The aim of this research was to determine differences in the levels of anxiety, depression, perceived stress, and quality of life among parents of children with different developmental difficulties (intellectual disabilities, autism spectrum disorder, and cerebral palsy). The sample consisted of 104 parents, the majority of whom were female (85.6%). Most parents reported that their child had an autism spectrum disorder (45.2%), while the rest reported Down syndrome (29.8%) and cerebral palsy (25.0%). The following instruments were used for the purposes of the research: Demographic Data Questionnaire, Perceived Stress Scale (PSS), Family Quality of Life Scale (FQoL), Generalized Anxiety Disorder Scale (GAD-7), and the Patient Health Questionnaire (PHQ-9). Statistical data analysis was conducted using univariate analysis of variance (ANOVA). The results showed that parents of children with cerebral palsy exhibit statistically significantly higher levels of anxiety, depression, and perceived stress compared to parents of children with autism and Down syndrome. These findings confirm previous research on the impact of the complexity of motor impairments on the psychological state of parents and highlight the need for targeted psychosocial support for this population. On the other hand, the study did not show statistically significant differences in the perception of overall quality of life among parents, regardless of the type of their child's difficulty. This result implies that factors such as family support, adopted coping mechanisms, and the degree of acceptance of the situation may play a key role in maintaining the subjective sense of life homeostasis. Keywords:parents, developmental difficulties, anxiety, depression, quality of life.

The paper aims to identify and analyze effective strategies aimed at managing autistic behaviorand learning barriers. A qualitative analysis of the relevant scientific and professional literature published in the last decade was carried out, and after screening, 41 papers were included in thematic analysis. Strategies are divided into six categories: Behavioral interventions and behavior management, Education of children and youth with ASD and the empowerment of educators, Teaching social skills, Sensory integration therapies, Digital and assistive technologies, and Transition support. All included strategies are evidence-based practices (EBPs). The literature review confirms that there is no universal approach in working with children and youth with ASD. Still, successful intervention is based on the application of a combination of strategies adapted to the individual needs of students, the educational environment, and developmental goals. Despite the multitude of strategies at a given setting's disposal effective implementation of EBPs is often thwarted by system, school, and individual factors suchas limited resources, training, as well as consistency across environments. By addressing these challenges in a comprehensive manner—through inclusive pedagogy, adaptive technology, and collaborative support systems—we can bridge the research-practice gapand provide rich, enabling learning experiences for students with autism spectrum disorders. Key words: autism, learning strategies, behavior management, learning barriers

The aim of the research was to determine the psychometric properties of the Multidimensional Scale of Perceived Social Support in individuals with disabilities in Bosnia and Herzegovina. The research included a total sample of 232 participants, with an average chronological age of 44.21±19.31 years, of which 121 (52.2%) were male and 111 (47.8%) were female. The study was conducted among individuals with motor impairments, visual and hearing impairments, speech and language disorders, and combined disabilities. To achieve the research objective, the Multidimensional Scale of Perceived Social Support was applied, consisting of 12 assessment variables scaled from 1 to 7. The research data were processed using parametric and non-parametric statistical methods. A multivariate method of exploratory factor analysis was applied to identify factors in a given domain when the number and structure of factors are not previously known, along with confirmatory factor analysis using the maximum likelihood algorithm. Following factorization, the internal consistency coefficient (Cronbach's alpha) was calculated, and the reliability of the variables was assessed through inter-item statistics. Based on the obtained research results, it can be concluded that the Multidimensional Scale of Perceived Social Support has satisfactory reliability and internal consistency for use among individuals with disabilities in Bosnia and Herzegovina. The results of both exploratory and confirmatory factor analysis indicate a suitable three-dimensional model and confirm the original structure of the scale, which can be applied to individuals with disabilities in Bosnia and Herzegovina. Keywords: Social support, disability, validity, reliability, factor analysis.

Background: In December of 2019, SARS-CoV-2, a new type of coronavirus, appeared, and it turned into an international epidemic. The consequences of the pandemic, especially the isolation measures, fear of infection and bad economic trends, as a result of the crisis, threaten people's basic psychological needs. Objective: The objective of this research was to assess the impact of the COVID-19 pandemic on mental health and perceived social support of persons with disabilities in Bosnia and Herzegovina. Methods: The research included a total sample of 232 respondents with different types of disabilities. The Symptom Checklist (SCL-90) was used to verify the research objective, which assessed three dimensions: somatization, depression and anxiety. Also, in order to verify the research objective, the Multidimensional Scale of Perceived Social Support was applied, which consists of 12 statements that measure the perceived social support of family, friends and other people. The research data was processed with descriptive and inferential statistics. The basic statistical parameters were calculated, while the t-test was used for an independent sample of respondents to verify the set objective. Results: The results of the research showed that persons with disabilities, who were infected with the SARS-Cov-2 virus, had a significantly higher level of somatization, anxiety and depression compared to those who were not infected with the virus. The results in relation to social support did not prove to be statistically significant. Conclusion: The obtained results lead to the conclusion that, in the future, interventions by experts of various profiles must be planned to preserve the mental health of persons with disabilities, which is why it is important to invest in the emotional, psychological, social, physical and spiritual well-being of the individual.

