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Many studies have shown that using robot platforms can be effective for teaching children with autism spectrum disorder (ASD). The aim of this study was to compare performance on an imitation task, as well as focus attention levels and the presence of social behaviours of children with ASD and typically developing (TD) children during an imitation task under two different conditions, with robots and human demonstrators. The results suggested that TD children did not imitate more than children with ASD. Children with ASD did not imitate the robot more than they imitated a person, but they showed more focused attention to robots and expressed more social behaviours in interaction with the robots. Behaviours that were significantly more present in ASD children than in TD children included touching the robot in the robot demonstrator condition and focusing on the robot in the person demonstrator condition. This implies a possible preference of children with ASD towards robots rather than towards people.

Poremećaj iz spektra autizma uključuje različitosti i teškoće na području socijalne komunikacije te na području ponašanja, interesa i aktivnosti. Iako je smatran dominantno “muškim” poremećajem, novija istraživanja upućuju na to da je broj djevojčica i žena s PSA-om podcijenjen, da kasnije dobivaju dijagnozu i da je potrebno da izražavaju puno više težih simptoma da bi je dobile. U ovom će radu biti prikazana obilježja djevojčica i žena s poremećajem iz spektra autizma u kojima se one razlikuju od dječaka i muškaraca. Prema dosadašnjim istraživanjima, djevojčice i žene izražavaju manje teškoća u socijalnoj komunikaciji, u većoj mjeri upotrebljavaju socijalno maskiranje, češće imaju tipične interese te su kod njih manje prisutna ograničena i repetitivna ponašanja nego u dječaka i muškaraca s poremećajem iz spektra autizma. Potrebno je provesti daljnja istraživanja prevalencije, iskustava žena i djevojčica te njihova različitog izražavanja PSA-a. To će omogućiti bolje prepoznavanje i dijagnostiku, a samim time omogućiti i pravovremeno dobivanje podrške te kreiranje usluga koje su iskrojene prema njihovim specifičnostima. Ključne riječi: autizam, žene s poremećajem iz spektra autizma, socijalno maskiranje

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project – Equity and Social Inclusion Through Positive Parenting (ESIPP) – was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experience of stigma and social exclusion, and concerns for the future. The value and benefit of PE is identified. Recognition of its impact within Croatia has ensured its ongoing provision; and the argument is made that PE in autism is a valuable intervention in such contexts.

The paper presents results relating to Polish teachers obtained within an international survey regarding teachers’ opinions regarding characteristics of autism and specific educational approaches and treatment. Research was undertaken in Poland under the auspices of the ASD-EAST project using quantitative as well as qualitative methods. The results showed significant differences in teachers’ perception about both the characteristics of autism and educational approaches/treatment regarding to the school settings in which they worked. The need for special training in the field of ASD was identified in teachers’ responses, who predicted valuable benefits from the course planned for support the positive effect of inclusive education of children with ASD.

Brojna istraživanja nastala u okviru socijalno-asistivne robotike usmjerena su na stvaranje učinkovite podrške djeci s poremećajem iz spektra autizma (PSA) kroz njihovu interakciju s robotima. Ona počivaju na premisi da djeca sa PSA-om pokazuju sklonost elektroničkim napravama, a slabiji interes za socijalne aspekte okoline. No izrazito veliki interes za elektroničke naprave u sve djece otvara pitanje reagiraju li djeca sa PSA-om na prisustvo robota drukčije od djece tipičnog razvoja. Cilj je ovog istraživanja bio usporediti reakcije djece sa PSA-om i djece tipičnog razvoja na robota u nesocijalnom (zadatak “robot-predmet” u kojem su u prostoriji prisutni robot i drugi zanimljivi predmeti) i socijalnom kontekstu (zadatak “robot osoba”; prisustvo robota i nepoznate osobe). Uzorak je činilo dvadesetero djece predškolske dobi, po 10 u svakoj skupini. Rezultati su pokazali da djeca sa PSA-om u nesocijalnom kontekstu uglavnom pokazuju podjednake obrasce ponašanja kao i djeca tipičnog razvoja, odnosno da ne postoje razlike u dužini prosječnog trajanja usmjerenosti pogleda prema robotu te dužini fizičke interakcije s robotom. Razlike su uočene tek u socijalnom aspektu – djeca tipičnog razvoja u većoj su mjeri komunicirala o robotu s roditeljem. U socijalnoj situaciji (zadatak “robot-osoba”) djeca sa PSA-om su značajno više ulazila u fizičku interakciju s robotom od djece tipičnog razvoja, dok su djeca tipičnog razvoja znatno češće usmjeravala pažnju na osobu u odnosu na djecu sa PSA-om. Zaključno obje skupine djece znatno su više pažnje usmjeravale na robota negoli na prisutnu osobu, ali je u djece sa PSA-om usmjerenost na socijalnu okolnu bila izrazito snižena. Ovi podaci ukazuju na veliku atraktivnost koju roboti predstavljaju za djecu s poremećajem iz spektra autizma i djecu tipičnog razvoja, ali i na bitnu razliku među njima koja se očituje u izostanku obrazaca socijalnog ponašanja i usmjerenosti na druge osobe u okolini koji je prisutan u djece sa PSA-om.

The aim of this study was to understand the diagnostic, service and lived experiences of families affected by ASD in Southeast Europe. A total of 758 caregivers from Albania, Bulgaria, Croatia and Turkey were surveyed from 2013 to 2015 about characteristics of the child with ASD ; service encounters ; and caregiver perceptions. The average age at first concern was 24.4 months (SD 11.8) and at diagnosis, 40.0 months (SD 19.0). Psychiatrists were the most common diagnostician ; most children received some ASD- related service, most frequently speech and language therapy. Caregivers endorsed challenges in access to care and perceived stigma. Despite country differences, findings relative to age at first concern, disparities in access and service utilization, and stigma speak to common regional needs.

Zbog obilježja samog poremećaja, inkluzija djece s poremećajem iz spektra autizma (PSA) vrlo je složen i zahtjevan proces. Pružanjem znanstveno utemeljene stručne podrške u ranoj dobi potrebno je omogućiti razvoj vještina kojima će se osigurati pozitivni učinci uključivanja u vršnjačke skupine. U ovom radu prikazani su rezultati provođenja individualiziranih edukacijsko-rehabilitacijskih programa za 5 dječaka sa PSA-om predškolske dobi. Program se provodio u okviru posebne, tranzicijske skupine redovnog vrtića, u kojoj se djeca sa PSA-om pripremaju za inkluziju. U programu su korištene vizualno okolinska podrška, metode i tehnike primijenjene analize ponašanja, tehnike razvojnog, individualno-diferencijalnog, na odnosima utemeljenog modela (RIO) – (Floortime) te potpomognuta komunikacija (PECS). U evaluaciji programa primijenjena je analiza individualnih rezultata dobivenih instrumentom „Procjena osnovnog jezika i vještina učenja“ (POJVU). Analiza rezultata na POJVU-testupokazala je da su sva djeca iz programa postigla određenu razinu napretka na područjima vještina i sposobnosti koje su se ovim programima poticale: komunikacije, socijalnih vještina i igre. Zaključci ovog rada podcrtavaju važnost praćenja i evaluacije terapijskog rada te potrebu za uključivanje prikazanog programa za djecu sa PSA-om u druge redovne vrtiće.

Jedan od pristupa razumijevanju i podučavanju jezika djece s poremećajem iz spektra autizma i s ostalim razvojnim teškoćama je i verbalno ponašanje (verbal behavior). Verbalno ponašanje znanstveno je utemeljen pristup podučavanju jezika, temeljen na funkciji jezičnih jedinica te interakciji između govornika i slušatelja. Taj pristup proizišao je iz područja primijenjene analize ponašanja - PAP (ABA – Applied Behaviour Analysis). Analiza verbalnog ponašanja prikazuje primjenu bihevioralne analize na razumijevanje i podučavanje jezičnih vještina. U ovom radu opisane su teorijske postavke i metode podučavanja proizišle iz verbalnog ponašanja, na osnovi pregleda istraživanja koje se odnose na podučavanje zahtijevanja (mand), imenovanja i komentiranja (tact), dijaloga (intraverbal) i imitacije (echoic)., One of the approaches to understanding and teaching language to children with autism spectrum disorder and other developmental disabilities is verbal behavior. It is an evidence-based approach to teaching language based on the function of language units and interaction between speaker and listener. It is an approach based on Applied Behavior Analysis and represents the application of behavioral analysis in teaching language skills. In this paper, theoretical perspective and methods developed from verbal behavior will be presented through the review of literature on teaching “mand”, “tact”, “intraverbal” and “echoic” verbal operants.

General description: Autism challenges traditional parenting styles, and can make parents feel deskilled and disempowered, especially if little information or support is available to them. Giving accurate information about autism to parents, and teaching them to adapt their parenting using good autism practice has been shown to be effective in improving personal, educational and social outcomes for individuals with autism and their families (Green et al., 2010). However, in some parts of Europe, such support is extremely limited or non-existent. \ud This paper reports on a three-year EU-funded project (September 2015-August 2018) in which family members, professionals and academics are working together in a strategic partnership. The partnership’s objectives are to develop a core parent autism training curriculum/locally appropriate parent education materials and methods, to provide parent education in three south-eastern European countries, and to share the curriculum and materials with stakeholders across Europe. \ud \ud Methods/methodology: The project is evaluated using a combined process and outcome evaluation methodology (Royse et al., 2009). This includes the use of quantitative methods (pre-training, post-training and follow up parent questionnaires, incorporating a validated Quality of Life scale), qualitative methods (parent interviews, trainer focus groups and trainer reflective diaries) and document analysis.\ud \ud Findings: The paper presents an overview of the work undertaken by the partnership to date. This comprises a survey of parents (n=148) and the identification of the core curriculum (Preece et al., 2016), the development of the training materials and training teams, and the establishment of the parent training courses. \ud Initial parent training courses have been held in the three countries between March 2016 and March 2017. Findings are shared from the analysis of quantitative and qualitative data collected with regard to the experience of living with autism of these parents (n=approx. 120), the training and its impact. Implications for the further development of the project are identified and discussed.

Uvod: Autizam je doživotno stanje koje može imati značajan uticaj ne samo na pojedinca s autizmom, nego i na roditelje, braću, sestre i širu porodicu. Na području jugoistočne Evrope psihosocijalna podrška roditeljima dece sa autizmom je slabo razvijena. Ovaj rad se odnosi na trogodišnji ESIPP projekat (septembar 2015. - avgust 2018.) finansiran iz Erasmus plus programa Evropske Unije.\ud Ciljevi: Ciljevi projekta u kome učestvuju članovi porodice, profesionalci i akademci su: razvijanje kurikuluma i lokalno odgovarajućeg obrazovnog materijala i metoda, kako bi roditelji mogli bolje da razumeju i to na: makedonskom, hrvatskom i grčkom jeziku, evaluacija treninga i davanje preporuka onima koji kreiraju politiku.\ud Metod: Ovaj projekat uključuje istraživanje porodica koje imaju dete sa autizmom u tri države iz jugoistočne Evrope. U istraživanju su korišćeni kvantitativni i kvalitativni testovi. Nužna početna aktivnost partnerstva bila je razviti plan i program obuke i materijale za porodice koje imaju dete sa autizmom i to u odgovarajućem kontekstu.\ud Rezultati: Podeljena su 253 anketna upitnika, a 148 ih je vraćeno, sa stopom odgovora od 58%. Smatra se da je 89% odlična zainteresovanost porodica koje žele da učestvuju u trening. Većina ispitanika želi trening preko vikenda. Pet tema su bile prioritet od strane roditelja, a to su: strategije za poboljšanje komunikacije deteta, strategije za olakšavanje interakcije deteta sa drugom decom, senzorna integracija i razvoj, opšte informacije o strategiji upravljanja ponašanjem, prepoznavanje i/ili razvoj mogućnosti za socijalizaciju.\ud Zaključak: Istraživanje je identifikovalo određene jasne obrasce među ispitanicima koje treba uzeti u obzir prilikom razvoja treninga za roditelje. Postoji značajan interes i potražnja ispitanika u ovim zemljama za obuku o autizmu. Porodice u sve tri zemlje imaju slične teškoće, dele slične frustracije i slična iskustva radosti. Roditeljski trening može biti važan alat za podršku takvim porodicama, a samim tim i preduslov za bolji kvalitet života u porodici.

Parent training has been shown to be an important means of supporting families living with autism – but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was relevant and appropriate, a survey was carried out in autumn 2015 to ascertain the attitudes of parents of children with autism in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia regarding this issue, and to identify the areas of training that they felt most important. Two hundred and fifty-three surveys were distributed, and 148 were returned, a response rate of 58%. Respondents in the three counties were overwhelmingly positive about parent training, with almost 90% stating that they would like to attend such training. Weekend training sessions were preferred by the majority of respondents. There was wide variation between the three countries with regard to what content was felt important to be included, with parents in the FYR of Macedonia seeking information in the greatest number of areas. Five topics were prioritised by parents across all three countries. These were: • Strategies for enhancing my child’s communication • Strategies on facilitating my child’s interaction with other children • Sensory integration and development • General information on behavioural management strategies • Identifying and/or developing socialisation opportunities

Presentation regarding the training priorities and needs of parents from Cyprus with regard to parent training in autism. This research was undertaken as part of the ESIPP project into parent training in autism.

Presentation (in Macedonian) regarding the ESIPP parent education in autism project.

