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.

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.