “Inclusion through social skills for learners with autism and intellectual impairments”",
pages = "151-151",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5067"
}

Antonijević, M., Bukovica, A., Brojčin, B.,& Banković, S.. (2023). Prikaz Erasmus plus projekta “Inclusion through social skills for learners with autism and intellectual impairments”. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023, 151-151.
https://hdl.handle.net/21.15107/rcub_rfasper_5067

Antonijević M, Bukovica A, Brojčin B, Banković S. Prikaz Erasmus plus projekta “Inclusion through social skills for learners with autism and intellectual impairments”. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;:151-151.
https://hdl.handle.net/21.15107/rcub_rfasper_5067 .

Antonijević, Marina, Bukovica, Aleksandra, Brojčin, Branislav, Banković, Slobodan, "Prikaz Erasmus plus projekta “Inclusion through social skills for learners with autism and intellectual impairments”" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023):151-151,
https://hdl.handle.net/21.15107/rcub_rfasper_5067 .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Banković, Slobodan
AU  - Žunić Pavlović, Vesna
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5017
AB  - Introduction: Pragmatics includes a set of skills related to language structure and meaning that allow the speaker to use the language appropriately and in accordance with different communication situations. The aim of this research was to determine the differences in pragmatic communication skills of adults with intellectual disabilities, dual diagnoses, and typical development, and to determine the effects of gender, age, the level of intellectual functioning and speech comprehension on their achievements on two assessment instruments.

Methods: The sample included 180 adults (60 typically developing participants, 60 with intellectual disabilities, and 60 participants with dual diagnoses). We used two instruments to assess pragmatic communication skills – Communication Checklist – Adult, CC-A, and the Assessment Battery for Communication, ABaCo. In order to test the differences between the three groups of participants, we used canonical discriminant analysis.

Results: Discriminant analysis revealed two significant canonical functions. Function one (speech comprehension and the level of intellectual disability, social engagement, and paralinguistic scale) differentiates between typically developing participants and participants with dual diagnoses the most. The second canonical function (language structure, linguistic scale, paralinguistic scale, extralinguistic scale, and context scale) differentiates between participants with intellectual disabilities and participants with dual diagnoses the most. According to the results, age did not affect pragmatic achievements.

Discussion: Pragmatic skills are very complex, and different instruments measure different dimensions of these abilities. The results of this research lead to the conclusion that we can differentiate between the pragmatic abilities of typically developing people, people with intellectual disabilities, and those with dual diagnoses with the help of the ABaCo battery and the CC-A questionnaire.
PB  - Frontiers Media
T2  - Frontiers in Psychiatry
T1  - Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses
EP  - 10
SP  - 1
VL  - 14
DO  - 10.3389/fpsyt.2023.1072736
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Brojčin, Branislav and Banković, Slobodan and Žunić Pavlović, Vesna",
year = "2023",
abstract = "Introduction: Pragmatics includes a set of skills related to language structure and meaning that allow the speaker to use the language appropriately and in accordance with different communication situations. The aim of this research was to determine the differences in pragmatic communication skills of adults with intellectual disabilities, dual diagnoses, and typical development, and to determine the effects of gender, age, the level of intellectual functioning and speech comprehension on their achievements on two assessment instruments.

Methods: The sample included 180 adults (60 typically developing participants, 60 with intellectual disabilities, and 60 participants with dual diagnoses). We used two instruments to assess pragmatic communication skills – Communication Checklist – Adult, CC-A, and the Assessment Battery for Communication, ABaCo. In order to test the differences between the three groups of participants, we used canonical discriminant analysis.

Results: Discriminant analysis revealed two significant canonical functions. Function one (speech comprehension and the level of intellectual disability, social engagement, and paralinguistic scale) differentiates between typically developing participants and participants with dual diagnoses the most. The second canonical function (language structure, linguistic scale, paralinguistic scale, extralinguistic scale, and context scale) differentiates between participants with intellectual disabilities and participants with dual diagnoses the most. According to the results, age did not affect pragmatic achievements.

Discussion: Pragmatic skills are very complex, and different instruments measure different dimensions of these abilities. The results of this research lead to the conclusion that we can differentiate between the pragmatic abilities of typically developing people, people with intellectual disabilities, and those with dual diagnoses with the help of the ABaCo battery and the CC-A questionnaire.",
publisher = "Frontiers Media",
journal = "Frontiers in Psychiatry",
title = "Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses",
pages = "10-1",
volume = "14",
doi = "10.3389/fpsyt.2023.1072736"
}

Đorđević, M., Glumbić, N., Brojčin, B., Banković, S.,& Žunić Pavlović, V.. (2023). Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses. in Frontiers in Psychiatry
Frontiers Media., 14, 1-10.
https://doi.org/10.3389/fpsyt.2023.1072736

Đorđević M, Glumbić N, Brojčin B, Banković S, Žunić Pavlović V. Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses. in Frontiers in Psychiatry. 2023;14:1-10.
doi:10.3389/fpsyt.2023.1072736 .

Đorđević, Mirjana, Glumbić, Nenad, Brojčin, Branislav, Banković, Slobodan, Žunić Pavlović, Vesna, "Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses" in Frontiers in Psychiatry, 14 (2023):1-10,
https://doi.org/10.3389/fpsyt.2023.1072736 . .

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  - Glumbić, Nenad
AU  - Đorđević, Mirjana
AU  - Brojčin, Branislav
AU  - Matović, Milovan
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4843
AB  - Autizam je neurorazvojni poremećaj koji često prate različita komorbidna stanja, u koje, između ostalog, spadaju i bolesti štitaste žlezde. Jedna od često korišćenih dijagnostičkih metoda za utvrđivanje izgleda i funkcije štitaste žlezde je scintigrafija. Iako se u centrima za nuklearnu medicinu scintigrafija štitnjače izvodi rutinski, sa aspekta osobe sa autizmom i stručnjaka koji joj pružaju podršku priprema za snimanje može da bude veoma kompleksna. Mnoge osobe sa autizmom imaju tripanofobiju (strah od igle), zbog čega se moraju posebno pripremati za venepunkciju tokom koje se radiofarmak ubrizgava u organizam. Osim toga, snimanje gama-kamerom, iako potpuno bezbolno, može da bude veoma zahtevno za pacijenta sa autizmom, koji sve vreme snimanja mora da miruje, da ne govori i da ne vokalizuje. Kliničko osoblje može da se suoči sa poteškoćama i u realizaciji svih ostalih faza ove dijagnostičke procedure. Zato je u ovom radu predložena grupa intervencija, zasnovanih na dokazima, koje se mogu koristiti u pripremi osoba sa autizmom za scintigrafiju štitnjače. Predložene su tehnike postepenog izlaganja, gašenja, potkrepljivanja, modelovanja, pisanja socijalnih priča, koje pripadaju kategoriji fokusiranih intervencija za osobe sa autizmom.
AB  - Autism is a neurodevelopmental disorder that is often accompanied by various co-morbid conditions, among other things, thyroid diseases. One of the frequently used diagnostic methods to determine the appearance and function of the thyroid gland is scintigraphy. Although thyroid scintigraphy is routinely performed at Clinics for Nuclear Medicine, preparation for nuclear imaging can be very complex from the perspective of people with autism and the experts who support them. Many people with autism have trypanophobia (fear of needles), which is why they have to be specially prepared for venipuncture, during which radiopharmaceutical is injected into the organism. In addition, nuclear imaging with a gamma camera, though completely painless, can be very demanding for a patient with autism who must remain still, without speaking and vocalising during the entire imaging. Clinical staff may also face difficulties in implementing all other stages of this diagnostic procedure. Therefore, this paper proposes a set of evidence-based interventions that can be used to prepare people with autism for thyroid scintigraphy. Techniques of gradual exposure, extinction, reinforcement, modelling, and writing social stories, belonging to the category of focused interventions for people with autism, are proposed.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Specijalna edukacija i rehabilitacija
T1  - Priprema osoba sa autizmom za scintigrafiju štitnjače
T1  - Preparation of people with autism for thyroid scintigraphy
EP  - 305
IS  - 4
SP  - 297
VL  - 21
DO  - https://doi.org/10.5937/specedreh21-39140
ER  - 

@article{
author = "Glumbić, Nenad and Đorđević, Mirjana and Brojčin, Branislav and Matović, Milovan",
year = "2022",
abstract = "Autizam je neurorazvojni poremećaj koji često prate različita komorbidna stanja, u koje, između ostalog, spadaju i bolesti štitaste žlezde. Jedna od često korišćenih dijagnostičkih metoda za utvrđivanje izgleda i funkcije štitaste žlezde je scintigrafija. Iako se u centrima za nuklearnu medicinu scintigrafija štitnjače izvodi rutinski, sa aspekta osobe sa autizmom i stručnjaka koji joj pružaju podršku priprema za snimanje može da bude veoma kompleksna. Mnoge osobe sa autizmom imaju tripanofobiju (strah od igle), zbog čega se moraju posebno pripremati za venepunkciju tokom koje se radiofarmak ubrizgava u organizam. Osim toga, snimanje gama-kamerom, iako potpuno bezbolno, može da bude veoma zahtevno za pacijenta sa autizmom, koji sve vreme snimanja mora da miruje, da ne govori i da ne vokalizuje. Kliničko osoblje može da se suoči sa poteškoćama i u realizaciji svih ostalih faza ove dijagnostičke procedure. Zato je u ovom radu predložena grupa intervencija, zasnovanih na dokazima, koje se mogu koristiti u pripremi osoba sa autizmom za scintigrafiju štitnjače. Predložene su tehnike postepenog izlaganja, gašenja, potkrepljivanja, modelovanja, pisanja socijalnih priča, koje pripadaju kategoriji fokusiranih intervencija za osobe sa autizmom., Autism is a neurodevelopmental disorder that is often accompanied by various co-morbid conditions, among other things, thyroid diseases. One of the frequently used diagnostic methods to determine the appearance and function of the thyroid gland is scintigraphy. Although thyroid scintigraphy is routinely performed at Clinics for Nuclear Medicine, preparation for nuclear imaging can be very complex from the perspective of people with autism and the experts who support them. Many people with autism have trypanophobia (fear of needles), which is why they have to be specially prepared for venipuncture, during which radiopharmaceutical is injected into the organism. In addition, nuclear imaging with a gamma camera, though completely painless, can be very demanding for a patient with autism who must remain still, without speaking and vocalising during the entire imaging. Clinical staff may also face difficulties in implementing all other stages of this diagnostic procedure. Therefore, this paper proposes a set of evidence-based interventions that can be used to prepare people with autism for thyroid scintigraphy. Techniques of gradual exposure, extinction, reinforcement, modelling, and writing social stories, belonging to the category of focused interventions for people with autism, are proposed.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Specijalna edukacija i rehabilitacija",
title = "Priprema osoba sa autizmom za scintigrafiju štitnjače, Preparation of people with autism for thyroid scintigraphy",
pages = "305-297",
number = "4",
volume = "21",
doi = "https://doi.org/10.5937/specedreh21-39140"
}

Glumbić, N., Đorđević, M., Brojčin, B.,& Matović, M.. (2022). Priprema osoba sa autizmom za scintigrafiju štitnjače. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 21(4), 297-305.
https://doi.org/https://doi.org/10.5937/specedreh21-39140

Glumbić N, Đorđević M, Brojčin B, Matović M. Priprema osoba sa autizmom za scintigrafiju štitnjače. in Specijalna edukacija i rehabilitacija. 2022;21(4):297-305.
doi:https://doi.org/10.5937/specedreh21-39140 .

Glumbić, Nenad, Đorđević, Mirjana, Brojčin, Branislav, Matović, Milovan, "Priprema osoba sa autizmom za scintigrafiju štitnjače" in Specijalna edukacija i rehabilitacija, 21, no. 4 (2022):297-305,
https://doi.org/https://doi.org/10.5937/specedreh21-39140 . .

TY  - JOUR
AU  - Brojčin, Branislav
AU  - Cuesta, José Luis
AU  - Ortega, María Teresa
AU  - Castanheira, Luís
AU  - Bueno Sánchez, Lidia
AU  - Straniero, Alessandra
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4704
AB  - University academic teachers have the responsibility to ensure the inclusion of
students with intellectual disabilities in their classrooms. To this end, as has
been confirmed in several studies, it is necessary to incorporate competences
in the teaching CVs; specific training on disability, social, communicative
and pedagogical skills among others... Also, university teaching staff must
be supported by their institutions and be predisposed to be trained in such
competences. The Universal Design for Learning (UDL) is responsible for
facilitating flexible and inclusive educational practice; it aims to respond to
the training needs of both students and teaching staff in all their diversity.
AB  - Univerzitetski nastavnici imaju odgovornost da obezbede uključivanje
studenata sa intelektualnim teškoćama u učionice. U tom cilju, kao što je
i potvrđeno u nekoliko studija, neophodno je, između ostalog, u biografije
nastavnika dodati određene kompetencije; specifične obuke o invalidnosti,
socijalnim, komunikativnim i pedagoškim veštinama... Takođe, univerzitetsko
nastavno osoblje mora imati podršku svojih institucija i biti sklono sticanju
ovih kompetencija. Univerzalni dizajn za učenje (UDU) je odgovoran za
omogućavanje fleksibilne i inkluzivne obrazovne prakse; ima za cilj da odgovori
na potrebe obuke kako studenata tako i nastavnog osoblja u svoj njihovoj
različitosti.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Beogradska defektološka škola
T1  - The role of university teachers in providing support to their students with disabilities
T1  - Uloga univerzitetskih nastavnika U pružanju podrške studentima sa teškoćama
EP  - 52
IS  - 1
SP  - 33
VL  - 28
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4704
ER  - 

@article{
author = "Brojčin, Branislav and Cuesta, José Luis and Ortega, María Teresa and Castanheira, Luís and Bueno Sánchez, Lidia and Straniero, Alessandra",
year = "2022",
abstract = "University academic teachers have the responsibility to ensure the inclusion of
students with intellectual disabilities in their classrooms. To this end, as has
been confirmed in several studies, it is necessary to incorporate competences
in the teaching CVs; specific training on disability, social, communicative
and pedagogical skills among others... Also, university teaching staff must
be supported by their institutions and be predisposed to be trained in such
competences. The Universal Design for Learning (UDL) is responsible for
facilitating flexible and inclusive educational practice; it aims to respond to
the training needs of both students and teaching staff in all their diversity., Univerzitetski nastavnici imaju odgovornost da obezbede uključivanje
studenata sa intelektualnim teškoćama u učionice. U tom cilju, kao što je
i potvrđeno u nekoliko studija, neophodno je, između ostalog, u biografije
nastavnika dodati određene kompetencije; specifične obuke o invalidnosti,
socijalnim, komunikativnim i pedagoškim veštinama... Takođe, univerzitetsko
nastavno osoblje mora imati podršku svojih institucija i biti sklono sticanju
ovih kompetencija. Univerzalni dizajn za učenje (UDU) je odgovoran za
omogućavanje fleksibilne i inkluzivne obrazovne prakse; ima za cilj da odgovori
na potrebe obuke kako studenata tako i nastavnog osoblja u svoj njihovoj
različitosti.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Beogradska defektološka škola",
title = "The role of university teachers in providing support to their students with disabilities, Uloga univerzitetskih nastavnika U pružanju podrške studentima sa teškoćama",
pages = "52-33",
number = "1",
volume = "28",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4704"
}

Brojčin, B., Cuesta, J. L., Ortega, M. T., Castanheira, L., Bueno Sánchez, L.,& Straniero, A.. (2022). The role of university teachers in providing support to their students with disabilities. in Beogradska defektološka škola
Drustvo defektologa Srbije., 28(1), 33-52.
https://hdl.handle.net/21.15107/rcub_rfasper_4704

Brojčin B, Cuesta JL, Ortega MT, Castanheira L, Bueno Sánchez L, Straniero A. The role of university teachers in providing support to their students with disabilities. in Beogradska defektološka škola. 2022;28(1):33-52.
https://hdl.handle.net/21.15107/rcub_rfasper_4704 .