Autism can challenge traditional parenting styles, causing parents to feel deskilled and disempowered, especially when little information or support is available to them. The provision of accurate information about autism and teaching parents how to adapt their parenting using good autism practice has been shown to be effective in improving personal, educational and social outcomes for individuals with autism and their families. However though parent education programmes exist in parts of Europe, in others they are extremely limited or non-existent. This presentation reports on a three year project (September 2015-August 2018), funded by the European Commission, in which family members, professionals and academics from five European countries are working together in a strategic partnership to address this inequity. This partnership is seeking to: • develop a core curriculum and ecologically valid parent education materials and methods • provide parent education to families living with autism in three south-eastern European countries where previously it has been unavailable • evaluate impact using quantitative and qualitative methods • share the curriculum and materials with stakeholders, and make recommendations to decision makers The presentation reports on the project’s first year. Barriers and problems to parent education in these settings are identified; the curriculum and training methods are outlined; evaluation methods and tools are discussed; and experiences and data from the first parent courses (held in Spring 2016) are shared. This project is a work in progress and we value this opportunity to present our work to and receive feedback from delegates at this congress.

This presentation reports on a survey of parents in Croatia, Cyprus and the FYR of Macedonia, which was undertaken to inform the development of parent training for parents of children with autism.

Vršnjački vođena intervencija jedna je od strategija koja uspješno povećava razinu socijalnih interakcija između djece s poremećajem iz spektra autizma i djece tipičnog razvoja u inkluzivnom okruženju. Temelji se na podučavanju vršnjaka vještinama komunikacije i pružanja podrške djeci s poremećajem iz spektra autizma s ciljem smanjivanja podrške odrasle osobe tijekom vremena. Cilj ovog rada je ispitati utjecaj programa vršnjački vođene intervencije na učestalost i kvalitetu socijalne interakcije djeteta s poremećajem iz spektra autizma s vršnjacima tipičnog razvoja. U istraživanju je sudjelovao dječak s poremećajem iz spektra autizma, 5 njegovih vršnjaka i dječakova majka. U radu je korišten istraživački nacrt na pojedincu te su se podaci o socijalnoj interakciji dječaka prikupljali tijekom inicijalne i finalne procjene za sljedeće varijable: verbalno iniciranje interakcije s vršnjacima, iniciranje interakcije s vršnjacima dodirom, verbalno odgovaranje na vršnjačko iniciranje interakcije, komentiranje aktivnosti vršnjaka. Radi dobivanja uvida u generalizaciju vještina na kontekste izvan provedbe programa proveden je intervju s majkom, a dječak je sniman u različitim situacijama izvan konteksta podučavanja. Rezultati potvrđuju hipoteze istraživanja, dječak je pokazao bolje rezultate u učestalosti i kvaliteti iniciranja socijalnih interakcija s vršnjacima nakon provedbe programa vršnjački vođene intervencije i generalizirao vještine u drugim kontekstima., Peer-mediated intervention is one strategy for improving social interaction between children with autistic spectrum disorder and their peers in inclusive settings. It is based on teaching peers ways to communicate with children with autism spectrum disorder, while simultaneously decreasing adult intervention over time. The goal of this paper was to evaluate the impact of peer-mediated intervention on the frequency and quality of the social interaction of a child with ASD with his typical peers. The study participants included a boy (5,6 years) diagnosed with an autism spectrum disorder, five peers and the boy's mother. Using a single subject design, this study collected data on the following variables during initial and final assessment: initiating interaction with peers using speech, initiating interaction with peers using touch, responding to initiation of peers, commenting on activities of peers. For the purposes of exploring the generalization of skills to settings outside the intervention, a semi- structured interview with the boy’s mother and video-taped footage from different settings were used. The results confirmed the hypotheses: the child demonstrated more frequent and a higher quality of social interaction with peers after being involved in peer-mediated intervention and spontaneously generalized some skills to different settings.

Jedan od važnih aspekata podrške osobama s intelektualnim teškoćama i razvojnim poremećajima (ITRP) čine intervencije za smanjivanje učestalosti i intenziteta problema ponašanja. U Hrvatskoj još uvijek ne postoji sveobuhvatan sustav podrške osobama s ITRP i njihovim obiteljima u smanjivanju učestalosti i intenziteta problema ponašanja i nošenju sa smetnjama mentalnog zdravlja. Intervencije i postupci temeljeni na bihevioralnom pristupu znanstveno su utemeljeni te se već nekoliko desetljeća uspješno koriste u intervencijama za sprječavanje, ublažavanje i uklanjanje problema ponašanja u praksi u svijetu. U ovom su radu prikazani znanstveno utemeljeni postupci funkcionalne procjene ponašanja uz osvrt na intervencije za smanjivanje učestalosti i intenziteta problema ponašanja koje se koriste kod osoba s ITRP. Na kraju rada navedene su implikacije za daljnja istraživanja., One of the key aspects of support for persons with intellectual and developmental disabilities, IDD, are interventions for decreasing problem behaviours. Comprehensive system of support for persons with IDD and their families in reducing problem behaviours and treating mental health conditions is still not in place in Croatia. Interventions and procedures based on the behavioural approach have strong scientific base and are used for decades to support persons with problem behaviour and IDD. In this paper evidence based procedures of functional assessment of problem behaviour and interventions for reducing problem behaviours are presented. Implications for further research are stated.

