TY  - CONF
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Golubović, Špela
AU  - Ilić, Snežana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5401
AB  - Еко-мапа представља алат за процену формалне и неформалне подршке којој су
изложени појединац или породица. У раним интервенцијама усмереним на породицу
уз
помоћ
еко-мапе
професионалци
показују
своју
заинтересованост
за
породицу

у
целини,
успостављајући
пријатељски
однос
са
родитељима
или
старатељима.

Циљ

овог рада је да се путем квантитативне анализе провери степен сагласности
између
четири
професионалца
у
погледу
садржаја
еко-мапа.
Иницијалним

узорком
обухваћено
је
12
професионалаца,
полазника
Специјалистичких
академских

студија ране интервенције, који су израдили еко-мапе на основу гледања 
видео-интервјуа. Случајним избором, издвојене су четири еко-мапе које су подвргнуте

даљим анализама. Два независна процењивача анализирала су све четири
мапе
и
пратила:
1)
у
којој
мери
постоји
сагласност
у
вези
са
централним

кругом

– члановима који чине једну породицу; 2) колико извора формалне и неформалне
подршке
препознаје
сваки
професионалац
за
интервјуисану
породицу;

3)
да
ли
професионалци
препознају
исти
број
слабих,
јаких
и
стресних
веза,
као
и

двосмерних
и
једносмерних?
Добијени
резултати
показују
да
су
у
све
четири
екомапе
идентично
приказани
чланови
породице,
да
се
два
професионалца
слажу
око

тога
да
је
породица
остварила
укупно
23
контакта
са
различитим
пружаоцима
подршке,
док
преостала
два
долазе
до
другачијих
резултата,
као
и
да
нема

подударања у
односу
на
број
веза
различитог
интензитета и
смера.
AB  - The eco-map represents a tool for assessing the
formal and informal support that individuals
or families receive. In early family-focused
interventions, professionals demonstrate their
interest in the family as a whole, establishing
a friendly relationship with parents or
caregivers through the use of the eco-map. The
aim of this study is to quantitatively analyse
the level of consensus among four professionals
regarding the content of eco-maps. The initial
sample included 12 professionals, participants
in Specialist Academic Studies of Early
Intervention, who created eco-maps based
on watching video interviews. Four eco-maps
were randomly selected for further analysis.
Two independent evaluators analysed all four
maps and observed: 1) the degree of consensus
regarding the central circle – the members 
comprising a family; 2) how many sources of 
formal and informal support each professional
recognized for the interviewed family; 3)
whether the professionals recognised the
same number of weak, strong, and stressful
relationships, as well as bidirectional and
unidirectional ones. The results show that
all four eco-maps identically depicted
family members, with two professionals
agreeing that the family had a total of 23
contacts with different support providers,
while the remaining two arrived at different
results. Additionally, there were no matches
concerning the number of relationships of
different intensities and directions.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Eко-мапа у раним интервенцијама усмереним на породицу – сагласност професионалаца  у вези са њеним садржајем
T1  - Eco-map in early family-focused interventions – professional consensus regarding its content
EP  - 39
SP  - 31
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5401
ER  - 

@conference{
author = "Đorđević, Mirjana and Glumbić, Nenad and Golubović, Špela and Ilić, Snežana",
year = "2023",
abstract = "Еко-мапа представља алат за процену формалне и неформалне подршке којој су
изложени појединац или породица. У раним интервенцијама усмереним на породицу
уз
помоћ
еко-мапе
професионалци
показују
своју
заинтересованост
за
породицу

у
целини,
успостављајући
пријатељски
однос
са
родитељима
или
старатељима.

Циљ

овог рада је да се путем квантитативне анализе провери степен сагласности
између
четири
професионалца
у
погледу
садржаја
еко-мапа.
Иницијалним

узорком
обухваћено
је
12
професионалаца,
полазника
Специјалистичких
академских

студија ране интервенције, који су израдили еко-мапе на основу гледања 
видео-интервјуа. Случајним избором, издвојене су четири еко-мапе које су подвргнуте

даљим анализама. Два независна процењивача анализирала су све четири
мапе
и
пратила:
1)
у
којој
мери
постоји
сагласност
у
вези
са
централним

кругом

– члановима који чине једну породицу; 2) колико извора формалне и неформалне
подршке
препознаје
сваки
професионалац
за
интервјуисану
породицу;

3)
да
ли
професионалци
препознају
исти
број
слабих,
јаких
и
стресних
веза,
као
и

двосмерних
и
једносмерних?
Добијени
резултати
показују
да
су
у
све
четири
екомапе
идентично
приказани
чланови
породице,
да
се
два
професионалца
слажу
око

тога
да
је
породица
остварила
укупно
23
контакта
са
различитим
пружаоцима
подршке,
док
преостала
два
долазе
до
другачијих
резултата,
као
и
да
нема

подударања у
односу
на
број
веза
различитог
интензитета и
смера., The eco-map represents a tool for assessing the
formal and informal support that individuals
or families receive. In early family-focused
interventions, professionals demonstrate their
interest in the family as a whole, establishing
a friendly relationship with parents or
caregivers through the use of the eco-map. The
aim of this study is to quantitatively analyse
the level of consensus among four professionals
regarding the content of eco-maps. The initial
sample included 12 professionals, participants
in Specialist Academic Studies of Early
Intervention, who created eco-maps based
on watching video interviews. Four eco-maps
were randomly selected for further analysis.
Two independent evaluators analysed all four
maps and observed: 1) the degree of consensus
regarding the central circle – the members 
comprising a family; 2) how many sources of 
formal and informal support each professional
recognized for the interviewed family; 3)
whether the professionals recognised the
same number of weak, strong, and stressful
relationships, as well as bidirectional and
unidirectional ones. The results show that
all four eco-maps identically depicted
family members, with two professionals
agreeing that the family had a total of 23
contacts with different support providers,
while the remaining two arrived at different
results. Additionally, there were no matches
concerning the number of relationships of
different intensities and directions.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Eко-мапа у раним интервенцијама усмереним на породицу – сагласност професионалаца  у вези са њеним садржајем, Eco-map in early family-focused interventions – professional consensus regarding its content",
pages = "39-31",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5401"
}

Đorđević, M., Glumbić, N., Golubović, Š.,& Ilić, S.. (2023). Eко-мапа у раним интервенцијама усмереним на породицу – сагласност професионалаца  у вези са њеним садржајем. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 31-39.
https://hdl.handle.net/21.15107/rcub_rfasper_5401

Đorđević M, Glumbić N, Golubović Š, Ilić S. Eко-мапа у раним интервенцијама усмереним на породицу – сагласност професионалаца  у вези са њеним садржајем. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:31-39.
https://hdl.handle.net/21.15107/rcub_rfasper_5401 .

Đorđević, Mirjana, Glumbić, Nenad, Golubović, Špela, Ilić, Snežana, "Eко-мапа у раним интервенцијама усмереним на породицу – сагласност професионалаца  у вези са њеним садржајем" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):31-39,
https://hdl.handle.net/21.15107/rcub_rfasper_5401 .

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

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

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

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

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

TY  - CONF
AU  - Golubović, Špela
AU  - Đorđević, Mirjana
AU  - Ilić, Snežana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5333
AB  - Uvod: Rad na daljinu može pomoći da se poveća pristup uslugama intervencije
u ranom detinjstvu, posebno za porodice koje žive u udaljenim područjima
ili u mestima gde ne postoje stručnjaci i timovi koji mogu da pruže ove usluge.
Cilj: Cilj ovog istraživanja je ispitati koje prednosti i nedostatke rada na daljinu
u pružanju usluga rane intervencije navode stručnjaci koji pružaju podršku
porodicama.
Metode: Uzorak je činilo 43 stručnjaka koji su prošli obuku za pružanje podrške
u okviru porodično orijentisane rane intervencije. Učesnici su anonimno
popunjavali onlajn upitnik Skala prednosti i nedostataka rada na daljinu, koja
je pored osnovnih podataka o polu i učestalosti rada na daljinu sadržala 14
pitanja koja su se odnosila na prednosti i nedostatke rada na daljinu.
Rezultati i zaključak: Stručnjaci navode da prilikom rada na daljinu najveće
prednosti vide u većoj dostupnosti porodicama, boljoj ekonomičnosti u pružanju
usluga, kao i većoj fleksibilnosti, zadovoljni su saradnjom sa porodicama,
kao i sa kolegama. Kao nedostatke navode probleme sa ovladavanjem tehnologijama,
dostupnost tehnologija, odsustvo direktnog kontakta sa kolegama,
kao i nedostatak informacija od kolega.
AB  - Introduction: Teleworking can help increase access to early childhood intervention
services, especially for families living in remote areas or where no professionals and teams
can provide these services.
Aim: This research aims to examine what advantages and disadvantages of teleworking
in providing early intervention services cited by experts who support families.
Methods: The sample consisted of 43 professionals who received training to provide
support within the framework of family-oriented early intervention. Participants anonymously
filled out the online questionnaire – “Scale of advantages and disadvantages of remote work”,
which, in addition to fundamental data on gender and frequency of teleworking, contained
14 questions related to the advantages and disadvantages of remote work.
Results: Experts state that when working remotely, they see the most significant
advantages in greater accessibility to families, a better economy in providing services, and
greater flexibility; they are satisfied with the cooperation with families and colleagues. They
cite problems with mastery of technologies, the availability of technologies, the absence of
direct contact with colleagues, and the need for more information from colleagues.
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  - Prednosti i nedostaci rada na daljinu – percepcija stručnjaka
T1  - Advantages and disadvantages of teleworking — perception Of experts
EP  - 226
SP  - 215
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5333
ER  - 

@conference{
author = "Golubović, Špela and Đorđević, Mirjana and Ilić, Snežana",
year = "2023",
abstract = "Uvod: Rad na daljinu može pomoći da se poveća pristup uslugama intervencije
u ranom detinjstvu, posebno za porodice koje žive u udaljenim područjima
ili u mestima gde ne postoje stručnjaci i timovi koji mogu da pruže ove usluge.
Cilj: Cilj ovog istraživanja je ispitati koje prednosti i nedostatke rada na daljinu
u pružanju usluga rane intervencije navode stručnjaci koji pružaju podršku
porodicama.
Metode: Uzorak je činilo 43 stručnjaka koji su prošli obuku za pružanje podrške
u okviru porodično orijentisane rane intervencije. Učesnici su anonimno
popunjavali onlajn upitnik Skala prednosti i nedostataka rada na daljinu, koja
je pored osnovnih podataka o polu i učestalosti rada na daljinu sadržala 14
pitanja koja su se odnosila na prednosti i nedostatke rada na daljinu.
Rezultati i zaključak: Stručnjaci navode da prilikom rada na daljinu najveće
prednosti vide u većoj dostupnosti porodicama, boljoj ekonomičnosti u pružanju
usluga, kao i većoj fleksibilnosti, zadovoljni su saradnjom sa porodicama,
kao i sa kolegama. Kao nedostatke navode probleme sa ovladavanjem tehnologijama,
dostupnost tehnologija, odsustvo direktnog kontakta sa kolegama,
kao i nedostatak informacija od kolega., Introduction: Teleworking can help increase access to early childhood intervention
services, especially for families living in remote areas or where no professionals and teams
can provide these services.
Aim: This research aims to examine what advantages and disadvantages of teleworking
in providing early intervention services cited by experts who support families.
Methods: The sample consisted of 43 professionals who received training to provide
support within the framework of family-oriented early intervention. Participants anonymously
filled out the online questionnaire – “Scale of advantages and disadvantages of remote work”,
which, in addition to fundamental data on gender and frequency of teleworking, contained
14 questions related to the advantages and disadvantages of remote work.
Results: Experts state that when working remotely, they see the most significant
advantages in greater accessibility to families, a better economy in providing services, and
greater flexibility; they are satisfied with the cooperation with families and colleagues. They
cite problems with mastery of technologies, the availability of technologies, the absence of
direct contact with colleagues, and the need for more information from colleagues.",
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 = "Prednosti i nedostaci rada na daljinu – percepcija stručnjaka, Advantages and disadvantages of teleworking — perception Of experts",
pages = "226-215",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5333"
}

Golubović, Š., Đorđević, M.,& Ilić, S.. (2023). Prednosti i nedostaci rada na daljinu – percepcija stručnjaka. 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., 215-226.
https://hdl.handle.net/21.15107/rcub_rfasper_5333

Golubović Š, Đorđević M, Ilić S. Prednosti i nedostaci rada na daljinu – percepcija stručnjaka. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:215-226.
https://hdl.handle.net/21.15107/rcub_rfasper_5333 .