Brojčin, Branislav, Cuesta, José Luis, Ortega, María Teresa, Castanheira, Luís, Bueno Sánchez, Lidia, Straniero, Alessandra, "The role of university teachers in providing support to their students with disabilities" in Beogradska defektološka škola, 28, no. 1 (2022):33-52,
https://hdl.handle.net/21.15107/rcub_rfasper_4704 .

TY  - BOOK
AU  - Glumbić, Nenad
AU  - Đorđević, Mirjana
AU  - Brojčin, Branislav
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4823
AB  - A long time ago, in a galaxy far, far away, Star Wars premiered on May 25, 1977, accidentally on the same day when the former Socialist Federal Republic of Yugoslavia celebrated the 85th birthday of its communist leader Tito. Ten years earlier, a James Bond movie was not officially approved for cinema release since it showed a British agent who walked around Yugoslavia freely without anyone arresting him. Fortunately, for the first author of this book, Star Wars had a different fate. Sitting in a dark cinema that no longer exists, in a country that also no longer exists, a 7-year-old boy dreamed of getting a toy resembling the cute R2-D2 robot. At the time, he didn’t know that it was actually a British musician and actor, Kenny Baker, dressed in a not very comfortable costume.
Only two decades later, the world experienced a digital revolution that, at least in some aspects, surpassed the boldest predictions of science fiction movie makers. It initially seemed that the expansive development of digital technologies would help overcome numerous inequalities of the modern world. However, it was not long before even the most ardent cyber-optimists realized that digital technologies maintain and sometimes even deepen the existing inequalities. Availability and accessibility of devices are only one issue in the complex picture of digital inclusion of certain social groups.
It was believed that certain groups of people could greatly benefit from modern information and communication technologies. A predictable environment, the possibility to limit and delay communication, and a lot of visual content and reinforcers make cyberspace almost an ideal environment for people with autism. And indeed, some people with autism spectrum disorder overcome numerous difficulties with the help of digital technologies. It can often be heard that the Internet is for people with autism what sign language is for the deaf. However, we should always bear in mind that not all people with autism are computer experts, nor is the use of digital technologies alone enough to ensure their social participation.
Thus, we started writing this book with a desire to show the great potential of using information and communication technologies in education, employment, leisure, self-advocacy, treatment, preparation for medical interventions, and all other life aspects of people with autism. At the same time, it was very important for us to........
PB  - Springer, Cham
T2  - Autism and Child Psychopathology Series
T1  - Digital Inclusion of Individuals with Autism Spectrum Disorder
EP  - 231
SP  - 1
DO  - 10.1007/978-3-031-12037-4
ER  - 

@book{
author = "Glumbić, Nenad and Đorđević, Mirjana and Brojčin, Branislav",
year = "2022",
abstract = "A long time ago, in a galaxy far, far away, Star Wars premiered on May 25, 1977, accidentally on the same day when the former Socialist Federal Republic of Yugoslavia celebrated the 85th birthday of its communist leader Tito. Ten years earlier, a James Bond movie was not officially approved for cinema release since it showed a British agent who walked around Yugoslavia freely without anyone arresting him. Fortunately, for the first author of this book, Star Wars had a different fate. Sitting in a dark cinema that no longer exists, in a country that also no longer exists, a 7-year-old boy dreamed of getting a toy resembling the cute R2-D2 robot. At the time, he didn’t know that it was actually a British musician and actor, Kenny Baker, dressed in a not very comfortable costume.
Only two decades later, the world experienced a digital revolution that, at least in some aspects, surpassed the boldest predictions of science fiction movie makers. It initially seemed that the expansive development of digital technologies would help overcome numerous inequalities of the modern world. However, it was not long before even the most ardent cyber-optimists realized that digital technologies maintain and sometimes even deepen the existing inequalities. Availability and accessibility of devices are only one issue in the complex picture of digital inclusion of certain social groups.
It was believed that certain groups of people could greatly benefit from modern information and communication technologies. A predictable environment, the possibility to limit and delay communication, and a lot of visual content and reinforcers make cyberspace almost an ideal environment for people with autism. And indeed, some people with autism spectrum disorder overcome numerous difficulties with the help of digital technologies. It can often be heard that the Internet is for people with autism what sign language is for the deaf. However, we should always bear in mind that not all people with autism are computer experts, nor is the use of digital technologies alone enough to ensure their social participation.
Thus, we started writing this book with a desire to show the great potential of using information and communication technologies in education, employment, leisure, self-advocacy, treatment, preparation for medical interventions, and all other life aspects of people with autism. At the same time, it was very important for us to........",
publisher = "Springer, Cham",
journal = "Autism and Child Psychopathology Series",
title = "Digital Inclusion of Individuals with Autism Spectrum Disorder",
pages = "231-1",
doi = "10.1007/978-3-031-12037-4"
}

Glumbić, N., Đorđević, M.,& Brojčin, B.. (2022). Digital Inclusion of Individuals with Autism Spectrum Disorder. in Autism and Child Psychopathology Series
Springer, Cham., 1-231.
https://doi.org/10.1007/978-3-031-12037-4

Glumbić N, Đorđević M, Brojčin B. Digital Inclusion of Individuals with Autism Spectrum Disorder. in Autism and Child Psychopathology Series. 2022;:1-231.
doi:10.1007/978-3-031-12037-4 .

Glumbić, Nenad, Đorđević, Mirjana, Brojčin, Branislav, "Digital Inclusion of Individuals with Autism Spectrum Disorder" in Autism and Child Psychopathology Series (2022):1-231,
https://doi.org/10.1007/978-3-031-12037-4 . .

TY  - CONF
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4705
AB  - Cilj biblioterapije je pružanje pomoći čitao-
cu da kroz knjigu razume i prebrodi poteškoće sa kojima
se susreće. Ona se može primenjivati u različitim kon-
tekstima. Ukoliko se primenjuje u školskom okruženju,
govorimo o razvojnoj biblioterapiji.
Cilj ovog rada je da se opišu osnovne faze razvojne biblio-
terapije, predstave rezultati istraživanja koji ukazuju
na efikasnost njene primene u školskom kontekstu, kao i
rezultati istraživanja koji govore o sklonosti nastav-
nika i saradnika da se opredele za ovu tehniku u radu sa
učenicima.
S obzirom na to da se ova tehnika smatra jednostavnom,
ekonomičnom i efikasnom intervencijom, a da se neki
nastavnici i saradnici ne usuđuju da je primenjuju jer im
nedostaju potrebna znanja i veštine, uključivanje biblio-
terapije u fakultetske programe obuke moglo bi doprineti
povećanoj spremnosti profesionalaca da je koriste kako
bi pomogli učenicima da se suoče sa izazovima na razvojno
primeren način.
AB  - The goal of bibliotherapy is to use a book to help the reader understand and overcome
the difficulties he or she is facing. It can be applied in different contexts. If it is
applied in a school environment, we are talking about developmental bibliotherapy.
The aim of this paper is to describe the basic stages of developmental bibliotherapy,
to present the results of research that indicate the effectiveness of its
application, as well as the results of research that refer to the inclination of teachers
and associates to opt for this technique.
Given that this technique is considered to be a simple, cost-effective, and efficient
intervention, and that some teachers and associates do not venture to apply it
because they lack the necessary knowledge and skills, the inclusion of bibliotherapy
in college training programs could contribute to the increased readiness of professionals
to use it in order to help children face challenges in a developmentally
appropriate manner.
PB  - Filozofski fakultet Univerziteta u Prištini Kosovska Mitrovica
C3  - Zbornik radova Filozofskog fakulteta Univerziteta u Prištini
T1  - Biblioterapija u školskom kontekstu
T1  - Bibliotherapy in a School Context
EP  - 283
SP  - 271
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4705
ER  - 

@conference{
author = "Đorđević, Mirjana and Glumbić, Nenad and Brojčin, Branislav",
year = "2022",
abstract = "Cilj biblioterapije je pružanje pomoći čitao-
cu da kroz knjigu razume i prebrodi poteškoće sa kojima
se susreće. Ona se može primenjivati u različitim kon-
tekstima. Ukoliko se primenjuje u školskom okruženju,
govorimo o razvojnoj biblioterapiji.
Cilj ovog rada je da se opišu osnovne faze razvojne biblio-
terapije, predstave rezultati istraživanja koji ukazuju
na efikasnost njene primene u školskom kontekstu, kao i
rezultati istraživanja koji govore o sklonosti nastav-
nika i saradnika da se opredele za ovu tehniku u radu sa
učenicima.
S obzirom na to da se ova tehnika smatra jednostavnom,
ekonomičnom i efikasnom intervencijom, a da se neki
nastavnici i saradnici ne usuđuju da je primenjuju jer im
nedostaju potrebna znanja i veštine, uključivanje biblio-
terapije u fakultetske programe obuke moglo bi doprineti
povećanoj spremnosti profesionalaca da je koriste kako
bi pomogli učenicima da se suoče sa izazovima na razvojno
primeren način., The goal of bibliotherapy is to use a book to help the reader understand and overcome
the difficulties he or she is facing. It can be applied in different contexts. If it is
applied in a school environment, we are talking about developmental bibliotherapy.
The aim of this paper is to describe the basic stages of developmental bibliotherapy,
to present the results of research that indicate the effectiveness of its
application, as well as the results of research that refer to the inclination of teachers
and associates to opt for this technique.
Given that this technique is considered to be a simple, cost-effective, and efficient
intervention, and that some teachers and associates do not venture to apply it
because they lack the necessary knowledge and skills, the inclusion of bibliotherapy
in college training programs could contribute to the increased readiness of professionals
to use it in order to help children face challenges in a developmentally
appropriate manner.",
publisher = "Filozofski fakultet Univerziteta u Prištini Kosovska Mitrovica",
journal = "Zbornik radova Filozofskog fakulteta Univerziteta u Prištini",
title = "Biblioterapija u školskom kontekstu, Bibliotherapy in a School Context",
pages = "283-271",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4705"
}

Đorđević, M., Glumbić, N.,& Brojčin, B.. (2022). Biblioterapija u školskom kontekstu. in Zbornik radova Filozofskog fakulteta Univerziteta u Prištini
Filozofski fakultet Univerziteta u Prištini Kosovska Mitrovica., 271-283.
https://hdl.handle.net/21.15107/rcub_rfasper_4705

Đorđević M, Glumbić N, Brojčin B. Biblioterapija u školskom kontekstu. in Zbornik radova Filozofskog fakulteta Univerziteta u Prištini. 2022;:271-283.
https://hdl.handle.net/21.15107/rcub_rfasper_4705 .

Đorđević, Mirjana, Glumbić, Nenad, Brojčin, Branislav, "Biblioterapija u školskom kontekstu" in Zbornik radova Filozofskog fakulteta Univerziteta u Prištini (2022):271-283,
https://hdl.handle.net/21.15107/rcub_rfasper_4705 .

TY  - JOUR
AU  - Banković, Slobodan
AU  - Čolić, Gordana
AU  - Brojčin, Branislav
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4122
AB  - Kako bi se izbegli rizici od pojave ozbiljnih problema u kasnijem školovanju kada se od učenika bude očekivalo da čitanje koriste kao sredstvo za
samostalno sticanje znanja, procena različitih aspekata čitanja i njihove
međusobne povezanosti može doprineti identifikovanju faktora na koje se
može usmeriti dodatna podrška. Cilj rada je da se utvrdi veza između tačnosti, brzine i razumevanja pročitanog kod dece mlađeg školskog uzrasta.
Uzorkom je obuhvaćeno 40 učenika IV razreda (23 dečaka i 17 devojčica),
koji su pohađali osnovnu školu na teritoriji Grada Beograda. Uključeni su
samo monolingvalni govornici čiji je maternji jezik srpski. Procena brzine čitanja, broja grešaka i razumevanja pročitanog izvršena je primenom
Trodimenzionalnog testa čitanja (Kostić & sar., 1983), tekstom namenjenim deci mlađeg školskog uzrasta. Utvrđena su statistički značajne korelacije između svih ispitivanih parametara čitanja: brzine čitanja i broja grešaka
(r= 0,711, p = 0,000), brzine čitanja i razumevanja pročitanog – reprodukovanja činjenica (r = -0,379, p = 0,016) i broja grešaka i reprodukovanja
činjenica (r= -0,466, p = 0,002). Iako postoji značajna korelacija među pomenutim aspektima čitanja, procena nijednog pojedinačnog aspekta čitanja
ne može da služi kao zamena za sasvim pouzdano zaključivanje o drugim
aspektima. Stoga je procena svih pomenutih aspekta zajedno značajna za
identifikovanje dece koja mogu imati teškoće u čitanju.
AB  - To avoid the risk of serious problems in later schooling when students are
expected to use reading as a means of self-acquisition of knowledge, assessing
different aspects of reading and their interrelationships can help identify factors
that can be targeted by additional support. The aim of this paper is to determine
the relationship between accuracy, speed and reading comprehension in
children of younger school age. The sample included 40 fourth grade students
(23 boys and 17 girls), who attended primary school in the territory of the
City of Belgrade. Only monolingual speakers whose native language is
Serbian were included. The assessment of reading speed, number of errors and
reading comprehension was performed using the Three-Dimensional Reading
Test (Kostić et al., 1983), a text intended for children of younger school age.
Statistically significant correlations were found between all examined reading
parameters: reading speed and number of errors (r = 0,711, p = 0,000), reading
speed and reading comprehension – reproduction of facts (r = -0,379, p = 0,016)
and number of errors and fact reproduction (r = -0.466, p = 0,002). Although
there is a significant correlation between the mentioned aspects of reading, the
assessment of any single aspect of reading cannot serve as a substitute for a
completely reliable conclusion about other aspects. Therefore, the assessment
of all the mentioned aspects together is important for identifying children who
may have reading difficulties.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Beogradska defektološka škola
T1  - Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta
T1  - The relationship between speed, accuracy, and reading comprehension in students of younger school age
EP  - 32
IS  - 3
SP  - 21
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4122
ER  - 

@article{
author = "Banković, Slobodan and Čolić, Gordana and Brojčin, Branislav",
year = "2021",
abstract = "Kako bi se izbegli rizici od pojave ozbiljnih problema u kasnijem školovanju kada se od učenika bude očekivalo da čitanje koriste kao sredstvo za
samostalno sticanje znanja, procena različitih aspekata čitanja i njihove
međusobne povezanosti može doprineti identifikovanju faktora na koje se
može usmeriti dodatna podrška. Cilj rada je da se utvrdi veza između tačnosti, brzine i razumevanja pročitanog kod dece mlađeg školskog uzrasta.
Uzorkom je obuhvaćeno 40 učenika IV razreda (23 dečaka i 17 devojčica),
koji su pohađali osnovnu školu na teritoriji Grada Beograda. Uključeni su
samo monolingvalni govornici čiji je maternji jezik srpski. Procena brzine čitanja, broja grešaka i razumevanja pročitanog izvršena je primenom
Trodimenzionalnog testa čitanja (Kostić & sar., 1983), tekstom namenjenim deci mlađeg školskog uzrasta. Utvrđena su statistički značajne korelacije između svih ispitivanih parametara čitanja: brzine čitanja i broja grešaka
(r= 0,711, p = 0,000), brzine čitanja i razumevanja pročitanog – reprodukovanja činjenica (r = -0,379, p = 0,016) i broja grešaka i reprodukovanja
činjenica (r= -0,466, p = 0,002). Iako postoji značajna korelacija među pomenutim aspektima čitanja, procena nijednog pojedinačnog aspekta čitanja
ne može da služi kao zamena za sasvim pouzdano zaključivanje o drugim
aspektima. Stoga je procena svih pomenutih aspekta zajedno značajna za
identifikovanje dece koja mogu imati teškoće u čitanju., To avoid the risk of serious problems in later schooling when students are
expected to use reading as a means of self-acquisition of knowledge, assessing
different aspects of reading and their interrelationships can help identify factors
that can be targeted by additional support. The aim of this paper is to determine
the relationship between accuracy, speed and reading comprehension in
children of younger school age. The sample included 40 fourth grade students
(23 boys and 17 girls), who attended primary school in the territory of the
City of Belgrade. Only monolingual speakers whose native language is
Serbian were included. The assessment of reading speed, number of errors and
reading comprehension was performed using the Three-Dimensional Reading
Test (Kostić et al., 1983), a text intended for children of younger school age.
Statistically significant correlations were found between all examined reading
parameters: reading speed and number of errors (r = 0,711, p = 0,000), reading
speed and reading comprehension – reproduction of facts (r = -0,379, p = 0,016)
and number of errors and fact reproduction (r = -0.466, p = 0,002). Although
there is a significant correlation between the mentioned aspects of reading, the
assessment of any single aspect of reading cannot serve as a substitute for a
completely reliable conclusion about other aspects. Therefore, the assessment
of all the mentioned aspects together is important for identifying children who
may have reading difficulties.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Beogradska defektološka škola",
title = "Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta, The relationship between speed, accuracy, and reading comprehension in students of younger school age",
pages = "32-21",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4122"
}

Banković, S., Čolić, G.,& Brojčin, B.. (2021). Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta. in Beogradska defektološka škola
Drustvo defektologa Srbije.(3), 21-32.
https://hdl.handle.net/21.15107/rcub_rfasper_4122

Banković S, Čolić G, Brojčin B. Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta. in Beogradska defektološka škola. 2021;(3):21-32.
https://hdl.handle.net/21.15107/rcub_rfasper_4122 .

Banković, Slobodan, Čolić, Gordana, Brojčin, Branislav, "Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta" in Beogradska defektološka škola, no. 3 (2021):21-32,
https://hdl.handle.net/21.15107/rcub_rfasper_4122 .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memisevic, Haris
AU  - Brojčin, Branislav
AU  - Krstov, Ana
PY  - 2021
UR  - https://doi.org/10.1080/20473869.2021.1896962
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3745
AB  - Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.
PB  - Taylor & Francis Ltd, Abingdon
T2  - International Journal of Developmental Disabilities
T1  - Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
EP  - 12
SP  - 1
VL  - 
DO  - 10.1080/20473869.2021.1896962
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memisevic, Haris and Brojčin, Branislav and Krstov, Ana",
year = "2021",
abstract = "Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.",
publisher = "Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Developmental Disabilities",
title = "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism",
pages = "12-1",
volume = "",
doi = "10.1080/20473869.2021.1896962"
}

Đorđević, M., Glumbić, N., Memisevic, H., Brojčin, B.,& Krstov, A.. (2021). Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities
Taylor & Francis Ltd, Abingdon., , 1-12.
https://doi.org/10.1080/20473869.2021.1896962

Đorđević M, Glumbić N, Memisevic H, Brojčin B, Krstov A. Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities. 2021;:1-12.
doi:10.1080/20473869.2021.1896962 .

Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana, "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism" in International Journal of Developmental Disabilities,  (2021):1-12,
https://doi.org/10.1080/20473869.2021.1896962 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memisevic, Haris
AU  - Brojčin, Branislav
AU  - Krstov, Ana
PY  - 2021
UR  - https://doi.org/10.1080/20473869.2021.1896962
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3790
AB  - Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.
PB  - Taylor & Francis Ltd, Abingdon
T2  - International Journal of Developmental Disabilities
T1  - Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
EP  - 12
SP  - 1
DO  - 10.1080/20473869.2021.1896962
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memisevic, Haris and Brojčin, Branislav and Krstov, Ana",
year = "2021",
abstract = "Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.",
publisher = "Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Developmental Disabilities",
title = "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism",
pages = "12-1",
doi = "10.1080/20473869.2021.1896962"
}

Đorđević, M., Glumbić, N., Memisevic, H., Brojčin, B.,& Krstov, A.. (2021). Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities
Taylor & Francis Ltd, Abingdon., 1-12.
https://doi.org/10.1080/20473869.2021.1896962

Đorđević M, Glumbić N, Memisevic H, Brojčin B, Krstov A. Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities. 2021;:1-12.
doi:10.1080/20473869.2021.1896962 .

Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana, "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism" in International Journal of Developmental Disabilities (2021):1-12,
https://doi.org/10.1080/20473869.2021.1896962 . .

TY  - JOUR
AU  - Corbí, Miguel
AU  - Tombolato, Monica
AU  - Bueno-Sánchez, Lidia
AU  - Hermans, Katrien
AU  - Valenti, Antonella
AU  - Garcés-Ferrer, Jorge
AU  - Straniero, Alessandra M.
AU  - Brojčin, Branislav
AU  - Mesquita, Cristina
AU  - Bonifácio, Evangelina
AU  - Martini, Berta
AU  - Rodríguez-Cano, Sonia
AU  - Milants, Michelle
AU  - Glumbić, Nenad
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1337
AB  - Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.
AB  - Uvod: Inkluzija studenata sa ometenošću u visokom obrazovanju je fundamentalno pravo koje prepoznaje pravni sistem od usvajanja Konvencije Ujedinjenih nacija o pravima osoba sa ometenošću. Međutim, mere koje su preduzele evropske zemlje u promovisanju tih prava nisu uvek praćene obukama koje bi univerzitetskim nastavnicima obezbedile neophodna znanja za uključivanje osoba sa intelektualnom ometenošću u nastavu sa istim garancijama i mogućnostima koje se nude osobama tipičnog razvoja. Cilj: Cilj ovog istraživanja je da utvrdi potrebe za obukom na osnovu vlastite percepcije univerzitetskog nastavnog osoblja i da na taj način postavi temelje specifčnog programa obuke. Metode: Sprovedeno je transferzalno istraživanje pomoću upitnika kojim su prikupljeni podaci o vlastitoj proceni nastavnika u pogledu kompetencija i efektivnosti njihovog znanja, kao i o značaju koji oni pridaju pojedinim aspektima intelektualne ometenosti. Ispitivanje je izvršeno na uzorku od 1009 nastavnika iz Srbije, Holandije, Portugalije, Italije i Španije. Rezultati: Dobijeni rezultati pokazuju da je samoprocena kompetencija u edukativnim veštinama zavisna od tri glavna činioca: specifčnog treninga u prošlosti, iskustva u podučavanju osoba sa intelektualnom ometenošću i ličnih iskustava, Zaključak: Dobijeni rezultati ukazuju na potrebu za specifčnom obukom nastavnog osoblja u oblasti rada sa osobama sa intelektualnom ometenošću u visokom obrazovanju.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Intellectual disability in higher education: Self-perceived training needs of university teachers
T1  - Intelektualna ometenost u visokom obrazovanju - samoprocena potreba za obukom univerzitetskih nastavnika
EP  - 15
IS  - 1
SP  - 1
VL  - 20
DO  - 10.5937/specedreh20-31002
ER  - 

@article{
author = "Corbí, Miguel and Tombolato, Monica and Bueno-Sánchez, Lidia and Hermans, Katrien and Valenti, Antonella and Garcés-Ferrer, Jorge and Straniero, Alessandra M. and Brojčin, Branislav and Mesquita, Cristina and Bonifácio, Evangelina and Martini, Berta and Rodríguez-Cano, Sonia and Milants, Michelle and Glumbić, Nenad",
year = "2021",
abstract = "Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education., Uvod: Inkluzija studenata sa ometenošću u visokom obrazovanju je fundamentalno pravo koje prepoznaje pravni sistem od usvajanja Konvencije Ujedinjenih nacija o pravima osoba sa ometenošću. Međutim, mere koje su preduzele evropske zemlje u promovisanju tih prava nisu uvek praćene obukama koje bi univerzitetskim nastavnicima obezbedile neophodna znanja za uključivanje osoba sa intelektualnom ometenošću u nastavu sa istim garancijama i mogućnostima koje se nude osobama tipičnog razvoja. Cilj: Cilj ovog istraživanja je da utvrdi potrebe za obukom na osnovu vlastite percepcije univerzitetskog nastavnog osoblja i da na taj način postavi temelje specifčnog programa obuke. Metode: Sprovedeno je transferzalno istraživanje pomoću upitnika kojim su prikupljeni podaci o vlastitoj proceni nastavnika u pogledu kompetencija i efektivnosti njihovog znanja, kao i o značaju koji oni pridaju pojedinim aspektima intelektualne ometenosti. Ispitivanje je izvršeno na uzorku od 1009 nastavnika iz Srbije, Holandije, Portugalije, Italije i Španije. Rezultati: Dobijeni rezultati pokazuju da je samoprocena kompetencija u edukativnim veštinama zavisna od tri glavna činioca: specifčnog treninga u prošlosti, iskustva u podučavanju osoba sa intelektualnom ometenošću i ličnih iskustava, Zaključak: Dobijeni rezultati ukazuju na potrebu za specifčnom obukom nastavnog osoblja u oblasti rada sa osobama sa intelektualnom ometenošću u visokom obrazovanju.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Intellectual disability in higher education: Self-perceived training needs of university teachers, Intelektualna ometenost u visokom obrazovanju - samoprocena potreba za obukom univerzitetskih nastavnika",
pages = "15-1",
number = "1",
volume = "20",
doi = "10.5937/specedreh20-31002"
}

Corbí, M., Tombolato, M., Bueno-Sánchez, L., Hermans, K., Valenti, A., Garcés-Ferrer, J., Straniero, A. M., Brojčin, B., Mesquita, C., Bonifácio, E., Martini, B., Rodríguez-Cano, S., Milants, M.,& Glumbić, N.. (2021). Intellectual disability in higher education: Self-perceived training needs of university teachers. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 20(1), 1-15.
https://doi.org/10.5937/specedreh20-31002

Corbí M, Tombolato M, Bueno-Sánchez L, Hermans K, Valenti A, Garcés-Ferrer J, Straniero AM, Brojčin B, Mesquita C, Bonifácio E, Martini B, Rodríguez-Cano S, Milants M, Glumbić N. Intellectual disability in higher education: Self-perceived training needs of university teachers. in Specijalna edukacija i rehabilitacija. 2021;20(1):1-15.
doi:10.5937/specedreh20-31002 .

Corbí, Miguel, Tombolato, Monica, Bueno-Sánchez, Lidia, Hermans, Katrien, Valenti, Antonella, Garcés-Ferrer, Jorge, Straniero, Alessandra M., Brojčin, Branislav, Mesquita, Cristina, Bonifácio, Evangelina, Martini, Berta, Rodríguez-Cano, Sonia, Milants, Michelle, Glumbić, Nenad, "Intellectual disability in higher education: Self-perceived training needs of university teachers" in Specijalna edukacija i rehabilitacija, 20, no. 1 (2021):1-15,
https://doi.org/10.5937/specedreh20-31002 . .

TY  - JOUR
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
AU  - Žunić-Pavlović, Vesna
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1328
AB  - Accessible summary The aim of this research was to identify possible differences in how non-disabled adolescents and their peers identified with mild intellectual disability use mobile phones. The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability. Non-disabled adolescents used these devices more often than their peers identified with mild intellectual disability. Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones. Background Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild intellectual disability of both genders. Materials and Methods The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability, aged 15-19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use. Results In all assessed areas, it was observed that non-disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non-disabled participants where girls used mobile phones in a problematic way much more frequently. Conclusions Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic.
PB  - Wiley, Hoboken
T2  - British Journal of Learning Disabilities
T1  - Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools
EP  - 229
IS  - 2
SP  - 217
VL  - 49
DO  - 10.1111/bld.12358
ER  - 

@article{
author = "Glumbić, Nenad and Brojčin, Branislav and Đorđević, Mirjana and Žunić-Pavlović, Vesna",
year = "2021",
abstract = "Accessible summary The aim of this research was to identify possible differences in how non-disabled adolescents and their peers identified with mild intellectual disability use mobile phones. The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability. Non-disabled adolescents used these devices more often than their peers identified with mild intellectual disability. Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones. Background Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild intellectual disability of both genders. Materials and Methods The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability, aged 15-19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use. Results In all assessed areas, it was observed that non-disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non-disabled participants where girls used mobile phones in a problematic way much more frequently. Conclusions Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic.",
publisher = "Wiley, Hoboken",
journal = "British Journal of Learning Disabilities",
title = "Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools",
pages = "229-217",
number = "2",
volume = "49",
doi = "10.1111/bld.12358"
}

Glumbić, N., Brojčin, B., Đorđević, M.,& Žunić-Pavlović, V.. (2021). Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools. in British Journal of Learning Disabilities
Wiley, Hoboken., 49(2), 217-229.
https://doi.org/10.1111/bld.12358

Glumbić N, Brojčin B, Đorđević M, Žunić-Pavlović V. Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools. in British Journal of Learning Disabilities. 2021;49(2):217-229.
doi:10.1111/bld.12358 .

Glumbić, Nenad, Brojčin, Branislav, Đorđević, Mirjana, Žunić-Pavlović, Vesna, "Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools" in British Journal of Learning Disabilities, 49, no. 2 (2021):217-229,
https://doi.org/10.1111/bld.12358 . .

TY  - JOUR
AU  - Glumbić, Nenad
AU  - Đorđević, Mirjana
AU  - Brojčin, Branislav
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4125
AB  - Eholalija je relativno čest simptom poremećaja iz spektra autizma. Ispoljava
se kao trenutno ili odloženo ponavljanje tuđih reči i najčešće se dovodi u vezu
sa nedovoljno razvijenom sposobnošću receptivnog govora. Isto tako je u
znakovnom jeziku gluve dece s poremećajem iz spektra autizma zabeležena
pojava tzv. znakovne eholalije. Cilj ovog članka je da se prezentuju sve studije u kojima je znakovna eholalija detektovana kod barem jednog gluvog
ispitanika s poremećajem iz spektra autizma. Dosadašnja istraživanja pokazuju da je učestalost znakovne eholalije kod gluve dece slična učestalosti
verbalne eholalije kod čujuće dece sa autizmom. Jedina razlika odnosi se na
vremensko preklapanje znakova koje produkuje odrasla gluva osoba i ehoičnog znaka gluvog deteta sa autizmom.
AB  - Echolalia is relatively common symptom of autism spectrum disorder. It
is manifested as immediate or delayed repetition of another person’s words
and is most often related to underdeveloped receptive speech. Likewise, the
phenomenon of so-called sign echolalia was detected in the sign language of
deaf children on the autism spectrum. The objective of this paper was to present
all the studies in which sign echolalia was detected in at least one deaf person
with autism spectrum disorder. Research study shows that the frequency of
sign echolalia in deaf children is similar to the frequency of verbal echolalia
of hearing children with autism. The only difference relates to the temporal
overlap of the signs produced by a deaf adult and echoic sign of a deaf child.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Beogradska defektološka škola
T1  - Pojava znakovne eholalije kod gluve dece sa autizmom
T1  - The phenomenon of the sign echolalia in deaf children with autism
EP  - 86
IS  - 3
SP  - 77
VL  - 27
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4125
ER  - 

@article{
author = "Glumbić, Nenad and Đorđević, Mirjana and Brojčin, Branislav",
year = "2021",
abstract = "Eholalija je relativno čest simptom poremećaja iz spektra autizma. Ispoljava
se kao trenutno ili odloženo ponavljanje tuđih reči i najčešće se dovodi u vezu
sa nedovoljno razvijenom sposobnošću receptivnog govora. Isto tako je u
znakovnom jeziku gluve dece s poremećajem iz spektra autizma zabeležena
pojava tzv. znakovne eholalije. Cilj ovog članka je da se prezentuju sve studije u kojima je znakovna eholalija detektovana kod barem jednog gluvog
ispitanika s poremećajem iz spektra autizma. Dosadašnja istraživanja pokazuju da je učestalost znakovne eholalije kod gluve dece slična učestalosti
verbalne eholalije kod čujuće dece sa autizmom. Jedina razlika odnosi se na
vremensko preklapanje znakova koje produkuje odrasla gluva osoba i ehoičnog znaka gluvog deteta sa autizmom., Echolalia is relatively common symptom of autism spectrum disorder. It
is manifested as immediate or delayed repetition of another person’s words
and is most often related to underdeveloped receptive speech. Likewise, the
phenomenon of so-called sign echolalia was detected in the sign language of
deaf children on the autism spectrum. The objective of this paper was to present
all the studies in which sign echolalia was detected in at least one deaf person
with autism spectrum disorder. Research study shows that the frequency of
sign echolalia in deaf children is similar to the frequency of verbal echolalia
of hearing children with autism. The only difference relates to the temporal
overlap of the signs produced by a deaf adult and echoic sign of a deaf child.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Beogradska defektološka škola",
title = "Pojava znakovne eholalije kod gluve dece sa autizmom, The phenomenon of the sign echolalia in deaf children with autism",
pages = "86-77",
number = "3",
volume = "27",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4125"
}

Glumbić, N., Đorđević, M.,& Brojčin, B.. (2021). Pojava znakovne eholalije kod gluve dece sa autizmom. in Beogradska defektološka škola
Drustvo defektologa Srbije., 27(3), 77-86.
https://hdl.handle.net/21.15107/rcub_rfasper_4125

Glumbić N, Đorđević M, Brojčin B. Pojava znakovne eholalije kod gluve dece sa autizmom. in Beogradska defektološka škola. 2021;27(3):77-86.
https://hdl.handle.net/21.15107/rcub_rfasper_4125 .

