Providing an objective ranking of scientists based on their merit is a rather challenging task. Numerous factors complicate this endeavor, raising difficult questions about how such evaluations should be conducted. The goal of the present paper is to introduce a new measure for evaluating researchers’ performance, the Performance Impact Score (PIS), which combines both productivity and research impact. In this study, I compared the PIS with h-index scores for 108 researchers at the University of Sarajevo. More specifically, I examined the overlap between the top 20 researchers according to the PIS and the top 20 researchers according to Web of Science, Google Scholar, and SCOPUS h-indexes. The concordance rate was 65% for Google Scholar and Web of Science, and 55% for SCOPUS. The analysis highlights the importance of considering both productivity and impact when evaluating researchers’ rankings. It is also evident that the top 20 researchers vary across different metrics. The results further demonstrate that creating a fair and just ranking system requires going beyond the data available in bibliometric databases, particularly in cases where researchers rank highly by one metric but perform poorly when evaluated by another.

Executive functions (EF) have been significantly correlated with many important participant characteristics, including education, behavior, and overall health. Assessing EF in children is particularly important, as doing so can help clinicians develop programs for EF remediation. However, there is a limited understanding of comprehensive performance-based EF assessment tools for children. Our goal in the present paper was to conduct a Confirmatory Factor Analysis (CFA) of the Yellow-Red test, a performance-based EF measure, in a Bosnian sample of early elementary school students. Specifically, our participants were 180 children aged 8-11 years (M age = 9.6 years, SD = 1), including 83 girls and 97 boys. The CFA showed that the data fit well with both a unidimensional model (global EF) and a two-dimensional EF model, comprised of (i) working memory and (ii) inhibition plus cognitive flexibility. A comparison of these two models showed that the two-factor model was a statistically better fit to this sample's performance than the unidimensional model. These results suggest that EF in this age group can be viewed as both a single construct and a multi-factor construct (with at least two-factors). The Yellow-Red Test, with its engaging and cross-cultural research base, is a useful instrument for detecting EF dysfunction, and it can provide valuable insights for informing tailored interventions.

Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components - working memory, inhibitory control, and cognitive flexibility - and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8-11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers' evaluations of the child's mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age.

Early intervention (EI) based on behavioral science is one of the most promising treatment options for children with autism. Ever since Ivar Lovaas study from 1987, researchers are aware of the benefits of intensive early intervention in improving the outcomes of children with autism. Children who receive EI often show remarkable improvements in their social, cognitive, and adaptive skills. These interventions typically involve structured teaching methods, intensive behavioral therapies, and a variety of support services tailored to the individual needs of each child. By addressing the core symptoms of autism early in a child's development, these programs aim to foster better long-term outcomes. In this paper, we presented an overview of the main topics in the field of EI for children with autism published in major scientific journals. For this purpose, we performed a search of the Web of Science citation base and identified 91 articles published in the period 2019-2023 that had the words “early intervention” and “autism” OR “ASD” in their titles. The selected articles dealt with several interesting topics ranging from improving social communication and joint attention to topics dealing with quality of life and parent mediated EI programs. We concluded the paper with a discussion on the future directions of EI research. Despite the significant progress made, there is still much to learn about optimizing these early behavior interventions. Future research should aim to personalize intervention strategies to meet the unique needs of each child with autism and their families. Additionally, more longitudinal studies are needed to understand the long-term impacts of EI on various life outcomes.

The Teacher Efficacy for Inclusive Practices (TEIP) scale is a widely used instrument for assessing teachers' effectiveness in implementing inclusive practices. The TEIP has not been validated in Bosnia and Herzegovina (BIH). The goal of the present study was to conduct a confirmatory factor analysis (CFA) of the TEIP in a sample of teachers in BIH. The sample consisted of 239 elementary school teachers (204 females, 35 males; mean age‐ 43.5 years, SD‐ 8.3 years). The results of the CFA found that the original TEIP structure was not a good fit for our data. However, through some modifications on the item level, we created a satisfactory model that retained the same structure as the original TEIC. The composite reliability and construct maximal reliability were well above the recommended cut point of 0.70 for all factors. Our findings suggest that the modified version of the TEIP has the potential to be an effective and useful instrument for assessing teachers' efficacy in inclusive practices in BIH. This study represents an important step towards the cultural adaptation and validation of the TEIP in BIH, highlighting areas for future research and application in diverse educational contexts.

Fine motor skills are a good indicator of a child’s overall development. They underpin almost all everyday activities from self-care skills such as dressing to academic skills such as writing and drawing. In this study we examined the development of fine motor skills of early elementary school children. The sample for this study consisted of 175 children (93 boys, 82 girls, mean age= 120 months; SD = 10.7 months). attending 3rd, 4th, and 5th grades. We used Grooved Pegboard test for measuring fine motor skills. We found a medium, statistically significant, correlation between age and motor skills, with stronger correlation at younger age. In relation to child’s grade, there were statistically significant differences in motor skills between children attending 3rd and 4th grade, but no differences between children in 4th and 5th grade. As for the gender, there were no mean differences between boys and girls in the 3rd grade, but there were differences in 4th and 5th grade with girls achieving statistically significantly better scores on Grooved Pegboard test. Fine motor skills should routinely be examined in children and appropriate remediation programs should be set if a child falls behind in motor skills. We concluded a paper with several ways how elementary schools can include fine motor exercises in their curricula.

Background: Transplantation of cells, tissues, and organs enables many patients to regain impaired organ function, promoting healing or prolonging life and improving overall quality of life. Objective: The aim of this study was to assess the knowledge and attitudes of students in Federation of Bosnia and Herzegovina regarding organ donation and transplantation of organs. Methods: A cross-sectional study was carried out with 255 students from four different faculties in Federation of Bosnia and Herzegovina, with the majority enrolled in either the Faculty of Medicine or the Faculty of Health Sciences. The students collected data using a self-administrative questionnaire, providing sociodemographic characteristics, knowledge and attitudes about organ donation and transplantation. Statistical analysis was performed using Microsoft Excel version 3645 and R studio v2024.04.2, based on R 4.4.1. Results: Out of all students, 49 of them (19.3%) demonstrated poor knowledge, while 131 students (51.6%) exhibited average knowledge. Analyzing the data by Faculty type revealed significantly higher levels of knowledge among students in Medical and Health faculties compared to those in the Educational Science Faculty (χ2=10.196, p=0.006). Regarding attitudes, 56 students (22%) had a negative attitude, while 117 students (45.9%) had a highly positive attitude. Only 13 students (5.1%) owned a donor card. Conclusion: Students from Faculty of Medicine and Faculty of Health Sciences generally possess higher basic knowledge about organ donation, yet despite this knowledge, their attitudes toward organ donation often remain negative. It is essential to implement effective strategies aimed at raising awareness and fostering a positive attitude toward organ donation.

Acquiring mastery in reading is considered one of the primary academic skills during the early years of elementary school. Additionally, attaining proficiency in reading during the early grades of elementary school serves as a strong predictor for future academic achievements and overall success in life. This cross-sectional study aimed to examine the effect of several linguistic and cognitive variables on decoding abilities in the Bosnian language. The sample consisted of 153 children in the 2nd to 5th grades of elementary school. To assess decoding abilities, we employed tasks involving reading real words and non-words (pseudowords). The key predictors for both tasks included phonological awareness, rapid automatized naming of letters, working memory, and processing speed. Both models accounted for approximately 64% of the variance in the scores, signifying a substantial advancement compared to existing models of reading in the Bosnian language. The results of this study may contribute to the development of targeted and effective reading interventions in early elementary education.