TY - JOUR A1 - Wilbert, Jürgen A1 - Urton, Karolina A1 - Krull, Johanna A1 - Kulawiak, Pawel R. A1 - Schwalbe, Anja A1 - Hennemann, Thomas T1 - Teachers' accuracy in estimating social inclusion of students with and without special educational needs JF - Frontiers in education N2 - It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy. KW - judgement accuracy KW - social inclusion KW - special educational needs KW - teacher KW - inclusive education KW - sociometry Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.598330 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen A1 - Schlack, Robert A1 - Börnert-Ringleb, Moritz T1 - Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students’ academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 669 KW - psychometric properties KW - developmental trajectories KW - emotional difficulties KW - academic-achievement KW - conduct problems KW - parent KW - sdq KW - hyperactivity KW - comorbidity KW - validation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-485156 SN - 1866-8364 IS - 669 ER - TY - JOUR A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen A1 - Schlack, Robert A1 - Börnert-Ringleb, Moritz T1 - Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire JF - PLOS ONE N2 - The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students’ academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable. KW - psychometric properties KW - developmental trajectories KW - emotional difficulties KW - academic-achievement KW - conduct problems KW - parent KW - sdq KW - hyperactivity KW - comorbidity KW - validation Y1 - 2020 U6 - https://doi.org/10.1371/journal.pone.0240312 SN - 1932-6203 VL - 15 IS - 10 PB - PLOS CY - San Francisco, California ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen T1 - Introduction of a new method for representing the sociometric status within the peer group BT - the example of sociometrically neglected children T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Sociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups, the classification approach lacks precision and consistency. Furthermore, social status classification discounts the multidimensional nature of a child’s social status (social status group affiliation is mutually exclusive), disregards between-peer-group differences in the sociometric data, and offers a peer-group-norm-referenced interpretation. By contrast, we will highlight some advantages of the newly introduced social status extreme points procedure, which describes a child’s social status in terms of the child’s adaptation to sociometric extreme points. The continuous social status extreme points variables offer a criterion-referenced interpretation (multidimensionality: degree of adaptation to each and every sociometric extreme point). The performance and agreement of both methods will be demonstrated using empirical data (N = 316 children within 22 school classes). T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 570 KW - sociometry KW - social status KW - sociometric status KW - peer status KW - peer group KW - sociometrically neglected children KW - internalizing behaviour Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434137 SN - 1866-8364 IS - 570 ER - TY - JOUR A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? JF - frontiers in Education N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.00032 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 652 KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474525 SN - 1866-8364 IS - 652 ER - TY - THES A1 - Kulawiak, Pawel R. T1 - Soziale Inklusion von Schulkindern mit sonderpädagogischem Förderbedarf BT - empirische und methodische Beiträge unter besonderer Berücksichtigung der soziometrischen Methoden und der internalisierenden Verhaltensweisen N2 - Zwei grundlegende Herausforderungen der sozialen Inklusionsforschung werden im vorliegenden Beitrag erläutert: Die Operationalisierung sozialer Inklusion sowie sonderpädagogischer Förderbedarfe. Anhand der dargelegten Forschung wird untersucht, ob die beiden methodischen Aspekte zu fehlerhaften Schlüssen und widersprüchlichen Forschungsergebnissen über die soziale Inklusion von Kindern mit sonderpädagogischem Förderbedarf führen. Dementsprechend wird die Vermeidung fehlerhafter Schlüsse und widersprüchlicher Forschungsergebnisse mittels einer Optimierung der Operationalisierung sozialer Inklusion sowie sonderpädagogischer Förderbedarfe thematisiert. Die vorliegende Forschung fokussiert sich hierbei vorrangig auf die soziometrischen Methoden zur Erfassung sozialer Inklusion sowie auf schulisches Problemverhalten im Sinne des Förderbedarfs emotional-soziale Entwicklung (insbesondere internalisierende aber auch externalisierende Verhaltensprobleme). N2 - Two major challenges of research in social inclusion are explained in this paper: The operationalization of social inclusion and special educational needs. The research presented examines whether the two methodological aspects lead to erroneous conclusions and conflicting research results on the social inclusion of children with special educational needs. Accordingly, the avoidance of erroneous conclusions and contradictory research results by means of an optimization of the operationalization of social inclusion and special educational needs is addressed. The present research focusses primarily on sociometric methods for measuring social inclusion as well as on school problem behavior in the sense of emotional and behavioral difficulties (especially internalizing but also externalizing problems). KW - Sonderpädagogik KW - Soziale