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Background/Aim. The acquisition of practical skills (PS), as well as adaptive behavior (AB) in general, is affected by an array of personal and environmental factors. The aim of this study was to determine the level of a c-quisition of practical adaptive skills (PAS) among adults with vision impairment (VI), in comparison to the norms among the general population and with regard to the vision status (low vision and blindness), age of vision loss onset, gender, age, living arrangements, education, and employment status. Methods. Seventy-nine (62.2%) participants who were blind and forty-eight (37.8%) participants with low vision and typical intellectual abilities voluntarily took part in the study. The respondents were aged from 19 to 60 years, with a mean age of 36.1 ± 11.8 years. PAS were assessed using the PS domain which is part of the Adaptive Behavior Assessment System II – ABAS II. Results. The scores achieved in the skill areas of the PS domain range from extremely low to average. Extremely low scores were detected in the Work skill area, while for the skill areas of Community use, Home living, and Health and safety, the scores were below average, and average scores were noted in the Self-care skill area. The degree of PS acquisition among participants with VI depended primarily on the vision status, but a significant connection with living arrangements and employment status was also established. Conclusion. Per-sons with VI showed significant limitations in the area of PS, which indicates the need for support programs de-signed to foster the development of self-reliance.

Introduction. The role of motor skills in reading seems counter-intuitive, and thus it has played a minor role in studies on predictors of reading skills. The results of some studies indicate that the connection between motor skills and reading is present and that it depends on the examined motor component. Objective. The aim of this research was to determine the relation between visuomotor coordination and visuomotor integration with reading skills in younger school-age students. Methods. The sample included 103 participants aged 9 to 11 years. A Likert-type scale with four descriptors covering the most common types of problems during reading was used to evaluate reading skills. Fine motor skills were assessed with the subtests of the Acadia Test of Developmental Abilities - Visuomotor Coordination and Sequencing and Figure Copying. Intelligence, working memory, and inhibitory control were selected as covariates. Intelligence was assessed by Raven's Progressive Matrices, working memory by the Digit Span Backward task, and inhibitory control by the Go/NoGo task. Results. Hierarchical regression analysis showed that visuomotor coordination and working memory are independent predictors of reading skills. Visuomotor coordination explains 5.2% of the variance after removing the influence of intelligence and basic executive functions. A statistically significant relationship between visuomotor integration and reading skills was not found, so visuomotor integration was not considered a predictor in further analysis. Conclusion. When considering the importance of fine motor skills, it is necessary to analyze its individual components, because the results of this, as well as previous studies, indicate that not all aspects of fine motor skills are equally important factors in the development of reading skills. In the context of preventing difficulties in learning to read, it would be desirable to apply activities that would stimulate the development of fine motor skills and working memory from preschool age.

Introduction. The occurrence of atypical reactions to auditory sensory stimuli is observed in people with autism spectrum disorders (ASD) at an early age. Objective. The goal of this review was to analyze behavioural and electrophysiological examinations of auditory perception in people with ASD. Methods. The findings are organized according to the applied methodology and stimuli used in assessing auditory perception. Results. When compared to the typical population, identification and discrimination of isolated acoustic characteristics are mostly preserved or advanced in people with ASD, both for complex tones and spoken stimuli. The leading theories regarding auditory functioning of people with ASD indicate that peripheral (local) processing of sound details is preserved or advanced compared to the typical population and that difficulties arise in integrating locally analyzed information into a meaningful whole (global processing). The difference between these theories is that the Weak Central Coherence theory insists on a definite presence of deficiencies in global processing, whereas the Perceptual Functioning theory is not as exclusionary and indicates that the inconsistency in global processing can be present but is not requisite. Conclusion. It may be concluded that auditory perception and the processing of tone height are preserved or enhanced in people with ADS regardless of the type of the auditory stimulus. This may be explained by the increase of the auditory capacity for information processing, which is useful in some cases. However, in other cases, the same increased capacity results in processing unnecessary information, thereby increasing susceptibility to distraction.

