TY - JOUR A1 - Huckabee, Maggie-Lee A1 - McIntosh, Theresa A1 - Fuller, Laura A1 - Curry, Morgan A1 - Thomas, Paige A1 - Walshe, Margaret A1 - McCague, Ellen A1 - Battel, Irene A1 - Nogueira, Dalia A1 - Frank, Ulrike A1 - van den Engel-Hoek, Lenie A1 - Sella-Weiss, Oshrat T1 - The test of masticating and swallowing solids (TOMASS) BT - reliability, validity and international normative data JF - International Journal of language & communicaton disorders N2 - BackgroundClinical swallowing assessment is largely limited to qualitative assessment of behavioural observations. There are limited quantitative data that can be compared with a healthy population for identification of impairment. The Test of Masticating and Swallowing Solids (TOMASS) was developed as a quantitative assessment of solid bolus ingestion. AimsThis research programme investigated test development indices and established normative data for the TOMASS to support translation to clinical dysphagia assessment. Conclusions & ImplicationsThe TOMASS is presented as a valid, reliable and broadly normed clinical assessment of solid bolus ingestion. Clinical application may help identify dysphagic patients at bedside and provide a non-invasive, but sensitive, measure of functional change in swallowing. KW - deglutition KW - assessment KW - mastication KW - swallowing KW - timed KW - solid Y1 - 2018 U6 - https://doi.org/10.1111/1460-6984.12332 SN - 1368-2822 SN - 1460-6984 VL - 53 IS - 1 SP - 144 EP - 156 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Weisshuhn, Peter A1 - Reckling, Moritz A1 - Stachow, Ulrich A1 - Wiggering, Hubert T1 - Supporting Agricultural Ecosystem Services through the Integration of Perennial Polycultures into Crop Rotations JF - Sustainability N2 - This review analyzes the potential role and long-term effects of field perennial polycultures (mixtures) in agricultural systems, with the aim of reducing the trade-offs between provisioning and regulating ecosystem services. First, crop rotations are identified as a suitable tool for the assessment of the long-term effects of perennial polycultures on ecosystem services, which are not visible at the single-crop level. Second, the ability of perennial polycultures to support ecosystem services when used in crop rotations is quantified through eight agricultural ecosystem services. Legume-grass mixtures and wildflower mixtures are used as examples of perennial polycultures, and compared with silage maize as a typical crop for biomass production. Perennial polycultures enhance soil fertility, soil protection, climate regulation, pollination, pest and weed control, and landscape aesthetics compared with maize. They also score lower for biomass production compared with maize, which confirms the trade-off between provisioning and regulating ecosystem services. However, the additional positive factors provided by perennial polycultures, such as reduced costs for mineral fertilizer, pesticides, and soil tillage, and a significant preceding crop effect that increases the yields of subsequent crops, should be taken into account. However, a full assessment of agricultural ecosystem services requires a more holistic analysis that is beyond the capabilities of current frameworks. KW - agroecosystem KW - assessment KW - legume-grass mixture KW - wildflower mixture KW - perennial crop KW - mixed cropping Y1 - 2017 U6 - https://doi.org/10.3390/su9122267 SN - 2071-1050 VL - 9 PB - MDPI CY - Basel ER - TY - GEN A1 - Weißhuhn, Peter A1 - Reckling, Moritz A1 - Stachow, Ulrich A1 - Wiggering, Hubert T1 - Supporting agricultural ecosystem services through the integration of perennial polycultures into crop rotations T2 - Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - This review analyzes the potential role and long-term effects of field perennial polycultures (mixtures) in agricultural systems, with the aim of reducing the trade-offs between provisioning and regulating ecosystem services. First, crop rotations are identified as a suitable tool for the assessment of the long-term effects of perennial polycultures on ecosystem services, which are not visible at the single-crop level. Second, the ability of perennial polycultures to support ecosystem services when used in crop rotations is quantified through eight agricultural ecosystem services. Legume-grass mixtures and wildflower mixtures are used as examples of perennial polycultures, and compared with silage maize as a typical crop for biomass production. Perennial polycultures enhance soil fertility, soil protection, climate regulation, pollination, pest and weed control, and landscape aesthetics compared with maize. They also score lower for biomass production compared with maize, which confirms the trade-off between provisioning and regulating ecosystem services. However, the additional positive factors provided by perennial polycultures, such as reduced costs for mineral fertilizer, pesticides, and soil tillage, and a significant preceding crop effect that increases the yields of subsequent crops, should be taken into account. However, a full assessment of agricultural ecosystem services requires a more holistic analysis that is beyond the capabilities of current frameworks. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1069 KW - agroecosystem KW - assessment KW - legume-grass mixture KW - wildflower mixture KW - perennial crop KW - mixed cropping Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474410 IS - 1069 ER - TY - JOUR A1 - Kühne, Franziska A1 - Lacki, Fiona Janina A1 - Muse, Kate A1 - Weck, Florian T1 - Strengthening competence of therapists-in-training in the treatment of health anxiety (hypochondriasis) BT - validation of the assessment of Core CBT Skills (ACCS) JF - Clinical psychology & psychotherapy : an international journal of theory and practice N2 - Although the observation and assessment of psychotherapeutic competences are central to training, supervision, patient care, quality control, and life-long practice, structured instruments are used only occasionally. In the current study, an observation-based tool for the Assessment of Core CBT Skills (ACCS) was translated into German and adapted, and its psychometric properties were pilot evaluated. Competence of therapists-in-training was assessed in a random sample of n = 30 videos on cognitive behavioural therapy including patients diagnosed with hypochondriasis. Two of three raters independently assessed the competences demonstrated in the entire, active treatment sessions (n = 60). In our sample, internal consistency was excellent, and interrater reliability was good. Convergent validity (Cognitive Therapy Scale) and discriminant validity (Helping Alliance Questionnaire) were within the expected ranges. The ACCS total score did not significantly predict the reduction of symptoms of hypochondriasis, and a one-factorial structure of the instrument was found. By providing multiple opportunities for feedback, self-reflection, and supervision, the ACCS may complement current tools for the assessment of psychotherapeutic competences and importantly support competence-based training and supervision. KW - adherence KW - assessment KW - process research KW - psychotherapy KW - skill Y1 - 2019 U6 - https://doi.org/10.1002/cpp.2353 SN - 1063-3995 SN - 1099-0879 VL - 26 IS - 3 SP - 319 EP - 327 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Quiterio, Ana A1 - Martins, Joao A1 - Onofre, Marcos A1 - Costa, Joao A1 - Rodrigues, Joao Mota A1 - Gerlach, Erin A1 - Scheur, Claude A1 - Herrmann, Christian T1 - MOBAK 1 assessment in primary physical education BT - exploring basic motor competences of portuguese 6-Year-Olds JF - Perceptual & motor skills N2 - Children’s motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 (Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On “total motor competence,” boys (M = 10.3, SD = 2.6) averaged one point ahead of girls (M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9%, while, for “self movement,” the percentage of boys in the first quartile was almost double that of girls (30.3% and 17.3%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts. KW - physical education KW - MOBAK 1 KW - instrument KW - assessment KW - motor competence Y1 - 2018 U6 - https://doi.org/10.1177/0031512518804358 SN - 0031-5125 SN - 1558-688X VL - 125 IS - 6 SP - 1055 EP - 1069 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Stutz, Franziska A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students JF - Journal of research in reading : a journal of the United Kingdom Reading Association N2 - In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three-factor structure of the RMQ-E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed. KW - reading motivation KW - assessment KW - reading comprehension KW - reading amount KW - measurement invariance Y1 - 2017 U6 - https://doi.org/10.1111/1467-9817.12085 SN - 0141-0423 SN - 1467-9817 VL - 40 SP - 439 EP - 461 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Kühne, Franziska A1 - Meister, Ramona A1 - Maass, Ulrike A1 - Paunov, Tatjana A1 - Weck, Florian T1 - How reliable