Vršnjački vođena intervencija jedna je od strategija koja uspješno povećava razinu socijalnih interakcija između djece s poremećajem iz spektra autizma i djece tipičnog razvoja u inkluzivnom okruženju. Temelji se na podučavanju vršnjaka vještinama komunikacije i pružanja podrške djeci s poremećajem iz spektra autizma s ciljem smanjivanja podrške odrasle osobe tijekom vremena. Cilj ovog rada je ispitati utjecaj programa vršnjački vođene intervencije na učestalost i kvalitetu socijalne interakcije djeteta s poremećajem iz spektra autizma s vršnjacima tipičnog razvoja. U istraživanju je sudjelovao dječak s poremećajem iz spektra autizma, 5 njegovih vršnjaka i dječakova majka. U radu je korišten istraživački nacrt na pojedincu te su se podaci o socijalnoj interakciji dječaka prikupljali tijekom inicijalne i finalne procjene za sljedeće varijable: verbalno iniciranje interakcije s vršnjacima, iniciranje interakcije s vršnjacima dodirom, verbalno odgovaranje na vršnjačko iniciranje interakcije, komentiranje aktivnosti vršnjaka. Radi dobivanja uvida u generalizaciju vještina na kontekste izvan provedbe programa proveden je intervju s majkom, a dječak je sniman u različitim situacijama izvan konteksta podučavanja. Rezultati potvrđuju hipoteze istraživanja, dječak je pokazao bolje rezultate u učestalosti i kvaliteti iniciranja socijalnih interakcija s vršnjacima nakon provedbe programa vršnjački vođene intervencije i generalizirao vještine u drugim kontekstima.

autističnog spektra (PAS) u cijelom svijetu, što je rezultiralo i pojačanim interesom stručnjaka, znanstvenika i šire javnosti za ovaj poremećaj. Noviji podaci pokazuju da je učestalost ovog poremećaja veća od 1:100. Dob dijagnosticiranja PAS-a se snižava, te je standard kojem se teži postavljanje dijagnoze u predškolskom razdoblju, po mogućnosti i tijekom prve tri godine života. Novija istraživanja upućuju na relativno visoku pouzdanost dijagnoze kad se ona postavlja nakon navršenih 18 mjeseci (mentalne) dobi djeteta. Još uvijek ne postoji biomedicinski marker ovog poremećaja, te se dijagnoza postavlja isključivo na temelju bihevioralnih (ponašajnih) odstupanja opisanih u dijagnostičkim priručnicima (DSM ili MKB), koji su se kroz povijest relativno često mijenjali. U ovom radu prikazana su suvremena istraživanja o dijagnostici PAS-a vezana uz dijagnostičke kriterije i implikacije njihovih povijesnih promjena, dob postavljanja dijagnoze, područja procjene te mjerni instrumentarij. Jednako tako, sagledani su nedostaci u osnovnim preduvjetima rane dijagnostike PAS-a u Republici Hrvatskoj, te moguće implikacije takvog neodrživog sustava za kliničku praksu i provođenje znanstvenih istraživanja u našoj zemlji., An increase in the prevalence of autism spectrum disorders (ASD) in the last few decades has resulted in the enhanced interest of professionals, researchers and the public in this disorder. The newest data indicate that the prevalence rate is more than 1:100. ASD is becoming diagnosed at an earlier age and the standard to strive for is to diagnose children in the preschool period, preferably during the first three years of life. New studies indicate a relatively high reliability of diagnosis if it is made in children whose (mental) age is above 18 months. Since there is still no biomedical marker of ASD, diagnosis is based on behavioral deviations described in diagnostic manuals (DSM or ICD) that have changed often through time. Contemporary studies on aspects of ASD diagnostics – diagnostic criteria and implications of their frequent changes, age for diagnostic assessment, areas and measures of assessment are presented in this paper. Moreover, deficiencies in basic prerequisites for early diagnosis of ASD in Croatia are considered as well as possible implications of this unsustainable system on clinical and research practice in our country.

