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Handbuch Schulpsychologie. Psychologie für die Schule
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.)
Compilation Book
| Stuttgart: Kohlhammer | 2021
41604 Endnote
Editor(s)
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus
Title:
Handbuch Schulpsychologie. Psychologie für die Schule
Published:
Stuttgart: Kohlhammer, 2021
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Kompetenz; Kooperation; Schulpsychologe; Supervision; Kommunikation; Verband <Vereinigung>; Handbuch; Rechenschwäche; Sonderpädagogischer Förderbedarf; Inklusion; Intervention; Prüfungsangst; Psychisch Kranker; Lehrer; Individuelle Förderung; Differenzierung; Digitale Medien; Unterrichtsklima; Klassenführung; Soziale Integration; Gewaltprävention; Professionalität; Schulpsychologie; Geschichte <Histor>; Wissenschaftsdisziplin; Selbstverständnis; Organisation; Beratung; Schule; Qualitätssicherung; Qualitätsentwicklung; Rechtsgrundlage; Schüler; Diagnostik; Intelligenz; Begabung; Aufmerksamkeit; Konzentration; Legasthenie
Abstract:
Das Handbuch Schulpsychologie bietet einen aktuellen Überblick über die Schulpsychologie in ihren wichtigsten Arbeitsfeldern und über das psychologische Wissen für die pädagogische Arbeit in Schulen. [Die] Autorinnen und Autoren [...] spannen einen Bogen von den wissenschaftlichen Grundlagen und Methoden über die Bedingungen erfolgreichen Lehrens und Lernens bis hin zur Begabungsförderung, Inklusion, Förderung bei Lese-Rechtschreib- und Rechenschwäche, Klassenführung, Schuldistanz, Gewaltprävention und Krisenintervention, Supervision und Qualitätsmanagement. Neben den Grundlagen der Schulpsychologie stehen die Lernbedingungen einzelner Schülerinnen und Schüler sowie psychologisches Wissen für Lehrkräfte und Schulen im Fokus. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Are different types of learning disorder associated with distinct cognitive functioning profiles?
Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus
Journal Article
| In: Frontiers in Psychology | 2021
41632 Endnote
Author(s):
Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus
Title:
Are different types of learning disorder associated with distinct cognitive functioning profiles?
In:
Frontiers in Psychology, 12 (2021) , S. 725374
DOI:
10.3389/fpsyg.2021.725374
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.725374/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lernschwierigkeit; Kognitive Kompetenz; Kognition; Typ; Leseschwäche; Rechenschwäche; Rechtschreibschwäche; Intelligenz <Psy>; Schüler; Grundschule; Schuljahr 03; Kognitiver Fähigkeitstest; Aufmerksamkeit; Gedächtnis; Intelligenztest; Statistische Analyse; Korrelation; Standardabweichung; Chi-Quadrat-Test; Frankfurt; Hildesheim; Oldenburg; Hessen; Niedersachsen; Deutschland
Abstract:
Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e., mathematics disorder, reading disorder, and writing disorder-are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile. Method: 302 German third-graders (134 girls; IQ ≥ 85; Mage = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures. Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD. Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a […]
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Journal Article
| In: Sustainability | 2021
41553 Endnote
Author(s):
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Title:
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a population-based sample
In:
Sustainability, 13 (2021) 1, S. 8440
DOI:
10.3390/su13158440
URL:
https://www.mdpi.com/2071-1050/13/15/8440
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Sekundärkrankheit; Geschlechtsspezifischer Unterschied; Lernschwierigkeit; Leseschwäche; Rechtschreibschwäche; Rechenschwäche; Dyslexie; Dyskalkulie; Lehrer; Unterstützung; Schülerleistung; Grundschule; Schüler; Schülerin; Schuljahr 03; Schuljahr 04; Test; Befragung; Fragebogen; Empirische Untersuchung; Bayern; Hessen; Deutschland
Abstract:
Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […]
Korinth, Sebastian; Nagler, Telse
Journal Article
| In: Language and Linguistics Compass | 2021
41072 Endnote
Author(s):
Korinth, Sebastian; Nagler, Telse
Title:
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In:
Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI:
10.1111/lnc3.12408
URL:
https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english):
The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Gedächtnis und Wissen
Brod, Garvin; Gold, Andreas
Book Chapter
| Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021
41384 Endnote
Author(s):
Brod, Garvin; Gold, Andreas
Title:
Gedächtnis und Wissen
In:
Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 54-78
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Gedächtnis; Wissen; Erinnerung; Vergessen; Lernprozess; Kognitive Prozesse; Informationsverarbeitung; Inhalt; Zeit; Modell; Wahrnehmung; Aufmerksamkeit; Arbeitsgedächtnis; Langzeitgedächtnis; Wissensrepräsentation
Abstract:
[...] Einleitend (4.1) wird auf die Macht und auf die Anfälligkeit des menschlichen Gedächtnisses hingewiesen. In der Folge wird anhand eines Selbstversuchs auf die Bedeutsamkeit von Gedächtnisstrategien beim Lernen und Behalten eingegangen (4.2), bevor in systematischer Form eine Einführung in Gedächtnisarten (4.3) und Gedächtnisprozesse (4.4) gegeben wird. Ein wichtiger Aspekt des Prozessmodells zielt auf die Frage, wie Wissen und Können langfristig und dauerhalt im Gedächtnis gespeichert werden (4.5). Gedächtnisinhalte sind das Endprodukt von Lernprozessen. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Lern- und Verhaltensschwierigkeiten in der Schule
Büttner, Gerhard; Brandenburg, Janin; Visser, Linda
Book Chapter
| Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021
41114 Endnote
Author(s):
Büttner, Gerhard; Brandenburg, Janin; Visser, Linda
Title:
Lern- und Verhaltensschwierigkeiten in der Schule
In:
Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 272-292
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Schüler; Lernschwierigkeit; Lesestörung; Rechtschreibschwäche; Rechenschwierigkeit; Häufigkeit; Verhaltensauffälligkeit; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Definition; Diagnostik; Intervention
Abstract:
Weit verbreitete Lernschwierigkeiten wie die Lese- und Rechtschreibstörung werden anhand verschiedener Diagnosesysteme (ICD-10, DSM-5, S3-Leitlinien) dargestellt, Interventionsmöglichkeiten innerhalb und außerhalb des Unterrichts werden beschrieben. In analoger Weise werden Verhaltensschwierigkeiten vorgestellt und am Beispiel der Aufmerksamkeitsschwierigkeiten näher beleuchtet. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
ADHD symptoms in adolescents' everyday life. Fluctuations and symptom structure within and between […]
Schmid, Johanna; Stadler, Gertraud; Dirk, Judith; Fiege, Christiane; Gawrilow, Caterina
Journal Article
| In: Journal of Attention Disorders | 2020
36907 Endnote
Author(s):
Schmid, Johanna; Stadler, Gertraud; Dirk, Judith; Fiege, Christiane; Gawrilow, Caterina
Title:
ADHD symptoms in adolescents' everyday life. Fluctuations and symptom structure within and between individuals
In:
Journal of Attention Disorders, 24 (2020) 8, S. 1169-1180
DOI:
10.1177/1087054716629214
URL:
http://journals.sagepub.com/doi/pdf/10.1177/1087054716629214
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Beobachtung; Bericht; Bewertung; Deutschland; Jugendlicher; Längsschnittuntersuchung
Abstract:
Objective: This study investigated whether self-reported ADHD symptoms fluctuate substantially within adolescents from day to day, and examined the underlying symptom factor structure on a within- and between-person level. Method: Adolescents (N = 166) rated their ADHD symptoms over the phone on eight consecutive evenings (total ratings: n = 1,264). Results: ADHD symptoms showed substantial fluctuations within adolescents from day to day, as indicated by within-person standard deviations and intraclass correlation coefficients. Both a two-level factor model with three correlated factors (inattention, hyperactivity, impulsivity) and a two-level bifactor model with a general ADHD symptom factor and a specific inattention factor provided acceptable to good accounts of the structure underlying daily ADHD symptom ratings on the between- and the within-person level. Conclusion: The study demonstrates that adolescents' ADHD symptoms fluctuate from day to day and highlights the need for intensive diagnostic processes with repeated symptom assessments and interventions that address symptom fluctuations. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Comorbidities between specific learning disorders and psychopathology in elementary school children […]