are therapeutic competence ratings? BT - results of a systematic review and meta-analysis JF - Cognitive therapy and research N2 - Assessments of psychotherapeutic competencies play a crucial role in research and training. However, research on the reliability and validity of such assessments is sparse. This study aimed to provide an overview of the current evidence and to provide an average interrater reliability (IRR) of psychotherapeutic competence ratings. A systematic review was conducted, and 20 studies reported in 32 publications were collected. These 20 studies were included in a narrative synthesis, and 20 coefficients were entered into the meta-analysis. Most primary studies referred to cognitive-behavioral therapies and the treatment of depression, used the Cognitive Therapy Scale, based ratings on videos, and trained the raters. Our meta-analysis revealed a pooled ICC of 0.82, but at the same time severe heterogeneity. The evidence map highlighted a variety of variables related to competence assessments. Further aspects influencing the reliability of competence ratings and regarding the considerable heterogeneity are discussed in detail throughout the manuscript. KW - competency KW - therapist competence KW - adherence KW - psychotherapy KW - assessment Y1 - 2019 U6 - https://doi.org/10.1007/s10608-019-10056-5 SN - 0147-5916 SN - 1573-2819 VL - 44 IS - 2 SP - 241 EP - 257 PB - Springer CY - New York ER - TY - JOUR A1 - Morf, Carolyn C. A1 - Schurch, Eva A1 - Kufener, Albrecht A1 - Siegrist, Philip A1 - Vater, Aline A1 - Back, Mitja A1 - Mestel, Robert A1 - Schröder-Abe, Michela T1 - Expanding the Nomological Net of the Pathological Narcissism Inventory: German Validation and Extension in a Clinical Inpatient Sample JF - Assessment KW - narcissism KW - assessment KW - Pathological Narcissism Inventory KW - construct validity KW - nomological network Y1 - 2017 U6 - https://doi.org/10.1177/1073191115627010 SN - 1073-1911 SN - 1552-3489 VL - 24 SP - 419 EP - 443 PB - Sage Publ. CY - Thousand Oaks ER - TY - GEN A1 - Morf, Carolyn C. A1 - Schürch, Eva A1 - Küfner, Albrecht A1 - Siegrist, Philip A1 - Vater, Aline A1 - Back, Mitja A1 - Mestel, Robert A1 - Schröder-Abé, Michela T1 - Expanding the nomological net of the pathological narcissism inventory BT - German validation and extension in a clinical inpatient sample T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The Pathological Narcissism Inventory (PNI) is a multidimensional measure for assessing grandiose and vulnerable features in narcissistic pathology. The aim of the present research was to construct and validate a German translation of the PNI and to provide further information on the PNI's nomological net. Findings from a first study confirm the psychometric soundness of the PNI and replicate its seven-factor first-order structure. A second-order structure was also supported but with several equivalent models. A second study investigating associations with a broad range of measures (DSM Axis I and II constructs, emotions, personality traits, interpersonal and dysfunctional behaviors, and well-being) supported the concurrent validity of the PNI. Discriminant validity with the Narcissistic Personality Inventory was also shown. Finally, in a third study an extension in a clinical inpatient sample provided further evidence that the PNI is a useful tool to assess the more pathological end of narcissism. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 410 KW - narcissism KW - assessment KW - Pathological Narcissism Inventory KW - construct validity KW - nomological network Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405182 IS - 410 ER - TY - GEN A1 - Mkaouer, Bessem A1 - Hammoudi-Nassib, Sarra A1 - Amara, Samiha A1 - Chaabène, Helmi T1 - Evaluating the physical and basic gymnastics skills assessment for talent identification in men’s artistic gymnastics proposed by the International Gymnastics Federation T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - This study aimed to determine the specific physical and basic gymnastics skills considered critical in gymnastics talent identification and selection as well as in promoting men’s artistic gymnastics performances. Fifty-one boys from a provincial gymnastics team (age 11.03 ± 0.95 years; height 1.33 ± 0.05 m; body mass 30.01 ± 5.53 kg; body mass index [BMI] 16.89 ± 3.93 kg/m²) regularly competing at national level voluntarily participated in this study. Anthropometric measures as well as the men’s artistic gymnastics physical test battery (i.e., International Gymnastics