Glumbić, Nenad, Đorđević, Mirjana, Brojčin, Branislav, "Pojava znakovne eholalije kod gluve dece sa autizmom" in Beogradska defektološka škola, 27, no. 3 (2021):77-86,
https://hdl.handle.net/21.15107/rcub_rfasper_4125 .

TY  - CONF
AU  - Banković, Slobodan
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
AU  - Đurić-Zdravković, Aleksandra
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3832
AB  - Uvod: Učenicima sa intelektualnom ometenošću je često potrebna podrška u razvoju socijalnih veština. Stoga je važno sagledati nastavničku perspekti- vu u pogledu značaja pojedinih socijalnih veština za uspešno funkcionisanje učenika.
Cilj: Cilj rada je da se utvrdi koliki značaj nastavnici pridaju asertivnosti, ko- operativnosti i samokontroli u uspešnom funkcionisanju učenika sa lakom in- telektualnom ometenošću u školskom kontekstu.
Metod: Petnaest nastavnika iz srednjih škola za učenike sa smetnjama u ra- zvoju procenjivalo je koliko su pojedine socijalne veštine značajne za uspešno funkcionisanje određenog učenika u njihovom odeljenju. Prikupljeni su podaci za 67 učenika sa lakom intelektualnom ometenošću. Za procenu važnosti so- cijalnih veština korišćena je Skala za procenu socijalnih veština, nastavničke verzije Sistema za procenu socijalnih veština (Social Skills Rating System).
Rezultati: Najviša prosečna vrednost skorova zabeležena je na domenu Samokontrola (AS=14,48, SD=3,54), nešto niža na domenu Kooperacija (AS=13,91, SD=4,19), a najniža na Asertivnosti (AS=12,80, SD=3,63). Primenom t-testa uparenih uzoraka utvrđene su statistički značajne razlike između sko- rova na domenu Asertivnost i skorova na domenima Kooperacija (t=3,793, p=0,000) i Samokontrola (t=-5,986, p=0,000). Nadalje, primenom t-testa nezavisnih uzoraka registrovane su statistički značajne razlike u nastavničkoj percepciji važnosti socijalnih veština kod dečaka i devojčica sa IO na domenu Kooperacije (t=-3,903, p=0,000) i Samokontrole (t=-2,569, p=0,013).
Zaključak: Dobijeni rezultati pokazuju da nastavnici srednjih škola za uče- nike sa smetnjama u razvoju, kada su u pitanju učenici sa intelektualnom ometenošću (naročito devojčice), veći značaj pridaju veštinama potrebnim za kontrolisanje sopstvenog ponašanja i saradnju, nego asertivnosti učenika.
Ovakvi rezultati pokazuju da nastavnici cene veštine učenika koje omogućava- ju neometano izvođenje nastave, ali istovremeno upućuju na to da značajno manje vrednuju veštine učenika koje su, na primer, potrebne za iniciranje ko- munikacije ili prikladno izražavanje neslaganja.
AB  - Introduction: Students with intellectual disability often need support in developing social skills. Therefore, it is important to look at teachers’ perspective in terms of the importance of certain social skills for the successful functioning of students.
Aim: The aim of this paper is to determine how much importance teachers attach to assertiveness, cooperation and self-control in the successful functioning of students with mild intellectual disability in the school context.
Method: Fifteen high school teachers for students with disabilities assessed how important certain social skills were for successful functioning of a particular student in their class. Data were collected for 67 students with mild intellectual disability. The Social Skills Assessment Scale, a teacher version of the Social Skills Rating System, was used to assess the importance of social skills.
Results: The highest average value of scores was recorded in the Self-control domain (M=14.48, SD=3.54), slightly lower in the Cooperation domain (M=13.91, SD=4.19), and the lowest in Assertiveness (M=12.80, SD=3.63). Using paired samples t-test, statistically significant differences were found between the scores on the Assertiveness domain, on the one hand, and the domains Cooperation (t=3.793, p=.000) and Self-control (t=-5.986, p=.000) domains on the other. Furthermore, using independent samples t-test, statistically significant differences were registered in teachers’ perception of the importance of social skills in boys and girls with intellectual disability in the Cooperation (t=-3.903, p=.000) and Self-Control (t=-2.569, p=.013) domains.
Conclusion: The obtained results show that, when it comes to students with intellectual disability (especially girls), teachers from high schools for students with disabilities attach more importance to the skills needed for controlling their own behavior and cooperation, than the assertiveness of students. These results show that teachers value the skills of students that enable unhindered teaching, but at the same time indicate that they value the skills of students that are, for example, needed to initiate communication or appropriate expression of disagreement significantly less.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty
C3  - Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika
T1  - The importance of social skills for successful functioning of students with mild intellectual disability in school – teacher perspective
EP  - 438
SP  - 433
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3832
ER  - 

@conference{
author = "Banković, Slobodan and Brojčin, Branislav and Đorđević, Mirjana and Đurić-Zdravković, Aleksandra",
year = "2021",
abstract = "Uvod: Učenicima sa intelektualnom ometenošću je često potrebna podrška u razvoju socijalnih veština. Stoga je važno sagledati nastavničku perspekti- vu u pogledu značaja pojedinih socijalnih veština za uspešno funkcionisanje učenika.
Cilj: Cilj rada je da se utvrdi koliki značaj nastavnici pridaju asertivnosti, ko- operativnosti i samokontroli u uspešnom funkcionisanju učenika sa lakom in- telektualnom ometenošću u školskom kontekstu.
Metod: Petnaest nastavnika iz srednjih škola za učenike sa smetnjama u ra- zvoju procenjivalo je koliko su pojedine socijalne veštine značajne za uspešno funkcionisanje određenog učenika u njihovom odeljenju. Prikupljeni su podaci za 67 učenika sa lakom intelektualnom ometenošću. Za procenu važnosti so- cijalnih veština korišćena je Skala za procenu socijalnih veština, nastavničke verzije Sistema za procenu socijalnih veština (Social Skills Rating System).
Rezultati: Najviša prosečna vrednost skorova zabeležena je na domenu Samokontrola (AS=14,48, SD=3,54), nešto niža na domenu Kooperacija (AS=13,91, SD=4,19), a najniža na Asertivnosti (AS=12,80, SD=3,63). Primenom t-testa uparenih uzoraka utvrđene su statistički značajne razlike između sko- rova na domenu Asertivnost i skorova na domenima Kooperacija (t=3,793, p=0,000) i Samokontrola (t=-5,986, p=0,000). Nadalje, primenom t-testa nezavisnih uzoraka registrovane su statistički značajne razlike u nastavničkoj percepciji važnosti socijalnih veština kod dečaka i devojčica sa IO na domenu Kooperacije (t=-3,903, p=0,000) i Samokontrole (t=-2,569, p=0,013).
Zaključak: Dobijeni rezultati pokazuju da nastavnici srednjih škola za uče- nike sa smetnjama u razvoju, kada su u pitanju učenici sa intelektualnom ometenošću (naročito devojčice), veći značaj pridaju veštinama potrebnim za kontrolisanje sopstvenog ponašanja i saradnju, nego asertivnosti učenika.
Ovakvi rezultati pokazuju da nastavnici cene veštine učenika koje omogućava- ju neometano izvođenje nastave, ali istovremeno upućuju na to da značajno manje vrednuju veštine učenika koje su, na primer, potrebne za iniciranje ko- munikacije ili prikladno izražavanje neslaganja., Introduction: Students with intellectual disability often need support in developing social skills. Therefore, it is important to look at teachers’ perspective in terms of the importance of certain social skills for the successful functioning of students.
Aim: The aim of this paper is to determine how much importance teachers attach to assertiveness, cooperation and self-control in the successful functioning of students with mild intellectual disability in the school context.
Method: Fifteen high school teachers for students with disabilities assessed how important certain social skills were for successful functioning of a particular student in their class. Data were collected for 67 students with mild intellectual disability. The Social Skills Assessment Scale, a teacher version of the Social Skills Rating System, was used to assess the importance of social skills.
Results: The highest average value of scores was recorded in the Self-control domain (M=14.48, SD=3.54), slightly lower in the Cooperation domain (M=13.91, SD=4.19), and the lowest in Assertiveness (M=12.80, SD=3.63). Using paired samples t-test, statistically significant differences were found between the scores on the Assertiveness domain, on the one hand, and the domains Cooperation (t=3.793, p=.000) and Self-control (t=-5.986, p=.000) domains on the other. Furthermore, using independent samples t-test, statistically significant differences were registered in teachers’ perception of the importance of social skills in boys and girls with intellectual disability in the Cooperation (t=-3.903, p=.000) and Self-Control (t=-2.569, p=.013) domains.
Conclusion: The obtained results show that, when it comes to students with intellectual disability (especially girls), teachers from high schools for students with disabilities attach more importance to the skills needed for controlling their own behavior and cooperation, than the assertiveness of students. These results show that teachers value the skills of students that enable unhindered teaching, but at the same time indicate that they value the skills of students that are, for example, needed to initiate communication or appropriate expression of disagreement significantly less.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty",
journal = "Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika, The importance of social skills for successful functioning of students with mild intellectual disability in school – teacher perspective",
pages = "438-433",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3832"
}

Banković, S., Brojčin, B., Đorđević, M.,& Đurić-Zdravković, A.. (2021). Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 433-438.
https://hdl.handle.net/21.15107/rcub_rfasper_3832

Banković S, Brojčin B, Đorđević M, Đurić-Zdravković A. Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:433-438.
https://hdl.handle.net/21.15107/rcub_rfasper_3832 .

Banković, Slobodan, Brojčin, Branislav, Đorđević, Mirjana, Đurić-Zdravković, Aleksandra, "Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika" in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):433-438,
https://hdl.handle.net/21.15107/rcub_rfasper_3832 .

TY  - CONF
AU  - Banković, Slobodan
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
AU  - Đurić-Zdravković, Aleksandra
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3734
AB  - Uvod: Učenicima sa intelektualnom ometenošću je često potrebna podrška u razvoju socijalnih veština. Stoga je važno sagledati nastavničku perspektivu u pogledu značaja pojedinih socijalnih veština za uspešno funkcionisanje učenika.
Cilj: Cilj rada je da se utvrdi koliki značaj nastavnici pridaju asertivnosti, kooperativnosti i samokontroli u uspešnom funkcionisanju učenika sa lakom intelektualnom ometenošću u školskom kontekstu.
Metode: Petnaest nastavnika iz srednjih škola za učenike sa smetnjama u razvoju procenjivalo je koliko su pojedine socijalne veštine značajne za uspešno funkcionisanje određenog učenika u njihovom odeljenju.
Prikupljeni su podaci za 67 učenika sa lakom intelektualnom ometenošću.
Za procenu važnosti socijalnih veština korišćena je Skala za procenu socijalnih veština, nastavničke verzije Sistema za procenu socijalnih veština (Social Skills Rating System).
Rezultati: Najviša prosečna vrednost skorova zabeležena je na domenu Samokontrola (AS=14,48; SD=3,54), nešto niža na domenu Kooperacija (AS=13,91; SD=4,19), a najniža na Asertivnosti (AS=12,80; SD=3,63).
Primenom t-testa uparenih uzoraka utvrđene su statistički značajne razlike između skorova na domenu Asertivnost i skorova na domenima Kooperacija (t=3,793; p=0,000) i Samokontrola (t=-5,986; p=0,000).
Nadalje, primenom t-testa nezavisnih uzoraka registrovane su statistički značajne razlike u nastavničkoj percepciji važnosti socijalnih veština kod dečaka i devojčica sa intelektualnom ometenošću na domenu Kooperacije (t=-3,903; p=0,000) i Samokontrole (t=-2,569; p=0,013).
Zaključak: Dobijeni rezultati pokazuju da nastavnici srednjih škola za učenike sa smetnjama u razvoju, kada su u pitanju učenici sa intelektualnom ometenošću (naročito devojčice), veći značaj pridaju veštinama potrebnim za kontrolisanje sopstvenog ponašanja i saradnju, nego asertivnosti učenika. Ovakvi rezultati pokazuju da nastavnici cene veštine učenika koje omogućavaju neometano izvođenje nastave, ali istovremeno upućuju na to da značajno manje vrednuju veštine učenika koje su, na primer, potrebne za iniciranje komunikacije ili prikladno izražavanje neslaganja.
AB  - Introduction: Students with intellectual disability often need support in developing social skills. Therefore, it is important to look at teachers’ perspective in terms of the importance of certain social skills for the successful functioning of students.
Aim: The aim of this paper is to determine how much importance teachers attach to assertiveness, cooperation and self-control in the successful functioning of students with intellectual disability in the school context.
Method: Fifteen high school teachers for students with disabilities assessed how important certain social skills were for successful functioning of a particular student in their class. Data were collected for 67 students with mild intellectual disability. The Social Skills Assessment Scale, a teacher version of the Social Skills Rating System, was used to assess the importance of social skills.
Results: The highest average value of scores was recorded in the Self-control domain (M=14.48; SD=3.54), slightly lower in the Cooperation domain (M=13.91; SD=4.19), and the lowest in Assertiveness (M=12.80; SD=3.63).
Using paired samples t-test, statistically significant differences were found between the scores on the Assertiveness domain, on the one hand, and the Cooperation (t=3.793; p=.000) and Self-control (t=-5.986; p=.000) domains on the other. Furthermore, using independent samples t-test, statistically significant differences were registered in teachers’ perception of the social skills importance in boys and girls with intellectual disability in the Cooperation (t=-3.903; p=.000) and Self-Control (t=-2.569; p=.013) domain.
Conclusion: The obtained results show that, when it comes to students with intellectual disability (especially girls), teachers from high schools for students with disabilities attach more importance to the skills needed for controlling their own behavior and cooperation, than the assertiveness of students. These results show that teachers value the skills of students that enable unhindered teaching, but at the same time indicate that they value the skills of students that are, for example, needed to initiate communication or appropriate expression of disagreement significantly less.
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  - Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika
T1  - The importance of social skills for successful functioning of students with mild intellectual disability in school – teacher perspective
EP  - 163
SP  - 162
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3734
ER  - 