The motor development of the child, especially motor coordination, is important for performing purposeful activities. The aim of this study was to determine the impact of individual educational and rehabilitation treatment on motor coordination in students with visual impairment. The sample included one student, male, aged 9 years, with a diagnosis of nystagmus, amblyopia and astigmatism. The initial and final assessment was done with the student, and the Beery-Buktenica developmental test of visual-motor integration (VMI) fifth edition was used for the same, which is intended for the assessment of visual-motor integration, visual perception and motor coordination. For the purposes of this research, the subtest Motor Coordination was used, which consists of 30 tasks. After the initial assessment, an individual educational-rehabilitation treatment lasting 2 months was conducted. Survey data was processed by frequency analysis. Based on the obtained results, it can be concluded that there has been an improvement in students in the field of motor coordination. The results of the research indicated the importance of recognizing students with motor coordination difficulties as early as possible, as well as the importance of conducting educational and rehabilitation treatment, with a positive effect on motor coordination. Keywords: visual impairment, motor coordination, educational-rehabilitation program.

The aim of the study was to assess gross motor skills between boys and girls of preschool and primary school age. The study included a total sample of 83 respondents (49.3% boys) with an average chronological age of 6.14 ± 2.25 years. The Test of Gross Motor Development–3rd Edition (TGMD-3) was used to verify the set research goal. Research data were analyzed by the method of parametrical statistics. To determine the differences in gross motor skills between boys and girls, t-test was used for an independent sample of respondents. Based on the obtained research results, it can be concluded that there are no statistically significant differences between boys and girls on the locomotor and “Ball skills” subtest. Although no statistically significant differences were recorded, generally, boys achieve better results on the subtest “Ball skills” compared to girls. It is suggested that intervention programs be designed to improve girls' performance in ball skills. Key words: Children, TGMD-3, Locomotor, Ball skills, Gender.

The aim of this study was to determine metric characteristics of the Test of Gross Motor Development (TGMD 3). The study included 146 children from Bosnia and Herzegovina, aged 3-10,4 (6,80 ± 2,23 years; 46,6% male; 53,4% females). Based on the obtained research results it can be concluded that Test of Gross Motor Development (TGMD-3) has satisfactory reliability and internal consistency for children aged 3 to 10 years. Mutual correlations confirm the homogenity of the scale. Based on results of Kolmogorov-Smirnov test, Test of Gross Motor Development is not sensitive for subjects included in this study. The obtained results of the confirmatory factor analysis of this model show a partial agreement of the assumed model with the data ( h2 = 108.17, df = 64, h2 / df = 1.69, TLI = 0.86, CFI = 0.72, NFI = 0.72., RMSEA = 0.07 CI = 0.04-0.09). The data was analyzed with the SPSS 20 software (with the AMOS package). The limitations in the research are the respondents, because due to the epidemiological situation caused by COVID 19, a convenience sample of respondents was selected. Key words: Motor development, TGMD 3, childhood, reliability, confirmatory factor analysis.

The aim of the study was to determine the psychological characteristics of mothers of children with cerebral palsy. The study included a sample of 30 respondents. The sample consisted of mothers of children with cerebral palsy, chronologically aged 25 to 60. The research was conducted at the Centre for Children with Multiple Disabilities “Koraci Nade”. For the purpose of checking the set research aim, Symptom ChecklistSCL-90-R, consisting of a list of 90 particles (problems), was applied, and the task was to assess the respondent's anxiety about each of the aforementioned problems over the past week (e.g., headaches, tension or anxiety, excessive worrying). The survey data were processed using the parametric statistics method. Central tendency measures, dispersion measures were calculated, and a tabular presentation of the results was done. Based on the results of the research, it can be concluded that the mothers of children with cerebral palsy have the most pronounced problems in areas of somatization, depression, obsessive-compulsive disorders, as well as anxiety.

Since the development of the original Support Intensity Scale—Adult Version (SIS-A) and the Support Intensity Scale—Child Version (SIS-C), the interest in supporting people with intellectual disabilities (ID) has changed. Resource allocation, better quality of resource utilization in the rehabilitation process, the development of support systems, and redefining the roles of organizations that support people with ID are just some of the changes. The aim of this study was to determine the factor structure of the SIS-C conducted on a sample of Bosnian–Herzegovinian (B&H) children (SISC B&H). The study included 377 children ID in B&H, aged 5-16. The data was analyzed with the SPSS 21 software (with the AMOS package). Exploratory factor analysis (EFA) was used to examine the factor structure of the SIS-C. Confirmatory factor analysis (CFA) was applied to determine the factor and constructive validity of SIS-C B&H. The CFA results indicated a poor fit of both the theoretical and empirical models even after modifications were made. The EFA showed the opposite results. This could be explained by the fact that within the factor solutions obtained from the EFA, various aslope or orthogonal models, linear or hierarchical, can be constructed. Among these models, some exhibited good fit to the data. Thus, data from the current study could be used to generate new hypotheses and deliver more conclusive answers.