Federation [FIG] age group development programme) were used to assess the somatic and physical fitness profile of participants, respectively. The physical characteristics assessed were: muscle strength, flexibility, speed, endurance, and muscle power. Test outcomes were subjected to a principal components analysis to identify the most representative factors. The main findings revealed that power speed, isometric and explosive strength, strength endurance, and dynamic and static flexibility are the most determinant physical fitness aspects of the talent selection process in young male artistic gymnasts. These findings are of utmost importance for talent identification, selection, and development. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 691 KW - young male gymnast KW - fitness performance KW - assessment KW - selection KW - development Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-460049 SN - 1866-8364 IS - 691 SP - 383 EP - 392 ER - TY - JOUR A1 - Heinze, Peter Eric A1 - Weck, Florian A1 - Hahn, Daniela A1 - Kühne, Franziska T1 - Differences in psychotherapy preferences between psychotherapy trainees and laypeople JF - Psychotherapy research : the official journal of the Society for Psychotherapy Research N2 - Objective: Despite increasing research on psychotherapy preferences, the preferences of psychotherapy trainees are largely unknown. Moreover, differences in preferences between trainees and their patients could (a) hinder symptom improvement and therapy success for patients and (b) represent significant obstacles in the early career and development of future therapists. Method: We compared the preferences of n = 466 psychotherapy trainees to those of n = 969 laypersons using the Cooper-Norcross Inventory of Preferences. Moreover, we compared preferences between trainees in cognitive-behavioural therapy (CBT) and psychodynamic trainees. Results: We found significant differences between both samples in 13 of 18 items, and three of four subscales. Psychotherapy trainees preferred less therapist directiveness (d = 0.58), more emotional intensity (d = 0.74), as well as more focused challenge (d = 0.35) than laypeople. CBT trainees preferred more therapist directiveness (d = 2.00), less emotional intensity (d = 0.51), more present orientation (d = 0.76) and more focused challenge (d = 0.33) than trainees in psychodynamic/psychoanalytic therapy. Conclusion: Overall, the results underline the importance of implementing preference assessment and discussion during psychotherapy training. Moreover, therapists of different orientations seem to cover a large range of preferences for patients, in order to choose the right fit. KW - psychotherapy process KW - psychotherapy training KW - activity preference; KW - C-NIP KW - assessment Y1 - 2022 U6 - https://doi.org/10.1080/10503307.2022.2098076 SN - 1050-3307 SN - 1468-4381 VL - 33 IS - 3 SP - 374 EP - 386 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Fyndanis, Valantis A1 - Lind, Marianne A1 - Varlokosta, Spyridoula A1 - Kambanaros, Maria A1 - Soroli, Efstathia A1 - Ceder, Klaudia A1 - Grohmann, Kleanthes K. A1 - Rofes, Adrià A1 - Simonsen, Hanne Gram A1 - Bjekić, Jovana A1 - Gavarró, Anna A1 - Kraljević, Jelena Kuvač A1 - Martínez-Ferreiro, Silvia A1 - Munarriz, Amaia A1 - Pourquie, Marie A1 - Vuksanović, Jasmina A1 - Zakariás, Lilla A1 - Howard, David T1 - Cross-linguistic adaptations of The Comprehensive Aphasia Test BT - challenges and solutions JF - Clinical linguistics & phonetics N2 - Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material. KW - Aphasia KW - assessment KW - Comprehensive Aphasia Test (CAT) KW - cross-linguistic adaptations KW - outcome measures Y1 - 2017 U6 - https://doi.org/10.1080/02699206.2017.1310299 SN - 0269-9206 SN - 1464-5076 VL - 31 IS - 7-9 SP - 697 EP - 710 PB - Taylor & Francis Group CY - Philadelphia ER - TY - JOUR A1 - Haase, Jennifer A1 - Hanel, Paul H. P. A1 - Gronau, Norbert T1 - Creativity enhancement methods for adults BT - a meta-analysis JF - Psychology of aesthetics, creativity, and the arts N2 - This meta-analysis synthesizes 332 effect sizes of various methods to enhance creativity. We clustered all studies into 12 methods to identify the most effective creativity enhancement methods. We found that, on average, creativity can be enhanced, Hedges’ g = 0.53, 95% CI [0.44, 0.61], with 70.09% of the participants in the enhancement conditions being more creative than the average person in the control conditions. Complex training courses, meditation, and cultural exposure were the most