Vocal fold nodules (VFNs) are the main cause of paediatricdysphonia. Voice therapy is regarded as the preferred treatment approach for VFNs in children. The aim of this study was to evaluate voice characteristics before and after voice therapy using acoustic analysis. Thirty female patients with VFNs were enrolled in this study. Each patient underwent voice therapy conducted by an experienced voice therapist twice a week. Acoustic voice assessments were performed before and after the therapeutic intervention. Acoustic analyses were performed using computerized acoustic voice analysis. Post-therapy findings demonstrated a consistent and statistically significant improvement across multiple acoustic parameters. Significant reductions were observed in jitter and shimmer measures, as well as in noise-related acoustic parameters such as the noise-to-harmonics ratio, suggesting improved stability and efficiency of vocal fold vibration. Fundamental frequency showed a slight decrease following therapy. Overall, these findings indicate a more stable, less perturbed, and acoustically improved voice signal after intervention. The findings of this study suggest the effectiveness of voice therapy in improving acoustic voice parameters in children with VFNs. The observed improvements highlight the importance of early and structured behavioral intervention in pediatric dysphonia and reinforce the role of acoustic analysis as a valuable tool for objective assessment of therapeutic outcomes. Keywords: vocal fold nodules, dysphonia, voice therapy, acoustic analysis.

The aim of the study was to examine the level of knowledge and awareness of healthcare professionals regarding feeding, sucking, and swallowing disorders, as well as their understanding of the role of speech and language therapists in the diagnosis and treatment of these disorders. The study was conducted on a sample of 51 healthcare professionals from public and private healthcare institutions in the Una-Sana Canton, using a questionnaire specifically designed for the purposes of this research.According to the results, 56.9% of respondents had received formal education on dysphagia, while only 27.5% had undergone training in the field of pediatric feeding disorders. Clinical experience with dysphagia was reported by 64.7% of respondents, whereas experiencewith pediatric feeding disorders was reported by 25.5%. Although 68.6% of respondents reported being familiar with the distinction between the terms “dysphagia” and “feeding disorders,” only 29.4% demonstrated a professionally grounded understanding of these concepts.Participation in diagnostic procedures related to pediatric feeding disorders was reported by 9.8% of respondents, while 7.8% reported participation in therapeutic interventions. In cases of dysphagia, 35.3% of respondents reported involvement in diagnostic procedures, whereas 17.6% participated in therapeutic treatment. Only 7.8% of respondents identified the speech and language therapist as a key member of the multidisciplinary team.Respondents also assessed the strengthening of knowledge on pediatric feeding disorders and dysphagia as being of high professional importance. The results indicate significant gaps in knowledge, education, and clinical involvement among healthcare professionals, particularly regarding the recognition of the roleof speech and language therapists, while respondents simultaneously express a high level of readiness for further professional development. These findings highlight the need for continuous and systematic education, as well as for strengthening interprofessional collaboration.Keywords: dysphagia; pediatric feeding disorders; healthcare professionals’ knowledge and competencies; speech-language pathology; multidisciplinary team

Introduction: Cognitive impairment is the most common neurological disorder associated with brain tumors, which leads to linguistic communication damage. Anxiety and depression are among the most prevalent psychiatric comorbidities in this population. Objectives: To determine the level of cognitive functioning, anxiety, and depression in patients with intracranial tumors with and without aphasia. Subjects and methods: A prospective study was conducted on 91 patients with verified brain tumors which were hospitalized at the Clinic for Neurosurgery for one year period. The patients were assessed with Mini Mental State Examination, Beck’s depression inventory, and Beck’s anxiety inventory. The type and severity of aphasia were determined by the Boston Aphasia Test. Results: The highest number of patients, a total of 31 (37.3%), had moderate anxiety disorder. 30 patients (36.1%) had shown symptoms of moderate depression, and 33 (39.7%) had shown mild and moderate cognitive dysfunction. Conclusion: Anxiety, depression, and cognitive dysfunction were significantly more pronounced in subjects with aphasia.

The aim of the present study was to examine rapid automatized naming(RAN)abilities in primary school students and to construct percentile norms for the applied tasks. A total of 480 students participated in the study. The assessment included RANtasks with objects, numbers, letters,and colors.Results showed that with increasing chronological age, naming speed improved. Percentile norms for the applied tasks are presented separately for each grade, from the secondto fifth.Keywords:dyslexia, rapid automatized naming, children.