The research aim is to establish the level of acquisition of social skills in persons with visual impairment in relation to age, sex, category and time of visual impairment occurrence. The research included 131 participants with visual impairment (62.6% blind and 37.4% with low vision), both male and female, between 19 and 60 years old. In the assessment of social skills the subtest "Social Skills", which belongs to the Adaptive Behavior Assessment System, was applied. The result analysis has established that the achievements of the majority of the participants with visual impairment belong to the category of the average. No significant relation was established between social skills and the age of the participants and the time of visual impairment occurrence, whereas the relation with the category of visual impairment and sex is statistically significant. Future research should be directed at the level of social support to persons with visual impairment for the purpose of creating more efficient support programs in the community.

The aims of this research were to determine the developmental dynamics of selective attention and inhibition in younger school-aged children, as well as its relationship with gender and intellectual abilities. The sample consisted of 94 children [46 (48.9%) girls] of typical intellectual abilities (IQ 92-136; M=107.6, SD=11.08), aged between 8-11 years and 6 months. Selective attention and inhibition were assessed by Dodrill's Stroop test. Analysis of the results revealed statistically significant positive correlation of moderate degree (r=0.57) and highly statistically significant difference between the first and the second part of the Stroop test (p≤0.000). Age (p≤0.000), gender (p=0.001) and intellectual abilities (p=0.012) were statistically significant factors of Stroop performance. Age explains 30% of results variability, gender 15%, and differences in intellectual abilities 9%. Performance of 8 and 9 year-olds was statistically significantly different compared to 10 and 11 year-olds, which confirms the existence of developmental jump in selective attention and inhibition that occurs around 10 years of age.

Verbal fluency is an indicator of the executive functions and mental lexicon. The aim of this paper is to determine phonemic and semantic productivity in persons with moderate intellectual disability (ID). The sample consisted of 58 persons with moderate ID, aged 15-25. Phonemic fluency was assessed by the Controlled Oral Word Association Test, while the Category Naming Test (CNT) was used to assess semantic fluency. The performance in the semantic fluency task was significantly better than the results on the phonemic fluency task. IQ was a significant factor of both assessed aspects of verbal fluency, but participants' age had a greater individual influence on semantic productivity and higher predictive value than IQ. We can conclude that maturation and experience represent significant factorsin forming lexical-semantic network, but they do not significantly contribute to the potential of persons with moderate ID for generating and using non-routine strategies. Intervention programs should offer a wider repertoire of strategies and more creative approach in strategy generation, organization and manipulation.

The research was conducted with the aim to determine the developmental trend of receptive speech in typically developing children from six to nine years of age. The sample consisted of 111 children with typical development, of both genders (49.5% of girls and 50.5% of boys), aged between 6 and 9.11 years (M=95.09, SD=16.82 in months). Participants were distributed into four age groups. Receptive speech was assessed by the Protocol for the Assessment of Receptive Speech that contains tasks for assessing auditory discrimination, rhyming, word recognition and narrative comprehension. An analysis of variance revealed that age was a significant factor of achievement on rhyming tasks (p≤0.000) and narrative comprehension (p≤0.000). There were no significant age differences in auditory discrimination (p=0.372) and word recognition (p=0.634), although some differences between arithmetic means could be seen in favour of older children. Age can explain around 67% of results variability on rhyming tasks and 56% of variability in narrative comprehension. Significant deviation that would indicate the existence of specific language impairment or intellectual disability was not determined in the participants' results.