effective (gs = 0.66) while the use of cognitive manipulation drugs was the least and also noneffective, g = 0.10. The type of training material was also important. For instance, figural methods were more effective in enhancing creativity, and enhancing converging thinking was more effective than enhancing divergent thinking. Study effect sizes varied considerably across all studies and for many subgroup analyses, suggesting that researchers can plausibly expect to find reversed effects occasionally. We found no evidence of publication bias. We discuss theoretical implications and suggest future directions for best practices in enhancing creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) KW - manipulation KW - enhancement KW - assessment KW - effectiveness KW - creativity training Y1 - 2023 U6 - https://doi.org/10.1037/aca0000557 SN - 1931-3896 SN - 1931-390X PB - American Psychological Association CY - Washington, DC ER - TY - JOUR A1 - Ullrich, André A1 - Gronau, Norbert T1 - Bestimmung nachhaltiger Anwendungssystemarchitekturen JF - ERP-Management : Auswahl, Einführung und Betrieb von ERP-Systemen N2 - Die teilweise sehr kurzfristig notwendige Reaktion auf Veränderungen erfordert von Unternehmen ein hohes Maß an Flexibilität und Reaktionsgeschwindigkeit. Anwendungssystemarchitekturen, die im Wesentlichen aus alten und selbst entwickelten Systemen bestehen, erfüllen häufig diese Anforderungen nicht. Investitionsmittel für neue Software sind jedoch begrenzt, daher müssen Prioritäten in der Ablösung von Altsystemen gesetzt werden. Eine effiziente Analysemethode zur Planung der Erneuerung der Anwendungssystemlandschaft stellt die Wandlungsfähigkeitsanalyse dar. Dieser Beitrag beschreibt Vorgehen und Ergebnisse am Beispiel eines international tätigen Automobilzulieferers. N2 - The sometimes necessary reaction to changes requires a high degree of adaptability and speed of reaction from companies. Application system architectures, which essentially consist of old and self-developed systems, often do not meet these requirements. However, investment funds for new software are limited, so priorities must be set in the replacement of old systems. An efficient analysis method for planning the renewal of the application system landscape is the adaptability analysis. This article describes the procedure and results using the example of an internationally active automotive supplier. KW - Anpassungsfähigkeit KW - Anwendungssystemarchitekturen KW - Bewertung KW - adaptability KW - application system architectures KW - assessment Y1 - 2020 UR - https://www.wiso-net.de/document/ERP__1ba9f709bedd19d76acba5daebbc08c9befe5b9f U6 - https://doi.org/10.30844/ERP_20-1_54-57 SN - 1860-6725 VL - 16 IS - 1 SP - 54 EP - 57 PB - GITO mbH CY - Berlin ER - TY - JOUR A1 - Baroni, Gabriele A1 - Drastig, Katrin A1 - Lichtenfeld, Anna-Ulrike A1 - Jost, Leonie A1 - Claas, Peter T1 - Assessment of irrigation scheduling systems in Germany BT - survey of the users and comparative study JF - Irrigation and drainage N2 - In Germany, the irrigation sector accounts for only 1% of water use. In recent years, however, this sector has attracted more attention due to the occurrence of severe drought periods. Irrigation scheduling systems could support adaptation strategies but little is known about current providers, performance and users. In this study we aimed to depict the current situation of the existence and functioning of irrigation scheduling systems available in Germany. Six methods were identified and assessed based on direct interviews with end-users and a comparative analysis. The results showed a positive feedback from the users. However, the recommendations were rarely implemented, while only the seasonal irrigation requirement was considered to support actual water abstraction. These results were corroborated by the comparative analysis. Five of the six irrigation scheduling systems estimated the seasonal irrigation amount consistently, while wider differences were found by looking at the irrigation season and at the number of irrigations. Overall, it is found that irrigation support systems are valuable tools for supporting adaptation strategies to fast changes in agro-environmental conditions. However, specific assessments based on real measurements should be considered in order to improve the performance of the systems and provide more consistent support to end-users. (c) 2019 John Wiley & Sons, Ltd. KW - irrigation KW - modelling systems KW - surveys KW - assessment KW - Germany Y1 - 2019 U6 - https://doi.org/10.1002/ird.2337 