Golubović, Špela, Đorđević, Mirjana, Ilić, Snežana, "Prednosti i nedostaci rada na daljinu – percepcija stručnjaka" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):215-226,
https://hdl.handle.net/21.15107/rcub_rfasper_5333 .

TY  - CONF
AU  - Đorđević, Mirjana
AU  - Golubović, Špela
AU  - Ilić, Snežana
AU  - Vučičević Miladinović, Lana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5326
AB  - Uvod: Porodično orijentisane rane intervencije karakteriše pružanje podrške
deci (mlađeg uzrasta sa razvojnim odstupanjima, smetnjama, netipičnim ponašanjem,
socijalnim i emocionalnim teškoćama) i porodicama u prirodnom
okruženju, uz oslanjanje na porodične rutine i jake strane roditelja i dece.
Profesionalci se na različite načine mogu usavršavati za sprovođenje porodično
orijentisanih ranih intervencija, što se posledično može odraziti na efekte
u njihovom radu sa decom i porodicama. Mentorska podrška smatra se
poželjnim oblikom profesionalnog usavršavanja praktičara.
Cilj: Cilj ovog istraživanja je da se utvrdi kako članovi timova za porodično orijentisane
rane intervencije percipiraju veštine mentora koji su ih podržavali,
kao i kako mentori sagledavaju svoje kompetencije.
Metode: Učešće u istraživanju uzelo je osam mentora i 70 članova timova za
porodično orijentisane rane intervencije iz Republike Srbije. U ovom istraživanju
korišćena su dva instrumenta – Upitnik za procenu mentora i Upitnik za
samoevaluaciju mentora (AOMP, 2016).
Rezultati i zaključak: Preko 88% članova timova za porodično orijentisane rane
intervencije saglasno je da su njihovi mentori pokazali empatiju, da su ih podsticali
na dublja razmišljanja, delili svoja iskustva, obezbeđivali poverljiv odnos
i da su pokazivali poštovanje, pružajući im pomoć kada je to potrebno.
Dodatno, članovi timova istakli su da im je ova podrška bila jako korisna i da
je neophodno da se ona planira i u daljem radu. S druge strane, i mentori su
kod sebe detektovali iste one vrednosti koje su prepoznali profesionalci koje
su podržavali. Dodatno, istakli su i veštine koje je potrebno još da unapređuju.
Ovi nalazi su značajni za kreatore politika, koji bi pri planiranju raspodele
resursa u oblasti ranog razvoja mogli da uvrste i mentorsku podršku kao oblik
obaveznog profesionalnog razvoja.
AB  - Introduction: Family-oriented early interventions are characterized by supporting
children (younger age with developmental disabilities, atypical behavior, social and
emotional difficulties) and families in a natural environment, relying on family routines and
the strengths of parents and children. Professionals can be trained in various ways to carry
out family-oriented early interventions, which can consequently be reflected in the effects of
their work with children and families. Mentoring support is considered a desirable form of
professional development for practitioners.
Aim: This research aims to determine how members of family-oriented early
intervention teams perceive the skills of the mentors who supported them and how mentors
perceive their competencies.
Methods: Eight mentors and 70 members of family-oriented early intervention teams
from the Republic of Serbia participated in the research. In this research, two instruments
were used – A mentor assessment questionnaire and A questionnaire for the self-evaluation
of mentors (AOMP, 2016).
Results and conclusion: Over 88% of family-oriented early intervention team members
agree that their mentors showed empathy, encouraged them to think deeper, shared their
experiences, secured a confidential relationship, and showed respect, helping them when
needed. In addition, members of the teams pointed out that this support was beneficial to
them and that it is necessary to plan it in further work. On the other hand, mentors also
detected in themselves the same values that were recognized by the professionals they supported. In addition, they highlighted those skills that need to be improved. These findings
are significant for policy makers who, when planning the allocation of resources in the field
of early development, could include mentoring support as a form of mandatory professional
development.
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  - Mentorska podrška u usavršavanju praktičara za Porodično orijentisane rane intervencije: Percepcija profesionalaca
T1  - Mentoring support in the implementation process of Family-oriented early interventions: Perceptions of professionals
EP  - 89
SP  - 79
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5326
ER  - 

@conference{
author = "Đorđević, Mirjana and Golubović, Špela and Ilić, Snežana and Vučičević Miladinović, Lana",
year = "2023",
abstract = "Uvod: Porodično orijentisane rane intervencije karakteriše pružanje podrške
deci (mlađeg uzrasta sa razvojnim odstupanjima, smetnjama, netipičnim ponašanjem,
socijalnim i emocionalnim teškoćama) i porodicama u prirodnom
okruženju, uz oslanjanje na porodične rutine i jake strane roditelja i dece.
Profesionalci se na različite načine mogu usavršavati za sprovođenje porodično
orijentisanih ranih intervencija, što se posledično može odraziti na efekte
u njihovom radu sa decom i porodicama. Mentorska podrška smatra se
poželjnim oblikom profesionalnog usavršavanja praktičara.
Cilj: Cilj ovog istraživanja je da se utvrdi kako članovi timova za porodično orijentisane
rane intervencije percipiraju veštine mentora koji su ih podržavali,
kao i kako mentori sagledavaju svoje kompetencije.
Metode: Učešće u istraživanju uzelo je osam mentora i 70 članova timova za
porodično orijentisane rane intervencije iz Republike Srbije. U ovom istraživanju
korišćena su dva instrumenta – Upitnik za procenu mentora i Upitnik za
samoevaluaciju mentora (AOMP, 2016).
Rezultati i zaključak: Preko 88% članova timova za porodično orijentisane rane
intervencije saglasno je da su njihovi mentori pokazali empatiju, da su ih podsticali
na dublja razmišljanja, delili svoja iskustva, obezbeđivali poverljiv odnos
i da su pokazivali poštovanje, pružajući im pomoć kada je to potrebno.
Dodatno, članovi timova istakli su da im je ova podrška bila jako korisna i da
je neophodno da se ona planira i u daljem radu. S druge strane, i mentori su
kod sebe detektovali iste one vrednosti koje su prepoznali profesionalci koje
su podržavali. Dodatno, istakli su i veštine koje je potrebno još da unapređuju.
Ovi nalazi su značajni za kreatore politika, koji bi pri planiranju raspodele
resursa u oblasti ranog razvoja mogli da uvrste i mentorsku podršku kao oblik
obaveznog profesionalnog razvoja., Introduction: Family-oriented early interventions are characterized by supporting
children (younger age with developmental disabilities, atypical behavior, social and
emotional difficulties) and families in a natural environment, relying on family routines and
the strengths of parents and children. Professionals can be trained in various ways to carry
out family-oriented early interventions, which can consequently be reflected in the effects of
their work with children and families. Mentoring support is considered a desirable form of
professional development for practitioners.
Aim: This research aims to determine how members of family-oriented early
intervention teams perceive the skills of the mentors who supported them and how mentors
perceive their competencies.
Methods: Eight mentors and 70 members of family-oriented early intervention teams
from the Republic of Serbia participated in the research. In this research, two instruments
were used – A mentor assessment questionnaire and A questionnaire for the self-evaluation
of mentors (AOMP, 2016).
Results and conclusion: Over 88% of family-oriented early intervention team members
agree that their mentors showed empathy, encouraged them to think deeper, shared their
experiences, secured a confidential relationship, and showed respect, helping them when
needed. In addition, members of the teams pointed out that this support was beneficial to
them and that it is necessary to plan it in further work. On the other hand, mentors also
detected in themselves the same values that were recognized by the professionals they supported. In addition, they highlighted those skills that need to be improved. These findings
are significant for policy makers who, when planning the allocation of resources in the field
of early development, could include mentoring support as a form of mandatory professional
development.",
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 = "Mentorska podrška u usavršavanju praktičara za Porodično orijentisane rane intervencije: Percepcija profesionalaca, Mentoring support in the implementation process of Family-oriented early interventions: Perceptions of professionals",
pages = "89-79",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5326"
}

Đorđević, M., Golubović, Š., Ilić, S.,& Vučičević Miladinović, L.. (2023). Mentorska podrška u usavršavanju praktičara za Porodično orijentisane rane intervencije: Percepcija profesionalaca. 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., 79-89.
https://hdl.handle.net/21.15107/rcub_rfasper_5326

Đorđević M, Golubović Š, Ilić S, Vučičević Miladinović L. Mentorska podrška u usavršavanju praktičara za Porodično orijentisane rane intervencije: Percepcija profesionalaca. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:79-89.
https://hdl.handle.net/21.15107/rcub_rfasper_5326 .

Đorđević, Mirjana, Golubović, Špela, Ilić, Snežana, Vučičević Miladinović, Lana, "Mentorska podrška u usavršavanju praktičara za Porodično orijentisane rane intervencije: Percepcija profesionalaca" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):79-89,
https://hdl.handle.net/21.15107/rcub_rfasper_5326 .