The aims of this paper were to determine the development dynamics of visual organization ability and its relation to success in Serbian Language, Mathematics, and The World around Us subjects in younger schoolchildren. The sample included 80 typically developing students, 7-11 years of age (age in months: M=113.8; SD=14.5), attending 1st-4th grade of elementary school. Visual organization was assessed by a set of four tasks in which the participants were expected to complete images and shapes, identify unclear and incomplete drawings, identify elements on folded drawings, and observe the differences between visual stimuli. The maximum number of points for each task was 20, and thus the maximum total score of visual organization was 80 points. Descriptive statistical measures, Pearson correlation coefficient, χ2 test, single-factor and multivariate analysis of variance were used in data processing. The results analysis determined the presence of low and moderate statistically significant correlations between achievements on all tasks assessing visual organization. School age was a significant factor of total achievement on tasks assessing visual organization (p≤000), accounting for somewhat more than 35% of achievement variability, with statistical significance being based on poorer achievements (p≤0,000) of the youngest group of participants (first grade students). Achievement on tasks involving completing images and shapes, identifying unclear and incomplete drawings, and observing differences, significantly correlated with success in Serbian Language and Mathematics, while the total score significantly correlated with success in The World around Us.

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.

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.

With regard to the fact that the tendency toward unsophisticated strategies is often related to difficulties with basic components of executive functions, the aim of this research was to determine the relation between planning abilities and inhibitory control in children with mild intellectual disability (MID). The sample included 56 children with idiopathic MID (IQ 50-69, M=61.13, SD=7.14), of both genders (26/46.3% of girls), between 9.11 and 14.03 years of age (M=11.61; SD=1.29). Go no Go Task and Day/Night Stroop Task were used for the assessment of inhibitory control (delayed response to the agreed signal, conflict provoking motor responses, and inhibition of arrogant verbal responses), while Tower of London Test (ToL) was used for the assessment of planning abilities. Multivariate analysis of covariance (MANCOVA), paired samples t-test, Pearson's correlation, and partial correlation coefficients were used in statistical analysis of the results. The results showed that the mistakes in Response delay set of Go-no-Go task were the only significant factor of primary Total move score variable (ToL). The influence of the ability to delay motor activity, assessed by Response delay set, on all ToL variables was statistically significant (p=0.003). The results lead to a conclusion that, during the processes of planning and executing activities, children with MID primarily rely on simple inhibitory mechanisms.

Perceiving students' ability to acquire and apply academic knowledge and skills is a prerequisite for individualizing instruction and predicting academic achievement. The main aim of this research was to determine the relation between teacher assessment of students' motivation and learning potentials, and student's academic achievement in Serbian language and mathematics. The sample consisted of 111 students attending the third and fourth grade of elementary school, of both genders, aged between 8 and 10.8. Intellectual abilities were assessed by Standard Progressive Matrices, while motivation for learning and learning difficulties were assessed by Teacher Assessment of Motivation and Learning Potentials rating scale. No significant correlation was determined between the scale results and the students' age and grade, while gender differences were significant in favor of the girls in motivation (p=0.014) and reading and writing (p=0.039). Students' intelligence was a significant factor in teacher assessment of motivation for learning (p=0.023) and learning difficulties (p=0.004). Distribution of mean values of grades in Serbian language and mathematics significantly correlated with the results of Teacher Assessment of Motivation and Learning Potentials (p≤0,000). Systematization of data on students' abilities and limitations, based on teacher assessment, can significantly contribute to the application of ecological model of abilities and skills assessment.

With regard to conceptual similarity between executive functions and intelligence, the aim of this research was to determine their correlation in typically developing children. The sample included 114 children of both sexes (59/51.8% of girls), between 8.7 and 10.8 years of age (M=9.80; SD=0.57). Dodrill's Stroop Test, Go/No-Go Task, Listening Span Task, Digit Span Backward, Odd-one-out span, Figure Span Backward, Wisconsin Card Sorting Test, Twenty Questions Task and Tower of London were used for the assessment of executive functions. Intelligence was assessed by Raven's Progressive Matrices. Pearson's correlation and partial correlation coefficients were used in statistical analysis of the results. A low to moderate correlation was determined between intelligence and the variables of all applied executive functions tasks, both in verbal and non-verbal domain (p≤0.000-0.05). Inhibitory control, cognitive flexibility, and planning ability correlated with fluid intelligence in the range of r=0.20-0.30, while the correlation with working memory was in the range of r=0.40-0.50. The obtained results confirmed the assumption that intelligence and executive functions were different constructs regardless of their conceptual similarity.