Ciljevi ovog istraživanja bili su analizirati spontanu komunikaciju djece s poremećajem iz autističnog spektra (AS) uključene u redovni i one uključene u posebni predškolski program te utvrditi njenu učinkovitost. Uzorak sudionika činilo je 33 djece s poremećajima iz AS u dobi od 4 do 6;9 godina. Podaci su prikupljeni korištenjem opservacije u prirodnom kontekstu bez sudjelovanja opažača uz korištenje video snimke. Video snimke su kodirane i analizirane korištenjem modela kontinuuma za procjenu komunikacijske spontanosti (Carter i Hotchkiss, 2003). Varijabla učinkovitost komunikacije operacionalizirana je obzirom na ishode odnosno posljedice komunikacije. Rezultati su pokazali da se komunikacijska spontanost djece uključene u redovni i one uključene u posebni program značajno ne razlikuje. Dodatna analiza tog rezultata pokazala je da se vrsta, a i učestalost korištenih poticaja za komunikaciju ne razlikuju između ta dva programa. Učinkovitost komunikacije djece u redovnom programu veća je od učinkovitosti komunikacije djece u posebnom programu, no u oba programa učinkovitost je veća kad je spontanost komunikacije nižeg stupnja, odnosno kad je za komunikacijski čin djetetu potrebna veća podrška. Rezultati ukazuju na nedovoljno poticanje komunikacijske spontanosti u okviru predškolskih programa u koje su uključena djeca s poremećajem iz AS., The goal of this study was to analyze communication spontaneity and its effectiveness in children with autism spectrum disorders included in regular and special preschool settings. Participants were 33 children (age range from 4 years to 6 years 9 months) with ASD. Data was collected via naturalistic observation using video. Video tapes were analyzed using continuum model of communication spontaneity (Carter and Hotchkiss, 2003). Effectiveness of communication was operationalized through outcomes of children’s communication acts. T-test and one way ANOVA were used for data analysis. Results have shown that there is no significant difference in communication spontaneity between children included in regular and those included in special preschool settings. Further analysis has shown that antecedents or strategies used to prompt a communication act were similar in those settings. Effectiveness of communication is higher for children in regular than in special settings but in both settings less spontaneous communication acts were more effective. Results indicate that spontaneous communication is not encouraged through everyday routines.

Intervencije prema principima primijenjene analize ponašanja jedine su znanstveno verifi cirane intervencije za podučavanje osoba s poremećajima iz autističnog spektra. Još uvijek se takve intervencije poistovjećuju s modifi kacijom ponašanja ili s najviše strukturiranom metodom proizašlom iz bihevioralnog pristupa. Suvremeni bihevioralni pristup intervencijama za osobe s poremećajima iz autističnog spektra uključuje mijenjanje i prilagođavanje okoline, jezika, stila interakcije, didaktičkog materijala te strategije poučavanja te sprečavanja i smanjivanja nepoželjnih oblika ponašanja. Intervencije za podučavanje mogu se podijeliti na strukturirane i intervencije u prirodnom kontekstu. Intervencije za nepoželjna ponašanja uključuju strategije vezane za okolinu, za neposredne prediktore i posljedice. U ovom radu prikazane su znanstveno utemeljene strategije poučavanja proizašle iz primijenjene analize ponašanja te terminologija vezana uz bihevioralne intervencije., The only empirically validated interventions for teaching persons with autism spectrum disorders are those based on applied behavior analysis. Behavioral interventions are still widely confused with behavior modification and the most structured behavior intervention – discrete trial instruction. Contemporary applied behavior analysis includes adjusting settings, language, interaction styles and materials, and also teaching strategies and problem behavior interventions. Teaching strategies include structured behavior interventions and naturalistic behavior interventions. Problem behavior interventions include setting event strategies, predictor strategies, teaching and consequence strategies. Evidence based teaching strategies based on the principles of applied behavior analysis and behavior intervention terminology will be presented in this article.

U ovom radu biti ce prikazana evaluacija bihevioralnih postupaka korištenih u poducavanju 3 djece s autizmom, kroz dva programa za sprecavanje i uklanjanje nepoželjnih oblika ponašanja te jedan program za poducavanje odabira. Prikazani programi provodili su se u okviru sveobuhvatnog programa poducavanja po principima primijenjene analize ponašanja. Podaci dobiveni neposrednim promatranjem i bilježenjem obraðeni su programom INDIFF. Rezultati upucuju na uspješnost korištenih bihevioralnih postupaka u smanjivanju ucestalosti nepoželjnog i povecanje ucestalosti primjerenog odnosno zamjenskog ponašanja kod dva djecaka te poducavanja odabira s da i ne kod jednog djecaka., Evaluation of behavioral procedures used in programs for prevention and intervention for challenging behavior and teaching children with autism will be presented in this article. Those programs were a part of comprehensive program based on the principles of applied behavior analysis. Data was collected through direct observation of the behavior and analyzed with INDIFF program. Results indicate efficacy of used behavioral procedures in decreasing the frequency of challenging behavior and increasing the frequency of adequate competing model of behavior of two boys and in teaching choice making for one boy.