TY  - CONF
AU  - Petrović, Sunčica
AU  - Glumbić, Nenad
AU  - Đorđević, Mirjana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5033
AB  - Tri vodeće kognitivne teorije autizma objašnjavaju ključne karakteristike
poremećaja iz spektra autizma nedostatkom teorije uma, deficitima egzekutivnih funkcija
i nedovoljnom centralnom koherencijom. U okviru ERASMUS + projekta
„Oppotunities 4 Autism“, organizovana je obuka stručnjaka koji pružaju podršku
potencijalnim radnicima sa autizmom u različitim fazama njihovog radnog angažovanja.
Kako je celokupna obuka bazirana na promovisanju tzv. pozitivnog pristupa autizmu, cilj
ovog rada je da ukaže na ključna obeležja autizma koja bi se, sa aspekta poslodavaca,
mogla posmatrati i kao prednosti u njihovom radnom angažovanju. Specifična
interesovanja, repetitivnost, fokus na detalje, preferiranje vizuelnih sadržaja i sklonost ka
praćenju zadatih pravila i rutina, samo su neke od manifestacija autističnog ponašanja
koje se mogu iskoristiti za uspešnu realizaciju čitavog niza radnih aktivnosti. Iako se u
priručnicima za poslodavce kao prednosti osoba sa autizmom navode visoka inteligencija,
bogat vokabular, specijalne sposobnosti, izvanredna memorija, suvereno vladanje
kompjuterskim tehnologijama i kreativan način razmišljanja, izvan zadatih šema,
navedene karakteristike su u praksi veoma retke i vezuju se samo za neke osobe sa
visokofuncionalnim autizmom. Službe za ljudske resurse trebalo bi da računaju i na
nedostatak teorije uma kao na potencijalnu prednost zaposlenih osoba sa autizmom,
budući da se on ispoljava, između ostalog, i kroz: potpunu iskrenost, izostanak
kalkulisanja u socijalnim i radnim relacijama, specifičan smisao za humor, rezilijentnost u
nekim emocionalno zasićenim okolnostima i radnu etiku.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Zapošljavanje osoba sa autizmom – model baziran na jakim stranama
EP  - 185
SP  - 185
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5033
ER  - 

@conference{
author = "Petrović, Sunčica and Glumbić, Nenad and Đorđević, Mirjana",
year = "2023",
abstract = "Tri vodeće kognitivne teorije autizma objašnjavaju ključne karakteristike
poremećaja iz spektra autizma nedostatkom teorije uma, deficitima egzekutivnih funkcija
i nedovoljnom centralnom koherencijom. U okviru ERASMUS + projekta
„Oppotunities 4 Autism“, organizovana je obuka stručnjaka koji pružaju podršku
potencijalnim radnicima sa autizmom u različitim fazama njihovog radnog angažovanja.
Kako je celokupna obuka bazirana na promovisanju tzv. pozitivnog pristupa autizmu, cilj
ovog rada je da ukaže na ključna obeležja autizma koja bi se, sa aspekta poslodavaca,
mogla posmatrati i kao prednosti u njihovom radnom angažovanju. Specifična
interesovanja, repetitivnost, fokus na detalje, preferiranje vizuelnih sadržaja i sklonost ka
praćenju zadatih pravila i rutina, samo su neke od manifestacija autističnog ponašanja
koje se mogu iskoristiti za uspešnu realizaciju čitavog niza radnih aktivnosti. Iako se u
priručnicima za poslodavce kao prednosti osoba sa autizmom navode visoka inteligencija,
bogat vokabular, specijalne sposobnosti, izvanredna memorija, suvereno vladanje
kompjuterskim tehnologijama i kreativan način razmišljanja, izvan zadatih šema,
navedene karakteristike su u praksi veoma retke i vezuju se samo za neke osobe sa
visokofuncionalnim autizmom. Službe za ljudske resurse trebalo bi da računaju i na
nedostatak teorije uma kao na potencijalnu prednost zaposlenih osoba sa autizmom,
budući da se on ispoljava, između ostalog, i kroz: potpunu iskrenost, izostanak
kalkulisanja u socijalnim i radnim relacijama, specifičan smisao za humor, rezilijentnost u
nekim emocionalno zasićenim okolnostima i radnu etiku.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Zapošljavanje osoba sa autizmom – model baziran na jakim stranama",
pages = "185-185",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5033"
}

Petrović, S., Glumbić, N.,& Đorđević, M.. (2023). Zapošljavanje osoba sa autizmom – model baziran na jakim stranama. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Drustvo defektologa Srbije., 185-185.
https://hdl.handle.net/21.15107/rcub_rfasper_5033

Petrović S, Glumbić N, Đorđević M. Zapošljavanje osoba sa autizmom – model baziran na jakim stranama. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;:185-185.
https://hdl.handle.net/21.15107/rcub_rfasper_5033 .

Petrović, Sunčica, Glumbić, Nenad, Đorđević, Mirjana, "Zapošljavanje osoba sa autizmom – model baziran na jakim stranama" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023):185-185,
https://hdl.handle.net/21.15107/rcub_rfasper_5033 .

TY  - CONF
AU  - Glumbić, Nenad
AU  - Petrović, Sunčica
AU  - Đorđević, Mirjana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5034
AB  - Kognitivna pristupačnost platformi za učenje zasniva se na njihovom
specifičnom dizajnu koji obezbeđuje lak i jednostavan pristup i korišćenje od strane
osoba sa autizmom i drugim neurorazvojnim poremećajima. Ovo istraživanje, pretežno
eksplorativnog tipa, sprovedeno je u okviru projekta „IDEAL: Inkluzivna digitalna
edukacija za učenje osoba sa autizmom“ kako bismo utvrdili relevantnost pojedinih
aspekata kognitivne pristupačnosti platformi za učenje, namenjenih osobama sa
autizmom, iz perspektive njihovih roditelja i stručnjaka. Uzorak je činilo 52 (44,1%)
stručnjaka i 66 (55,9%) članova porodica osoba sa autizmom. Primejen je Upitnik o
kognitivnoj pristupačnosti platformi za učenje, koji je konstruisan za potrebe ovog
istraživanja. Upitnik se sastoji iz 21 ajtema, a od ispitanika je zatraženo da na petostepenoj
skali Likertovog tipa odrede u kojoj meri određenu karakteristiku platforme smatraju
značajnom. Veća ocena ukazuje na veći potencijalni značaj navedenog obeležja. Rezultati
pokazuju da je čak 17 obeležja ocenjenom prosečnom ocenom većom od 4. Obeležja
kognitivne pristupačnosti koje su ispitanici najviše vrednovali su: osećaj kontrole,
odnosno lakoća kretanja kroz aplikaciju; edukativni sadržaj platforme; razvoj veština
samostalnosti; mogućnost prilagođavanja potkrepljenja individualnim potrebama
korisnika sa autizmom i postojanje algoritma koji može da anticipira aktivnosti korisnika.
Kao najmanje važne karakteristike označene su: mogućnosti kreiranja različitih
korisničkih profila, sužen opseg korišćenih boja, jasne ikonice i jasnoća glavnog menija.
Primenom T testa za nezavisne uzorke nije nađena statistički značajna razlika u vrednosti
procenjivanih parametara od strane stručnjaka i članova porodice osoba sa autizmom
(p˃0,05). Iako dobijeni rezultati predstavljaju značajan putokaz u kreiranju platformi za
učenje koje bi odgovarale potrebama potencijalnih korisnika sa autizmom, potrebno je
da se u njihovo testiranje uključe i osobe sa autizmom različitog stepena potrebe za
podrškom, kako bismo stekli realan uvid u relevantnost određenih parametara kognitivne
pristupačnosti.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Parametri kognitivne pristupačnosti platformi za učenje namenjenih osobama sa autizmom
EP  - 184
SP  - 184
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5034
ER  - 

@conference{
author = "Glumbić, Nenad and Petrović, Sunčica and Đorđević, Mirjana",
year = "2023",
abstract = "Kognitivna pristupačnost platformi za učenje zasniva se na njihovom
specifičnom dizajnu koji obezbeđuje lak i jednostavan pristup i korišćenje od strane
osoba sa autizmom i drugim neurorazvojnim poremećajima. Ovo istraživanje, pretežno
eksplorativnog tipa, sprovedeno je u okviru projekta „IDEAL: Inkluzivna digitalna
edukacija za učenje osoba sa autizmom“ kako bismo utvrdili relevantnost pojedinih
aspekata kognitivne pristupačnosti platformi za učenje, namenjenih osobama sa
autizmom, iz perspektive njihovih roditelja i stručnjaka. Uzorak je činilo 52 (44,1%)
stručnjaka i 66 (55,9%) članova porodica osoba sa autizmom. Primejen je Upitnik o
kognitivnoj pristupačnosti platformi za učenje, koji je konstruisan za potrebe ovog
istraživanja. Upitnik se sastoji iz 21 ajtema, a od ispitanika je zatraženo da na petostepenoj
skali Likertovog tipa odrede u kojoj meri određenu karakteristiku platforme smatraju
značajnom. Veća ocena ukazuje na veći potencijalni značaj navedenog obeležja. Rezultati
pokazuju da je čak 17 obeležja ocenjenom prosečnom ocenom većom od 4. Obeležja
kognitivne pristupačnosti koje su ispitanici najviše vrednovali su: osećaj kontrole,
odnosno lakoća kretanja kroz aplikaciju; edukativni sadržaj platforme; razvoj veština
samostalnosti; mogućnost prilagođavanja potkrepljenja individualnim potrebama
korisnika sa autizmom i postojanje algoritma koji može da anticipira aktivnosti korisnika.
Kao najmanje važne karakteristike označene su: mogućnosti kreiranja različitih
korisničkih profila, sužen opseg korišćenih boja, jasne ikonice i jasnoća glavnog menija.
Primenom T testa za nezavisne uzorke nije nađena statistički značajna razlika u vrednosti
procenjivanih parametara od strane stručnjaka i članova porodice osoba sa autizmom
(p˃0,05). Iako dobijeni rezultati predstavljaju značajan putokaz u kreiranju platformi za
učenje koje bi odgovarale potrebama potencijalnih korisnika sa autizmom, potrebno je
da se u njihovo testiranje uključe i osobe sa autizmom različitog stepena potrebe za
podrškom, kako bismo stekli realan uvid u relevantnost određenih parametara kognitivne
pristupačnosti.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Parametri kognitivne pristupačnosti platformi za učenje namenjenih osobama sa autizmom",
pages = "184-184",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5034"
}

Glumbić, N., Petrović, S.,& Đorđević, M.. (2023). Parametri kognitivne pristupačnosti platformi za učenje namenjenih osobama sa autizmom. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Drustvo defektologa Srbije., 184-184.
https://hdl.handle.net/21.15107/rcub_rfasper_5034

Glumbić N, Petrović S, Đorđević M. Parametri kognitivne pristupačnosti platformi za učenje namenjenih osobama sa autizmom. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;:184-184.
https://hdl.handle.net/21.15107/rcub_rfasper_5034 .

Glumbić, Nenad, Petrović, Sunčica, Đorđević, Mirjana, "Parametri kognitivne pristupačnosti platformi za učenje namenjenih osobama sa autizmom" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023):184-184,
https://hdl.handle.net/21.15107/rcub_rfasper_5034 .

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  - Vukotić, Tamara
AU  - Glumbić, Nenad
AU  - Teovanović, Predrag
AU  - Golubović, Špela
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5186
AB  - Игра је природно стање у коме деца уживају, али и вежбају различите когнитивне,

друштвене и моторичке вештине. Посматрање игре у природном окружењу за учење по-
маже практичарима и истраживачима да развију прикладне интервенције. Досадашња

истраживања заснована на запажањима у природном окружењу за учење указују на ве-
лики јаз између понашања деце са аутизмом и њихових вршњака. Иако се аутизам рела-
тивно често јавља код близанаца, нема много истраживања која се баве њиховим игров-
ним интеракцијама. Циљ овог истраживања био је да се утврди доминантан тип игре и

интеракције код три пара близанаца код којих је дијагностикован поремећај из спектра
аутизма у свакодневном школском окружењу, дужину трајања интеракција, најчешће покретаче интеракција и постојање разлика у њиховом трајању у зависности од тога ка
коме су биле усмерене. У овом истраживању учествовало је шест дечака са аутизмом,
односно три пара близанаца. Подаци су прикупљени коришћењем упитника (The general
questionnaire; ZQYT; GARS-3), као и путем опсервација (The Social Interaction Coding
Protocol). Понашање и интеракције близанаца снимљени су видео-камером. Резултати су
показали да су близанци најчешће учествовали у манипулативној и репетитивној игри,

нешто ређе у релационој, док у симболичкој игри нису учествовали. Није било статистич-
ки значајне разлике у трајању интеракција када је иницијатор био близанац у односу на

оне које је започело друго дете, док су интеракције које је иницирао наставник трајале

значајно дуже. Близанци су најмање комуницирали са својим близаначким паром. До-
датно, резултати истраживања су показали да је једноставно друштвено усмерено пона-
шање најчешћи тип интеракције, а затим координисано друштвено усмерено понашање.