The main aim of this research is to determine the relation between abilities which are considered to be prerequisites for acquiring academic knowledge and skills and achievements in the fields of Serbian language and Mathematics in children attending 3rd and 4th grade of elementary school. The sample consisted of 115 typically developing children of both genders, aged between 8 and 11 (AM=9.78). Acadia test of developmental abilities was applied to assess the abilities which are necessary for acquiring academic knowledge and skills. Achievements in the fields of Mathematics and Serbian language were assessed on the basis of teachers’ questionnaire based on General achievement standards and the grades on tests. Pearson correlation coefficient, one-way analysis of variance, multivariate analysis of variance and Scheffe post hoc test were used in statistical analysis. Statistically significant influence of developmental abilities assessed by means of Acadia test was determined on achievements in the fields of Serbian language (p≤0.000) and Mathematics (p≤0.000), presented through total scores and each of the assessed fields separately (p=0.000- 0.007). A moderate statistically significant relation was determined between the score on Acadia test and the grade in Serbian language (r=0.512, p≤0.000) and Mathematics (r=0.523, p≤0.000). Achievements on Acadia test are a statistically significant factor of the grades in Serbian language (p≤0.000) and Mathematics (p≤0.000). By means of Post hoc analysis, it was determined that teachers’ assessment of achievements and grades in Serbian language and Mathematics of the examinees who achieved the lowest results on Acadia test (under 25%) are statistically significantly different from the achievements of other examinees. By summing up the research results, we can conclude that the obtained data confirm the empirical validity of Acadia test and account for its application in the assessment of readiness to acquire academic knowledge and skills in younger school children.

Academic success depends on numerous factors: intelligence, motivation, developmental level of basic and more complex cognitive functions, personality traits, etc. In special education, Acadia test of developmental abilities is most frequently used to assess the abilities necessary for acquiring academic knowledge and skills, with the aim to detect the children who have, or might have, learning disabilities. In Serbia, psychometric characteristics of the test have not been determined so far. Thus, the aim of this paper is to determine the relation between the achievements on this test and intelligence in a sample of younger school children who attend regular schools in Belgrade. The sample consisted of 784 children of both genders (51% of girls and 49% of boys), aged between 8 and 12 (AM=9.71; SD=0.65). Acadia test, which consists of 13 subtests for assessing attention and short-term memory, perceptive, visual-constructive, conceptual, and speech-language abilities, was used in this research. Intelligence was assessed by means of the standard version of Raven’s progressive matrices (AM=37.03; SD=10.51), and the examinees were organized in four groups on the basis of percentile ranks of the raw score (3 sections). By analyzing the results, statistically significant positive correlation was determined between all the subtests of Acadia test and intelligence, which ranges from 0.27 to 0.63. Age has a low (r=0.08-0.26), but also statistically significant correlation with the achievements on the subtests of Acadia test (p0.05). By applying multivariate analysis of covariance, with controlling the influence of age, it was determined that intelligence is a significant factor of achievement on Acadia test (Wilks’ λ=0.502; F(39)=14.926; p≤0.000, ηp2 =0.205), and on all the subtests separately (p≤0.000), accounting for 7 to 35% of the results variability.

