Early elementary education represents a critical period for the development of foundational reading and mathematics skills. This study investigated the relative contributions of teacher ratings, cognitive abilities, fine motor skills, and gender to academic achievement in a sample of 129 primary school students (Grades 2–5; M age = 9.1 years, SD = 1.2; 68 girls). Reading and mathematics performance were assessed using decoding and arithmetic tasks, respectively. Predictor variables included teacher ratings of academic performance, processing speed, visual-spatial working memory, fine motor speed, visuomotor integration, and gender. Hierarchical regression analyses revealed that teacher ratings were the strongest predictors of reading achievement but were less predictive of mathematics outcomes. Processing speed significantly predicted both reading and mathematics performance. Working memory showed no significant effect on mathematics and a negative association with reading after motor skills were included in the model, suggesting a suppression effect. Fine motor skills emerged as unique contributors to reading, but not mathematics, highlighting their specific relevance for literacy acquisition. Gender differences were observed only in mathematics, where boys outperformed girls; no significant gender effect was found for reading. These findings highlight the importance of integrating teacher evaluations with cognitive and motor assessments to gain a better understanding of early academic achievement.

BACKGROUND Friendship quality is crucial for psychological well-being, yet is often lower in persons with intellectual disabilities compared to their peers. This study explores the predictors of friendship quality among adults with mild intellectual disability, focusing on age, gender, living setting, psychiatric traits, and social cognition. METHOD The sample comprised 62 adults with mild intellectual disability (32 males, 30 females; ages 19-53), and 30 with significant psychiatric traits. Tools included the Friendship Quality Scale, Edinburgh Social Cognition Test, MINI PAS-ADD scale, and a demographic questionnaire. RESULTS Social cognition and age were the strongest predictors of friendship quality, with higher social cognition scores and younger age correlating with better quality. Gender, living setting, and psychiatric traits had less impact. CONCLUSIONS Social cognition and age are primary determinants of friendship quality in adults with mild intellectual disability, suggesting that interventions to enhance social cognition may benefit this population's social well-being.

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.

ABSTRACT 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.

ABSTRACT Introduction Social knowledge is an important aspect of social cognition that pertains to broader knowledge of social concepts and norms. People with intellectual disabilities are more likely to experience mental health challenges, and it’s important to pay special attention to how comorbid conditions can affect their social cognition skills, potentially weakening these skills. Consequently, the present study seeks to compare social knowledge between two groups of adults in Bosnia and Herzegovina: those with intellectual disabilities and those diagnosed with a dual diagnosis encompassing intellectual disability and psychiatric conditions. An additional goal was to identify the factors contributing to social knowledge in these groups. Methods The study sample included 62 adults with mild intellectual disability, divided into two groups based on their comorbid psychiatric condition. We used a demographic questionnaire, Raven’s Progressive Matrices, Peabody Picture Vocabulary Test (PPVT), MINI PAS – ADD scale, and The Social Knowledge Test to assess social knowledge and intellectual functioning. We compared the social knowledge scores between the two groups and identified the predictors of social knowledge in each group. Results The results indicated that adult participants with dual diagnoses had lower social knowledge scores than those with intellectual disabilities only, even after controlling for intellectual functioning and verbal abilities. The predictors of social knowledge differed between the two groups, with age being the only statistically significant predictor in both groups. In individuals with intellectual disabilities, age and the presence of obsessive-compulsive disorder symptoms were important predictors of social knowledge, while in the group of participants with dual diagnoses, age and PPVT were significant predictors of social knowledge. Conclusion This study highlights the importance of social knowledge in individuals with intellectual disabilities and dual diagnoses. The findings suggest that individuals with dual diagnoses may have a specific deficit in social knowledge that is not fully explained by their intellectual functioning or verbal abilities. Clinicians and educators should focus on identifying and addressing social knowledge deficits in individuals with dual diagnoses to improve their overall social functioning.

As the field of special education continually evolves, special education teachers must stay current with emerging trends and engage in ongoing professional development. The present review aims to synthesize existing research on the professional development of special education teachers. A search was conducted using the Web of Science and Scopus databases to locate relevant articles. In total, 63 articles satisfied the inclusion requirements for this review. We identified several important topics related to the professional development of special education teachers, including inclusive education, assistive technologies collaboration with other professionals, and instructional methods. The findings from this review have the potential to guide the design and implementation of tailored professional development programs and inform policy decisions related to the ongoing education of special education teachers.

The goal in the present paper was to examine the combined and relative impact of fine motor ability, auditory working memory, and processing speed on fluid intelligence in a sample of early elementary school students. Our participant sample was 145 children (Mage = 9.1 years, SD = 1.1; 80 boys, 65 girls). We used the Raven’s Colored Progressive Matrices Test as a measure of fluid intelligence and five other measures to represent the three predictor variables: the Grooved Pegboard Test as a measure of fine motor skills, Digit Span Forwards and Digit Span Backwards tests as measures of working memory, and Rapid Automatized Naming and Letter-Digit Substitution tasks as measures of processing speed. Regression analyses indicated that only two of these measures had a statistically significant association with the fluid intelligence test scores, namely, scores on the Grooved Pegboard (fine motor skills) and Digit Span Backwards (working memory) tests, with these two measures explaining 35% of the variance in the fluid intelligence test scores. Thus, fine motor skills and working memory were correlated with fluid intelligence in early elementary-grade students. Until the directions of these relationships are better understood, we might assume that interventions aiming to increase young children’s fluid intelligence, or at least their intelligence scores, might partly target working memory and fine motor skills.

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 autism severity level than hot EF. We conclude the article with suggestions for improving EF in autistic children.