На основу добијених резултата можемо закључити да близанци са аутизмом најчешће

учествују у два типа игре, као и да интеракције које остварују различито трају у завис-
ности од тога да ли је иницијатор дете или одрасла особа. Игра деце са аутизмом заузи-
ма значајно место у образовном контексту. Стога су подаци добијени посматрањем игре

близанаца са аутизмом значајни за практичаре у циљу процене како се карактеристике
постојеће игре могу искористити за планирање интервенција којима ће се унапредити
социјалне интеракције деце са аутизмом.
PB  - Institut za pedagoska istrazivanja
T2  - Зборник Института за педагошка истраживања
T1  - Карактеристике игровних интеракција близанаца са поремећајем из спектра аутизма
EP  - 234
IS  - 1
SP  - 211
VL  - 55
DO  - 10.2298/ZIPI2301211D
ER  - 

@article{
author = "Đorđević, Mirjana and Vukotić, Tamara and Glumbić, Nenad and Teovanović, Predrag and Golubović, Špela",
year = "2023",
abstract = "Игра је природно стање у коме деца уживају, али и вежбају различите когнитивне,

друштвене и моторичке вештине. Посматрање игре у природном окружењу за учење по-
маже практичарима и истраживачима да развију прикладне интервенције. Досадашња

истраживања заснована на запажањима у природном окружењу за учење указују на ве-
лики јаз између понашања деце са аутизмом и њихових вршњака. Иако се аутизам рела-
тивно често јавља код близанаца, нема много истраживања која се баве њиховим игров-
ним интеракцијама. Циљ овог истраживања био је да се утврди доминантан тип игре и

интеракције код три пара близанаца код којих је дијагностикован поремећај из спектра
аутизма у свакодневном школском окружењу, дужину трајања интеракција, најчешће покретаче интеракција и постојање разлика у њиховом трајању у зависности од тога ка
коме су биле усмерене. У овом истраживању учествовало је шест дечака са аутизмом,
односно три пара близанаца. Подаци су прикупљени коришћењем упитника (The general
questionnaire; ZQYT; GARS-3), као и путем опсервација (The Social Interaction Coding
Protocol). Понашање и интеракције близанаца снимљени су видео-камером. Резултати су
показали да су близанци најчешће учествовали у манипулативној и репетитивној игри,

нешто ређе у релационој, док у симболичкој игри нису учествовали. Није било статистич-
ки значајне разлике у трајању интеракција када је иницијатор био близанац у односу на

оне које је започело друго дете, док су интеракције које је иницирао наставник трајале

значајно дуже. Близанци су најмање комуницирали са својим близаначким паром. До-
датно, резултати истраживања су показали да је једноставно друштвено усмерено пона-
шање најчешћи тип интеракције, а затим координисано друштвено усмерено понашање.

На основу добијених резултата можемо закључити да близанци са аутизмом најчешће

учествују у два типа игре, као и да интеракције које остварују различито трају у завис-
ности од тога да ли је иницијатор дете или одрасла особа. Игра деце са аутизмом заузи-
ма значајно место у образовном контексту. Стога су подаци добијени посматрањем игре

близанаца са аутизмом значајни за практичаре у циљу процене како се карактеристике
постојеће игре могу искористити за планирање интервенција којима ће се унапредити
социјалне интеракције деце са аутизмом.",
publisher = "Institut za pedagoska istrazivanja",
journal = "Зборник Института за педагошка истраживања",
title = "Карактеристике игровних интеракција близанаца са поремећајем из спектра аутизма",
pages = "234-211",
number = "1",
volume = "55",
doi = "10.2298/ZIPI2301211D"
}

Đorđević, M., Vukotić, T., Glumbić, N., Teovanović, P.,& Golubović, Š.. (2023). Карактеристике игровних интеракција близанаца са поремећајем из спектра аутизма. in Зборник Института за педагошка истраживања
Institut za pedagoska istrazivanja., 55(1), 211-234.
https://doi.org/10.2298/ZIPI2301211D

Đorđević M, Vukotić T, Glumbić N, Teovanović P, Golubović Š. Карактеристике игровних интеракција близанаца са поремећајем из спектра аутизма. in Зборник Института за педагошка истраживања. 2023;55(1):211-234.
doi:10.2298/ZIPI2301211D .

Đorđević, Mirjana, Vukotić, Tamara, Glumbić, Nenad, Teovanović, Predrag, Golubović, Špela, "Карактеристике игровних интеракција близанаца са поремећајем из спектра аутизма" in Зборник Института за педагошка истраживања, 55, no. 1 (2023):211-234,
https://doi.org/10.2298/ZIPI2301211D . .

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  - Golubović, Špela
AU  - Đorđević, Mirjana
AU  - Ilić, Snežana
AU  - Nikolašević, Željka
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4872
AB  - Abstract: Child engagement refers to the time spent interacting with physical and social environ- ments according to age, abilities, and a situation. The aim of this study is to assess the functioning of children in early childhood routines using engagement assessment instruments relative to the presence of developmental disabilities, age, gender, and parental characteristics within the contexts of preschool and family routines. The sample comprised 150 children aged 3–5 (AS = 4.02, D = 0.78), including typically developing children (N = 49) and children with developmental disabilities (N = 101). To assess the children’s engagement in preschool classrooms, we used the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), and the Child Engagement in Daily Life Measure was used to assess the children’s engagement in family routines. The results obtained indicate a significantly higher rate of engagement in routines and activities among girls and older children. Parental characteristics associated with children’s engagement included em- ployment and marital status. Children with developmental disabilities, compared to their typically developing peers, had lower levels of engagement in social relationships and functional independ- ence in daily routines. The results indicate that both instruments have a high internal consistency and are thus suitable for future use in the Republic of Serbia.
PB  - MDPI [Commercial Publisher]
T2  - International Journal of Environmental Research and Public Health
T1  - Engagement of Preschool-Aged Children in Daily Routines
SP  - 14741
VL  - 19
DO  - 10.3390/ijerph192214741
ER  - 

@article{
author = "Golubović, Špela and Đorđević, Mirjana and Ilić, Snežana and Nikolašević, Željka",
year = "2022",
abstract = "Abstract: Child engagement refers to the time spent interacting with physical and social environ- ments according to age, abilities, and a situation. The aim of this study is to assess the functioning of children in early childhood routines using engagement assessment instruments relative to the presence of developmental disabilities, age, gender, and parental characteristics within the contexts of preschool and family routines. The sample comprised 150 children aged 3–5 (AS = 4.02, D = 0.78), including typically developing children (N = 49) and children with developmental disabilities (N = 101). To assess the children’s engagement in preschool classrooms, we used the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), and the Child Engagement in Daily Life Measure was used to assess the children’s engagement in family routines. The results obtained indicate a significantly higher rate of engagement in routines and activities among girls and older children. Parental characteristics associated with children’s engagement included em- ployment and marital status. Children with developmental disabilities, compared to their typically developing peers, had lower levels of engagement in social relationships and functional independ- ence in daily routines. The results indicate that both instruments have a high internal consistency and are thus suitable for future use in the Republic of Serbia.",
publisher = "MDPI [Commercial Publisher]",
journal = "International Journal of Environmental Research and Public Health",
title = "Engagement of Preschool-Aged Children in Daily Routines",
pages = "14741",
volume = "19",
doi = "10.3390/ijerph192214741"
}

Golubović, Š., Đorđević, M., Ilić, S.,& Nikolašević, Ž.. (2022). Engagement of Preschool-Aged Children in Daily Routines. in International Journal of Environmental Research and Public Health
MDPI [Commercial Publisher]., 19, 14741.
https://doi.org/10.3390/ijerph192214741

Golubović Š, Đorđević M, Ilić S, Nikolašević Ž. Engagement of Preschool-Aged Children in Daily Routines. in International Journal of Environmental Research and Public Health. 2022;19:14741.
doi:10.3390/ijerph192214741 .

Golubović, Špela, Đorđević, Mirjana, Ilić, Snežana, Nikolašević, Željka, "Engagement of Preschool-Aged Children in Daily Routines" in International Journal of Environmental Research and Public Health, 19 (2022):14741,
https://doi.org/10.3390/ijerph192214741 . .

TY  - JOUR
AU  - Calić,Gordana
AU  - Glumbić,Nenad
AU  - Petrović-Lazić,Mirjana
AU  - Đorđević, Mirjana
AU  - Mentus, Tatjana
PY  - 2022
UR  - https://www.frontiersin.org/articles/10.3389/fpsyg.2022.884242
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4733
AB  - Paralinguistic comprehension and production of emotions in communication include the skills of recognizing and interpreting emotional states with the help of facial expressions, prosody and intonation. In the relevant scientific literature, the skills of paralinguistic comprehension and production of emotions in communication are related primarily to receptive language abilities, although some authors found also their correlations with intellectual abilities and acoustic features of the voice. Therefore, the aim of this study was to investigate which of the mentioned variables (receptive language ability, acoustic features of voice, intellectual ability, social-demographic), presents the most relevant predictor of paralinguistic comprehension and paralinguistic production of emotions in communication in adults with moderate intellectual disabilities (MID). The sample included 41 adults with MID, 20–49 years of age (M = 34.34, SD = 7.809), 29 of whom had MID of unknown etiology, while 12 had Down syndrome. All participants are native speakers of Serbian. Two subscales from The Assessment Battery for Communication – Paralinguistic comprehension of emotions in communication and Paralinguistic production of emotions in communication, were used to assess the examinees from the aspect of paralinguistic comprehension and production skills. For the graduation of examinees from the aspect of assumed predictor variables, the following instruments were used: Peabody Picture Vocabulary Test was used to assess receptive language abilities, Computerized Speech Lab (“Kay Elemetrics” Corp., model 4300) was used to assess acoustic features of voice, and Raven’s Progressive Matrices were used to assess intellectual ability. Hierarchical regression analysis was applied to investigate to which extent the proposed variables present an actual predictor variables for paralinguistic comprehension and production of emotions in communication as dependent variables. The results of this analysis showed that only receptive language skills had statistically significant predictive value for paralinguistic comprehension of emotions (β = 0.468, t = 2.236, p < 0.05), while the factor related to voice frequency and interruptions, form the domain of acoustic voice characteristics, displays predictive value for paralinguistic production of emotions (β = 0.280, t = 2.076, p < 0.05). Consequently, this study, in the adult population with MID, evidenced a greater importance of voice and language in relation to intellectual abilities in understanding and producing emotions.
PB  - Frontiers Media
T2  - Frontiers in Psychology
T1  - Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability
EP  - 884242
VL  - 13
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4733
ER  - 

@article{
author = "Calić,Gordana and Glumbić,Nenad and Petrović-Lazić,Mirjana and Đorđević, Mirjana and Mentus, Tatjana",
year = "2022",
abstract = "Paralinguistic comprehension and production of emotions in communication include the skills of recognizing and interpreting emotional states with the help of facial expressions, prosody and intonation. In the relevant scientific literature, the skills of paralinguistic comprehension and production of emotions in communication are related primarily to receptive language abilities, although some authors found also their correlations with intellectual abilities and acoustic features of the voice. Therefore, the aim of this study was to investigate which of the mentioned variables (receptive language ability, acoustic features of voice, intellectual ability, social-demographic), presents the most relevant predictor of paralinguistic comprehension and paralinguistic production of emotions in communication in adults with moderate intellectual disabilities (MID). The sample included 41 adults with MID, 20–49 years of age (M = 34.34, SD = 7.809), 29 of whom had MID of unknown etiology, while 12 had Down syndrome. All participants are native speakers of Serbian. Two subscales from The Assessment Battery for Communication – Paralinguistic comprehension of emotions in communication and Paralinguistic production of emotions in communication, were used to assess the examinees from the aspect of paralinguistic comprehension and production skills. For the graduation of examinees from the aspect of assumed predictor variables, the following instruments were used: Peabody Picture Vocabulary Test was used to assess receptive language abilities, Computerized Speech Lab (“Kay Elemetrics” Corp., model 4300) was used to assess acoustic features of voice, and Raven’s Progressive Matrices were used to assess intellectual ability. Hierarchical regression analysis was applied to investigate to which extent the proposed variables present an actual predictor variables for paralinguistic comprehension and production of emotions in communication as dependent variables. The results of this analysis showed that only receptive language skills had statistically significant predictive value for paralinguistic comprehension of emotions (β = 0.468, t = 2.236, p < 0.05), while the factor related to voice frequency and interruptions, form the domain of acoustic voice characteristics, displays predictive value for paralinguistic production of emotions (β = 0.280, t = 2.076, p < 0.05). Consequently, this study, in the adult population with MID, evidenced a greater importance of voice and language in relation to intellectual abilities in understanding and producing emotions.",
publisher = "Frontiers Media",
journal = "Frontiers in Psychology",
title = "Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability",
pages = "884242",
volume = "13",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4733"
}

Calić, G., Glumbić, N., Petrović-Lazić, M., Đorđević, M.,& Mentus, T.. (2022). Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability. in Frontiers in Psychology
Frontiers Media., 13.
https://hdl.handle.net/21.15107/rcub_rfasper_4733

Calić G, Glumbić N, Petrović-Lazić M, Đorđević M, Mentus T. Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability. in Frontiers in Psychology. 2022;13:null-884242.
https://hdl.handle.net/21.15107/rcub_rfasper_4733 .

Calić,Gordana, Glumbić,Nenad, Petrović-Lazić,Mirjana, Đorđević, Mirjana, Mentus, Tatjana, "Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability" in Frontiers in Psychology, 13 (2022),
https://hdl.handle.net/21.15107/rcub_rfasper_4733 .

TY  - JOUR
AU  - Romić, Slavica
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5016
AB  - Formiranje i održavanje prijateljskih i intimnih odnosa predstavlja jedan od najvažnijih faktora za psihičko blagostanje i socijalno funkcionisanje, kako osoba tipičnog razvoja, tako i osoba sa intelektualnom ometenošću. Cilj ovog rada bio je da se, pregledom dostupne literature, izdvoje i analiziraju programi koji se mogu koristiti za podsticanje razvoja prijateljskih i intimnih odnosa. Uvid u dostupnu literaturu izvršen je pretraživanjem elektronskih baza Google Scholar i servisa Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KoBSON. Prikazano je pet istraživanja objavljenih u periodu od 2001. do 2020. godine. Prikaz različitih programa za podsticanje formiranja i održavanja prijateljskih i intimnih odnosa pokazuje nam da ovi programi nemaju univerzalnu primenu. Pri kreiranju ili njihovoj primeni potrebno je uzeti u obzir individualne želje, interesovanja i sklonosti osoba sa intelektualnom ometenošću.
AB  - Establishing and maintaining friendly and intimate relationships is one of
the most important factors for psychological well-being and social functioning,
both for a person with typical development and for a person with an intellectual
disability.
The aim of this paper was to review the available literature in order to
identify and analyze programs that can be used to encourage the development
of friendly and intimate relationships. An insight into the available literature
was carried out by searching the electronic databases of Google Scholar and
the service of the Serbian Library Consortium for Coordinated Acquisition –
KoBSON. Five studies published in the period from 2001 to 2020 are presented.
The presentation of various programs to encourage the establishment
and maintenance of friendly and intimate relationships shows us that these
programs are not universally applicable. When creating or applying them, it is
necessary to take into account the individual wishes, interests and preferences
of persons with intellectual disabilities.
PB  - Društvo defektologa Srbije; Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju.
T2  - Beogradska defektološka škola
T1  - Podrška odraslim osobama sa intelektualnom ometenošću u uspostavljanju i razvijanju prijateljskih i intimnih veza
T1  - Supporting to adults with intellectual disabilities in establishing and developing friendly and intimate relationships
EP  - 52
IS  - 3
SP  - 41
VL  - 28
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5016
ER  - 

@article{
author = "Romić, Slavica and Đorđević, Mirjana and Glumbić, Nenad",
year = "2022",
abstract = "Formiranje i održavanje prijateljskih i intimnih odnosa predstavlja jedan od najvažnijih faktora za psihičko blagostanje i socijalno funkcionisanje, kako osoba tipičnog razvoja, tako i osoba sa intelektualnom ometenošću. Cilj ovog rada bio je da se, pregledom dostupne literature, izdvoje i analiziraju programi koji se mogu koristiti za podsticanje razvoja prijateljskih i intimnih odnosa. Uvid u dostupnu literaturu izvršen je pretraživanjem elektronskih baza Google Scholar i servisa Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KoBSON. Prikazano je pet istraživanja objavljenih u periodu od 2001. do 2020. godine. Prikaz različitih programa za podsticanje formiranja i održavanja prijateljskih i intimnih odnosa pokazuje nam da ovi programi nemaju univerzalnu primenu. Pri kreiranju ili njihovoj primeni potrebno je uzeti u obzir individualne želje, interesovanja i sklonosti osoba sa intelektualnom ometenošću., Establishing and maintaining friendly and intimate relationships is one of
the most important factors for psychological well-being and social functioning,
both for a person with typical development and for a person with an intellectual
disability.
The aim of this paper was to review the available literature in order to
identify and analyze programs that can be used to encourage the development
of friendly and intimate relationships. An insight into the available literature
was carried out by searching the electronic databases of Google Scholar and
the service of the Serbian Library Consortium for Coordinated Acquisition –
KoBSON. Five studies published in the period from 2001 to 2020 are presented.
The presentation of various programs to encourage the establishment
and maintenance of friendly and intimate relationships shows us that these
programs are not universally applicable. When creating or applying them, it is
necessary to take into account the individual wishes, interests and preferences
of persons with intellectual disabilities.",
publisher = "Društvo defektologa Srbije; Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju.",
journal = "Beogradska defektološka škola",
title = "Podrška odraslim osobama sa intelektualnom ometenošću u uspostavljanju i razvijanju prijateljskih i intimnih veza, Supporting to adults with intellectual disabilities in establishing and developing friendly and intimate relationships",
pages = "52-41",
number = "3",
volume = "28",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5016"
}

Romić, S., Đorđević, M.,& Glumbić, N.. (2022). Podrška odraslim osobama sa intelektualnom ometenošću u uspostavljanju i razvijanju prijateljskih i intimnih veza. in Beogradska defektološka škola
Društvo defektologa Srbije; Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju.., 28(3), 41-52.
https://hdl.handle.net/21.15107/rcub_rfasper_5016

Romić S, Đorđević M, Glumbić N. Podrška odraslim osobama sa intelektualnom ometenošću u uspostavljanju i razvijanju prijateljskih i intimnih veza. in Beogradska defektološka škola. 2022;28(3):41-52.
https://hdl.handle.net/21.15107/rcub_rfasper_5016 .

Romić, Slavica, Đorđević, Mirjana, Glumbić, Nenad, "Podrška odraslim osobama sa intelektualnom ometenošću u uspostavljanju i razvijanju prijateljskih i intimnih veza" in Beogradska defektološka škola, 28, no. 3 (2022):41-52,
https://hdl.handle.net/21.15107/rcub_rfasper_5016 .

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  - Đorđević, Mirjana
AU  - Glumbić, Nenad
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4735
AB  - Apstrakt: Visokofunkcionalni autizam pripada grupi poremećaja iz spektra autizma i ne predstavlja zasebnu nozološku kategoriju u zvaničnim dijagnostičkim pri- ručnicima, mada se vrlo često koristi u stručnom žargonu i istraživačkim člancima. Socijalne priče predstavljaju jednu od mnogih intervencija koje se preporučuju u radu sa osobama sa autizmom. Priče se izrađuju kombinovanjem različitih tipova rečenica. Cilj ovog istraživanja je utvrditi u kojoj meri socijalne priče koje su studenti primenjivali u radu sa mladim osobama sa visokofunkcionalnim autizmom zadovoljava- ju postavljene kriterijume, kao i ispitati njihovu socijalnu validnost. U ovo istraži- vanje bile su uključene dve grupe učesnika – šest ispitanika sa visokofunkcionalnim autizmom i 46 studenata završne godine osnovnih studija. Analizom je utvrđeno da sve priče zadovoljavaju kriterijume koji se odnose na sledeća dva pitanja: Da li priča daje odgovore na pitanja šta, kada, kako, zašto? Da li sadrži ilustracije koje odgovaraju značenju teksta? U većini priča bile su zastupljene pozitivne jezičke formulacije i obraćanje u prvom ili trećem licu jednine. Na osnovu prikazanih rezultata primećujemo da su studentska iskustva sa ovom intervencijom u najvećoj meri pozitivna. Rezultati ovog istraživanja pokazuju da priče u najvećoj meri zadovoljavaju pre- poručene kriterijume i da je njihova struktura u skladu sa onima koje su prikazane u inostranim istraživanjima. Takođe, šalju i ohrabrujuću poruku profesionalcima da se oprobaju u izradi i primeni socijalnih priča. Narednim istraživanjima bi trebalo planirati detaljniju procenu targetiranih ponašanja, merenje efekata, njihove trajno- sti, kao i mogućnosti generalizacije stečenih veština. Ključne reči: autizam, studenti, socijalne priče.
AB  - Summary: High-functioning autism belongs to the group of disorders from the autism
spectrum and does not represent a separate nosological category in official diagnostic manuals,
although it is very often used informally in research articles. Social stories are one of the many
interventions that are recommended in working with people with autism, which contribute to the
improvement of their social skills. Stories are created by combining different types of sentences.
The aim of this research is to determine the extent to which social stories that students
have applied in their work with young people with high-functioning autism meet the set criteria,
as well as to examine their social validity. The research included two groups of participants – six
subjects with high-functioning autism and 46 final-year undergraduate students of the Faculty
of Special Education and Rehabilitation, study program Special Education and Rehabilitation
of Persons with Mental Disabilities.
The analysis has shown that all stories met the criteria related to the following two
questions: Does the story provide answers to the questions what, when, how, and why? Does
it contain illustrations that correspond to the meaning of the text? In most stories, positive language
formulations and first- or third-person singular addresses were used. Based on the results,
it can be concluded that students’ experiences with this type of intervention are mostly positive.
The results of this research show that the stories mostly meet the recommended criteria
and that their structure is in line with those presented in foreign research. Additionally, the
research results send an encouraging message to professionals to try their hand at creating and
applying social stories. Future research should plan a more detailed assessment of targeted behaviors,
measuring effects, their duration, as well as the possibility of generalizing acquired skills.
PB  - Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina
T2  - Uzdanica
T1  - Izrada i primena socijalnih priča u radu s mladim osobama s visokofunkcionalnim autizmom iz perspektive studenata
T1  - Creating and applying social stories in working with young people with high-functioning autism from the perspective of students
EP  - 393
IS  - 1
SP  - 373
VL  - 19
DO  - 10.46793/Uzdanica19.1.373DJ
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad",
year = "2022",
abstract = "Apstrakt: Visokofunkcionalni autizam pripada grupi poremećaja iz spektra autizma i ne predstavlja zasebnu nozološku kategoriju u zvaničnim dijagnostičkim pri- ručnicima, mada se vrlo često koristi u stručnom žargonu i istraživačkim člancima. Socijalne priče predstavljaju jednu od mnogih intervencija koje se preporučuju u radu sa osobama sa autizmom. Priče se izrađuju kombinovanjem različitih tipova rečenica. Cilj ovog istraživanja je utvrditi u kojoj meri socijalne priče koje su studenti primenjivali u radu sa mladim osobama sa visokofunkcionalnim autizmom zadovoljava- ju postavljene kriterijume, kao i ispitati njihovu socijalnu validnost. U ovo istraži- vanje bile su uključene dve grupe učesnika – šest ispitanika sa visokofunkcionalnim autizmom i 46 studenata završne godine osnovnih studija. Analizom je utvrđeno da sve priče zadovoljavaju kriterijume koji se odnose na sledeća dva pitanja: Da li priča daje odgovore na pitanja šta, kada, kako, zašto? Da li sadrži ilustracije koje odgovaraju značenju teksta? U većini priča bile su zastupljene pozitivne jezičke formulacije i obraćanje u prvom ili trećem licu jednine. Na osnovu prikazanih rezultata primećujemo da su studentska iskustva sa ovom intervencijom u najvećoj meri pozitivna. Rezultati ovog istraživanja pokazuju da priče u najvećoj meri zadovoljavaju pre- poručene kriterijume i da je njihova struktura u skladu sa onima koje su prikazane u inostranim istraživanjima. Takođe, šalju i ohrabrujuću poruku profesionalcima da se oprobaju u izradi i primeni socijalnih priča. Narednim istraživanjima bi trebalo planirati detaljniju procenu targetiranih ponašanja, merenje efekata, njihove trajno- sti, kao i mogućnosti generalizacije stečenih veština. Ključne reči: autizam, studenti, socijalne priče., Summary: High-functioning autism belongs to the group of disorders from the autism
spectrum and does not represent a separate nosological category in official diagnostic manuals,
although it is very often used informally in research articles. Social stories are one of the many
interventions that are recommended in working with people with autism, which contribute to the
improvement of their social skills. Stories are created by combining different types of sentences.
The aim of this research is to determine the extent to which social stories that students
have applied in their work with young people with high-functioning autism meet the set criteria,
as well as to examine their social validity. The research included two groups of participants – six
subjects with high-functioning autism and 46 final-year undergraduate students of the Faculty
of Special Education and Rehabilitation, study program Special Education and Rehabilitation
of Persons with Mental Disabilities.
The analysis has shown that all stories met the criteria related to the following two
questions: Does the story provide answers to the questions what, when, how, and why? Does
it contain illustrations that correspond to the meaning of the text? In most stories, positive language
formulations and first- or third-person singular addresses were used. Based on the results,
it can be concluded that students’ experiences with this type of intervention are mostly positive.
The results of this research show that the stories mostly meet the recommended criteria
and that their structure is in line with those presented in foreign research. Additionally, the
research results send an encouraging message to professionals to try their hand at creating and
applying social stories. Future research should plan a more detailed assessment of targeted behaviors,
measuring effects, their duration, as well as the possibility of generalizing acquired skills.",
publisher = "Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina",
journal = "Uzdanica",
title = "Izrada i primena socijalnih priča u radu s mladim osobama s visokofunkcionalnim autizmom iz perspektive studenata, Creating and applying social stories in working with young people with high-functioning autism from the perspective of students",
pages = "393-373",
number = "1",
volume = "19",
doi = "10.46793/Uzdanica19.1.373DJ"
}