Challenging behavior in individuals with mental retardation (MR) is relatively frequent, and represents a significant obstacle to adaptive skills. The frequency of specific forms and manifestations of challenging behavior can depend on a variety of personal and environmental factors. There are several prominent theoretical models regarding the etiology of challenging behavior and psychopathology in persons with MR: behavioral, developmental, socio-cultural and biological. The biological model emphasizes the physiological, biochemical and genetic factors as the potential source of challenging behavior. The progress in the field of genetics and neuroscience has opened the opportunity to study and discover the neurobiological basis of phenotypic characteristics. Genetic syndromes associated with MR can be followed by a specific set of problems and disorders which constitutes their behavioral phenotype. The aim of this paper was to present challenging behaviors that manifest in the most frequently studied syndromes: Down syndrome, Fragile X syndrome, Williams syndrome, Prader-Willi syndrome and Angelman syndrome. The concept of behavioral phenotype implies a higher probability of manifesting specific developmental characteristics and specific behaviors in individuals with a certain genetic syndrome. Although the specific set of (possible) problems and disorders is distinctive for the described genetic syndromes, the connection between genetics and behavior should be viewed through probabilistic dimension. The probabilistic concept takes into consideration the possibility of intra-syndrome variability in the occurrence, intensity and time onset of behavioral characteristics, at which the higher variability the lower is the specificity of the genetic syndrome. Identifying the specific pattern of behavior can be most important for the process of early diagnosis and prognosis. In addition, having knowledge about behavioral phenotype can be a landmark in the creation of targeted treatment strategies for individuals with a specific genetic syndrome.

Phonemic and semantic fluency tasks are frequently used to differentiate executive control roles and the integrity of lexical-semantic representation. The main goal of this study is to determine the influence of basic executive components on phonemic and semantic productivity in children with mild intellectual disability. The sample consisted of 95 children with unspecified mild intellectual disability (MID), ages 10-13.11. Phonemic fluency was assessed by the Controlled Oral Word Association Test (COWAT), while semantic fluency was assessed by the Category Naming Test (CNT). Cognitive flexibility was assessed by Wisconsin Card Sorting Test (WCST) and Trail Making Test (TMT). Number Manipulation Task (NMT) was used for the verbal working memory assessment, while Day/Night Stroop Task was used for the assessment of inhibitory control. The results analysis showed that all of the assessed EF components significantly affect phonemic productivity. Semantic productivity significantly depends on WCST and TMT performance. Verbal working memory and inhibitory control do not significantly contribute to semantic productivity. The results of our study indicate that the discrepancy between phonemic and semantic productivity in children with MID could be directly associated with the basic executive functions components.

Problem solving is a process conditioned by the development and application of efficient strategies. The aim of this research is to determine the level of verbal strategic approach to problem solving in children with mild intellectual disability (MID). The sample consists of 93 children with MID, aged between 10 and 14. Intellectual abilities of the examinees are within the defined range for mild intellectual disability (AM=60.45; SD=7.26). The examinees with evident physical, neurological, and emotional disorders were not included in the sample. The closed 20 Questions Test (20Q) was used to assess the development and use of verbal strategy, where the examinee is presented with a poster containing 42 different pictures, and instructed to guess the picture selected by the examiner by asking no more than 20 closed questions. Test χ2, and Spearman and Pearson's correlation coefficient were used in statistical analysis. Research results indicate that most children with MID, aged between 10 and 14, use non-efficient strategy in solving the 20 Questions Test. Although strategic approach to problem solving is present in most children (72%), more than half of the examinees (53.5%) use an inadequate strategy. Most children with MID have the ability to categorize concepts, however, they do not use it as a strategy in problem solving.

Inhibitory control, as one of the basic mechanisms of executive functions, is very significant for adaptive behavior. The possibility to alter and adapt behavior to different life situations largely depends on the ability to inhibit unwanted or inappropriate behaviors. This research was conducted with the aim to determine the relation between inhibitory control and behavioral problems in children with mild intellectual disability. The sample consists of 56 children with mild intellectual disability of both genders (IQ 50-70, AM=60.27; SD=7.106), from four Belgrade elementary schools. The data on age and intellectual abilities were collected by analyzing the school records. The data on behavioral problems were obtained by means of standardized interviews with special educators, applying the II part of AAMR Adaptive Behavior Scale. Inhibitory control was assessed by Go/No-Go task which has two parts (conflicting replies and reply delay). Multivariate analysis of variance (MANOVA) was used in statistical analysis of the results. No statistically significant relation was determined between the Maladaptive Behavior Scale scores and the IQ, age and gender. There is no statistically significant relation between the errors in conflicting replies of Go/No-Go task and the Maladaptive Behavior Scale as a whole (Wilks'λ=0,632; F(21)=1,093, p=0,363), or its variables (p>0,05). Errors in reply delay have a statistically significant influence on the results of the Maladaptive Behavior Scale ('λ=0,463; F(21)=1,942, p=0,012). Statistically significant relation was determined with single variables (subscales) Adaptability (F(3)=3,944, p=0,013), Reliability (F(3)=3,576, p=0.020), and Forced Behavior (F(3)=3,721, p=0.017). The results indicate that difficulties in reply delay significantly influence forms of behavior involving avoiding rules, inappropriate behavior in a group, resisting authorities, disrespect of public or private property, bizarre behavior and self harm.