@conference{
author = "Banković, Slobodan and Brojčin, Branislav and Đorđević, Mirjana and Đurić-Zdravković, Aleksandra",
year = "2021",
abstract = "Uvod: Učenicima sa intelektualnom ometenošću je često potrebna podrška u razvoju socijalnih veština. Stoga je važno sagledati nastavničku perspektivu u pogledu značaja pojedinih socijalnih veština za uspešno funkcionisanje učenika.
Cilj: Cilj rada je da se utvrdi koliki značaj nastavnici pridaju asertivnosti, kooperativnosti i samokontroli u uspešnom funkcionisanju učenika sa lakom intelektualnom ometenošću u školskom kontekstu.
Metode: Petnaest nastavnika iz srednjih škola za učenike sa smetnjama u razvoju procenjivalo je koliko su pojedine socijalne veštine značajne za uspešno funkcionisanje određenog učenika u njihovom odeljenju.
Prikupljeni su podaci za 67 učenika sa lakom intelektualnom ometenošću.
Za procenu važnosti socijalnih veština korišćena je Skala za procenu socijalnih veština, nastavničke verzije Sistema za procenu socijalnih veština (Social Skills Rating System).
Rezultati: Najviša prosečna vrednost skorova zabeležena je na domenu Samokontrola (AS=14,48; SD=3,54), nešto niža na domenu Kooperacija (AS=13,91; SD=4,19), a najniža na Asertivnosti (AS=12,80; SD=3,63).
Primenom t-testa uparenih uzoraka utvrđene su statistički značajne razlike između skorova na domenu Asertivnost i skorova na domenima Kooperacija (t=3,793; p=0,000) i Samokontrola (t=-5,986; p=0,000).
Nadalje, primenom t-testa nezavisnih uzoraka registrovane su statistički značajne razlike u nastavničkoj percepciji važnosti socijalnih veština kod dečaka i devojčica sa intelektualnom ometenošću na domenu Kooperacije (t=-3,903; p=0,000) i Samokontrole (t=-2,569; p=0,013).
Zaključak: Dobijeni rezultati pokazuju da nastavnici srednjih škola za učenike sa smetnjama u razvoju, kada su u pitanju učenici sa intelektualnom ometenošću (naročito devojčice), veći značaj pridaju veštinama potrebnim za kontrolisanje sopstvenog ponašanja i saradnju, nego asertivnosti učenika. Ovakvi rezultati pokazuju da nastavnici cene veštine učenika koje omogućavaju neometano izvođenje nastave, ali istovremeno upućuju na to da značajno manje vrednuju veštine učenika koje su, na primer, potrebne za iniciranje komunikacije ili prikladno izražavanje neslaganja., Introduction: Students with intellectual disability often need support in developing social skills. Therefore, it is important to look at teachers’ perspective in terms of the importance of certain social skills for the successful functioning of students.
Aim: The aim of this paper is to determine how much importance teachers attach to assertiveness, cooperation and self-control in the successful functioning of students with intellectual disability in the school context.
Method: Fifteen high school teachers for students with disabilities assessed how important certain social skills were for successful functioning of a particular student in their class. Data were collected for 67 students with mild intellectual disability. The Social Skills Assessment Scale, a teacher version of the Social Skills Rating System, was used to assess the importance of social skills.
Results: The highest average value of scores was recorded in the Self-control domain (M=14.48; SD=3.54), slightly lower in the Cooperation domain (M=13.91; SD=4.19), and the lowest in Assertiveness (M=12.80; SD=3.63).
Using paired samples t-test, statistically significant differences were found between the scores on the Assertiveness domain, on the one hand, and the Cooperation (t=3.793; p=.000) and Self-control (t=-5.986; p=.000) domains on the other. Furthermore, using independent samples t-test, statistically significant differences were registered in teachers’ perception of the social skills importance in boys and girls with intellectual disability in the Cooperation (t=-3.903; p=.000) and Self-Control (t=-2.569; p=.013) domain.
Conclusion: The obtained results show that, when it comes to students with intellectual disability (especially girls), teachers from high schools for students with disabilities attach more importance to the skills needed for controlling their own behavior and cooperation, than the assertiveness of students. These results show that teachers value the skills of students that enable unhindered teaching, but at the same time indicate that they value the skills of students that are, for example, needed to initiate communication or appropriate expression of disagreement significantly less.",
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 = "Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika, The importance of social skills for successful functioning of students with mild intellectual disability in school – teacher perspective",
pages = "163-162",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3734"
}

Banković, S., Brojčin, B., Đorđević, M.,& Đurić-Zdravković, A.. (2021). Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika. 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., 162-163.
https://hdl.handle.net/21.15107/rcub_rfasper_3734

Banković S, Brojčin B, Đorđević M, Đurić-Zdravković A. Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:162-163.
https://hdl.handle.net/21.15107/rcub_rfasper_3734 .

Banković, Slobodan, Brojčin, Branislav, Đorđević, Mirjana, Đurić-Zdravković, Aleksandra, "Značaj socijalnih veština za uspešno funkcionisanje učenika sa lakom intelektualnom ometenošću u školi – perspektiva nastavnika" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):162-163,
https://hdl.handle.net/21.15107/rcub_rfasper_3734 .

TY  - CONF
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Petrović, Sunčica
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3353
AB  - Završetkom srednje škole završava se i formalno obrazovanje učenika s
intelektualnom ometenošću. Prijemni ispiti, apstraktni sadržaji i visoki zahtevi
univerzitetske nastave predstavljaju, čini se, nesavladivu prepreku za potencijalne
studente s intelektualnim teškoćama. Međutim, u pojedinim zemljama visokoškolske
ustanove organizuju posebne kurseve za ovu populaciju studenata, kako bi se kroz
kontinuiranu obrazovnu inkluziju proširio opseg njihovih socijalnih uloga. Različiti
modeli postsekundarnog obrazovanja za studente sa intelektualnim teškoćama najviše su
razvijeni u SAD, a od evropskih zemalja u tome prednjače Italija, Španija i Portugal. Ovo
istraživanje je realizovano u okviru ERASMUS + projekta „Obuka univerzitetskih
nastavnika za inkluziju osoba s intelektualnim teškoćama“. Cilj istraživanja bio je
utvrđivanje samopercepcije obučenosti nastavnika za sprovođenje obrazovne inkluzije u
visokoškolskim ustanovama, kao i njihove procene značajnosti pojedinih modula obuke
koja bi bila ponuđena potencijalnim korisnicima na evropskom nivou. Uzorak je činilo
160 nastavnika i saradnika visokoškolskih ustanova sa pet univerziteta u Srbiji. Od njih
je zatraženo da na petostepnoj skali Likertovog tipa odrede u kojoj meri procenjuju
vlastitu kompetenciju za rad sa studentima koji imaju intelektualne teškoće, odnosno
značajnost tema predloženog kurikuluma za rad sa ovom populacijom studenata. S
obzirom na retka iskustva u ovoj oblasti naši ispitanici vlastite kompetencije ocenjuju vrlo
niskim ocenama (2,01–2,73). Najniže ocene ispitanici vezuju za znanja i specifične veštine
za rad sa ovom grupom studenata (2,01), dok najviše pouzdanja imaju u svoje
komunikacione sposobnosti (2,66), kao i u sposobnost da prilagode materijal za učenje
studentima sa različitim obrazovnim potrebama (2,73). Nasuprot tome, ispitanici visoko
vrednuju značaj predloženih modula obuke. Svi ponuđeni moduli vrednovani su ocenom
većom od četiri. Iako nije utvrđena značajna razlika između ispitanika iz različitih zemalja
primetno je da ispitanici iz Srbije daju nešto više ocene od ispitanika iz Španije, Portugala,
Italije i Belgije. Najvišim ocenama bodovani su sadržaji vezani za proces učenja osoba s
intelektualnim teškoćama (4,37), metode i tehnike motivisanja (4,28) i poznavanje opštih
karakteristika osoba s intelektualnim teškoćama (4,24). Sumacijom rezultata dobijenih iz
partnerskih organizacija definisan je kurikulum obuke i najprikladnije metode za njenu
realizaciju u online okruženju.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea – „Stručno-naučna konferencija sa međunarodnim učešćem Dani defektologa Srbije”, Zlatibor, Srbija, 18–21.02.2021.
T1  - Sadržaj obuke univerzitetskih nastavnika za rad sa studentima koji imaju intelektualne teškoće
EP  - 86
SP  - 86
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3353
ER  - 

@conference{
author = "Glumbić, Nenad and Brojčin, Branislav and Petrović, Sunčica",
year = "2021",
abstract = "Završetkom srednje škole završava se i formalno obrazovanje učenika s
intelektualnom ometenošću. Prijemni ispiti, apstraktni sadržaji i visoki zahtevi
univerzitetske nastave predstavljaju, čini se, nesavladivu prepreku za potencijalne
studente s intelektualnim teškoćama. Međutim, u pojedinim zemljama visokoškolske
ustanove organizuju posebne kurseve za ovu populaciju studenata, kako bi se kroz
kontinuiranu obrazovnu inkluziju proširio opseg njihovih socijalnih uloga. Različiti
modeli postsekundarnog obrazovanja za studente sa intelektualnim teškoćama najviše su
razvijeni u SAD, a od evropskih zemalja u tome prednjače Italija, Španija i Portugal. Ovo
istraživanje je realizovano u okviru ERASMUS + projekta „Obuka univerzitetskih
nastavnika za inkluziju osoba s intelektualnim teškoćama“. Cilj istraživanja bio je
utvrđivanje samopercepcije obučenosti nastavnika za sprovođenje obrazovne inkluzije u
visokoškolskim ustanovama, kao i njihove procene značajnosti pojedinih modula obuke
koja bi bila ponuđena potencijalnim korisnicima na evropskom nivou. Uzorak je činilo
160 nastavnika i saradnika visokoškolskih ustanova sa pet univerziteta u Srbiji. Od njih
je zatraženo da na petostepnoj skali Likertovog tipa odrede u kojoj meri procenjuju
vlastitu kompetenciju za rad sa studentima koji imaju intelektualne teškoće, odnosno
značajnost tema predloženog kurikuluma za rad sa ovom populacijom studenata. S
obzirom na retka iskustva u ovoj oblasti naši ispitanici vlastite kompetencije ocenjuju vrlo
niskim ocenama (2,01–2,73). Najniže ocene ispitanici vezuju za znanja i specifične veštine
za rad sa ovom grupom studenata (2,01), dok najviše pouzdanja imaju u svoje
komunikacione sposobnosti (2,66), kao i u sposobnost da prilagode materijal za učenje
studentima sa različitim obrazovnim potrebama (2,73). Nasuprot tome, ispitanici visoko
vrednuju značaj predloženih modula obuke. Svi ponuđeni moduli vrednovani su ocenom
većom od četiri. Iako nije utvrđena značajna razlika između ispitanika iz različitih zemalja
primetno je da ispitanici iz Srbije daju nešto više ocene od ispitanika iz Španije, Portugala,
Italije i Belgije. Najvišim ocenama bodovani su sadržaji vezani za proces učenja osoba s
intelektualnim teškoćama (4,37), metode i tehnike motivisanja (4,28) i poznavanje opštih
karakteristika osoba s intelektualnim teškoćama (4,24). Sumacijom rezultata dobijenih iz
partnerskih organizacija definisan je kurikulum obuke i najprikladnije metode za njenu
realizaciju u online okruženju.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea – „Stručno-naučna konferencija sa međunarodnim učešćem Dani defektologa Srbije”, Zlatibor, Srbija, 18–21.02.2021.",
title = "Sadržaj obuke univerzitetskih nastavnika za rad sa studentima koji imaju intelektualne teškoće",
pages = "86-86",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3353"
}

Glumbić, N., Brojčin, B.,& Petrović, S.. (2021). Sadržaj obuke univerzitetskih nastavnika za rad sa studentima koji imaju intelektualne teškoće. in Zbornik rezimea – „Stručno-naučna konferencija sa međunarodnim učešćem Dani defektologa Srbije”, Zlatibor, Srbija, 18–21.02.2021.
Društvo defektologa Srbije., 86-86.
https://hdl.handle.net/21.15107/rcub_rfasper_3353

Glumbić N, Brojčin B, Petrović S. Sadržaj obuke univerzitetskih nastavnika za rad sa studentima koji imaju intelektualne teškoće. in Zbornik rezimea – „Stručno-naučna konferencija sa međunarodnim učešćem Dani defektologa Srbije”, Zlatibor, Srbija, 18–21.02.2021.. 2021;:86-86.
https://hdl.handle.net/21.15107/rcub_rfasper_3353 .

Glumbić, Nenad, Brojčin, Branislav, Petrović, Sunčica, "Sadržaj obuke univerzitetskih nastavnika za rad sa studentima koji imaju intelektualne teškoće" in Zbornik rezimea – „Stručno-naučna konferencija sa međunarodnim učešćem Dani defektologa Srbije”, Zlatibor, Srbija, 18–21.02.2021. (2021):86-86,
https://hdl.handle.net/21.15107/rcub_rfasper_3353 .

TY  - JOUR
AU  - Drljan, Valerija
AU  - Banković, Slobodan
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3442
AB  - Deca s intelektualnom ometenoš"u ispoljavaju širok spektar problema u
socijalnom ponašanju koji se mogu manifestovati u vidu de#cita socijalnih
veština i bihevioralnih ekscesa. Rejting skale predstavljaju jednu od osnovnih
i $esto koriš"enih metoda pri proceni i kategorizaciji ponašanja dece i
adolescenata, kao i identi#kaciji ciljnog ponašanja i planiranju intervencije.
Cilj rada je da se prikažu skale koje su koriš"ene za procenu socijalnih veština
dece i mladih s intelektualnom ometenoš"u..
Pretraga literature izvršena je koriš"enjem elektronskih baza podataka
dostupnih preko Konzorcijuma biblioteka Srbije za objedinjenu nabavku,
zatim Google Scholar, elektronske baze zbornika i $asopisa Fakulteta za
specijalnu edukaciju i rehabilitaciju Univerziteta u Beogradu, kao i drugih
elektronskih pretraživa$a i materijala dostupnih u papirnoj formi.
U radu je prikazano nekoliko skala koje su primenjivane kod dece i mladih s
intelektualnom ometenoš"u, ali je samo mali broj kreiran speci#$no za procenu
socijalnih veština u ovoj populaciji. Prikazane skale se razlikuju po strukturi
i broju ajtema, na$inu ocenjivanja, kao i uzrasnom ospegu dece i mladih
kojima su namenjene. Neke od skala imaju forme za razli$ite informante i
omogu"avaju procenu u jednom ili više okruženja. Me&utim, one dele neke
zajedni$ke prednosti koje se ogledaju u dobrim psihometrijskim karakteristikama,
lakoj administraciji i relativno kratkom vremenu popunjavanja.Osim toga, pojedini instrumenti omogu"avaju, pored procene socijalnih
veština i bihevioralnih problema, procenu akademskog funkcionisanja. S
druge strane, potencijalni nedostaci mogu biti pristrasnost odgovora, nedovoljna
osetljivost na male promene u ponašanju, nemogu"nost odre&ivanja
prethodnika i posledica odre&enog ponašanja, problemi s pouzdanoš"u izme
&u razli$itih procenjiva$a i tokom razli$itih perioda procenjivanja, kao i
nedostatak precizne terminologije.
Ako se uzmu u obzir navedeni nedostaci, preporuka je da se prilikom procene
socijalnih veština rejting skale koriste u kombinaciji s drugim metodama
procene kako bi se dobio sveobuhvatniji i objektivniji uvid u socijalno funkcionisanje
dece i mladih s intelektualnom ometenoš"u.
AB  - Children with intellectual disabilities exhibit a wide range of social behavior
problems that can manifest in the form of social skills de$cits and behavioral
excesses. Rating scale is one of the basic and frequently used methods in the
processes and categorization of behavior of children and adolescents, as well as
the identi$cation of target behavior and intervention planning.
Te aim of the paper is to present the scales that have, to a greater or lesser
extent, been used for the percentage of social skills of children and youth with
intellectual disabilities.
Te literature search was performed using electronic databases available
through the Consortium of Libraries of Serbia for Uni$ed Procurement, then
Google Scholar, electronic database of proceedings and journals of the Faculty
of Special Education and Rehabilitation, University of Belgrade, as well as other
electronic search engines and materials available in paper form.
Te paper presents several scales that have been applied to children and
youth with intellectual disabilities, but only a small number has been created
speci$cally for the assessment of social skills in this population. Te scales shown
diWer in the structure and number of items, the method of evaluation, as well as
the age range of children and young people for whom they are intended. Some
of the scales have forms for diWerent informants and allow assessment in one or
more environments. However, they share some common advantages which are
re0ected in good psychometric characteristics, easy administration and relatively
short $lling time. In addition, some instruments allow, in addition to assessing
social skills and behavioral problems, an assessment of academic functioning.
On the other hand, potential shortcomings may be response bias, insuXcient
sensitivity to small behavioral changes, inability to determine antecedents
and consequences of certain behaviors, reliability problems between diWerent
assessors and during diWerent assessment periods, and lack of precise terminology.
If the above shortcomings are taken into account, it is recommended that when
assessing social skills, rating scales be used in combination with other assessment
methods in order to obtain a more comprehensive and objective insight into the
social functioning of children and youth with intellectual disabilities.
PB  - Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Beogradska defektološka škola
T1  - Procena socijalnih veština dece s intelektualnom ometenošću – primena rejting skala
T1  - Аssessment of social skills of children with intellectual disabilities – application of rating scales
IS  - 3
SP  - 39
VL  - 26
VL  - 66
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3442
ER  - 

