| Abstract | Testovi probira razvijeni su na temelju rezultata istraživanja koji dosljedno pokazuju da je skup specifičnih problema vrlo često vezan za specifični poremećaj ili teškoću. Oni ne bi trebali biti korišteni za formiranje dijagnoze, nego dati alat za identifikaciju djeteta kojemu je možda potrebno daljnje praćenje. Dakle, to je metoda probira onih koji vjerojatno imaju probleme od onih koji ih vjerojatno nemaju. Oni koji vjerojatno imaju teškoće najčešće su upućeni na dijagnostičke preglede i uz potvrdu teškoće započinje proces rehabilitacije. Provođenje probira proces je koji je složen s tehničke i s etičke strane. Za otkrivanje bolesti i teškoće u razvoju, dijagnostički test treba biti primjeren većini djece, ustanove za dijagnostiku i rehabilitaciju trebaju biti lako dostupne svoj djeci, cijena im treba biti prihvatljiva s tim da se probir vrši kontinuirano. Dakle, probir u idealnim uvjetima nije jednokratan, već ponavljajući proces koji je kombiniran s promatranjem djetetova razvoja. Neki od poznatijih testova su upitnik ASQ, Battelle Developmental Inventory Screening Test, skraćeno BDIST, INPP metoda probira, razvojni testovi probira za djecu od 4 do 7 godina - neuromotorni, testovi primarnih refleksa, testovi vizualne percepcije i vizualno-motorne integracije te razvojni testovi probira za djecu iznad 7 godina - testovi za procjenu mišićne koordinacije i ravnoteže, testovi aberantnih refleksa, testovi procjene okulomotornog funkcioniranja, testovi za vizualno-govorno prepoznavanje zvukova, testovi za vizualnu percepciju i vizualno-motoričku integraciju. Probir omogućuje otkrivanje odstupanja u razvoju i pružanje odgovarajuće podrške. Osim metoda probira i ranog prepoznavanja kašnjenja ili odstupanja u razvoju mogu se koristiti i terapijski postupci koji rezultiraju uklanjanjem ili zaustavljanjem napredovanja teškoća. |
| Abstract (english) | Screening tests have been developed based on research results that consistently show that a set of specific problems is very often related to a specific disorder or disabitlity. They should not be used to form a diagnosis, but to provide a tool to identify individuals who may need a more detailed specialist examination. Thus, screening is a method of differentiating those who are likely to have problems from those who are unlikely to have them. Those who are likely to have difficulties are most often referred for diagnostic examinations, and with confirmation of the disability they can start the treatment. The accuracy of screening tests is defined by sensitivity, specificity, and positive predictive value. Conducting screening is a process that is technically and ethically complex. To detect diseases and difficulties, the diagnostic test should be suitable for most people, diagnostic and treatment facilities should be easily accessible to all people, and the price should be acceptable. Screening should be performed continuously, so in ideal conditions, screening is not performed once. It should be a a repetitive process combined with monitoring a child's development. Some of the better known tests are the ASQ, Battelle Developmental Inventory Screening Test, BDIST, INPP screening method, developmental screening tests for children aged 4 to 7 - neuromotor, primary reflex tests, visual perception tests and visual - motor integrations, and developmental screening tests for children over 7 years - tests for assessing muscle coordination and balance, tests of aberrant reflexes, tests for assessing oculomotor functioning, tests for visual-speech recognition of sounds, tests for visual perception and visual-motor integration. In addition to screening methods and early detection of delays and deviations in language development, therapeutic procedures can be used that result in removing or stopping the progression of difficulties. |