In people with intellectual disabilities, behavioral problems result from the interaction of multiple risk factors of different origin, which undoubtedly indicates the importance of knowing their individual characteristics and life circumstances. Incidence, specific forms and topography of behavioral problems depend on different factors, both socio-demographic and inherent ones. Behavioral problems significantly impede acquiring new adaptive skills and have a negative influence on the interaction with the environment. Emotional and behavioral problems are a significant source of stress in children with intellectual disability, as well as their parents and professional staff. These difficulties, especially aggression and disruptiveness, have a big influence on the selection of education model, i.e. on how much the child will be involved in the educational process and the decision whether or not a person will be institutionalized. Better understanding of behavioral problems in people with intellectual disability is the basis of eliminating or reducing risk factors, as well as creating a comprehensive treatment model.

Strategies to assess work abilities and skills are crucial in designing a program for professional and work rehabilitation of individuals with intellectual disability. The most important component of functional assessment is not determining the existence of disability or explaining the deficit underlying the disability, but the level at which intellectual disability limits professional and other activities related to an individual's independent life. Strengths and weaknesses of individuals with ID are considered through developing and defining appropriate professional goals, and identifying services needed to achieve immediate and long-term goals of professional rehabilitation. Assessment of work abilities, aptitude and skills is a part of a process which should start in childhood, with the aim to multidimensinally consider all the factors which influence professional rehabilitation, employment and potential to live independently of people with intellectual disability. A comprehensive approach, which includes individuals with intellectual disability and their families, is crucial in the process of appropriate academic orientation, work training and the level of social support.

The main objective of this research is to determine the developmental level of cognitive flexibility in children with mild intellectual disability. The sample consisted of 84 children with mild intellectual disability, ages 10-14. They attend elementary school for children with intellectual disability in Belgrade. The sample encompasses 37 (44%) girls and 47 (56%) boys. The participants IQ ranges from 50 to 70 (AS=60.33, SD=7.36). The cognitive flexibility was assessed by the Wisconsin Card Sorting Test (WCST) and Trail Making Test (form B). In the domain of the number of categories completed at WCST, the majority of participants (62.5%) solves task lower than their peers with typical development. Average task-solving time for the Trail Making Test is 278.58 seconds, which significantly exceeds the task-solving time of children with typical development. The statistically significant differences (p>0.05) have not been obtained by comparing the arithmetic means scores of the Wisconsin Card Sorting Test and Trail Making Test (form B). The significant differences were determined in the development of cognitive flexibility in the participants who belong to lower and higher IQ categories, although, based on the participant test scores analysis as a whole, it can be concluded that age, among the selected independent variables, is the only significant cognitive flexibility factor in children with intellectual disability.

