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Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child's emotional reactivity. Implications for future research and practice are discussed.

This study was conducted with the aim to determine the frequency and predictors of problematic mobile phone use in adolescents with mild intellectual disability (MID) and typically developing adolescents (TDA). The sample included 623 TDA and 67 adolescents with MID. The Mobile Phone Problem Use Scale, Loneliness and Social Dissatisfaction Scale, and Rosenberg Self-Esteem Scale were used as primary outcome measures. The percentage of MID and TDA participants with problematic mobile phone use was 11.9% and 9.8% respectively, but there were twice as many participants who belong to the risk group among the participants with MID (20.9%) than among TDA ones (10.2%). Problematic use of mobile phones was related to the number of years of mobile phone usage, more frequent use, female gender, younger age, as well as with a lower level of self-esteem, and a higher level of loneliness. This study showed that almost every third adolescent with MID is having problematic or risky mobile phone use.

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Background/Aim. The ability to comprehend and produce irony and deception is rarely explored in people with intellectual disability (ID) or dual diagnoses (DD). The ability to understand irony and deception appears to be related to many cognitive skills, but some authors point out that the theory of mind is one of the most important factors for this ability. This research was conducted to determine the linguistic aspects of production and comprehension of irony and deception in adults with ID and DD, as well as the relationship of these abilities with theory of mind. Methods. The sample consisted of 120 people with ID aged between 20 and 56. Half of the sample comprised people with DD. Four subscales from the Assessment Battery for Communication were used to assess the participants? abilities to produce and comprehend irony and deception. False-belief tasks from ?appearance-reality? category were used in theory of mind assessment. The level of intellectual functioning was measured by the Raven?s progressive matrices, while the Peabody Picture Vocabulary Test was used to assess speech comprehension ability. Results. The results show that participants with DD and ID comprehend and produce false statements better than ironic ones. Participants with ID were more successful in production than in comprehension tasks of both false and ironic statements, while the same was true for participants with DD only for ironic statements. Participants with ID were significantly more successful than participants with DD in irony comprehension tasks. In participants with ID, first-order theory of mind significantly correlated only with the ability to produce irony, and second-order theory of mind significantly correlated with producing irony and deception. There were no significant correlations between theory of mind and producing and comprehending irony and deception in participants with DD. Conclusion. Although differences in some aspects of assessed abilities were found between the two groups of participants, the similarities in the profile of these abilities were dominant. Results of variability can be explained by differences in speech comprehension ability more than by differences in nonverbal intellectual functioning or theory of mind acquisition. Future studies should assess the influence of other cognitive factors. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179017: Social Participation of People with Intellectual Disability]

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Persons with severe and profound intellectual disability (ID) have a wide range of difficulties. A number of difficulties, along with a delay in speech and language development, can greatly interfere with successful communication with others. For these individuals, the presence of potential communication partners does not always guarantee successful initiation and maintenance of communication. Therefore, factors that limit or enhance successful communication with others probably lie in characteristics of individuals with ID, but also in their environment. The goal of this article is to provide an insight into specific characteristics of communication in individuals with severe and profound ID. In relation to specific features of communication, we can notice that persons with severe and profound ID represent a heterogeneous population. While some reach the stage of symbolic communication, others remain at intentional (preverbal and non symbolic) or pre-intentional stage of communication, even in adulthood. It is necessary to provide natural interactive context with respect to different modalities of communication exchange so that they can functionally use their communication skills in everyday situations.