@article{
author = "Drljan, Valerija and Banković, Slobodan and Brojčin, Branislav and Đorđević, Mirjana",
year = "2020",
abstract = "Deca s intelektualnom ometenoš"u ispoljavaju širok spektar problema u
socijalnom ponašanju koji se mogu manifestovati u vidu de#cita socijalnih
veština i bihevioralnih ekscesa. Rejting skale predstavljaju jednu od osnovnih
i $esto koriš"enih metoda pri proceni i kategorizaciji ponašanja dece i
adolescenata, kao i identi#kaciji ciljnog ponašanja i planiranju intervencije.
Cilj rada je da se prikažu skale koje su koriš"ene za procenu socijalnih veština
dece i mladih s intelektualnom ometenoš"u..
Pretraga literature izvršena je koriš"enjem elektronskih baza podataka
dostupnih preko Konzorcijuma biblioteka Srbije za objedinjenu nabavku,
zatim Google Scholar, elektronske baze zbornika i $asopisa Fakulteta za
specijalnu edukaciju i rehabilitaciju Univerziteta u Beogradu, kao i drugih
elektronskih pretraživa$a i materijala dostupnih u papirnoj formi.
U radu je prikazano nekoliko skala koje su primenjivane kod dece i mladih s
intelektualnom ometenoš"u, ali je samo mali broj kreiran speci#$no za procenu
socijalnih veština u ovoj populaciji. Prikazane skale se razlikuju po strukturi
i broju ajtema, na$inu ocenjivanja, kao i uzrasnom ospegu dece i mladih
kojima su namenjene. Neke od skala imaju forme za razli$ite informante i
omogu"avaju procenu u jednom ili više okruženja. Me&utim, one dele neke
zajedni$ke prednosti koje se ogledaju u dobrim psihometrijskim karakteristikama,
lakoj administraciji i relativno kratkom vremenu popunjavanja.Osim toga, pojedini instrumenti omogu"avaju, pored procene socijalnih
veština i bihevioralnih problema, procenu akademskog funkcionisanja. S
druge strane, potencijalni nedostaci mogu biti pristrasnost odgovora, nedovoljna
osetljivost na male promene u ponašanju, nemogu"nost odre&ivanja
prethodnika i posledica odre&enog ponašanja, problemi s pouzdanoš"u izme
&u razli$itih procenjiva$a i tokom razli$itih perioda procenjivanja, kao i
nedostatak precizne terminologije.
Ako se uzmu u obzir navedeni nedostaci, preporuka je da se prilikom procene
socijalnih veština rejting skale koriste u kombinaciji s drugim metodama
procene kako bi se dobio sveobuhvatniji i objektivniji uvid u socijalno funkcionisanje
dece i mladih s intelektualnom ometenoš"u., Children with intellectual disabilities exhibit a wide range of social behavior
problems that can manifest in the form of social skills de$cits and behavioral
excesses. Rating scale is one of the basic and frequently used methods in the
processes and categorization of behavior of children and adolescents, as well as
the identi$cation of target behavior and intervention planning.
Te aim of the paper is to present the scales that have, to a greater or lesser
extent, been used for the percentage of social skills of children and youth with
intellectual disabilities.
Te literature search was performed using electronic databases available
through the Consortium of Libraries of Serbia for Uni$ed Procurement, then
Google Scholar, electronic database of proceedings and journals of the Faculty
of Special Education and Rehabilitation, University of Belgrade, as well as other
electronic search engines and materials available in paper form.
Te paper presents several scales that have been applied to children and
youth with intellectual disabilities, but only a small number has been created
speci$cally for the assessment of social skills in this population. Te scales shown
diWer in the structure and number of items, the method of evaluation, as well as
the age range of children and young people for whom they are intended. Some
of the scales have forms for diWerent informants and allow assessment in one or
more environments. However, they share some common advantages which are
re0ected in good psychometric characteristics, easy administration and relatively
short $lling time. In addition, some instruments allow, in addition to assessing
social skills and behavioral problems, an assessment of academic functioning.
On the other hand, potential shortcomings may be response bias, insuXcient
sensitivity to small behavioral changes, inability to determine antecedents
and consequences of certain behaviors, reliability problems between diWerent
assessors and during diWerent assessment periods, and lack of precise terminology.
If the above shortcomings are taken into account, it is recommended that when
assessing social skills, rating scales be used in combination with other assessment
methods in order to obtain a more comprehensive and objective insight into the
social functioning of children and youth with intellectual disabilities.",
publisher = "Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Beogradska defektološka škola",
title = "Procena socijalnih veština dece s intelektualnom ometenošću – primena rejting skala, Аssessment of social skills of children with intellectual disabilities – application of rating scales",
number = "3",
pages = "39",
volume = "26, 66",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3442"
}

Drljan, V., Banković, S., Brojčin, B.,& Đorđević, M.. (2020). Procena socijalnih veština dece s intelektualnom ometenošću – primena rejting skala. in Beogradska defektološka škola
Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 26(3), 39.
https://hdl.handle.net/21.15107/rcub_rfasper_3442

Drljan V, Banković S, Brojčin B, Đorđević M. Procena socijalnih veština dece s intelektualnom ometenošću – primena rejting skala. in Beogradska defektološka škola. 2020;26(3):39.
https://hdl.handle.net/21.15107/rcub_rfasper_3442 .

Drljan, Valerija, Banković, Slobodan, Brojčin, Branislav, Đorđević, Mirjana, "Procena socijalnih veština dece s intelektualnom ometenošću – primena rejting skala" in Beogradska defektološka škola, 26, no. 3 (2020):39,
https://hdl.handle.net/21.15107/rcub_rfasper_3442 .

TY  - CONF
AU  - Banković, Slobodan
AU  - Đorđević, Mirjana
AU  - Brojčin, Branislav
AU  - Glumbić, Nenad
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20201221_1-ZBORNIK-RADOVA-SKUP-NAC_2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3459
AB  - Discomfort in contacts with people with disabilities is central when it comes to negative attitudes towards them. The aim of this paper is to determine the level of discomfort in interactions with persons with disabilities in students of the study program Special Education and Rehabilitation of Persons with Mental Disabilities.
The study included 30 students of the final year. The age of the respondents ranged from 22 to 29 years (AS = 22.69, SD = 1.47). The level of discomfort was assessed using the Interaction with Disabled People Scale.
The average value on the scale as a whole (M = 2.76, SD = 0.44) suggesting that the students feel somewhat comfortable in the interaction with people with disabilities. The
results obtained on the subscale Discomfort and Fear (M = 1.61, SD = 0.44) indicate a low level of discomfort, while the results on the subscale Empathy (M = 4.27, SD = 0.78) indicate the existence of a somewhat high level empathy in the respondents.
The results of the study are encouraging when it comes to attitudes regarding interaction with people with disabilities. This finding is important not only because of the future work with these people, but also because of the potential impact that future professionals in the field of special education will have on the social environment of people with disabilities.
AB  - Nelagodnost u kontaktima s osobama s ometenošću zauzima centralno mesto kada su u pitanju negativni stavovi prema njima. Cilj ovog rada je da se utvrdi nivo nelagodnosti u interakcijama s osoba- ma s ometenošću kod studenata studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanjem je obuhvaćeno 30 studenata završne godine. Starost ispita- nika je bila u opsegu od 22 do 29 godina (AS = 22,69, SD = 1,47). Nivo nelagodnosti procenjen je primenom Skale interakcije s osobama s ometenošću. Dobijena prosečna vrednost na Skali u celini (AS = 2,76, SD = 0,44) sugeriše da se studenti osećaju donekle prijatno u interakciji s osobama s ometenošću. Rezultati dobijeni na podskali Nelagodnost i strah (AS = 1,61, SD = 0,44) ukazuju na nizak nivo nelagodnosti, dok rezultati na podskali Empatija (AS = 4,27, SD = 0,78) upućuju na postojanje donekle visokog nivoa empatije kod ispitanika. Rezultati sprovedene studije su ohrabrujući kada su u pitanju stavovi u pogle- du interakcije s osobama s ometenošću. Ovakav nalaz je značajan ne samo zbog budućeg rada s ovim osobama, već i zbog potencijalnog uticaja koji će budući pro- fesionalci u oblasti specijalne edukacije imati na socijalno okruženje osoba s ometenošću.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
T1  - Nivo nelagodnosti studenata specijalne edukacije i rehabilitacije u interakcijama s osobama s ometenošću
T1  - Level of discomfort of students of special education and rehabilitation in interactions with persons with disabilities
EP  - 151
SP  - 143
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3459
ER  - 

@conference{
author = "Banković, Slobodan and Đorđević, Mirjana and Brojčin, Branislav and Glumbić, Nenad",
year = "2020",
abstract = "Discomfort in contacts with people with disabilities is central when it comes to negative attitudes towards them. The aim of this paper is to determine the level of discomfort in interactions with persons with disabilities in students of the study program Special Education and Rehabilitation of Persons with Mental Disabilities.
The study included 30 students of the final year. The age of the respondents ranged from 22 to 29 years (AS = 22.69, SD = 1.47). The level of discomfort was assessed using the Interaction with Disabled People Scale.
The average value on the scale as a whole (M = 2.76, SD = 0.44) suggesting that the students feel somewhat comfortable in the interaction with people with disabilities. The
results obtained on the subscale Discomfort and Fear (M = 1.61, SD = 0.44) indicate a low level of discomfort, while the results on the subscale Empathy (M = 4.27, SD = 0.78) indicate the existence of a somewhat high level empathy in the respondents.
The results of the study are encouraging when it comes to attitudes regarding interaction with people with disabilities. This finding is important not only because of the future work with these people, but also because of the potential impact that future professionals in the field of special education will have on the social environment of people with disabilities., Nelagodnost u kontaktima s osobama s ometenošću zauzima centralno mesto kada su u pitanju negativni stavovi prema njima. Cilj ovog rada je da se utvrdi nivo nelagodnosti u interakcijama s osoba- ma s ometenošću kod studenata studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanjem je obuhvaćeno 30 studenata završne godine. Starost ispita- nika je bila u opsegu od 22 do 29 godina (AS = 22,69, SD = 1,47). Nivo nelagodnosti procenjen je primenom Skale interakcije s osobama s ometenošću. Dobijena prosečna vrednost na Skali u celini (AS = 2,76, SD = 0,44) sugeriše da se studenti osećaju donekle prijatno u interakciji s osobama s ometenošću. Rezultati dobijeni na podskali Nelagodnost i strah (AS = 1,61, SD = 0,44) ukazuju na nizak nivo nelagodnosti, dok rezultati na podskali Empatija (AS = 4,27, SD = 0,78) upućuju na postojanje donekle visokog nivoa empatije kod ispitanika. Rezultati sprovedene studije su ohrabrujući kada su u pitanju stavovi u pogle- du interakcije s osobama s ometenošću. Ovakav nalaz je značajan ne samo zbog budućeg rada s ovim osobama, već i zbog potencijalnog uticaja koji će budući pro- fesionalci u oblasti specijalne edukacije imati na socijalno okruženje osoba s ometenošću.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova",
title = "Nivo nelagodnosti studenata specijalne edukacije i rehabilitacije u interakcijama s osobama s ometenošću, Level of discomfort of students of special education and rehabilitation in interactions with persons with disabilities",
pages = "151-143",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3459"
}

Banković, S., Đorđević, M., Brojčin, B.,& Glumbić, N.. (2020). Nivo nelagodnosti studenata specijalne edukacije i rehabilitacije u interakcijama s osobama s ometenošću. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 143-151.
https://hdl.handle.net/21.15107/rcub_rfasper_3459

Banković S, Đorđević M, Brojčin B, Glumbić N. Nivo nelagodnosti studenata specijalne edukacije i rehabilitacije u interakcijama s osobama s ometenošću. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova. 2020;:143-151.
https://hdl.handle.net/21.15107/rcub_rfasper_3459 .

Banković, Slobodan, Đorđević, Mirjana, Brojčin, Branislav, Glumbić, Nenad, "Nivo nelagodnosti studenata specijalne edukacije i rehabilitacije u interakcijama s osobama s ometenošću" in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova (2020):143-151,
https://hdl.handle.net/21.15107/rcub_rfasper_3459 .

TY  - CONF
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3263
AB  - The literature on university education for people with disabilities
almost exclusively refers to students with sensory impairments, motor
difficulties or high-functioning autism. However, some universities, mostly
in Italy, Spain and USA, offer specific education degree to people with
intellectual disabilities (ID). The aim of this exploratory research was to
determine whether university professors in Serbia already have experience
with these students and what do they think about ad hoc university courses
created for them. The research was done within the ERASMUS+ Project
“Training university teachers for the inclusion of people with intellectual
disabilities”. The convenience sample consisted of 160 university teachers
coming from five Serbian universities, aged from 24 to 67 years (M =
43.84; SD= 9.32). They were asked to fill in a questionnaire on formative
needs of university teachers teaching students with ID. Surprisingly, 18%
stated they have taught to people with ID in higher education environment.
The majority (70.4%) think it could be useful to establish an ad hoc
university course for people with ID. On the contrary, some participants
were extremely offended by the idea that people with ID could be enrolled
in post-secondary education at the university level. Pearson’s chi-square
test was used to determine differences between university teachers working
in different scientific fields. No statistically significant difference regarding
opinions on university courses for people with ID was observed between
university professors teaching in faculties of social sciences, medicine and
natural sciences (χ²(2) = 1.087, p > .05). It seems that inclusion of students
with ID at universities in Serbia is already a reality, although there is no
common framework that regulates this issue.
PB  - University of Niš, Faculty of Philosophy
Department of Psychology
C3  - 16th Days of Applied Psychology – Psychology in the World of Science: book of abstracts
C3  - BOOK OF ABSTRACTS
NIŠ, SERBIA, SEPTEMBER 25TH & 26TH
2020.
Niš, Serbia,
T1  - People with intellectual disabilities in higher education environment
EP  - 64
SP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3263
ER  - 

@conference{
author = "Glumbić, Nenad and Brojčin, Branislav and Đorđević, Mirjana",
year = "2020",
abstract = "The literature on university education for people with disabilities
almost exclusively refers to students with sensory impairments, motor
difficulties or high-functioning autism. However, some universities, mostly
in Italy, Spain and USA, offer specific education degree to people with
intellectual disabilities (ID). The aim of this exploratory research was to
determine whether university professors in Serbia already have experience
with these students and what do they think about ad hoc university courses
created for them. The research was done within the ERASMUS+ Project
“Training university teachers for the inclusion of people with intellectual
disabilities”. The convenience sample consisted of 160 university teachers
coming from five Serbian universities, aged from 24 to 67 years (M =
43.84; SD= 9.32). They were asked to fill in a questionnaire on formative
needs of university teachers teaching students with ID. Surprisingly, 18%
stated they have taught to people with ID in higher education environment.
The majority (70.4%) think it could be useful to establish an ad hoc
university course for people with ID. On the contrary, some participants
were extremely offended by the idea that people with ID could be enrolled
in post-secondary education at the university level. Pearson’s chi-square
test was used to determine differences between university teachers working
in different scientific fields. No statistically significant difference regarding
opinions on university courses for people with ID was observed between
university professors teaching in faculties of social sciences, medicine and
natural sciences (χ²(2) = 1.087, p > .05). It seems that inclusion of students
with ID at universities in Serbia is already a reality, although there is no
common framework that regulates this issue.",
publisher = "University of Niš, Faculty of Philosophy
Department of Psychology",
journal = "16th Days of Applied Psychology – Psychology in the World of Science: book of abstracts, BOOK OF ABSTRACTS
NIŠ, SERBIA, SEPTEMBER 25TH & 26TH
2020.
Niš, Serbia,",
title = "People with intellectual disabilities in higher education environment",
pages = "64-64",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3263"
}

Glumbić, N., Brojčin, B.,& Đorđević, M.. (2020). People with intellectual disabilities in higher education environment. in 16th Days of Applied Psychology – Psychology in the World of Science: book of abstracts
University of Niš, Faculty of Philosophy
Department of Psychology., 64-64.
https://hdl.handle.net/21.15107/rcub_rfasper_3263

Glumbić N, Brojčin B, Đorđević M. People with intellectual disabilities in higher education environment. in 16th Days of Applied Psychology – Psychology in the World of Science: book of abstracts. 2020;:64-64.
https://hdl.handle.net/21.15107/rcub_rfasper_3263 .