This paper presents the results of analyzing the relation between visual acuity and developmental abilities (perceptive functions, verbal and non-verbal abilities) in younger school children. The sample consists of 1165 children from urban, suburban, and rural parts of Belgrade, of both genders, aged between 7.5 and 11. American 'Lighthouse' Optotype was used for screening assessment of visual acuity. Mild visual impairment, i.e. near visual acuity in the better eye ranging from 0.3 to 0.7, was detected in 7.9% of the pupils. ACADIA test of developmental abilities was used for the assessment of developmental abilities. When compared to the examinees with visual acuity in the better eye ranging from 0.3 to 0.7 (mild amblyopia), the examinees with normal visual acuity achieved better results in visuomotor coordination, non-verbal reasoning (Visual Association subtest), and concept formation in non-verbal domain (Sequence and Coding subtest). No significant differences were determined in constructive praxis (Drawing Shapes subtest) and representational dimension of a drawing (Drawing subtest). According to the criterion of age standard deviation, a statistically significant difference was determined between the examinees with mild visual impairment and the examinees with normal vision (χ2=13,425, df=2, p=0,001; ρ=0,103, p≤0,000). The results of 24.8% of the examinees with mild visual impairment deviate from age norms in one or two SD (14.9% in one SD, and 9.9% in two SD). In the group of examinees with normal vision 12.5% of the results deviate from age norms in one or two SD (8.7% in one SD, and 3.8% in two SD).

The research was aimed to determine the relationship between working memory and intelligence in children with mild intellectual disability (MID), ages 10 to 14. The sample encompassed 53 children with MID, 47.2% of girls and 52.8% of boys. Their IQ ranges from 50 to 70 (AS=63.17; SD=6.56). The tasks that assess the Central Executive aspect of the working memory system, namely in verbal and non-verbal modality, have been selected. The obtained results indicate that working memory ('central executor') and intelligence are the constructs that significantly correlate in the range of 0.29 to 0.41, depending upon the working memory modality. It was determined that IQ category explains about 19% of the variability of the verbal and non-verbal working memory results, grouped in the unified model (p

Planning is considered one of the most complex cognitive abilities, which involves creating a mental representation of problems, evaluating several possible ways of solving them and their consequences. The aim of this paper is to determine the developmental level of planning ability in children with mild intellectual disability (MID). The sample consists of 93 children of both sexes, aged between 10 and 14. The average IQ level in the sample is about 60 (AS=60.45, SD=7.26), while minimum and maximum values are within the defined levels for the category of mild intellectual disability (50-70). Data on age and the level of the students' intellectual functioning were taken from the school records. Tower of London test was used in the assessment of planning abilities. By analyzing the results, it was determined that most children with MID use insufficiently efficient strategies in problem solving. Most of the participants (57%) are uncertain in solving problems (intermediary level). A quarter of the participants successfully use higher strategies, while 16.1% use perceptive strategy, i.e. trial-error method. Significant negative correlation was determined between the IQ and the number of ball movements, and the time needed to perform the task. The correlation between the IQ and the total number of solved problems is positive. The variability of success in solving problems is not significantly related to the age and gender of the participants.

Bearing in mind that the adaptive behaviour is one of the defining parameters of intellectual disability, determining of the influence of inhibitory control on adaptive functioning in children with mild intellectual disability was defined as a basic aim of this research. The sample covered 95 children with mild intellectual disability (MID), of both genders, from 10 to 14 years of age. By analysis of the data of schools' pedagogical-psychological departments, data on age and intellectual abilities of participants were collected. Inhibitory control was estimated by Go no Go task, consisted of Conflict Response and Response Delay sets. Adaptive skills data were gained on the basis of a standardized interview with special education teachers, by applying of AAMR Scale of adaptive functioning. On the basis of factor analysis, Scale scores were grouped in five factors: Personal independence, Social Independence, Personal and Social Responsibility, Social Adaptability and Personal Adaptability. Significance of relations among the observed variables was established by Pearson's correlation coefficient, by partial correlation coefficient and multifactorial variance analysis. Based on the analysis of results a statistically significant relationship between errors in the execution of tasks that belong to the set of conflict motor responses and adaptive functioning (p≤0.000) was established. The relationship between errors that belong to the set of the response delay, and adaptive functioning is not statistically significant (p=0.324). Inhibition of the interference response is a significant factor of practical (partial η2=0.227), conceptual (partial η2=0.341) and social (partial η2=0.131) adaptive skills, while the response delay is significantly associated with the conceptual skills (p=0.029) only. Inhibitory control did not prove itself a significant factor in behaviour problems of externalizing and internalized type.