TY - GEN A1 - Moraske, Svenja A1 - Penrose, Anna A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prävention von Rechenstörungen T1 - Prevention for dyscalculia BT - kurz- und mittelfristige Effekte einer Förderung der mathematischen Kompetenzen bei Risikokindern im Vorschulalter BT - short-term and intermediate effects of training stimulating numerical competencies for children at risk in preschool T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Ziel ist die Überprüfung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen Förderung des Mengen- und Zahlenverständnisses bei Kindern mit einem Risiko für die Entwicklung einer Rechenstörung. Es wurden 32 Risikokinder mit einer Kombination aus den Förderprogrammen Mathematik im Vorschulalter und Mengen, zählen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Präventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen. N2 - A slew of studies has shown that training programs teaching numerical competencies have positive short-term effects on mathematical performance. The results for the intermediate effects are not consistent and there are only a few studies on this issue. The aim of this investigation was to evaluate the short-term and intermediate effects of a preschool training program stimulating numerical competencies for children at risk of developing dyscalculia (≤ 10th percentile). During the last kindergarten year, 32 children at risk were trained with a combination of the intervention Mathematik im Vorschulalter and Mengen, zählen, Zahlen by their kindergarten teachers, who were trained and supervised. Contents of the preschool training were: counting, number knowledge up to 10, comprehension of quantity concept, visual differentiation, spatial ability, simple arithmetic operation, handling of symbols, realizing abstract–logical correlations, and identifying cause–effect relations. The training lasted 11 weeks and took place twice a week (session duration = 30 – 40 min). Children who participated in at least 50 % of the sessions were included. The control group consisted of 38 untrained children at risk. For measuring numerical competencies in kindergarten, a subtest of the instrument Basisdiagnostik Umschriebener Entwicklungsstörungen im Vorschulalter – Version III (BUEVA-III) was used, and for measuring mathematical performance the test Deutsche Mathematiktest für erste Klassen (DEMAT 1+) was used. Before the training there were no group differences between the training and control group regarding mathematical performance and overall intelligence. The training showed positive short-term effects for numerical competencies in the last kindergarten year (medium effect size). While trained children could significantly improve their mathematical competencies to an average level (from 34 to 41 t-value points), the performances of the untrained children stayed below average. Unfortunately, there were no significant intermediate effects for mathematical performance in the second half of the first grade. Regarding the diagnosis of dyscalculia as defined by the ICD-10, it was not possible to gather a sufficiently large sample in the first grade fulfilling the criteria to test differences between training and control groups. Methodological limitations of this study were the missing random allocation to treatment conditions, a large drop-out rate, and long testing periods. The preschool training that was used to stimulate numerical competencies contributed significantly toward improving numerical competencies in the short term. Further investigations will determine the long-term effects of the training in the second and third grade. This is particularly important because dyscalculia occurring from the second grade on is a stable phenomenon. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 616 KW - developmental dyscalculia KW - numerical competence KW - prevention KW - risk KW - specific developmental disorder KW - Rechenstörung KW - Zahlen- und Mengenverständnis KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434101 SN - 1866-8364 IS - 616 SP - 31 EP - 42 ER - TY - GEN A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Kucian, Karin A1 - Wyschkon, Anne A1 - von Aster, Michael A1 - Esser, Günter T1 - Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 777 KW - SFON KW - school mathematics KW - mathematical precursor KW - counting KW - number knowledge KW - magnitude estimation KW - transformation KW - pre-school KW - longitudinal KW - development Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560283 SN - 1866-8364 SP - 1 EP - 18 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Diagnostik bei Kindern und Jugendlichen Y1 - 2010 SN - 978-3-932096-83-9 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Diagnostik bei Kindern und Jugendlichen Y1 - 2011 SN - 978-3-932096-97-6 ER - TY - BOOK A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Basisdiagnostik umschriebener Entwicklungsstörungen im Vorschulalter : (BUEVA) Version II BT - BUEVA Y1 - 2012 PB - Beltz CY - Göttingen ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Umschriebene Entwicklungsstörungen Y1 - 2008 SN - 978-3- 13-126083-3 ER - TY - JOUR A1 - Fichter, Manfred M. A1 - Kohlboeck, Gabriele A1 - Quadflieg, Norbert A1 - Wyschkon, Anne A1 - Esser, Günter T1 - From childhood to adult age : 18-year longitudinal results and prediction of the course of mental disorders in the community N2 - This prospective longitudinal study of a representative community sample of children and adolescents (N = 269) examined the long-term course and predictive power of psychiatric symptoms in childhood/adolescence for diagnostic outcome (ICD-10) 18 years later at adult age. At both cross-sectional assessments, baseline (1980-1984) and the 18-year follow-up (2001-2004), psychiatric symptoms were assessed using the 'Standardized Psychiatric Interview' (Goldberg et al. in Br J Prev Soc Med 24:18-23, 1970). At follow-up, study participants were reassessed with the standardized M-CIDI (Wittchen and Pfister in Manual und Durchfuhrungsbeschreibung des DIA-X-M-CIDI, Swets and Zeitlinger, Frankfurt, 1997) interview. The participation rate at 18-year follow-up was 82% of those alive. The frequency of clinically relevant depressive symptoms and symptoms of anxiety or phobia was considerably higher when the participants were younger (baseline assessment at childhood, adolescent age) as compared to their scores in adult age. Increased levels of somatic symptoms, fatigue, irritability, sleep disturbances, depression, anxiety and worry as well as phobic symptoms in childhood/adolescence were related to a higher risk of suffering from a psychiatric disorder in adulthood. Depressive symptoms predicted both mood disorders and substance use disorders in adulthood. Phobias predicted later anxiety disorders. These data spanning almost two decades add significant information to the existing literature on the course of mental disorders in the community during the transition from adolescence to adulthood. Y1 - 2009 UR - http://www.springerlink.com/content/101494 U6 - https://doi.org/10.1007/s00127-009-0501-y SN - 0933-7954 ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD : a single-blind randomized controlled trial N2 - Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, dcorr = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training. Y1 - 2011 ER - TY - JOUR A1 - Esser, Günter A1 - Fischer, Sascha A1 - Wyschkon, Anne A1 - Laucht, Manfred A1 - Schmidt, Martin H. T1 - Vorboten hyperkinetischer Störungen : Früherkennung im Kleinkindalter N2 - Objectives: The prospective longitudinal Mannheim Study of Children at Risk followed the development of children from the age of 2 years up to the age of 8 years. Are there differences between the developmental risk load in toddlers (psychopathology, cognition, motor or neurological development. and educational differences) who suffer from a hyperactive disorder at age 8 and that of undisturbed children of the same age? Are there specific harbingers of hyperkinetic disorders for the group concerned? Methods: In terms of their developmental risk load at the age of 2 years, 26 primary school children with hyperkinetic disorders were compared to 241 healthy primary school children, as well as to 25 children of the same age with emotional disturbances and 30 children of the same age with socially disruptive behavior. Results: A significant combination of predictors of later hyperkinetic disorders at primary school age proved to be increased fidgetiness and irritability, as well as a reduced language comprehension, at the age of two. Conclusions: The predictive value of symptoms in early childhood for later hyperkinetic disorder in children of primaryschool age is higher than that of symptoms assessed in infancy, which although expected is without relevant specificity. Y1 - 2007 UR - http://psycontent.metapress.com/content/1422-4917 U6 - https://doi.org/10.1024/1422-4917.35.2.127 SN - 1422-4917 ER - TY - JOUR A1 - Esser, Günter A1 - Fischer, Sascha A1 - Wyschkon, Anne A1 - