Acquisition of the theory of mind (TOM) is a very important milestone in the development of presc... more Acquisition of the theory of mind (TOM) is a very important milestone in the development of preschool children. TOM is especially important for the development of children's social skills. The goal of the present study was to examine the effects of age, gender and executive functions (EF) on the acquisition of TOM. The sample in this study consisted of 116 preschool children aged 36-72 months (mean age 58.8 months, SD=9.5 months). In relation to the child's gender, there were 56 girls (48.3%) and 60 boys (51.7%). The Sally Anne test-a task purporting to measure TOM, was used as a dependant variable and age, gender, and EF measures were used as the predictors. Logistic regression was used as a method to determine the effects of predictors on TOM. The results of this study indicated that success on the TOM test can best be predicted by the inhibitory control, followed by verbal fluency and child's age. The gender of the child was not associated with TOM acquisition. The overall model explained between 27% and 38% of the variance in the TOM scores. Inhibitory control is the executive function that had the greatest predictive power for the results on the theory of the mind task. The findings of this study can help early interventionists in the modification of existing preschool curricula, so that they include more activities that would foster the development of the theory of mind in preschool children. Future studies should aim to find a better model of theory of mind predictors by examining the effects of other executive function constructs, such as working memory.
Learning to read is one of the most important academic accomplishments in the early grades of ele... more Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indica ted that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students' grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.
International Journal of Early Childhood Special Education, Dec 30, 2016
Early intervention (EI) is widely recognized system of providing supports to children aged 0-5 ye... more Early intervention (EI) is widely recognized system of providing supports to children aged 0-5 years of age. Current evidence suggests that EI is the most efficacious method for reducing and potentially eliminating the symptoms of developmental disabilities. It is also widely used with children at risk or with children who already have some developmental delay. Unfortunately, Bosnia and Herzegovina (BIH) does not have a well-developed system of EI. The goal of this paper is to describe the current trends in the field of EI in BIH and to describe one model of EI provision that is implemented in Zenica-Doboj Canton. There is a strong interest in creating the efficient system of early intervention in BIH. The different ideas about EI are coming from different stakeholders in the field, from Nongovernmental Organizations, UNICEF, local ministries of health, social welfare and education to the educational institutions providing services and supports to children with disabilities and their families. BIH needs to expand the system of EI and to improve the educational and rehabilitation opportunities for children with developmental disabilities. Centers, as the one described in this paper, need to be established across BIH.
Executive functions (EF) play a key role in child's development as they are necessary prerequ... more Executive functions (EF) play a key role in child's development as they are necessary prerequisites for everyday functioning and later academic success. Much research has been directed at examining whether EF are unidimensional or multidimensional construct. In this study, we tested two theoretically driven models and one mathematically driven EF model based on the Behavior Rating Inventory of Executive Functions - Preschool Edition (BRIEF-P). The sample for this study consisted of 102 children with intellectual disability (77 boys, 25 girls), aged 40-71 months (mean age- 62.1 months, SD- 7.6 months). Early childhood special education teachers completed the BRIEF-P Teacher Version. Confirmatory Factor Analysis was used to assess the validity of different EF models. The original BRIEF-P, with a second-order, three-factor model and one-factor model were not a good fit to the data. Mathematically driven one-factor model, with the addition of correlated errors between the scales of working memory and shift, and working memory and plan/organize was a good model fit. The current study indicates that EF differentiation begins to emerge at preschool age in children with intellectual disabilities. Understanding EF structure in children with intellectual disability will help create better intervention programs for this population.
The goal of the present study was to examine the predictors of reading speed and reading comprehe... more The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.
Problems of education in the 21st century, Feb 15, 2018
Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a ... more Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills.
Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is... more Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is particularly rapid in preschool years. The goal of this study was to examine semantic fluency in preschool children in relation to child's age and gender. The sample for this study comprised 133 children aged 3-6 years (mean age = 56.7 months; SD = 11.1 months) from Canton Sarajevo, Bosnia and Herzegovina. In relation to child's gender, there were 62 girls (46.6%) and 71 boys (53.8%). We used three different semantic fluency categories: animals, food and music instruments. The results of this study confirmed the effect of age on semantic fluency improvement. However, there were slightly different developmental trends for boys and girls in semantic fluency tasks. Girls achieved higher mean scores in all three semantic fluency tasks, but statistically significant differences were only for the category of music instruments. Given the rapid growth in semantic fluency in preschool children, it is very important to actively promote its development in early years.