Glumbić, Nenad, Brojčin, Branislav, Đorđević, Mirjana, "People with intellectual disabilities in higher education environment" in 16th Days of Applied Psychology – Psychology in the World of Science: book of abstracts (2020):64-64,
https://hdl.handle.net/21.15107/rcub_rfasper_3263 .

TY  - JOUR
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Žunić-Pavlović, Vesna
AU  - Đorđević, Mirjana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1305
AB  - This study was conducted with the aim to determine the frequency and predictors of problematic mobile phone use in adolescents with mild intellectual disability (MID) and typically developing adolescents (TDA). The sample included 623 TDA and 67 adolescents with MID. The Mobile Phone Problem Use Scale, Loneliness and Social Dissatisfaction Scale, and Rosenberg Self-Esteem Scale were used as primary outcome measures. The percentage of MID and TDA participants with problematic mobile phone use was 11.9% and 9.8% respectively, but there were twice as many participants who belong to the risk group among the participants with MID (20.9%) than among TDA ones (10.2%). Problematic use of mobile phones was related to the number of years of mobile phone usage, more frequent use, female gender, younger age, as well as with a lower level of self-esteem, and a higher level of loneliness. This study showed that almost every third adolescent with MID is having problematic or risky mobile phone use.
AB  - Ovo istraživanje je sprovedeno u cilju utvrđivanja učestalosti i prediktora problematične upotrebe mobilnih telefona kod adolescenata sa lakom intelektualnom ometenošću (LIO) i adolescenata tipičnog razvoja (TR). Uzorkom je obuhvaćeno 623 adolecenata TR i 67 adolescenata sa LIO. U istraživanju su korišćeni sledeći instrumenti procene: Skala za pocenu problematične upotrebe mobilnih telefona, Skala za procenu usamljenosti i socijalnog nezadovoljstva, kao i Rozenbergova skala samopoštovanja. Problematična upotreba mobilnih telefona utvrđena je kod 11,9% ispitanika sa LIO i 9,8% ispitanika TR, ali je u grupi ispitanika sa rizičnom upotrebom mobilnih telefona bilo dvostruko više onih sa LIO (20,9%), nego ispitanika TR (10,2%). Problematična upotreba mobilnih telefona je povezana sa dužinom i učestalošču njihovog korišćenja, ženskim polom, mlađim uzrastom, nižim nivoom samopoštovanja i višim nivoom usamljenosti. U ovom istraživanju je pokazano da su adolescenti sa LIO skloniji problematičnoj upotrebi mobilnih telefona budući da gotovo trećina ispitanika iz ovog poduzorka pripada grupi problematičnih ili rizičnih korisnika ovih uređaja.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Problematic mobile phone use among adolescents with mild intellectual disability
T1  - Problematična upotreba mobilnih telefona kod adolescentata sa lakom intelektualnom ometenošću
EP  - 376
IS  - 4
SP  - 359
VL  - 53
DO  - 10.2298/PSI190729014G
ER  - 

@article{
author = "Glumbić, Nenad and Brojčin, Branislav and Žunić-Pavlović, Vesna and Đorđević, Mirjana",
year = "2020",
abstract = "This study was conducted with the aim to determine the frequency and predictors of problematic mobile phone use in adolescents with mild intellectual disability (MID) and typically developing adolescents (TDA). The sample included 623 TDA and 67 adolescents with MID. The Mobile Phone Problem Use Scale, Loneliness and Social Dissatisfaction Scale, and Rosenberg Self-Esteem Scale were used as primary outcome measures. The percentage of MID and TDA participants with problematic mobile phone use was 11.9% and 9.8% respectively, but there were twice as many participants who belong to the risk group among the participants with MID (20.9%) than among TDA ones (10.2%). Problematic use of mobile phones was related to the number of years of mobile phone usage, more frequent use, female gender, younger age, as well as with a lower level of self-esteem, and a higher level of loneliness. This study showed that almost every third adolescent with MID is having problematic or risky mobile phone use., Ovo istraživanje je sprovedeno u cilju utvrđivanja učestalosti i prediktora problematične upotrebe mobilnih telefona kod adolescenata sa lakom intelektualnom ometenošću (LIO) i adolescenata tipičnog razvoja (TR). Uzorkom je obuhvaćeno 623 adolecenata TR i 67 adolescenata sa LIO. U istraživanju su korišćeni sledeći instrumenti procene: Skala za pocenu problematične upotrebe mobilnih telefona, Skala za procenu usamljenosti i socijalnog nezadovoljstva, kao i Rozenbergova skala samopoštovanja. Problematična upotreba mobilnih telefona utvrđena je kod 11,9% ispitanika sa LIO i 9,8% ispitanika TR, ali je u grupi ispitanika sa rizičnom upotrebom mobilnih telefona bilo dvostruko više onih sa LIO (20,9%), nego ispitanika TR (10,2%). Problematična upotreba mobilnih telefona je povezana sa dužinom i učestalošču njihovog korišćenja, ženskim polom, mlađim uzrastom, nižim nivoom samopoštovanja i višim nivoom usamljenosti. U ovom istraživanju je pokazano da su adolescenti sa LIO skloniji problematičnoj upotrebi mobilnih telefona budući da gotovo trećina ispitanika iz ovog poduzorka pripada grupi problematičnih ili rizičnih korisnika ovih uređaja.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Problematic mobile phone use among adolescents with mild intellectual disability, Problematična upotreba mobilnih telefona kod adolescentata sa lakom intelektualnom ometenošću",
pages = "376-359",
number = "4",
volume = "53",
doi = "10.2298/PSI190729014G"
}

Glumbić, N., Brojčin, B., Žunić-Pavlović, V.,& Đorđević, M.. (2020). Problematic mobile phone use among adolescents with mild intellectual disability. in Psihologija
Društvo psihologa Srbije, Beograd., 53(4), 359-376.
https://doi.org/10.2298/PSI190729014G

Glumbić N, Brojčin B, Žunić-Pavlović V, Đorđević M. Problematic mobile phone use among adolescents with mild intellectual disability. in Psihologija. 2020;53(4):359-376.
doi:10.2298/PSI190729014G .

Glumbić, Nenad, Brojčin, Branislav, Žunić-Pavlović, Vesna, Đorđević, Mirjana, "Problematic mobile phone use among adolescents with mild intellectual disability" in Psihologija, 53, no. 4 (2020):359-376,
https://doi.org/10.2298/PSI190729014G . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1281
AB  - Background/Aim. The ability to comprehend and produce irony and deception is rarely explored in people with intellectual disability (ID) or dual diagnoses (DD). The ability to understand irony and deception appears to be related to many cognitive skills, but some authors point out that the theory of mind is one of the most important factors for this ability. This research was conducted to determine the linguistic aspects of production and comprehension of irony and deception in adults with ID and DD, as well as the relationship of these abilities with theory of mind. Methods. The sample consisted of 120 people with ID aged between 20 and 56. Half of the sample comprised people with DD. Four subscales from the Assessment Battery for Communication were used to assess the participants' abilities to produce and comprehend irony and deception. False-belief tasks from "appearance-reality" category were used in theory of mind assessment. The level of intellectual functioning was measured by the Raven's progressive matrices, while the Peabody Picture Vocabulary Test was used to assess speech comprehension ability. Results. The results show that participants with DD and ID comprehend and produce false statements better than ironic ones. Participants with ID were more successful in production than in comprehension tasks of both false and ironic statements, while the same was true for participants with DD only for ironic statements. Participants with ID were significantly more successful than participants with DD in irony comprehension tasks. In participants with ID, first-order theory of mind significantly correlated only with the ability to produce irony, and second-order theory of mind significantly correlated with producing irony and deception. There were no significant correlations between theory of mind and producing and comprehending irony and deception in participants with DD. Conclusion. Although differences in some aspects of assessed abilities were found between the two groups of participants, the similarities in the profile of these abilities were dominant. Results of variability can be explained by differences in speech comprehension ability more than by differences in nonverbal intellectual functioning or theory of mind acquisition. Future studies should assess the influence of other cognitive factors.
AB  - Uvod/Cilj. Sposobnost razumevanja i produkcije ironije i prevare je retko izučavana u populaciji osoba sa intelektualnom ometenošću (IO) ili dualnim dijagnozama (DD). Sposobnost razumevanja ironije i prevare se dovodi u vezu sa mnogim kognitivnim veštinama, ali neki autori ističu da je upravo teorija uma jedan od najznačajnijih faktora za ovu sposobnost. Ovo istraživanje je sprovedeno radi utvrđivanja lingvističke sposobnosti razumevanja i produkcije ironije i prevare odraslih osoba sa IO i DD, kao i utvrđivanja odnosa između ovih sposobnosti i teorije uma. Metode. Uzorak je činilo 120 osoba sa IO starosne dobi između 20 i 56 godina. Polovinu uzorka činile su osobe sa DD. Za procenu ispitanikovih sposobnosti produkcije i razumevanja ironije i prevare korišćene su četiri supskale iz Baterije za procenu komunikacije. Za procenu teorije uma korišćeni su zadaci lažnog verovanja iz kategorije "izgled-realnost". Nivo intelektualnog funkcionisanja proveravan je Ravenovim progresivnim matricama, dok je sposobnost razumevanja govora procenjivana Peabody Picture Vocabulary testom. Rezultati. Rezultati pokazuju da ispitanici sa IO i DD bolje razumeju i produkuju lažne nego ironične iskaze. Ispitanici sa IO su uspešniji u zadacima produkovanja, nego u zadacima razumevanja, kako lažnih, tako i ironičnih iskaza, dok za ispitanike sa DD ovo važi samo za ironične tvrdnje. U zadacima razumevanja ironije, ispitanici sa IO su bili značajno uspešniji od ispitanika sa DD. Kod ispitanika sa IO teorija uma prvog reda ostvarila je značajne korelacije samo sa sposobnošću produkcije ironije, a teorija uma drugog reda sa produkcijom ironije i produkcijom prevare. U grupi ispitanika sa DD nisu ustanovljene značajne korelacije između teorije uma i produkcije i razumevanja ironije i prevare. Zaključak. Između dve grupe ispitanika pronađene su razlike u nekim aspektima ispitivanih sposobnosti, ali ipak dominiraju sličnosti u profilu ovih sposobosti. Varijabilnost rezultata više objašnjava razlike u sposobnosti razumevanja govora, nego razlike u neverbalnom intelektualnom funkcionisanju ili usvojenosti teorije uma. Narednim istraživanjima trebalo bi proveriti uticaj drugih kognitivnih faktora.
PB  - Vojnomedicinska akademija - Institut za naučne informacije, Beograd
T2  - Vojnosanitetski pregled
T1  - Irony, deception and theory of mind in people with intellectual disabilities and dual diagnoses
T1  - Ironija, prevara i teorija uma kod osoba sa intelektualnom ometenošću i dualnim dijagnozama
EP  - 630
IS  - 6
SP  - 620
VL  - 77
DO  - 10.2298/VSP180214142D
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Brojčin, Branislav",
year = "2020",
abstract = "Background/Aim. The ability to comprehend and produce irony and deception is rarely explored in people with intellectual disability (ID) or dual diagnoses (DD). The ability to understand irony and deception appears to be related to many cognitive skills, but some authors point out that the theory of mind is one of the most important factors for this ability. This research was conducted to determine the linguistic aspects of production and comprehension of irony and deception in adults with ID and DD, as well as the relationship of these abilities with theory of mind. Methods. The sample consisted of 120 people with ID aged between 20 and 56. Half of the sample comprised people with DD. Four subscales from the Assessment Battery for Communication were used to assess the participants' abilities to produce and comprehend irony and deception. False-belief tasks from "appearance-reality" category were used in theory of mind assessment. The level of intellectual functioning was measured by the Raven's progressive matrices, while the Peabody Picture Vocabulary Test was used to assess speech comprehension ability. Results. The results show that participants with DD and ID comprehend and produce false statements better than ironic ones. Participants with ID were more successful in production than in comprehension tasks of both false and ironic statements, while the same was true for participants with DD only for ironic statements. Participants with ID were significantly more successful than participants with DD in irony comprehension tasks. In participants with ID, first-order theory of mind significantly correlated only with the ability to produce irony, and second-order theory of mind significantly correlated with producing irony and deception. There were no significant correlations between theory of mind and producing and comprehending irony and deception in participants with DD. Conclusion. Although differences in some aspects of assessed abilities were found between the two groups of participants, the similarities in the profile of these abilities were dominant. Results of variability can be explained by differences in speech comprehension ability more than by differences in nonverbal intellectual functioning or theory of mind acquisition. Future studies should assess the influence of other cognitive factors., Uvod/Cilj. Sposobnost razumevanja i produkcije ironije i prevare je retko izučavana u populaciji osoba sa intelektualnom ometenošću (IO) ili dualnim dijagnozama (DD). Sposobnost razumevanja ironije i prevare se dovodi u vezu sa mnogim kognitivnim veštinama, ali neki autori ističu da je upravo teorija uma jedan od najznačajnijih faktora za ovu sposobnost. Ovo istraživanje je sprovedeno radi utvrđivanja lingvističke sposobnosti razumevanja i produkcije ironije i prevare odraslih osoba sa IO i DD, kao i utvrđivanja odnosa između ovih sposobnosti i teorije uma. Metode. Uzorak je činilo 120 osoba sa IO starosne dobi između 20 i 56 godina. Polovinu uzorka činile su osobe sa DD. Za procenu ispitanikovih sposobnosti produkcije i razumevanja ironije i prevare korišćene su četiri supskale iz Baterije za procenu komunikacije. Za procenu teorije uma korišćeni su zadaci lažnog verovanja iz kategorije "izgled-realnost". Nivo intelektualnog funkcionisanja proveravan je Ravenovim progresivnim matricama, dok je sposobnost razumevanja govora procenjivana Peabody Picture Vocabulary testom. Rezultati. Rezultati pokazuju da ispitanici sa IO i DD bolje razumeju i produkuju lažne nego ironične iskaze. Ispitanici sa IO su uspešniji u zadacima produkovanja, nego u zadacima razumevanja, kako lažnih, tako i ironičnih iskaza, dok za ispitanike sa DD ovo važi samo za ironične tvrdnje. U zadacima razumevanja ironije, ispitanici sa IO su bili značajno uspešniji od ispitanika sa DD. Kod ispitanika sa IO teorija uma prvog reda ostvarila je značajne korelacije samo sa sposobnošću produkcije ironije, a teorija uma drugog reda sa produkcijom ironije i produkcijom prevare. U grupi ispitanika sa DD nisu ustanovljene značajne korelacije između teorije uma i produkcije i razumevanja ironije i prevare. Zaključak. Između dve grupe ispitanika pronađene su razlike u nekim aspektima ispitivanih sposobnosti, ali ipak dominiraju sličnosti u profilu ovih sposobosti. Varijabilnost rezultata više objašnjava razlike u sposobnosti razumevanja govora, nego razlike u neverbalnom intelektualnom funkcionisanju ili usvojenosti teorije uma. Narednim istraživanjima trebalo bi proveriti uticaj drugih kognitivnih faktora.",
publisher = "Vojnomedicinska akademija - Institut za naučne informacije, Beograd",
journal = "Vojnosanitetski pregled",
title = "Irony, deception and theory of mind in people with intellectual disabilities and dual diagnoses, Ironija, prevara i teorija uma kod osoba sa intelektualnom ometenošću i dualnim dijagnozama",
pages = "630-620",
number = "6",
volume = "77",
doi = "10.2298/VSP180214142D"
}

Đorđević, M., Glumbić, N.,& Brojčin, B.. (2020). Irony, deception and theory of mind in people with intellectual disabilities and dual diagnoses. in Vojnosanitetski pregled
Vojnomedicinska akademija - Institut za naučne informacije, Beograd., 77(6), 620-630.
https://doi.org/10.2298/VSP180214142D

Đorđević M, Glumbić N, Brojčin B. Irony, deception and theory of mind in people with intellectual disabilities and dual diagnoses. in Vojnosanitetski pregled. 2020;77(6):620-630.
doi:10.2298/VSP180214142D .