The aim of this study was to examine the extentto which parents use artificial intelligence (AI) as a source of information about child health and development, as well as to analyze the influence of age and educational level on the frequency of AI use. A cross-sectional study was conducted on a sampleof 400 parents using a structured electronic questionnaire. The study analyzed the frequency of AI use, trust in AI and experts, and the association between demographic characteristics and the use of digital information sources. Overall, 52.5% of parents reported using AI tools to obtain information about child development. Younger parents and those with higher levels of education used these tools significantly more often. Parents with higher education had a fourteen-fold higher likelihood of using AI compared to respondents with only primary education. Most parents expressed moderate to high trust in AI, but at the same time, 83.8% believed that AI cannot replace professionals. The findings indicate that AI is becoming an important source of information among parents, particularly among younger and highly educated individuals. Based on the obtained results regarding parents’ attitudes toward AI technologies, these tools have potential as a supplementary resource for initial information seeking; however, professional judgment remains irreplaceable. The data provided by parents also highlight the need for the development of medically validated and regulated AI tools, as well as education on their safe and responsible use.Keywords: artificial intelligence, parents, education, trust, digital information-seeking.

Research on dyslexia in children has largely focused on languages with deep orthography, limiting its applicability to transparent orthographies like Bosnian. This study examined handwriting characteristics in children with dyslexia, comparing them to a control group of typically developing children (CA) and a spelling level-matched group (SL). A range of tasks was used, varying from basic motor and graphomotor skills (e.g., writing names) to higher-level cognitive tasks (e.g., writing the alphabet). Dictation of isolated words was included to analyse the relationship between temporal handwriting features and spelling accuracy. Writing durations for real words, nonwords, and pseudowords were compared to identify cognitive strategies used by children with dyslexia. Results showed that children with dyslexia had significantly longer writing durations, slower pen speeds, more frequent and longer pauses, and fewer correctly written letters than both CA and SL groups. In the dictation task, they performed worse than the CA group across all word types. During text writing, they paused more often, especially between words. These findings offer important insights into the handwriting challenges faced by children with dyslexia in transparent orthographic systems and highlight the need for tailored support.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects the entire personality and is most often diagnosed during school age. The Tomatis Method involves neurosensory brain stimulation through unique listening programs. The aim of this study was to examine the impact of the Tomatis Method on the attention of a child with ADHD. The listening program was tailored to the child's specific needs and was administered by a certified Tomatis practitioner. Each treatment cycle lasted 14 days. The assessment was conducted at four time points: before and after the first cycle, and before and after the second cycle of the Tomatis treatment. A software-based assessment tool specifically designed to evaluate components of executive functions was used to measure attention. The collected data were processed using IBM SPSS Statistics 21 software for statistical analysis. Basic statistical parameters were calculated. The results showed improvements in attention-related abilities, including increased response accuracy and faster reaction times. Key words:Tomatis Method, ADHD, attention.

Background: Aphasia is an acquired communication disorder that affects language comprehension and production, typically occurring after brain damage. It is a frequent clinical manifestation of both benign and malignant brain tumors, particularly when lesions are localized in language-dominant areas. Objective: To assess the prevalence and characterize the types of aphasia in patients with intracranial tumors, emphasizing its clinical significance and the importance of early speech-language evaluation. Methods: This prospective study included patients with confirmed brain tumors diagnosed through neuroimaging (CT or MRI of the neurocranium), who were hospitalized at the Clinic of Neurosurgery, University Clinical Center Tuzla, over a one-year period. Patients with pre-existing aphasia of any etiology, as well as those who had not acquired reading and writing skills, were excluded. All assessments were performed prior to surgical intervention using the Boston Diagnostic Aphasia Examination. Results: Aphasia was diagnosed in 25 patients (27.5%). The most common type was anomic aphasia in 10 patients (40%), followed by Broca’s aphasia in 7 patients (28%), transcortical motor aphasia in 3 patients (12%), and transcortical sensory aphasia in 1 patient (4%). The highest number of patients with aphasia had tumors localized in the left temporal lobe, followed by the parietal and temporoparietal regions. Conclusion: Aphasia is a common clinical finding in patients with intracranial tumors, affecting more than one-quarter of the studied population. The distribution of aphasia types is consistent with the localization of lesions in language-dominant areas, particularly the left temporal lobe. Early recognition and detailed speech-language assessment are essential for timely intervention, rehabilitation planning, and optimizing functional outcomes.