SN - 1531-0353 SN - 1531-0361 VL - 68 IS - 3 SP - 520 EP - 530 PB - Wiley CY - Hoboken ER - TY - THES A1 - Balt, Miriam T1 - Assessment of early numeracy development BT - contributions to designing a progression-based instrument to monitor learning N2 - Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students’ progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students’ individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students’ individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students’ initial learning status. Thus, the MARKO-D test (Ricken, Fritz, & Balzer, 2013) was used to determine the students’ initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, & Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students’ early numeracy development and to adjust their teaching accordingly to enhance school achievement. N2 - Frühes mengen- und zahlenbezogenes Wissen (early numeracy) ist einer der stärksten Prädiktoren für spätere Lernerfolge in der Schulmathematik. Hauptziel der Mathematiklehrkräfte der ersten Klassen sollte es daher sein, Lernmöglichkeiten anzubieten, die es allen Schüler*innen erlauben, fundierte mengen- und zahlenbezogene Fähigkeiten zu erwerben. Entwicklungsmodelle (learning progressions) beschreiben, wie sich frühes mengen- und zahlenbezogenes Verständnis typischerweise entwickelt. Diagnostische Tests (assessments), die sich an empirisch validierten Entwicklungsmodellen orientieren, können Lehrkräfte dabei unterstützen, die Leistungen ihrer Schüler*innen besser einzuschätzen und den Unterricht entsprechend darauf anzupassen. Bislang gibt es keine entwicklungsbasierten Instrumente, mit denen deutsche Lehrkräfte die Lernfortschritte ihrer Schüler*innen im Bereich des frühen mengen- und zahlenbezogenen Wissens erfassen können. Diese Dissertation trägt zur Gestaltung eines solchen Instruments bei. Die erste Studie untersucht, inwiefern sich derzeit an deutschen Grundschulen eingesetzte Instrumente zur mathematischen Schuleingangs-diagnostik dafür eignen, das individuelle Ausgangsniveau der Schüler*innen für eine anschließende Lernverlaufsdiagnostik zu bestimmen. In der zweiten Studie wird die Konstruktion von entwicklungsorientierten Items beschrieben. Es wurde untersucht, inwiefern die Items die Testgütekriterien Reliabilität, Validität und Testfairness erfüllen, um einen Item-Pool aufzubauen, der für adaptives Testen eingesetzt werden kann. Die dritte Studie beschreibt die Konstruktion einer Lernverlaufsdiagnostik, learning progress assessment genannt (LPA) und untersucht, inwieweit das LPA die individuellen Lernfortschritte der Schüler*innen hinsichtlich früher arithmetischer Konzepte im Verlauf der ersten Klasse erfassen kann. Die Ergebnisse der ersten Studie zeigten, dass die derzeit an den Grundschulen eingesetzten Verfahren zur Schuleingangsdiagnostik keine aussagekräftigen Informationen über die Erfassung von Lernausgangslagen zulassen. Daher wurde in den beiden anderen Studien der MARKO-D verwendet, um das arithmetische Wissen der Schüler*innen zum Schulanfang zu erfassen. Beide Studien liefern belastbare Evidenz für die Qualität des LPA und dessen Fähigkeit, Veränderung hinsichtlich arithmetischen Wissens im Laufe der ersten Klasse zu messen. Die in dieser Dissertation vorgestellten Studien können als wichtiger Schritt zur Entwicklung eines empirisch validierten Instruments betrachtet werden, das Lehrkräfte dabei unterstützt, die Entwicklung frühen mengen- und zahlenbezogenen Wissens zu erfassen und ihren Unterricht entsprechend anzupassen und damit den Lernerfolg der Schüler*innen zu fördern. KW - assessment KW - learning progression KW - early numeracy KW - primary school KW - mathematics KW - Diagnostik KW - Lernverlauf KW - numerische Basisfähigkeiten KW - Grundschule KW - Mathematik Y1 - 2020 ER - TY - JOUR A1 - Hahn, Daniela A1 - Weck, Florian A1 - Witthöft, Michael A1 - Kühne, Franziska T1 - Assessment of counseling self-efficacy BT - validation of the German Counselor Activity self-efficacy scales-revised JF - Frontiers in psychology / Frontiers Research Foundation N2 - Background: Many authors regard counseling self-efficacy (CSE) as important in therapist development and training. The purpose of this study was to examine the factor structure, reliability, and validity of the German version of the Counselor Activity Self-Efficacy Scales-Revised (CASES-R). Method: The sample consisted of 670 German psychotherapy trainees, who completed an online survey. We examined the factor structure by applying exploratory and confirmatory