Đorđević, M.,& Glumbić, N.. (2022). Izrada i primena socijalnih priča u radu s mladim osobama s visokofunkcionalnim autizmom iz perspektive studenata. in Uzdanica
Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina., 19(1), 373-393.
https://doi.org/10.46793/Uzdanica19.1.373DJ

Đorđević M, Glumbić N. Izrada i primena socijalnih priča u radu s mladim osobama s visokofunkcionalnim autizmom iz perspektive studenata. in Uzdanica. 2022;19(1):373-393.
doi:10.46793/Uzdanica19.1.373DJ .

Đorđević, Mirjana, Glumbić, Nenad, "Izrada i primena socijalnih priča u radu s mladim osobama s visokofunkcionalnim autizmom iz perspektive studenata" in Uzdanica, 19, no. 1 (2022):373-393,
https://doi.org/10.46793/Uzdanica19.1.373DJ . .

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  - Čizmar, Gordana
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4707
AB  - Nakon uočavanja prvih simptoma i postavljanja dijagnoze poremećaja iz spektra autizma (u daljem
tekstu PSA), roditelji donose odluku o tretmanu za svoje dete, kako bi obezbedili kvalitetniji život
detetu i porodici. Prilikom donošenja odluke o tretmanu, na roditelje može uticati čitav dijapazon
faktora. Ubeđenja roditelja o PSA takođe mogu uticati na izbor tretmana. Cilj rada je da se utvrdi
da li su roditeljska ubeđenja o PSA povezana sa odabirom tretmana. U istraživanju je učestvovao
41 roditelj dece sa PSA starosti od šest do 35 godina, na području Sombora, Beograda i Pančeva.
Za potrebe istraživanja korišćeni su sledeći instrumenti: Opšti upitnik i Upitnik percepcije bolesti
– Revidiran za PSA (Revised Illness Perception Questionnaire for Autism Spectrum Disorder,
IPQ-R-ASD, Mire, Gealy, Kubiszyn, Burridge, & Goin-Kochel, 2017). Dobijeni rezultati
pokazuju da najveći broj roditelja uključuje dete u logopedski tretman (65.8%), Primenjenu
bihevioralnu analizu i tretmane zasnovane na njoj (63.5%), medikamentoznu terapiju (43.9%),
defektološki tretman (34.1%) i senzornu integrativnu terapiju (31.7%). Dalje, način na koji
roditelji percipiraju autizam ne utiče na to da li će oni izabrati farmakološke, komplementarne i
alternativne metode ili logopedske tretmane. Međutim, ispostavilo se da percepcija kontrole ima
veze sa odabirom bihevioralnih tretmana, odnosno da su roditelji koji smatraju da na neki način
vladaju situacijom nad simptomima PSA skloniji uključivanju deteta u bihevioralne tretmane.
Smatramo da bi bilo poželjno ponoviti ovo istraživanje na većem uzorku, sa ciljem boljeg
razumevanja roditelja i njihovog doživljaja autizma.
AB  - After an insight into the first symptoms and realizing the diagnosis of Autism Spectrum Disorder
(ASD), parents have to make a treatment decision for their child to provide a better quality of life
for them, their child, and the whole family. When choosing treatment(s), parents can be influenced
by a wide range of factors. Parents’ perceptions about ASD also may play a part in decision
making. The aim of this paper is to determine whether there are significant differences between
parent perception about ASD and treatment choice. Forty-one respondents, with children between
six to 35 years of age with ASD, from Sombor, Belgrade and Pančevo, completed the survey. For
this study, the following instruments were used: Demographic Questionnaire and Revised Illness
Perception Questionnaire for Autism Spectrum Disorder (IPQ-R-ASD, Mire, Gealy, Kubiszyn,
Burridge, & Goin-Kochel, 2017). Parents most often use speech therapy (65.8%), ABA and other
ABA-related approaches (63.5%), medications (43.9%), special education therapy (34.1%), and sensory integration therapy (31.7%). Then, perceptions about ASD did not influence deciding
about speech therapy, complementary and alternative medicine strategies, or medications use.
However, perception of personal control was associated with the use of behavioral approaches.
That is, parents are more likely to include their child in behavioral treatments if they feel that they
are in control of the situation in some way. This research should be repeated on a larger sample
size, in order to better understand parents’ and their impression of autism.
PB  - Udruženje za podršku i kreativni razvoj djece i mladih
C3  - ematski zbornik XIII Međunarodna naučno-stručna konferencija „Unapređenje kvalitete života djece i mladih“ 24. - 26. 06. 2022. godine, Aranđelovac, Srbija
T1  - Ubeđenja roditelja o poremećajima iz spektra autizma kao faktor koji utiče na odabir tretmana
T1  - Parent perceptions about autism spectrum disorder as a factor related to treatment choice
EP  - 533
SP  - 525
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4707
ER  - 

@conference{
author = "Čizmar, Gordana and Đorđević, Mirjana and Glumbić, Nenad",
year = "2022",
abstract = "Nakon uočavanja prvih simptoma i postavljanja dijagnoze poremećaja iz spektra autizma (u daljem
tekstu PSA), roditelji donose odluku o tretmanu za svoje dete, kako bi obezbedili kvalitetniji život
detetu i porodici. Prilikom donošenja odluke o tretmanu, na roditelje može uticati čitav dijapazon
faktora. Ubeđenja roditelja o PSA takođe mogu uticati na izbor tretmana. Cilj rada je da se utvrdi
da li su roditeljska ubeđenja o PSA povezana sa odabirom tretmana. U istraživanju je učestvovao
41 roditelj dece sa PSA starosti od šest do 35 godina, na području Sombora, Beograda i Pančeva.
Za potrebe istraživanja korišćeni su sledeći instrumenti: Opšti upitnik i Upitnik percepcije bolesti
– Revidiran za PSA (Revised Illness Perception Questionnaire for Autism Spectrum Disorder,
IPQ-R-ASD, Mire, Gealy, Kubiszyn, Burridge, & Goin-Kochel, 2017). Dobijeni rezultati
pokazuju da najveći broj roditelja uključuje dete u logopedski tretman (65.8%), Primenjenu
bihevioralnu analizu i tretmane zasnovane na njoj (63.5%), medikamentoznu terapiju (43.9%),
defektološki tretman (34.1%) i senzornu integrativnu terapiju (31.7%). Dalje, način na koji
roditelji percipiraju autizam ne utiče na to da li će oni izabrati farmakološke, komplementarne i
alternativne metode ili logopedske tretmane. Međutim, ispostavilo se da percepcija kontrole ima
veze sa odabirom bihevioralnih tretmana, odnosno da su roditelji koji smatraju da na neki način
vladaju situacijom nad simptomima PSA skloniji uključivanju deteta u bihevioralne tretmane.
Smatramo da bi bilo poželjno ponoviti ovo istraživanje na većem uzorku, sa ciljem boljeg
razumevanja roditelja i njihovog doživljaja autizma., After an insight into the first symptoms and realizing the diagnosis of Autism Spectrum Disorder
(ASD), parents have to make a treatment decision for their child to provide a better quality of life
for them, their child, and the whole family. When choosing treatment(s), parents can be influenced
by a wide range of factors. Parents’ perceptions about ASD also may play a part in decision
making. The aim of this paper is to determine whether there are significant differences between
parent perception about ASD and treatment choice. Forty-one respondents, with children between
six to 35 years of age with ASD, from Sombor, Belgrade and Pančevo, completed the survey. For
this study, the following instruments were used: Demographic Questionnaire and Revised Illness
Perception Questionnaire for Autism Spectrum Disorder (IPQ-R-ASD, Mire, Gealy, Kubiszyn,
Burridge, & Goin-Kochel, 2017). Parents most often use speech therapy (65.8%), ABA and other
ABA-related approaches (63.5%), medications (43.9%), special education therapy (34.1%), and sensory integration therapy (31.7%). Then, perceptions about ASD did not influence deciding
about speech therapy, complementary and alternative medicine strategies, or medications use.
However, perception of personal control was associated with the use of behavioral approaches.
That is, parents are more likely to include their child in behavioral treatments if they feel that they
are in control of the situation in some way. This research should be repeated on a larger sample
size, in order to better understand parents’ and their impression of autism.",
publisher = "Udruženje za podršku i kreativni razvoj djece i mladih",
journal = "ematski zbornik XIII Međunarodna naučno-stručna konferencija „Unapređenje kvalitete života djece i mladih“ 24. - 26. 06. 2022. godine, Aranđelovac, Srbija",
title = "Ubeđenja roditelja o poremećajima iz spektra autizma kao faktor koji utiče na odabir tretmana, Parent perceptions about autism spectrum disorder as a factor related to treatment choice",
pages = "533-525",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4707"
}