Introduction: Autism is a lifelong developmental disorder, impacting approximately 1% of the population. Education has been identified as a key intervention for such children. However, due to the wide spectrum of autism, no single educational approach is appropriate for all, and teachers need a range of skills and strategies. Providing such education is challenging across Europe, and particularly so in Central/Eastern Europe and the Balkans, where previous research has identified a shortfall in training. Methodology: This overall project is being carried out utilising a collaborative, action-based and stakeholder-empowering methodology, and is being undertaken in four overlapping phases. The training materials and the training process will be evaluated using a combined process and outcome evaluation methodology (Royse et al., 2016). This will include the use of both quantitative and qualitative methods. Results/Activity to date: Project activity to date has focused on the mapping the ‘state of the art’ regarding existing models and practice regarding teacher education in ASD, as well as identifying the current knowledge, attitudes and training needs of teachers. Academics from the University of Northampton in the UK, the lead partner in the ASD-EAST project, have reviewed the literature regarding teacher education in ASD generally, while partners from Croatia, North Macedonia and Poland have led on reviewing local policy and practice on this topic. Conclusions:Initial analysis of the mapping activity has demonstrated that teachers across all three countries lack knowledge about intervention and educational methods in autism, and that they have a strong desire for training regarding practical strategies that are applicable to their work settings. This identifies the value of the project, and suggests that such training could bring about positive change for teachers and learners alike.

Presentation regarding initial findings of the analysis of qualitative data collected from parents in Croatia, Cyprus and the FYR of Macedonia who have attended ESIPP parent training in autism.

Due to the fact that inclusive education is the equal right of all children, children with ASD can face the problems due to the diverse nature of the autism spectrum as well as to the teachers’ qualification and knowledge. Educators need a range of skills and knowledge to be able to respond to the variety of needs of pupils with ASD. However, providing such education is challenging across Europe, particularly within Central/Eastern Europe and the Balkans. Autism Spectrum Disorder – Empowering and Supporting Teachers (ASD-EAST) project was established to develop training to support effective teaching to ensure the educational inclusion of learners with autism.

Poster presentation for INSAR 2018 Conference regarding the ESIPP project and findings to date.

Introduction Due to the diverse nature of the autism spectrum, no single educational intervention is effective for all. Educators need a range of skills and knowledge to be able to respond to the variety of needs of pupils with ASD. However, providing such education is challenging across Europe, particularly within Central/Eastern Europe and the Balkans. Autism Spectrum Disorder – Empowering and Supporting Teachers (ASD-EAST) project was established to develop training to support effective teaching to ensure the educational inclusion of learners with autism. Funding was provided by the European Commission’s Erasmus+ programme to establish a 2- year (from September 2018 to August 2020) strategic partnership of schools, academics, small enterprises and NGOs to develop, evaluate and share a locally appropriate model training programme for specialist educators in Croatia, the Former Yugoslav Republic of Macedonia and Poland. Methods Mapping activity consisting of a literature review, survey and focus groups was conducted to inform the development of the training. The focus of this paper are the preliminary findings of the quantitative part of the mapping activity. A questionnaire about teacher training in ASD was developed, translated, piloted and distributed to specialist teachers working with pupils with ASD in all three countries. The survey is still undergoing, with approximately 100 respondents expected from each country, to date, almost 180 responses have been received. Results Results regarding knowledge, attitudes, practices and training needs of specialist teachers working with children with autism indifferent settings are presented. Preliminary findings indicate a high need for training with similar topics identified in all countries. Differences in current training and practices are discussed, suggesting differing training needs across the countries. Discussion Implications for the development of the training for specialist teachers who work in mainstream and special schools in Poland, Macedonia and Croatia are outlined. The project’s focus is on addressing the identified training needs by developing a common core curriculum and locally appropriate materials adapted for three diverse countries. Supporting educators in these countries to better understand autism and effective evidence-based approaches and strategies will benefit learners and teachers alike.

