POVEZANOST I PREDIKTORI RAZVOJA VEŠTINA SAMOPOMOĆI I PRISUSTVA BARIJERA U PODUČAVANJU KOD DECE SA INTELEKTUALNOM OMETENOŠĆU I POREMEĆAJIMA IZ SPEKTRA AUTIZMA. (Bosnian)

CORRELATION AND PREDICTORS OF SELF-HELP SKILLS AND TEACHING BARRIERS IN CHILDREN WITH INTELLECTUAL DISABILITY AND AUTISM SPECTRUM DISORDERS. (English)

Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skills assessment (Verbal Behavior Milestones and Assessment protocol – VB Mapp Self Care Checklist Supplement – Sundberg, 2008), while the presence of teaching barriers was assessed by using the Barriers Assessment Scale (VB-Mapp Barriers Assessment – Sundberg, 2008). The results show that gender and diagnosis are not significant predictors of either self-help skills or teaching barriers. The participants from the youngest age group have lower level of self-help skills than the participants from the middle and oldest age group and they have more teaching barriers than both other age groups. The participants with more teaching barriers have lower level of self-help skills. The results indicate the need for removing barriers during the treatment of these children from an early age, in order to enable acquiring self-help skills, but other skills as well. It is important to determine the most prevalent barriers in both groups, as well as self-help domains in which they have deficits. [ABSTRACT FROM AUTHOR]

Praktične veštine predstavljaju skup aktivnosti koje omogućavaju samostalno funkcionisanje u različitim oblastima života, a za njihovo usvajanje kod osoba sa intelektualnom ometenošću (IO) i poremećajima iz spektra autizma (PSA) neophodno je nesmetano podučavanje. Cilj istraživanja je utvrditi korelaciju između nivoa razvoja veština samopomoći i prisustva barijera u podučavanju. Sekundarni cilj je ispitati prediktore na stepen razvoja veština samopomoći, kao i prisustva barijera u podučavanju. Uzorak je obuhvatio 53 ispitanika različitog pola i uzrasta, dijagnostikovanih sa IO ili PSA. Stepen usvojenosti veština samopomoći utvrđen je primenom Ček-liste za procenu veština samopomoći (Verbal Behavior Milestones and Assessment protocol – VB Mapp Self Care Checklist Supplement – Sundberg, 2008), dok je prisustvo barijera u podučavanju utvrđeno primenom Skale za procene barijera u podučavanju (VB-Mapp Barriers Assessment – Sundberg, 2008). Rezultati ovog istraživanja ukazuju da pol i dijagnoza ispitanika nisu značajni prediktori stepena razvoja veština samopomoći kao ni barijera u podučavanju. Ispitanici koji pripadaju najmlađoj uzrasnoj grupi imaju niži stepen razvoja samopomoći od ispitanika iz srednje i najstarije uzrasne grupe, i iskazuju više barijera u podučavanju od ispitanika iz starijih uzrasnih grupa. Ispitanici koji imaju najviše barijera u podučavanju imaju najniži stepen razvoja veština samopomoći. Dobijeni rezultati ukazuju na potrebu za otklanjanjem barijera u podučavanju tokom tretmana dece sa IO i PSA od najranijeg uzrasta, kako bi se omogućilo nesmetano podučavanje veština samopomoći, ali i drugih veština. Od značaja je ispitati koje su najučestalije barijere u podučavanju obe grupe ispitanika i u kojim domenima veština samopomoći ispoljavaju najviše deficita. [ABSTRACT FROM AUTHOR]

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