factor analysis to the instrument as a whole. Results: A bifactor-exploratory structural equation modeling model with one general and five specific factors provided the best fit to the data. Omega hierarchical coefficients indicated optimal reliability for the general factor, acceptable reliability for the Action Skills-Revised (AS-R) factor, and insufficient estimates for the remaining factors. The CASES-R scales yielded significant correlations with related measures, but also with therapeutic orientations. Conclusion: We found support for the reliability and validity of the German CASES-R. However, the subdomains (except AS-R) should be interpreted with caution, and we do not recommend the CASES-R for comparisons between psychotherapeutic orientations. KW - counselor activity self-efficacy scales KW - counseling self-efficacy KW - psychotherapy training KW - assessment KW - factor structure KW - validation Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.780088 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - THES A1 - Reinhardt, Susanne T1 - Assessing interactional competence BT - identifying candidate criterial features for L2 repair skills N2 - The development of speaking competence is widely regarded as a central aspect of second language (L2) learning. It may be questioned, however, if the currently predominant ways of conceptualising the term fully satisfy the complexity of the construct: Although there is growing recognition that language primarily constitutes a tool for communication and participation in social life, as yet it is rare for conceptualisations of speaking competence to incorporate the ability to inter-act and co-construct meaning with co-participants. Accordingly, skills allowing for the successful accomplishment of interactional tasks (such as orderly speaker change, and resolving hearing and understanding trouble) also remain largely unrepresented in language teaching and assessment. As fostering the ability to successfully use the L2 within social interaction should arguably be a main objective of language teaching, it appears pertinent to broaden the construct of speaking competence by incorporating interactional competence (IC). Despite there being a growing research interest in the conceptualisation and development of (L2) IC, much of the materials and instruments required for its teaching and assessment, and thus for fostering a broader understanding of speaking competence in the L2 classroom, still await development. This book introduces an approach to the identification of candidate criterial features for the assessment of EFL learners’ L2 repair skills. Based on a corpus of video-recorded interaction between EFL learners, and following conversation-analytic and interactional-linguistic methodology as well as drawing on basic premises of research in the framework of Conversation Analysis for Second Language Acquisition, differences between (groups of) learners in terms of their L2 repair conduct are investigated through qualitative and inductive analyses. Candidate criterial features are derived from the analysis results. This book does not only contribute to the operationalisation of L2 IC (and of L2 repair skills in particular), but also lays groundwork for the construction of assessment scales and rubrics geared towards the evaluation of EFL learners’ L2 interactional skills. N2 - Die Entwicklung von Sprechkompetenz wird weithin als ein zentraler Bestandteil des Fremdsprachenerwerbs angesehen. Es kann jedoch hinterfragt werden, ob aktuell geläufige Konzeptionen dieses Begriffs der Komplexität des Konstruktes gerecht werden. Es findet zwar zunehmend Berücksichtigung, dass Sprache vor allem als Werkzeug, also als Mittel zur Kommunikation und Teilhabe an sozialer Interaktion, zu verstehen ist, selten schließt Sprechkompetenz aber die Fähigkeit ein, mit Gesprächspartner*innen zu inter-agieren und gemeinsam Sinn zu produzieren. Fähigkeiten, die es erlauben, erfolgreich interaktionale Aufgaben (z.B. reibungsloser Sprecherwechsel, Behebung von (Hör-)Verstehensproblemen) zu bewältigen, sind folglich auch kaum oder gar nicht im Alltag des Vermittelns und Bewertens von Fremdsprachenkenntnissen repräsentiert. Da es wohl eines der zentralen Anliegen bei der Vermittlung von Fremdsprachen ist, Lerner*innen zur erfolgreichen Teilnahme an fremdsprachlicher sozialer Interaktion zu befähigen, erscheint es sinnvoll, das Konstrukt ‚Sprechkompetenz‘ um das Konzept der Interaktionalen Kompetenz (IK) zu erweitern. In der Forschung ist ein wachsendes Interesse an der Konzeptualisierung