Đorđević, Mirjana, Glumbić, Nenad, Brojčin, Branislav, "Irony, deception and theory of mind in people with intellectual disabilities and dual diagnoses" in Vojnosanitetski pregled, 77, no. 6 (2020):620-630,
https://doi.org/10.2298/VSP180214142D . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Brojčin, Branislav
AU  - Jojić, Milena
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3271
AB  - Introduction: Aggressive behaviour is not the main symptom of autism spectrum disorders, and if it occurs in this
population, it is a consequence of some other factors.
Objectives: With regard to that, the aim of this paper isto determine to what extent certain aspects of executive functions,
severity of autism, sleep habits, and parenting actions contribute to the manifestation of different forms of aggressive
behaviourin children with an autism spectrum disorder.
Methods: The sample included 40 children with autism spectrum disorders, 5-7 years of age (M=6.18, SD= .55). The
following instruments were used in the assessment: The Children's Scale of Hostility andAggression –Reactive/Proactive,
Gilliam Autism Rating Scale –Third Edition, The Children's Sleep Habits Questionnaire andBehaviorRating Inventory of
Executive Function.
Results: The obtained results showed that sleep problems were the most significant predictor of verbal, physical and covert
aggression. From the domain of behavioural aspects of executive functions, only task monitor was a significant predictor of
bullying, and inhibit and shift were significant predictors of hostility. From the field of autistic disorders, significant predictors
of aggressive behaviour were emotional responses (as predictors of bullying, covert aggression and hostility), and
maladaptive speech (as a predictor of verbal aggression, covert aggression and hostility). Punitive discipline was a significant
factor only in explaining verbal aggression.
Conclusion: Practical implications of this research indicate that, in treating aggressive behaviour in children with ASD,
more attention should be paid to sleep habits, practising task monitor, inhibit and shift skills, and avoiding rigorous punitive
measures.
PB  - ReAttach Therapy International Foundation, Frederik Hendrikstraat 13, 5583 CL Waalre, The Netherlands
T2  - Journal for ReAttach Therapy and Developmental Diversities
T1  - Predictors of aggressive behavior in children with autism spectrum disorder
EP  - 81
IS  - 2
SP  - 70
VL  - 2
DO  - 10.26407/2019jrtdd.1.22
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Brojčin, Branislav and Jojić, Milena",
year = "2019",
abstract = "Introduction: Aggressive behaviour is not the main symptom of autism spectrum disorders, and if it occurs in this
population, it is a consequence of some other factors.
Objectives: With regard to that, the aim of this paper isto determine to what extent certain aspects of executive functions,
severity of autism, sleep habits, and parenting actions contribute to the manifestation of different forms of aggressive
behaviourin children with an autism spectrum disorder.
Methods: The sample included 40 children with autism spectrum disorders, 5-7 years of age (M=6.18, SD= .55). The
following instruments were used in the assessment: The Children's Scale of Hostility andAggression –Reactive/Proactive,
Gilliam Autism Rating Scale –Third Edition, The Children's Sleep Habits Questionnaire andBehaviorRating Inventory of
Executive Function.
Results: The obtained results showed that sleep problems were the most significant predictor of verbal, physical and covert
aggression. From the domain of behavioural aspects of executive functions, only task monitor was a significant predictor of
bullying, and inhibit and shift were significant predictors of hostility. From the field of autistic disorders, significant predictors
of aggressive behaviour were emotional responses (as predictors of bullying, covert aggression and hostility), and
maladaptive speech (as a predictor of verbal aggression, covert aggression and hostility). Punitive discipline was a significant
factor only in explaining verbal aggression.
Conclusion: Practical implications of this research indicate that, in treating aggressive behaviour in children with ASD,
more attention should be paid to sleep habits, practising task monitor, inhibit and shift skills, and avoiding rigorous punitive
measures.",
publisher = "ReAttach Therapy International Foundation, Frederik Hendrikstraat 13, 5583 CL Waalre, The Netherlands",
journal = "Journal for ReAttach Therapy and Developmental Diversities",
title = "Predictors of aggressive behavior in children with autism spectrum disorder",
pages = "81-70",
number = "2",
volume = "2",
doi = "10.26407/2019jrtdd.1.22"
}

Đorđević, M., Glumbić, N., Brojčin, B.,& Jojić, M.. (2019). Predictors of aggressive behavior in children with autism spectrum disorder. in Journal for ReAttach Therapy and Developmental Diversities
ReAttach Therapy International Foundation, Frederik Hendrikstraat 13, 5583 CL Waalre, The Netherlands., 2(2), 70-81.
https://doi.org/10.26407/2019jrtdd.1.22

Đorđević M, Glumbić N, Brojčin B, Jojić M. Predictors of aggressive behavior in children with autism spectrum disorder. in Journal for ReAttach Therapy and Developmental Diversities. 2019;2(2):70-81.
doi:10.26407/2019jrtdd.1.22 .

Đorđević, Mirjana, Glumbić, Nenad, Brojčin, Branislav, Jojić, Milena, "Predictors of aggressive behavior in children with autism spectrum disorder" in Journal for ReAttach Therapy and Developmental Diversities, 2, no. 2 (2019):70-81,
https://doi.org/10.26407/2019jrtdd.1.22 . .

TY  - CONF
AU  - Glumbić, Nenad
AU  - Ivančević-Otanjac, Maja
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3120
AB  - Iako učenje stranog jezika za odrasle osobe sa ometenošću često ne predstavlja jednostavan proces,
autori su saglasni u tome da od tog procesa ne treba odustajati, odnosno da ga treba prilagoditi i
olakšati u skladu sa individualnim specifičnostima i karakteristikma samog polaznika edukacije.
Cilj ovog istraživanja je da se utvrdi da li postoje razlike u znanju engleskog jezika između odraslih
ispitanika sa intelektualnom ometenošću, telesnom invalidnošću i vizuelnim oštećenjem, kao i da se
utvrdi odnos između samoprocenjenog i ispoljenog znanja na primenjenom testu kod sve tri
ispitivane grupe.
Uzorkom je obuhvaćeno 39 ispitanika sa ometenošću, oba pola, uzrasta od 18 do 59 godina (M =
33,18; SD = 9,894). Celokupan uzorak podeljen je na tri poduzorka koga čine: 14 ispitanika sa
lakom intelektualnom ometenošću, 13 ispitanika sa vizuelnim oštećenjem i 12 ispitanika sa
telesnom invalidnošću.
Za potrebe procene znanja engleskog jezika korišćen je Quick Placement Test, a u cilju utvrđivanja
nivoa samoprocene ovog znanja, korišćena je petostepena skala Likertovog tipa na kojoj se od
ispitanika očekivalo da odrede u kojoj meri, prema vlastitom mišljenju, poznaju engleski jezik.
Dobijeni rezultati pokazuju da ispitanici sa telesnom invalidnošću ostvaruju statistički značajno više
skorove i u odnosu na ispitanike sa oštećenjem vida (p = 0,017) i u odnosu na ispitanike sa
intelektualnom ometenošću (p = 0,000). Kada je u pitanju odnos između samoprocenjenog i
ostvarenog nivoa znanja, rezultati pokazuju da viši nivo znanja sa sobom nosi u veću realnost
samoprocene.
AB  - Although learning a foreign language is often not a simple process for adults with intellectual
disabilities, the authors agree that the process should not be abandoned, and that it needs to be
adapted and facilitated in accordance with individual characteristics and the characteristics of the
trainee.
The aim of this research is to determine whether there are differences in English language skills
among adult respondents with intellectual disability, physical disability and visual impairment, and
to determine the relationship between self-assessment and knowledge on the applied test in these
three groups.
The sample included 39 subjects with disabilities, both male and female, aged between 18 and 59
(M = 33,18; SD = 9,894). The whole sample was divided into three subsamples consisting of: 14
subjects with mild intellectual disability, 13 subjects with visual impairment and 12 subjects with
physical disability.
For the needs of English language skills assessment, Quick Placement Test was used, whereas
for the self-assessment of the English language knowledge a five-step Likert-type scale
was used, in which the respondents were asked to determine the extent to which, in their
own opinion, they know the English language.
The obtained results show that the subjects with physical disabilities achieved statistically
significantly higher scores in comparison with those with visual impairment (p = .017) and those
with intellectual disability (p = .000). As for the correlation between the self-assessed and the
achieved levels of knowledge, the results show that a higher level of knowledge corresponds to a
greater self-assessment reality.
PB  - Uderuženje za podršku i razvoj djece i mladih,Tuzla
C3  - Tematski zbornik sa X međunarodne naučno-stručne konferencije "Unapređenje kvalitete života djece i mladih"
T1  - Rezultati primene Quick placement testa kod osoba sa ometenošću
T1  - Quick placement test application results in persons with
intellectual disability
EP  - 384
SP  - 377
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3120
ER  - 

@conference{
author = "Glumbić, Nenad and Ivančević-Otanjac, Maja and Brojčin, Branislav and Đorđević, Mirjana",
year = "2019",
abstract = "Iako učenje stranog jezika za odrasle osobe sa ometenošću često ne predstavlja jednostavan proces,
autori su saglasni u tome da od tog procesa ne treba odustajati, odnosno da ga treba prilagoditi i
olakšati u skladu sa individualnim specifičnostima i karakteristikma samog polaznika edukacije.
Cilj ovog istraživanja je da se utvrdi da li postoje razlike u znanju engleskog jezika između odraslih
ispitanika sa intelektualnom ometenošću, telesnom invalidnošću i vizuelnim oštećenjem, kao i da se
utvrdi odnos između samoprocenjenog i ispoljenog znanja na primenjenom testu kod sve tri
ispitivane grupe.
Uzorkom je obuhvaćeno 39 ispitanika sa ometenošću, oba pola, uzrasta od 18 do 59 godina (M =
33,18; SD = 9,894). Celokupan uzorak podeljen je na tri poduzorka koga čine: 14 ispitanika sa
lakom intelektualnom ometenošću, 13 ispitanika sa vizuelnim oštećenjem i 12 ispitanika sa
telesnom invalidnošću.
Za potrebe procene znanja engleskog jezika korišćen je Quick Placement Test, a u cilju utvrđivanja
nivoa samoprocene ovog znanja, korišćena je petostepena skala Likertovog tipa na kojoj se od
ispitanika očekivalo da odrede u kojoj meri, prema vlastitom mišljenju, poznaju engleski jezik.
Dobijeni rezultati pokazuju da ispitanici sa telesnom invalidnošću ostvaruju statistički značajno više
skorove i u odnosu na ispitanike sa oštećenjem vida (p = 0,017) i u odnosu na ispitanike sa
intelektualnom ometenošću (p = 0,000). Kada je u pitanju odnos između samoprocenjenog i
ostvarenog nivoa znanja, rezultati pokazuju da viši nivo znanja sa sobom nosi u veću realnost
samoprocene., Although learning a foreign language is often not a simple process for adults with intellectual
disabilities, the authors agree that the process should not be abandoned, and that it needs to be
adapted and facilitated in accordance with individual characteristics and the characteristics of the
trainee.
The aim of this research is to determine whether there are differences in English language skills
among adult respondents with intellectual disability, physical disability and visual impairment, and
to determine the relationship between self-assessment and knowledge on the applied test in these
three groups.
The sample included 39 subjects with disabilities, both male and female, aged between 18 and 59
(M = 33,18; SD = 9,894). The whole sample was divided into three subsamples consisting of: 14
subjects with mild intellectual disability, 13 subjects with visual impairment and 12 subjects with
physical disability.
For the needs of English language skills assessment, Quick Placement Test was used, whereas
for the self-assessment of the English language knowledge a five-step Likert-type scale
was used, in which the respondents were asked to determine the extent to which, in their
own opinion, they know the English language.
The obtained results show that the subjects with physical disabilities achieved statistically
significantly higher scores in comparison with those with visual impairment (p = .017) and those
with intellectual disability (p = .000). As for the correlation between the self-assessed and the
achieved levels of knowledge, the results show that a higher level of knowledge corresponds to a
greater self-assessment reality.",
publisher = "Uderuženje za podršku i razvoj djece i mladih,Tuzla",
journal = "Tematski zbornik sa X međunarodne naučno-stručne konferencije "Unapređenje kvalitete života djece i mladih"",
title = "Rezultati primene Quick placement testa kod osoba sa ometenošću, Quick placement test application results in persons with
intellectual disability",
pages = "384-377",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3120"
}

Glumbić, N., Ivančević-Otanjac, M., Brojčin, B.,& Đorđević, M.. (2019). Rezultati primene Quick placement testa kod osoba sa ometenošću. in Tematski zbornik sa X međunarodne naučno-stručne konferencije "Unapređenje kvalitete života djece i mladih"
Uderuženje za podršku i razvoj djece i mladih,Tuzla., 377-384.
https://hdl.handle.net/21.15107/rcub_rfasper_3120

Glumbić N, Ivančević-Otanjac M, Brojčin B, Đorđević M. Rezultati primene Quick placement testa kod osoba sa ometenošću. in Tematski zbornik sa X međunarodne naučno-stručne konferencije "Unapređenje kvalitete života djece i mladih". 2019;:377-384.
https://hdl.handle.net/21.15107/rcub_rfasper_3120 .

Glumbić, Nenad, Ivančević-Otanjac, Maja, Brojčin, Branislav, Đorđević, Mirjana, "Rezultati primene Quick placement testa kod osoba sa ometenošću" in Tematski zbornik sa X međunarodne naučno-stručne konferencije "Unapređenje kvalitete života djece i mladih" (2019):377-384,
https://hdl.handle.net/21.15107/rcub_rfasper_3120 .

TY  - CONF
AU  - Brojčin, Branislav
AU  - Glumbić, Nenad
AU  - Đorđević, Mirjana
AU  - Banković, Slobodan
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3202
PB  - Drustvo defektologa Vojvodine
C3  - Postojeći izazovi u specijalnoj edukaciji i rehabilitaciji: zbornik sažetaka
T1  - Misteriozni motivator – tehnika kontrole disruptivnog ponašanja
EP  - 65
SP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3202
ER  - 

@conference{
author = "Brojčin, Branislav and Glumbić, Nenad and Đorđević, Mirjana and Banković, Slobodan",
year = "2019",
publisher = "Drustvo defektologa Vojvodine",
journal = "Postojeći izazovi u specijalnoj edukaciji i rehabilitaciji: zbornik sažetaka",
title = "Misteriozni motivator – tehnika kontrole disruptivnog ponašanja",
pages = "65-64",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3202"
}

Brojčin, B., Glumbić, N., Đorđević, M.,& Banković, S.. (2019). Misteriozni motivator – tehnika kontrole disruptivnog ponašanja. in Postojeći izazovi u specijalnoj edukaciji i rehabilitaciji: zbornik sažetaka
Drustvo defektologa Vojvodine., 64-65.
https://hdl.handle.net/21.15107/rcub_rfasper_3202

Brojčin B, Glumbić N, Đorđević M, Banković S. Misteriozni motivator – tehnika kontrole disruptivnog ponašanja. in Postojeći izazovi u specijalnoj edukaciji i rehabilitaciji: zbornik sažetaka. 2019;:64-65.
https://hdl.handle.net/21.15107/rcub_rfasper_3202 .

Brojčin, Branislav, Glumbić, Nenad, Đorđević, Mirjana, Banković, Slobodan, "Misteriozni motivator – tehnika kontrole disruptivnog ponašanja" in Postojeći izazovi u specijalnoj edukaciji i rehabilitaciji: zbornik sažetaka (2019):64-65,
https://hdl.handle.net/21.15107/rcub_rfasper_3202 .