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; […]
Journal Article
| In: Frontiers in Psychiatry | 2020
39954 Endnote
Author(s):
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; Hasselhorn, Marcus; Schulte-Körne, Gerd
Title:
Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany
In:
Frontiers in Psychiatry, (2020) , S. 11:292
DOI:
10.3389/fpsyt.2020.00292
URN:
urn:nbn:de:0111-pedocs-229558
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-229558
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angststörung; Verhaltensstörung; Lese-Rechtschreib-Schwäche; Rechenschwäche; Lernschwäche; Sekundärkrankheit; Psychopathologie; Empirische Untersuchung; Schüler; Grundschule; Schuljahr 03; Schuljahr 04; Test; Computerunterstütztes Verfahren; Eltern; Befragung; Fragebogenerhebung; D-Hesssen; D-Bayern; Deutschland
Abstract (english):
Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit-/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of e.g. arithmetic disorders with ADHD, anxiety, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety, depression, ADHD, and/or conduct disorder. The sample consisted of 3014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.
DIPF-Departments:
Bildung und Entwicklung
The role of ADHD symptoms in the relationship between academic achievement and psychopathological […]
Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus
Journal Article
| In: Research in Developmental Disabilities | 2020
39776 Endnote
Author(s):
Visser, Linda; Linkersdörfer, Janosch; Hasselhorn, Marcus
Title:
The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
In:
Research in Developmental Disabilities, 97 (2020) , S. 103552
DOI:
10.1016/j.ridd.2019.103552
URN:
urn:nbn:de:0111-pedocs-190064
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190064
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schulleistung; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angst; Verhaltensstörung
Abstract (english):
Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Mindfulness and PMR as standardized session-introduction in individual therapy. A randomized […]
Mander, Johannes; Blanck, Paul; Neubauer, Andreas B.; Kröger, Paula; Flückiger, Christoph; […]
Journal Article
| In: Journal of Clinical Psychology | 2019
38702 Endnote
Author(s):
Mander, Johannes; Blanck, Paul; Neubauer, Andreas B.; Kröger, Paula; Flückiger, Christoph; Lutz, Wolfgang; Barnow, Sven; Bents, Hinrich; Heidenreich, Thomas
Title:
Mindfulness and PMR as standardized session-introduction in individual therapy. A randomized controlled trial
In:
Journal of Clinical Psychology, 75 (2019) 1, S. 21-45
DOI:
10.1002/jclp.22695
URN:
urn:nbn:de:0111-dipfdocs-191507
URL:
http://www.dipfdocs.de/volltexte/2020/19150/pdf/jclp_2019_1_Mander_et_al_Mindfulness_and_progressive_muscle_relaxation_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Psychisch Kranker; Angst; Depression; Aufmerksamkeit; Training; Psychotherapie; Klinische Psychologie; Intervention; Qualität; Wirkung; Vergleich
Abstract (english):
Objective: There is scarce research on the effects of mindfulness in individual therapy. As many practitioners integrate mindfulness exercises into individual therapy, empirical evidence is of high clinical relevance. Method: We investigated the effects of a session‐introducing intervention with mindfulness elements (SIIME) in a randomized, controlled design. The effects of SIIME on therapeutic alliance and symptomatic outcome were compared with progressive muscle relaxation (PMR) and treatment‐as‐usual (TAU) control conditions. The sample comprised 162 patients with anxiety and depression. Results: Multilevel modeling revealed a significant symptom reduction and significant increase of alliance over the course of therapy. There were no significant time-condition interactions on outcome and alliance, indicating the comparable efficiency of all three treatment conditions. Conclusions: We found no advantage of SIIME versus PMR and TAU. Add‐on mindfulness might not improve individual therapy related to alliance and outcome. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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