und Entwicklung von (fremdsprachlicher) IK zu beobachten – um aber ein um IK erweitertes Verständnis von Sprechkompetenz auch im Fremdsprachenunterricht ermöglichen und fördern zu können, besteht noch deutlicher Bedarf bei der Entwicklung von Materialien und Instrumenten für Lehre und Prüfung. Dieses Buch präsentiert einen Ansatz zur Identifikation von candidate criterial features (d.h., möglichen Kriterien) für die Bewertung der fremdsprachlichen Reparaturfähigkeit von Englischlerner*innen. Basierend auf einem Korpus videografierter Interaktionen zwischen Englischlerner*innen werden im Rahmen qualitativer und induktiver Analysen Unterschiede zwischen Lerner*innen(gruppen) in Bezug auf ihr Reparaturverhalten in der Fremdsprache herausgearbeitet. Die Arbeit folgt dabei konzeptionellen und methodologischen Prinzipien der Konversationsanalyse, Interaktionalen Linguistik und Conversation Analysis for Second Language Acquisition. Candidate criterial features werden aus den Ergebnissen der Analysen abgeleitet. Die Arbeit leistet nicht nur einen Beitrag zur Operationalisierung fremdsprachlicher IK (insbesondere fremdsprachlicher Reparaturfähigkeit), sondern auch zum Fundament für die Entwicklung von Skalen und Rastern für die Bewertung fremdsprachlicher interaktionaler Fähigkeiten von Englischlerner*innen. KW - conversation analysis KW - interactional linguistics KW - CA-SLA KW - interactional competence KW - assessment KW - Konversationsanalyse KW - interaktionale Linguistik KW - CA-SLA KW - interaktionale Kompetenz KW - Bewertung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-619423 ER - TY - JOUR A1 - Schenke, Maren A1 - Schjeide, Brit-Maren A1 - Püschel, Gerhard Paul A1 - Seeger, Bettina T1 - Analysis of motor neurons differentiated from human induced pluripotent stem cells for the use in cell-based Botulinum neurotoxin activity assays JF - Toxins N2 - Botulinum neurotoxins (BoNTs) are potent neurotoxins produced by bacteria, which inhibit neurotransmitter release, specifically in their physiological target known as motor neurons (MNs). For the potency assessment of BoNTs produced for treatment in traditional and aesthetic medicine, the mouse lethality assay is still used by the majority of manufacturers, which is ethically questionable in terms of the 3Rs principle. In this study, MNs were differentiated from human induced pluripotent stem cells based on three published protocols. The resulting cell populations were analyzed for their MN yield and their suitability for the potency assessment of BoNTs. MNs produce specific gangliosides and synaptic proteins, which are bound by BoNTs in order to be taken up by receptor-mediated endocytosis, which is followed by cleavage of specific soluble N-ethylmaleimide-sensitive-factor attachment receptor (SNARE) proteins required for neurotransmitter release. The presence of receptors and substrates for all BoNT serotypes was demonstrated in MNs generated in vitro. In particular, the MN differentiation protocol based on Du et al. yielded high numbers of MNs in a short amount of time with high expression of BoNT receptors and targets. The resulting cells are more sensitive to BoNT/A1 than the commonly used neuroblastoma cell line SiMa. MNs are, therefore, an ideal tool for being combined with already established detection methods. KW - Botulinum neurotoxin KW - motor neurons KW - cell-based in vitro assay KW - potency KW - assessment KW - induced pluripotent stem cells Y1 - 2020 U6 - https://doi.org/10.3390/toxins12050276 SN - 2072-6651 VL - 12 IS - 5 PB - MDPI CY - Basel ER - TY - JOUR A1 - Chaabene, Helmi A1 - Negra, Yassine A1 - Capranica, Laura A1 - Prieske, Olaf A1 - Granacher, Urs T1 - A Needs Analysis of Karate Kumite With Recommendations for Performance Testing and Training JF - Strength and conditioning journal N2 - An effective training program needs to be customized to the specific demands of the redpective sport. Therefore, it is important to conduct a needs analysis to gain information on the unique characteristics of the sport. The objectives of thes review were (A) to conduct a systematic needs analysis of karate kumite and (B) to provide practical recommendations for sport-specific performance testing and training of karate kumite athletes. KW - sport profile KW - striking combat sports KW - strength KW - power KW - energetic systems KW - injury KW - assessment Y1 - 2019 U6 - https://doi.org/10.1519/SSC.0000000000000445 SN - 1524-1602 SN - 1533-4295 VL - 41 IS - 3 SP - 35 EP - 46 PB - Lippincott Williams & Wilkins CY - Philadelphia ER -