Down syndrome (further SD) is the most common chromosomopathy with incidence of 1: 600. Williams syndrome (further WS) is a rare neurodevelopmental disorder with incidence of 1:20000-25000. Persons with these disorders have comparable cognitive deficit, but different language abilities. The goal of this research was to test narrative ability of children with DS and children with WS. The research was carried out on a sample of 40 children with DS, 5 children with WS and 40 children with normal language development. The children were equalized on the criteria of receptive age. For receptive age assessment, we used the Peabody Picture Vocabulary Test (PPVT- III-HR ; Kovačević et al., 2009). Expressive ability was tested on the variables: naming concepts, narration, and verbal description of the mother. The assumption was that the children with WS, according to all tested variables, would have better ability than children with DS, but poorer than children with normal language development. A statistical difference was found in two variables: narration and verbal description of the mother. As we assumed, the children with DS achieved significantly lower results then children with WS and children with typical development. However, statistically significant difference between children with WS and children with regular development was not found. The results confirm deficient expression in children with DS and its relatively well preservation in children with WS.

Cilj ovog rada bio je ispitati slušno procesiranje kod djece od 1. do 4. razreda osnovne škole. Kao mjerni instrument korišten je Test govora u buci. Test sadrži serije jednosložnih riječi koje su maskirane konstantnim pozadinskom bukom (žamorom) koji je za 8 dB niži od razine riječi - stimulusa. U istraživanju je sudjelovalo 436 učenika u dobi od 6, 5 godina do 11, 5 godina. Za utvrđivanje razine razumijevanja govora u buci učenika u nižim razredima osnovne škole izračunati su osnovni statistički pokazatelji. Faktorskom analizom izdvojena su dva faktora koji tvore latentni prostor Testa govora u buci kod učenika nižih razreda osnovne škole. Prvi faktor definiralo je 11 (od 14) varijabli testa na lijevom uhu pa je faktor imenovan kao Razumijevanje govora u buci - lijevo uho. Drugi faktor definiralo je 8 varijabli na desnom uhu te je faktor imenovan kao Razumijevanje govora u buci - desno uho. Temeljem analize latentne strukture Testa govora u buci može se zaključiti da je ovo valjan instrument za mjerenje govora u buci te kao takav ima potencijal primjene u praktične svrhe.

Cilj ovog istraživanja bio je ispitati kakva je bio-psiho-socijalna procjena glasa kod žena vokalnih profesionalaca. U tu je svrhu izvršena samoprocjena glasa 40 nastavnica i odgojiteljica u dobi od 23 do 53 godine (srednja vrijednost 36), čiji su rezultati uspoređeni sa samoprocjenom glasa 20 ispitanica, izjednačenih po dobi, koje nisu vokalni profesionalci. Kao instrument samoprocjene korišten je upitnik Indeks vokalnih teškoća (VHI-Voice Handicap Index). Rezultati samoprocjene glasa pokazali su da između ispitanica koje su vokalni profesionalci i ispitanica kontrolne stupine postoji statistički značajna razlika (p

Rana intervencija u obitelji uključuje podršku u obitelji i rad s obitelji djeteta s teškoćama u razvoju.Evropska mreža za ranu intervenciju definira istu kroz sve oblike poticanja usmjerenog prema djeci i savjetovanja usmjerenog prema roditeljima, koji se primjenjuju kao izravne i neposredne posljedice nekog utvrđenog razvojnog uvijeta.Osnovni cilj ovog istraživanja odnosio se na koncipiranje i primjenu PBDa na području aktivnosti svakodnevnog života ; daljnji cilj odnosio se na utvrđivanje vremenske okupiranosti majki djece s višestrukim teškoćama. Došlo se do zaključka da da majke djece s teškoćama u razvoju provode puno više vremena u brizi oko djeteta kroz aktivnosti svakodnevnog života

Razvoj znanosti, osobito medicine, donio je mnoge promjene, pa tako i način kako i gjde mi, kao ljudska bića, umiremo. Donedavno, smrt se događala većinom kod kuće. Danas se događa u bolnicama ili institucionalnom okruženju. Unutar vlastitog doma umirući je bio okružen voljenim članovima obitelji, drugim riječima, nije bio sam. Smrt se smatrala sastavnim dijelom života. Danas umjesto voljenih osoba, umirući je okružen bolničkim aparatima. Umirući je često pod intenzivnim utjecajem lijekova pa se često takvog pacijenta naziva spageti pacijent. Tijekom zadnjih desetljeća, veća se važnost posvećuje palijativnom (umjesto kurativnom) , pristupu umirućima, koju uključuje drugačiji pogled na smrt i umiranje, specifične potrebe umirućih članova i njihovih obitelji, te u skladu s tim, potrebne su osposobljene osobe za pružanje potrebne skrbi. Etika u području skrbi umirućih ističe ranjivost i ovisnost ljudskog bića, koja se ne odnosi samo na donošenje odluka, nego i na kvalitetu odnosa koji uključuje kontinuitet skrbi, otovrenost različitim rješenjima, povjerenje i pouzdanost.