inklusion KW - Verhalten KW - Soziometrie KW - Special Education KW - Social Inclusion KW - Child Behavior KW - Sociometry Y1 - 2019 ER - TY - JOUR A1 - Kulawiak, Pawel R. T1 - Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs BT - a scoping review JF - Cogent education N2 - Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed. KW - classroom noise KW - academic performance KW - noise-cancelling headphones KW - special needs KW - scoping review Y1 - 2021 U6 - https://doi.org/10.1080/2331186X.2021.1957530 SN - 2331-186X VL - 8 IS - 1 PB - Taylor & Francis CY - Abingdon ER - TY - JOUR A1 - Grubert, Jana A1 - Schwalbe, Anja A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen T1 - Seminarkonzept zur Förderung inklusionsrelevanter Kompetenzen BT - Diagnostik hinsichtlich psychischer Auffälligkeiten von Schüler_innen JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Der Beitrag stellt das im Rahmen der Qualitätsoffensive Lehrerbildung entwickelte Seminarkonzept zur Vermittlung diagnostischer Lehrkräftekompetenzen mit Fokus auf internalisierende Verhaltensauffälligkeiten von Schüler_innen vor, das bereits in Form des Psychodiagnostischen Praktikums im Studium des Grundschullehramts mit dem Schwerpunkt Inklusionspädagogik an der Universität Potsdam umgesetzt wird. Dabei wird das Konzept zunächst hinsichtlich der Relevanz für die Ausbildung diagnostischer Kompetenzen angehender Lehrkräfte betrachtet, bevor auf den Aufbau und Ablauf der Lehrveranstaltung eingegangen wird. Die Lehrveranstaltung umfasst neben der Vermittlung und Vertiefung von Wissen zur pädagogischen Diagnostik die Umsetzung praktischer Aufgaben im Kontext Schule und deren anschließende Analyse und Reflexion, orientiert an wissenschaftlichen Reflexionsmodellen. Abschließend werden bisherige Erfahrungen hinsichtlich der Umsetzung des Seminarkonzepts im Rahmen des Psychodiagnostischen Praktikums berichtet und daraus Gelingensbedingungen für die Lehrveranstaltung formuliert. N2 - The following article presents a seminar concept developed in the context of the research program „Qualitätsoffensive Lehrerbildung (QLB)“. The seminar concept aims to support the development of diagnostic competences to teacher students focusing especially on internalizing problems among students. It is already being implemented within the seminar „Psychodiagnostisches Praktikum“ at University of Potsdam. The importance of the seminar concept will be discussed within the context of the development of diagnostic competences of teacher students. Afterwards, the organization and implementation of the seminar will be described. The seminar includes the imparting of knowledge about pedagogical diagnostics as well as the implementation of practical tasks and their subsequent discussion and reflection based on scientific models. The article ends with a report of experiences made in previous implementations of the seminar concept and a description of conditions of success for the seminar „Psychodiagnostisches Praktikum“. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420265 SN - 978-3-86956-442-5 SN - 2626-3556 SN - 2626-4722 SP - 125 EP - 134 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Grubert, Jana A1 - Kulawiak, Pawel R. A1 - Schwalbe, Anja A1 - Scherreiks, Lynn A1 - Börnert-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - Fragebogen zur Erfassung diagnostischer Kompetenzen hinsichtlich psychischer Auffälligkeiten von Schüler_innen JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Die Diagnostik lernrelevanter Eigenschaften von Schüler_innen ist eine zentrale Kompetenz angehender und aktiver Lehrkräfte. Auch psychische Auffälligkeiten, also emotional-soziale Schwierigkeiten wie internalisierende und externalisierende Verhaltensweisen, können die betroffenen Schüler_innen belasten und somit deren akademische sowie emotional-soziale Entwicklung beeinträchtigen. Grundlage einer angemessenen pädagogischen und/oder psychotherapeutischen Intervention ist das frühzeitige und sachgerechte Erkennen von psychischen Auffälligkeiten. Der vorliegende Beitrag thematisiert daher die diagnostischen Kompetenzen von Lehrkräften hinsichtlich psychischer Auffälligkeiten von Schüler_innen sowie fachliche Gelingensbedingungen für diese diagnostischen Kompetenzen (Wissen, Selbstwirksamkeitserwartung, Verantwortungsempfinden). Darauf aufbauend wird ein Fragebogen zur Erfassung der diagnostischen Kompetenzen hinsichtlich psychischer Auffälligkeiten vorgestellt und Einsatzmöglichkeiten des Fragebogenverfahrens diskutiert. N2 - The diagnosis of learning-relevant characteristics of students is a central competence of future and active teachers. Psychological problems, i. e., emotional and social difficulties such as internalizing and externalizing behaviors, can also burden the students concerned and thus impair their academic and emotional-social development. The basis of an adequate pedagogical and/or psychotherapeutic intervention is the early and appropriate recognition of psychological problems. The present article therefore addresses the diagnostic competences of teachers with regard to psychological problems of students as well as conditions for these diagnostic competences (knowledge, self-efficacy, sense of responsibility). Based on this, a questionnaire for the assessment of diagnostic competences regarding psychological problems will be presented and possible applications of the questionnaire will be discussed. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420167 SN - 978-3-86956-442-5 SN - 2626-4722 SN - 2626-3556 SP - 17 EP - 27 PB - Universitätsverlag Potsdam CY - Potsdam ER -