Čizmar, G., Đorđević, M.,& Glumbić, N.. (2022). Ubeđenja roditelja o poremećajima iz spektra autizma kao faktor koji utiče na odabir tretmana. in ematski zbornik XIII Međunarodna naučno-stručna konferencija „Unapređenje kvalitete života djece i mladih“ 24. - 26. 06. 2022. godine, Aranđelovac, Srbija
Udruženje za podršku i kreativni razvoj djece i mladih., 525-533.
https://hdl.handle.net/21.15107/rcub_rfasper_4707

Čizmar G, Đorđević M, Glumbić N. Ubeđenja roditelja o poremećajima iz spektra autizma kao faktor koji utiče na odabir tretmana. in ematski zbornik XIII Međunarodna naučno-stručna konferencija „Unapređenje kvalitete života djece i mladih“ 24. - 26. 06. 2022. godine, Aranđelovac, Srbija. 2022;:525-533.
https://hdl.handle.net/21.15107/rcub_rfasper_4707 .

Čizmar, Gordana, Đorđević, Mirjana, Glumbić, Nenad, "Ubeđenja roditelja o poremećajima iz spektra autizma kao faktor koji utiče na odabir tretmana" in ematski zbornik XIII Međunarodna naučno-stručna konferencija „Unapređenje kvalitete života djece i mladih“ 24. - 26. 06. 2022. godine, Aranđelovac, Srbija (2022):525-533,
https://hdl.handle.net/21.15107/rcub_rfasper_4707 .

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  - CHAP
AU  - Memisević Haris
AU  - Đorđević Mirjana
AU  - Glumbić Nenad
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4734
AB  - This chapter deals with the topic of Quality of Life (QOL) in people with autism spectrum disorder (ASD). The chapter begins with a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ASD—specific. Next, the chapter describes different methods used in the literature for the measurement of QOL. Then, the chapter provides a description of main constructs related to QOL including choice/self-determination, self-advocacy, employment, independent living, and support service. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ASD.
PB  - Springer, Cham
T2  - In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder
T1  - Quality of life for individuals with autism and pervasive developmental disabilities
SP  - 185
VL  - 208
DO  - https://doi.org/10.1007/978-3-030-88538-0_7
ER  - 

@inbook{
author = "Memisević Haris and Đorđević Mirjana and Glumbić Nenad",
year = "2022",
abstract = "This chapter deals with the topic of Quality of Life (QOL) in people with autism spectrum disorder (ASD). The chapter begins with a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ASD—specific. Next, the chapter describes different methods used in the literature for the measurement of QOL. Then, the chapter provides a description of main constructs related to QOL including choice/self-determination, self-advocacy, employment, independent living, and support service. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ASD.",
publisher = "Springer, Cham",
journal = "In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder",
booktitle = "Quality of life for individuals with autism and pervasive developmental disabilities",
pages = "185",
volume = "208",
doi = "https://doi.org/10.1007/978-3-030-88538-0_7"
}

Memisević Haris, Đorđević Mirjana,& Glumbić Nenad. (2022). Quality of life for individuals with autism and pervasive developmental disabilities. in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder
Springer, Cham., 208, 185.
https://doi.org/https://doi.org/10.1007/978-3-030-88538-0_7

Memisević Haris, Đorđević Mirjana, Glumbić Nenad. Quality of life for individuals with autism and pervasive developmental disabilities. in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder. 2022;208:185.
doi:https://doi.org/10.1007/978-3-030-88538-0_7 .

Memisević Haris, Đorđević Mirjana, Glumbić Nenad, "Quality of life for individuals with autism and pervasive developmental disabilities" in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder, 208 (2022):185,
https://doi.org/https://doi.org/10.1007/978-3-030-88538-0_7 . .

TY  - CONF
AU  - Đorđević, Mirjana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4633
AB  - Transdisciplinarsnost i intersektorska saradnja se smatraju prioritetom u sprovođenju
ranih intervencija. Iako se u svetu transdisciplinarni timski pristup primenjuje poslednjih
nekoliko decenija, u našoj zemlji je tek u poslednje četiri godine započet program pilotiranja
ovakvog modela rada na pet lokacija.
Cilj ovog rada je da se prikažu profesionalne percepcije članova timova za ranu
intervenciju o transdisciplinarnom timskom radu i ulozi primarnog pružaoca usluga. Uzorkom
ovog istraživanja obuhvaćeni su profesionalci iz tri sistema (domova zdravlja, predškolskih
ustanova i centara za socijalni rad) izLeskovca, Niša, Sremske Mitrovice, Kragujevca i
Rakovice, koji su angažovani u lokalnim timovima za rane intervencije. Za potrebe ovog
israživanja korišćen je Upitnik o percepciji tima (Teaming Perception Survey, Jennings 2018).
Smatramo da će dobijeni rezultati biti korisni praktičarima, ali i donosiocima odluka u
procesu unapređivanja praksi u ranim intervencijama.
AB  - Transdisciplinarity and intersectoral cooperation are considered priorities in implementing early
interventions.
Although the transdisciplinary team approach has been implemented in the world for the last few
decades, it is only in the last four years that a pilot program of this model of work has started at five
locations in our country.
The aim of this paper is to present professional perceptions of early intervention team members
about transdisciplinary teamwork and the role of primary service provider. The sample of this research
included professionals from three systems (public health centres, preschools, and social work centres)
from Leskovac, Nis, Sremska Mitrovica, Kragujevac and Rakovica, who are engaged in local early
intervention teams. For the purposes of this research, Teaming Perception Survey (Jennings 2018) was
used.
We believe that the results obtained will be useful to practitioners, but also to decision makers in
the proces of improving practices in early interventions.
PB  - Udruženje logopeda Srbije
C3  - Timski rad u logopediji i defektologiji Zbornik radova  Team work in logopedics and special education  Collection of papers
T1  - Transdisciplinarni i intersektorski timski rad u ranim intervencijama
T1  - Transdisciplinary and Intersectoral Teamwork in Early Interventions
EP  - 139
SP  - 131
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4633
ER  - 

@conference{
author = "Đorđević, Mirjana",
year = "2022",
abstract = "Transdisciplinarsnost i intersektorska saradnja se smatraju prioritetom u sprovođenju
ranih intervencija. Iako se u svetu transdisciplinarni timski pristup primenjuje poslednjih
nekoliko decenija, u našoj zemlji je tek u poslednje četiri godine započet program pilotiranja
ovakvog modela rada na pet lokacija.
Cilj ovog rada je da se prikažu profesionalne percepcije članova timova za ranu
intervenciju o transdisciplinarnom timskom radu i ulozi primarnog pružaoca usluga. Uzorkom
ovog istraživanja obuhvaćeni su profesionalci iz tri sistema (domova zdravlja, predškolskih
ustanova i centara za socijalni rad) izLeskovca, Niša, Sremske Mitrovice, Kragujevca i
Rakovice, koji su angažovani u lokalnim timovima za rane intervencije. Za potrebe ovog
israživanja korišćen je Upitnik o percepciji tima (Teaming Perception Survey, Jennings 2018).
Smatramo da će dobijeni rezultati biti korisni praktičarima, ali i donosiocima odluka u
procesu unapređivanja praksi u ranim intervencijama., Transdisciplinarity and intersectoral cooperation are considered priorities in implementing early
interventions.
Although the transdisciplinary team approach has been implemented in the world for the last few
decades, it is only in the last four years that a pilot program of this model of work has started at five
locations in our country.
The aim of this paper is to present professional perceptions of early intervention team members
about transdisciplinary teamwork and the role of primary service provider. The sample of this research
included professionals from three systems (public health centres, preschools, and social work centres)
from Leskovac, Nis, Sremska Mitrovica, Kragujevac and Rakovica, who are engaged in local early
intervention teams. For the purposes of this research, Teaming Perception Survey (Jennings 2018) was
used.
We believe that the results obtained will be useful to practitioners, but also to decision makers in
the proces of improving practices in early interventions.",
publisher = "Udruženje logopeda Srbije",
journal = "Timski rad u logopediji i defektologiji Zbornik radova  Team work in logopedics and special education  Collection of papers",
title = "Transdisciplinarni i intersektorski timski rad u ranim intervencijama, Transdisciplinary and Intersectoral Teamwork in Early Interventions",
pages = "139-131",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4633"
}

Đorđević, M.. (2022). Transdisciplinarni i intersektorski timski rad u ranim intervencijama. in Timski rad u logopediji i defektologiji Zbornik radova  Team work in logopedics and special education  Collection of papers
Udruženje logopeda Srbije., 131-139.
https://hdl.handle.net/21.15107/rcub_rfasper_4633

Đorđević M. Transdisciplinarni i intersektorski timski rad u ranim intervencijama. in Timski rad u logopediji i defektologiji Zbornik radova  Team work in logopedics and special education  Collection of papers. 2022;:131-139.
https://hdl.handle.net/21.15107/rcub_rfasper_4633 .

Đorđević, Mirjana, "Transdisciplinarni i intersektorski timski rad u ranim intervencijama" in Timski rad u logopediji i defektologiji Zbornik radova  Team work in logopedics and special education  Collection of papers (2022):131-139,
https://hdl.handle.net/21.15107/rcub_rfasper_4633 .

TY  - JOUR
AU  - Golubović, Špela
AU  - Milutinović, Dragana
AU  - Ilić, Snežana
AU  - Đorđević, Mirjana
PY  - 2021
UR  - https://www.sciencedirect.com/science/article/pii/S088259632030600X
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3792
AB  - PurposeTo evaluate the extent to which families of children with developmental disabilities, in relation to parents of typically developing children, feel empowered and the way that their empowerment manifests itself.Design and methodsThe comparative research design was used in a quantitative, descriptive analysis of 99 families (57.6% were parents of children with developmental disabilities and 42.4% were parents of typically developing children). With regard to the research instrument, the Family Empowerment Scale was used based on a conceptual framework consisting of two dimensions: the level of empowerment and the way it is expressed. Results: The highest levels of parental empowerment were observed in the Family domain (M = 3.9; SD = 0.6), while the lowest were in the Community domain (M = 2.9, SD = 0.9). The statistical differences between the comparing groups of parents were most pronounced in the Family domain (Mann-Whitney U = 693.00, p = 0.00). Parents of children with developmental disabilities have demonstrated a lower level of family empowerment associated with attitudes, as well as behaviours and knowledge about specific ways in which they can help their child.ConclusionBased on data obtained from this study, it can be concluded that parents of children with developmental disabilities require extra support and empowerment in order to take a more active part in working with their child and making decisions relevant to his/her development in order to utilize all community – based resources available.
PB  - Elsevier Science Inc, New York
T2  - Journal of Pediatric Nursing
T1  - Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context
EP  - e22
SP  - e15
VL  - 57
DO  - 10.1016/j.pedn.2020.09.010
ER  - 

@article{
author = "Golubović, Špela and Milutinović, Dragana and Ilić, Snežana and Đorđević, Mirjana",
year = "2021",
abstract = "PurposeTo evaluate the extent to which families of children with developmental disabilities, in relation to parents of typically developing children, feel empowered and the way that their empowerment manifests itself.Design and methodsThe comparative research design was used in a quantitative, descriptive analysis of 99 families (57.6% were parents of children with developmental disabilities and 42.4% were parents of typically developing children). With regard to the research instrument, the Family Empowerment Scale was used based on a conceptual framework consisting of two dimensions: the level of empowerment and the way it is expressed. Results: The highest levels of parental empowerment were observed in the Family domain (M = 3.9; SD = 0.6), while the lowest were in the Community domain (M = 2.9, SD = 0.9). The statistical differences between the comparing groups of parents were most pronounced in the Family domain (Mann-Whitney U = 693.00, p = 0.00). Parents of children with developmental disabilities have demonstrated a lower level of family empowerment associated with attitudes, as well as behaviours and knowledge about specific ways in which they can help their child.ConclusionBased on data obtained from this study, it can be concluded that parents of children with developmental disabilities require extra support and empowerment in order to take a more active part in working with their child and making decisions relevant to his/her development in order to utilize all community – based resources available.",
publisher = "Elsevier Science Inc, New York",
journal = "Journal of Pediatric Nursing",
title = "Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context",
pages = "e22-e15",
volume = "57",
doi = "10.1016/j.pedn.2020.09.010"
}

Golubović, Š., Milutinović, D., Ilić, S.,& Đorđević, M.. (2021). Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context. in Journal of Pediatric Nursing
Elsevier Science Inc, New York., 57, e15-e22.
https://doi.org/10.1016/j.pedn.2020.09.010

Golubović Š, Milutinović D, Ilić S, Đorđević M. Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context. in Journal of Pediatric Nursing. 2021;57:e15-e22.
doi:10.1016/j.pedn.2020.09.010 .

Golubović, Špela, Milutinović, Dragana, Ilić, Snežana, Đorđević, Mirjana, "Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context" in Journal of Pediatric Nursing, 57 (2021):e15-e22,
https://doi.org/10.1016/j.pedn.2020.09.010 . .

TY  - JOUR
AU  - Golubović, Špela
AU  - Milutinović, Dragana
AU  - Ilić, Snežana
AU  - Đorđević, Mirjana
PY  - 2021
UR  - https://www.sciencedirect.com/science/article/pii/S088259632030600X
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3741
AB  - PurposeTo evaluate the extent to which families of children with developmental disabilities, in relation to parents of typically developing children, feel empowered and the way that their empowerment manifests itself.Design and methodsThe comparative research design was used in a quantitative, descriptive analysis of 99 families (57.6% were parents of children with developmental disabilities and 42.4% were parents of typically developing children). With regard to the research instrument, the Family Empowerment Scale was used based on a conceptual framework consisting of two dimensions: the level of empowerment and the way it is expressed. Results: The highest levels of parental empowerment were observed in the Family domain (M = 3.9; SD = 0.6), while the lowest were in the Community domain (M = 2.9, SD = 0.9). The statistical differences between the comparing groups of parents were most pronounced in the Family domain (Mann-Whitney U = 693.00, p = 0.00). Parents of children with developmental disabilities have demonstrated a lower level of family empowerment associated with attitudes, as well as behaviours and knowledge about specific ways in which they can help their child.ConclusionBased on data obtained from this study, it can be concluded that parents of children with developmental disabilities require extra support and empowerment in order to take a more active part in working with their child and making decisions relevant to his/her development in order to utilize all community – based resources available.
PB  - Elsevier Science Inc, New York
T2  - Journal of Pediatric Nursing
T1  - Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context
EP  - e22
SP  - e15
VL  - 57
DO  - 10.1016/j.pedn.2020.09.010
ER  - 

@article{
author = "Golubović, Špela and Milutinović, Dragana and Ilić, Snežana and Đorđević, Mirjana",
year = "2021",
abstract = "PurposeTo evaluate the extent to which families of children with developmental disabilities, in relation to parents of typically developing children, feel empowered and the way that their empowerment manifests itself.Design and methodsThe comparative research design was used in a quantitative, descriptive analysis of 99 families (57.6% were parents of children with developmental disabilities and 42.4% were parents of typically developing children). With regard to the research instrument, the Family Empowerment Scale was used based on a conceptual framework consisting of two dimensions: the level of empowerment and the way it is expressed. Results: The highest levels of parental empowerment were observed in the Family domain (M = 3.9; SD = 0.6), while the lowest were in the Community domain (M = 2.9, SD = 0.9). The statistical differences between the comparing groups of parents were most pronounced in the Family domain (Mann-Whitney U = 693.00, p = 0.00). Parents of children with developmental disabilities have demonstrated a lower level of family empowerment associated with attitudes, as well as behaviours and knowledge about specific ways in which they can help their child.ConclusionBased on data obtained from this study, it can be concluded that parents of children with developmental disabilities require extra support and empowerment in order to take a more active part in working with their child and making decisions relevant to his/her development in order to utilize all community – based resources available.",
publisher = "Elsevier Science Inc, New York",
journal = "Journal of Pediatric Nursing",
title = "Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context",
pages = "e22-e15",
volume = "57",
doi = "10.1016/j.pedn.2020.09.010"
}

Golubović, Š., Milutinović, D., Ilić, S.,& Đorđević, M.. (2021). Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context. in Journal of Pediatric Nursing
Elsevier Science Inc, New York., 57, e15-e22.
https://doi.org/10.1016/j.pedn.2020.09.010

Golubović Š, Milutinović D, Ilić S, Đorđević M. Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context. in Journal of Pediatric Nursing. 2021;57:e15-e22.
doi:10.1016/j.pedn.2020.09.010 .

Golubović, Špela, Milutinović, Dragana, Ilić, Snežana, Đorđević, Mirjana, "Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context" in Journal of Pediatric Nursing, 57 (2021):e15-e22,
https://doi.org/10.1016/j.pedn.2020.09.010 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Memišević, Haris
AU  - Potić, Srećko
AU  - Djuric, Uros
PY  - 2021
UR  - https://doi.org/10.1177/00315125211060231
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4101
AB  - Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.
T2  - Perceptual and Motor Skills
T1  - Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis
SP  - 00315125211060231
DO  - 10.1177/00315125211060231
ER  - 

@article{
author = "Đorđević, Mirjana and Memišević, Haris and Potić, Srećko and Djuric, Uros",
year = "2021",
abstract = "Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.",
journal = "Perceptual and Motor Skills",
title = "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis",
pages = "00315125211060231",
doi = "10.1177/00315125211060231"
}

Đorđević, M., Memišević, H., Potić, S.,& Djuric, U.. (2021). Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills, 00315125211060231.
https://doi.org/10.1177/00315125211060231

Đorđević M, Memišević H, Potić S, Djuric U. Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills. 2021;:00315125211060231.
doi:10.1177/00315125211060231 .

Đorđević, Mirjana, Memišević, Haris, Potić, Srećko, Djuric, Uros, "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis" in Perceptual and Motor Skills (2021):00315125211060231,
https://doi.org/10.1177/00315125211060231 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Memišević, Haris
AU  - Potić, Srećko
AU  - Đurić, Uroš
PY  - 2021
UR  - https://doi.org/10.1177/00315125211060231
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4100
AB  - Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.
T2  - Perceptual and Motor Skills
T1  - Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis
SP  - 00315125211060231
DO  - 10.1177/00315125211060231
ER  - 

@article{
author = "Đorđević, Mirjana and Memišević, Haris and Potić, Srećko and Đurić, Uroš",
year = "2021",
abstract = "Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.",
journal = "Perceptual and Motor Skills",
title = "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis",
pages = "00315125211060231",
doi = "10.1177/00315125211060231"
}

Đorđević, M., Memišević, H., Potić, S.,& Đurić, U.. (2021). Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills, 00315125211060231.
https://doi.org/10.1177/00315125211060231

Đorđević M, Memišević H, Potić S, Đurić U. Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills. 2021;:00315125211060231.
doi:10.1177/00315125211060231 .

Đorđević, Mirjana, Memišević, Haris, Potić, Srećko, Đurić, Uroš, "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis" in Perceptual and Motor Skills (2021):00315125211060231,
https://doi.org/10.1177/00315125211060231 . .

TY  - JOUR
AU  - Memisevic, Haris
AU  - Dizdarevic, Alma
AU  - Mujezinovic, Amila
AU  - Djordjevic, Mirjana
PY  - 2021
UR  - https://doi.org/10.1080/13603116.2021.1991489
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3786
AB  - Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
T2  - International Journal of Inclusive Education
T1  - Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
EP  - 17
SP  - 1
DO  - 10.1080/13603116.2021.1991489
ER  - 

@article{
author = "Memisevic, Haris and Dizdarevic, Alma and Mujezinovic, Amila and Djordjevic, Mirjana",
year = "2021",
abstract = "Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.",
journal = "International Journal of Inclusive Education",
title = "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina",
pages = "17-1",
doi = "10.1080/13603116.2021.1991489"
}

Memisevic, H., Dizdarevic, A., Mujezinovic, A.,& Djordjevic, M.. (2021). Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education, 1-17.
https://doi.org/10.1080/13603116.2021.1991489

Memisevic H, Dizdarevic A, Mujezinovic A, Djordjevic M. Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education. 2021;:1-17.
doi:10.1080/13603116.2021.1991489 .

Memisevic, Haris, Dizdarevic, Alma, Mujezinovic, Amila, Djordjevic, Mirjana, "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina" in International Journal of Inclusive Education (2021):1-17,
https://doi.org/10.1080/13603116.2021.1991489 . .

TY  - JOUR
AU  - Memisevic, Haris
AU  - Dizdarevic, Alma
AU  - Mujezinovic, Amila
AU  - Djordjevic, Mirjana
PY  - 2021
UR  - https://doi.org/10.1080/13603116.2021.1991489
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3743
AB  - Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
PB  - Routledge [Commercial Publisher]
T2  - International Journal of Inclusive Education
T1  - Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
EP  - 17
IS  - 0
SP  - 1
VL  - 0
DO  - 10.1080/13603116.2021.1991489
ER  - 

@article{
author = "Memisevic, Haris and Dizdarevic, Alma and Mujezinovic, Amila and Djordjevic, Mirjana",
year = "2021",
abstract = "Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.",
publisher = "Routledge [Commercial Publisher]",
journal = "International Journal of Inclusive Education",
title = "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina",
pages = "17-1",
number = "0",
volume = "0",
doi = "10.1080/13603116.2021.1991489"
}

Memisevic, H., Dizdarevic, A., Mujezinovic, A.,& Djordjevic, M.. (2021). Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education
Routledge [Commercial Publisher]., 0(0), 1-17.
https://doi.org/10.1080/13603116.2021.1991489

Memisevic H, Dizdarevic A, Mujezinovic A, Djordjevic M. Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education. 2021;0(0):1-17.
doi:10.1080/13603116.2021.1991489 .

Memisevic, Haris, Dizdarevic, Alma, Mujezinovic, Amila, Djordjevic, Mirjana, "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina" in International Journal of Inclusive Education, 0, no. 0 (2021):1-17,
https://doi.org/10.1080/13603116.2021.1991489 . .