The assessment of children's motor control is very important in detecting potential motor deficit... more The assessment of children's motor control is very important in detecting potential motor deficits. The Finger Tapping Test (FTT) is a widely used test in various clinical and non-clinical populations. FTT is a neuropsychological test designed to measure motor control. Age and gender are significant predictors of finger tapping speed in school-aged children. The goal of the present study was to determine the effects of age and gender on finger tapping speed in preschool children. The sample for this study included 111 preschool children, aged 3 to 6 years (mean age-4.6; SD-0.9), of both genders (59 boys, 52 girls). As a measure of finger tapping speed we used the Finger Tapping Test from the Psychology Experiment Building Language (PEBL). The results of this study found a significant effect of age on finger tapping speed. Contrary to the existing studies, there was no gender effect on the tapping speed in preschoolers. A one way analysis of variance showed that older children performed significantly better than younger children. There is a linear trend of improved performance on FTT with an increasing age. The child's gender was not a significant predictor of FTT for preschool children. Motor control and speed can be improved through exercise.
Zenodo (CERN European Organization for Nuclear Research), Oct 1, 2021
Introduction: Sleep is one of the most important components of overall health. Children with deve... more Introduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night's waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children's sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children's sleep.
Executive functions (EF) play a crucial role in overall human functioning. Children with Autism S... more Executive functions (EF) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EF de cits. The goal of this study was to examine EF and developmental domains in preschool children with ASD. The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD-4.0 months) with ASD. The control group consisted of 32 typically developing children (16 boys, mean age 64.3 months, SD-5.1 months). EF were assessed with Behavior Rating Inventory of Executive Function and developmental domains were assessed with the Developmental Assessment of Young Children. The results of this study indicated that children with ASD do not have uneven EF and developmental pro les, although the EF and developmental domains scores were more heterogeneous than in typically developing children. Children with ASD had substantially lower EF and developmental scores than typically developing children. Implications of these results are discussed.
Early math skills are a good predictor of later academic success. Finding what factors influence ... more Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from grades 1 to 3 (107 boys, 103 girls). Children were individually admi nistered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruction, their incorporation in an early age curriculum might significantly improve math skills at a later age.
Autistic children often have difficulties in executive functions (EF). These difficulties can, in... more Autistic children often have difficulties in executive functions (EF). These difficulties can, in turn, affect their everyday functioning. It is less clear in what way EF are affected by the severity of autism symptoms in children. We hypothesize that autism severity level does not have the same effect across the different components of EF. In this study, we examined how EF are affected by the autism severity level in a sample of 52 autistic children aged 4–7 years (mean age‐ 5.4 years, SD‐ 0.9 years). EF were measured through teachers' reports on the Behavior Rating Inventory of Executive Functions‐ Preschool Version. Autism severity level was measured with the Social Communication Questionnaire‐ Current Form. The results of this study showed that autism severity level impacted two EF, namely Planning and Working memory, and did not affect three EF components: Inhibition, Shifting, and Emotional Control. These results indicate that the cool or cognitive EF are more affected by ...
Executive functions (EF) play a key role in child's development as they are necessary prerequ... more Executive functions (EF) play a key role in child's development as they are necessary prerequisites for everyday functioning and later academic success. Much research has been directed at examining whether EF are unidimensional or multidimensional construct. In this study, we tested two theoretically driven models and one mathematically driven EF model based on the Behavior Rating Inventory of Executive Functions - Preschool Edition (BRIEF-P). The sample for this study consisted of 102 children with intellectual disability (77 boys, 25 girls), aged 40-71 months (mean age- 62.1 months, SD- 7.6 months). Early childhood special education teachers completed the BRIEF-P Teacher Version. Confirmatory Factor Analysis was used to assess the validity of different EF models. The original BRIEF-P, with a second-order, three-factor model and one-factor model were not a good fit to the data. Mathematically driven one-factor model, with the addition of correlated errors between the scales of working memory and shift, and working memory and plan/organize was a good model fit. The current study indicates that EF differentiation begins to emerge at preschool age in children with intellectual disabilities. Understanding EF structure in children with intellectual disability will help create better intervention programs for this population.
Executive functions (EF) play a crucial role in overall human functioning. Children with Autism S... more Executive functions (EF) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EF deficits. The goal of this study was to examine EF and developmental domains in preschool children with ASD. The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD- 4.0 months) with ASD. The control group consisted of 32 typically developing children (16 boys, mean age 64.3 months, SD- 5.1 months). EF were assessed with Behavior Rating Inventory of Executive Function and developmental domains were assessed with the Developmental Assessment of Young Children. The results of this study indicated that children with ASD do not have uneven EF and developmental profiles, although the EF and developmental domains scores were more heterogeneous than in typically developing children. Children with ASD had substantially lower EF and developmental scores than typically developing children. Implications of these results are discussed.
Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a ... more Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills. Keywords: semantic fluency, exec...
International Electronic Journal of Elementary Education, 2017
Children with autism spectrum disorder (ASD) attend regular education schools and special educati... more Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers’ (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need ...
Early math skills are a good predictor of later academic success. Finding what factors influence ... more Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from gra des 1 to 3 (107 boys, 103 girls). Children were individually ad mi nistered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruct...
Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is... more Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is particularly rapid in preschool years. The goal of this study was to examine semantic fluency in preschool children in relation to child's age and gender. The sample for this study comprised 133 children aged 3-6 years (mean age = 56.7 months; SD = 11.1 months) from Canton Sarajevo, Bosnia and Herzegovina. In relation to child's gender, there were 62 girls (46.6%) and 71 boys (53.8%). We used three different semantic fluency categories: animals, food and music instruments. The results of this study confirmed the effect of age on semantic fluency improvement. However, there were slightly different developmental trends for boys and girls in semantic fluency tasks. Girls achieved higher mean scores in all three semantic fluency tasks, but statistically significant differences were only for the category of music instruments. Given the rapid growth in semantic fluency in preschool children, it is very important to actively promote its development in early years.
The goal of the present study was to examine the predictors of reading speed and reading comprehe... more The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.
Acquisition of the theory of mind (TOM) is a very important milestone in the development of presc... more Acquisition of the theory of mind (TOM) is a very important milestone in the development of preschool children. TOM is especially important for the development of children’s social skills. The goal of the present study was to examine the effects of age, gender and executive functions (EF) on the acquisition of TOM. The sample in this study consisted of 116 preschool children aged 36-72 months (mean age 58.8 months, SD= 9.5 months). In relation to the child’s gender, there were 56 girls (48.3%) and 60 boys (51.7%). The Sally Anne test- a task purporting to measure TOM, was used as a dependant variable and age, gender, and EF measures were used as the predictors. Logistic regression was used as a method to determine the effects of predictors on TOM. The results of this study indicated that success on the TOM test can best be predicted by the inhibitory control, followed by verbal fluency and child’s age. The gender of the child was not associated with TOM acquisition. The overall mode...
Acquisition of the theory of mind (TOM) is a very important milestone in the development of presc... more Acquisition of the theory of mind (TOM) is a very important milestone in the development of preschool children. TOM is especially important for the development of children's social skills. The goal of the present study was to examine the effects of age, gender and executive functions (EF) on the acquisition of TOM. The sample in this study consisted of 116 preschool children aged 36-72 months (mean age 58.8 months, SD=9.5 months). In relation to the child's gender, there were 56 girls (48.3%) and 60 boys (51.7%). The Sally Anne test-a task purporting to measure TOM, was used as a dependant variable and age, gender, and EF measures were used as the predictors. Logistic regression was used as a method to determine the effects of predictors on TOM. The results of this study indicated that success on the TOM test can best be predicted by the inhibitory control, followed by verbal fluency and child's age. The gender of the child was not associated with TOM acquisition. The overall model explained between 27% and 38% of the variance in the TOM scores. Inhibitory control is the executive function that had the greatest predictive power for the results on the theory of the mind task. The findings of this study can help early interventionists in the modification of existing preschool curricula, so that they include more activities that would foster the development of the theory of mind in preschool children. Future studies should aim to find a better model of theory of mind predictors by examining the effects of other executive function constructs, such as working memory.
Learning to read is one of the most important academic accomplishments in the early grades of ele... more Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indica ted that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students' grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.
International Journal of Early Childhood Special Education, Dec 30, 2016
Early intervention (EI) is widely recognized system of providing supports to children aged 0-5 ye... more Early intervention (EI) is widely recognized system of providing supports to children aged 0-5 years of age. Current evidence suggests that EI is the most efficacious method for reducing and potentially eliminating the symptoms of developmental disabilities. It is also widely used with children at risk or with children who already have some developmental delay. Unfortunately, Bosnia and Herzegovina (BIH) does not have a well-developed system of EI. The goal of this paper is to describe the current trends in the field of EI in BIH and to describe one model of EI provision that is implemented in Zenica-Doboj Canton. There is a strong interest in creating the efficient system of early intervention in BIH. The different ideas about EI are coming from different stakeholders in the field, from Nongovernmental Organizations, UNICEF, local ministries of health, social welfare and education to the educational institutions providing services and supports to children with disabilities and their families. BIH needs to expand the system of EI and to improve the educational and rehabilitation opportunities for children with developmental disabilities. Centers, as the one described in this paper, need to be established across BIH.
Executive functions (EF) play a key role in child's development as they are necessary prerequ... more Executive functions (EF) play a key role in child's development as they are necessary prerequisites for everyday functioning and later academic success. Much research has been directed at examining whether EF are unidimensional or multidimensional construct. In this study, we tested two theoretically driven models and one mathematically driven EF model based on the Behavior Rating Inventory of Executive Functions - Preschool Edition (BRIEF-P). The sample for this study consisted of 102 children with intellectual disability (77 boys, 25 girls), aged 40-71 months (mean age- 62.1 months, SD- 7.6 months). Early childhood special education teachers completed the BRIEF-P Teacher Version. Confirmatory Factor Analysis was used to assess the validity of different EF models. The original BRIEF-P, with a second-order, three-factor model and one-factor model were not a good fit to the data. Mathematically driven one-factor model, with the addition of correlated errors between the scales of working memory and shift, and working memory and plan/organize was a good model fit. The current study indicates that EF differentiation begins to emerge at preschool age in children with intellectual disabilities. Understanding EF structure in children with intellectual disability will help create better intervention programs for this population.
The goal of the present study was to examine the predictors of reading speed and reading comprehe... more The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.
Problems of education in the 21st century, Feb 15, 2018
Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a ... more Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills.
Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is... more Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is particularly rapid in preschool years. The goal of this study was to examine semantic fluency in preschool children in relation to child's age and gender. The sample for this study comprised 133 children aged 3-6 years (mean age = 56.7 months; SD = 11.1 months) from Canton Sarajevo, Bosnia and Herzegovina. In relation to child's gender, there were 62 girls (46.6%) and 71 boys (53.8%). We used three different semantic fluency categories: animals, food and music instruments. The results of this study confirmed the effect of age on semantic fluency improvement. However, there were slightly different developmental trends for boys and girls in semantic fluency tasks. Girls achieved higher mean scores in all three semantic fluency tasks, but statistically significant differences were only for the category of music instruments. Given the rapid growth in semantic fluency in preschool children, it is very important to actively promote its development in early years.
The assessment of children's motor control is very important in detecting potential motor deficit... more The assessment of children's motor control is very important in detecting potential motor deficits. The Finger Tapping Test (FTT) is a widely used test in various clinical and non-clinical populations. FTT is a neuropsychological test designed to measure motor control. Age and gender are significant predictors of finger tapping speed in school-aged children. The goal of the present study was to determine the effects of age and gender on finger tapping speed in preschool children. The sample for this study included 111 preschool children, aged 3 to 6 years (mean age-4.6; SD-0.9), of both genders (59 boys, 52 girls). As a measure of finger tapping speed we used the Finger Tapping Test from the Psychology Experiment Building Language (PEBL). The results of this study found a significant effect of age on finger tapping speed. Contrary to the existing studies, there was no gender effect on the tapping speed in preschoolers. A one way analysis of variance showed that older children performed significantly better than younger children. There is a linear trend of improved performance on FTT with an increasing age. The child's gender was not a significant predictor of FTT for preschool children. Motor control and speed can be improved through exercise.
Zenodo (CERN European Organization for Nuclear Research), Oct 1, 2021
Introduction: Sleep is one of the most important components of overall health. Children with deve... more Introduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night's waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children's sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children's sleep.
Executive functions (EF) play a crucial role in overall human functioning. Children with Autism S... more Executive functions (EF) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EF de cits. The goal of this study was to examine EF and developmental domains in preschool children with ASD. The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD-4.0 months) with ASD. The control group consisted of 32 typically developing children (16 boys, mean age 64.3 months, SD-5.1 months). EF were assessed with Behavior Rating Inventory of Executive Function and developmental domains were assessed with the Developmental Assessment of Young Children. The results of this study indicated that children with ASD do not have uneven EF and developmental pro les, although the EF and developmental domains scores were more heterogeneous than in typically developing children. Children with ASD had substantially lower EF and developmental scores than typically developing children. Implications of these results are discussed.
Early math skills are a good predictor of later academic success. Finding what factors influence ... more Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from grades 1 to 3 (107 boys, 103 girls). Children were individually admi nistered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruction, their incorporation in an early age curriculum might significantly improve math skills at a later age.
Autistic children often have difficulties in executive functions (EF). These difficulties can, in... more Autistic children often have difficulties in executive functions (EF). These difficulties can, in turn, affect their everyday functioning. It is less clear in what way EF are affected by the severity of autism symptoms in children. We hypothesize that autism severity level does not have the same effect across the different components of EF. In this study, we examined how EF are affected by the autism severity level in a sample of 52 autistic children aged 4–7 years (mean age‐ 5.4 years, SD‐ 0.9 years). EF were measured through teachers' reports on the Behavior Rating Inventory of Executive Functions‐ Preschool Version. Autism severity level was measured with the Social Communication Questionnaire‐ Current Form. The results of this study showed that autism severity level impacted two EF, namely Planning and Working memory, and did not affect three EF components: Inhibition, Shifting, and Emotional Control. These results indicate that the cool or cognitive EF are more affected by ...
Executive functions (EF) play a key role in child's development as they are necessary prerequ... more Executive functions (EF) play a key role in child's development as they are necessary prerequisites for everyday functioning and later academic success. Much research has been directed at examining whether EF are unidimensional or multidimensional construct. In this study, we tested two theoretically driven models and one mathematically driven EF model based on the Behavior Rating Inventory of Executive Functions - Preschool Edition (BRIEF-P). The sample for this study consisted of 102 children with intellectual disability (77 boys, 25 girls), aged 40-71 months (mean age- 62.1 months, SD- 7.6 months). Early childhood special education teachers completed the BRIEF-P Teacher Version. Confirmatory Factor Analysis was used to assess the validity of different EF models. The original BRIEF-P, with a second-order, three-factor model and one-factor model were not a good fit to the data. Mathematically driven one-factor model, with the addition of correlated errors between the scales of working memory and shift, and working memory and plan/organize was a good model fit. The current study indicates that EF differentiation begins to emerge at preschool age in children with intellectual disabilities. Understanding EF structure in children with intellectual disability will help create better intervention programs for this population.
Executive functions (EF) play a crucial role in overall human functioning. Children with Autism S... more Executive functions (EF) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EF deficits. The goal of this study was to examine EF and developmental domains in preschool children with ASD. The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD- 4.0 months) with ASD. The control group consisted of 32 typically developing children (16 boys, mean age 64.3 months, SD- 5.1 months). EF were assessed with Behavior Rating Inventory of Executive Function and developmental domains were assessed with the Developmental Assessment of Young Children. The results of this study indicated that children with ASD do not have uneven EF and developmental profiles, although the EF and developmental domains scores were more heterogeneous than in typically developing children. Children with ASD had substantially lower EF and developmental scores than typically developing children. Implications of these results are discussed.
Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a ... more Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills. Keywords: semantic fluency, exec...
International Electronic Journal of Elementary Education, 2017
Children with autism spectrum disorder (ASD) attend regular education schools and special educati... more Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers’ (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need ...
Early math skills are a good predictor of later academic success. Finding what factors influence ... more Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from gra des 1 to 3 (107 boys, 103 girls). Children were individually ad mi nistered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruct...
Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is... more Semantic fluency is a measure of verbal functioning and cognitive flexibility. Its development is particularly rapid in preschool years. The goal of this study was to examine semantic fluency in preschool children in relation to child's age and gender. The sample for this study comprised 133 children aged 3-6 years (mean age = 56.7 months; SD = 11.1 months) from Canton Sarajevo, Bosnia and Herzegovina. In relation to child's gender, there were 62 girls (46.6%) and 71 boys (53.8%). We used three different semantic fluency categories: animals, food and music instruments. The results of this study confirmed the effect of age on semantic fluency improvement. However, there were slightly different developmental trends for boys and girls in semantic fluency tasks. Girls achieved higher mean scores in all three semantic fluency tasks, but statistically significant differences were only for the category of music instruments. Given the rapid growth in semantic fluency in preschool children, it is very important to actively promote its development in early years.
The goal of the present study was to examine the predictors of reading speed and reading comprehe... more The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.
Acquisition of the theory of mind (TOM) is a very important milestone in the development of presc... more Acquisition of the theory of mind (TOM) is a very important milestone in the development of preschool children. TOM is especially important for the development of children’s social skills. The goal of the present study was to examine the effects of age, gender and executive functions (EF) on the acquisition of TOM. The sample in this study consisted of 116 preschool children aged 36-72 months (mean age 58.8 months, SD= 9.5 months). In relation to the child’s gender, there were 56 girls (48.3%) and 60 boys (51.7%). The Sally Anne test- a task purporting to measure TOM, was used as a dependant variable and age, gender, and EF measures were used as the predictors. Logistic regression was used as a method to determine the effects of predictors on TOM. The results of this study indicated that success on the TOM test can best be predicted by the inhibitory control, followed by verbal fluency and child’s age. The gender of the child was not associated with TOM acquisition. The overall mode...
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Papers by Arnela Pasalic