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The research was conducted with the aim to determine the relation among behavior in a working environment, the level of intellectual abilities, and success in practical training in adolescents with difficulties in mental development. The sample included 50 adolescents with difficulties in mental development, of both genders, 16-21 years of age (AM=18.48; SD=1.59), who attended Secondary vocational school in Belgrade. There were 16 (32%) participants with moderate intellectual disability (ID), 17 (34%) with mild ID, and 17 (34%) with borderline intellectual functioning (BIF). Data on participants' age, intellectual abilities, class and grade in practical training were taken from school records. Behavior in a working environment and vocational interests were assessed by Vocational Evaluation Questionnaire, applied in a form of interviews with occupational therapists. By applying the analysis of covariance and controlling the influence of the level of intellectual abilities, it was determined that the total score of Vocational Evaluation Questionnaire significantly influenced the grade in practical training (p≤0.000), due to the domains of social skills (p=0.012), communication (p=0.001) and working skills (p≤0.000). The results of Vocational Evaluation Questionnaire explained about 47% (η2part=0.471) of variance, while the level of intellectual functioning explained slightly under 10% (η2part=0.097). The obtained results indicate the need for continuous monitoring and evaluation of the vocational training process of young people with difficulties in mental development, for the purpose of profiling their working abilities more clearly.

The research aims to determine the relation between auditory attention and practical adaptive skills in persons with moderate intellectual disability (MIO). The sample included 66 persons with MID, 33 (50%) men and 33 (50%) women, between 17 and 54 years of age (AM=30.89; SD=9.637). Auditory attention was assessed by tasks testing auditory span (verbal and nonverbal) and maintaining auditory attention, which belong to the Protocol for Cognitive Abilities Assessment. Data on practical adaptive skills were obtained from standardized interviews with special educators, by applying Independent functioning and Physical development domains of the Adaptive Functioning Scale. The results of the assessed domains were grouped into the Personal independence factor, which represents the acquisition level of practical adaptive skills. Compared to the norms for the population of persons with intellectual disability, the standard scores mean value of the participants with MID in practical skills domain was above average. No statistically significant difference was determined between the participants' age and gender and their achievements in practical skills domain. The results of the participants with MID in tasks assessing auditory attention were extremely uneven. In tasks which assess attention range, the mean value of the achieved level/span of verbal attention was 1.8 (a bit under four stimuli in a row), and the span of nonverbal auditory attention did not reach the first level (two stimuli in a row). With regard to the achievements in maintaining attention task, the participants grouped into two categories, with more participants (53%) belonging to the category characterized by a complete failure in performing the task. By applying the analysis of variance, it was determined that verbal attention span was a statistically significant factor (p=0.033) of the personal independence factor, while nonverbal auditory span (p=0.028-0.003) and maintaining auditory attention (p=0.031-0.001) were statistically significant factors of practical skills in all assessed domains.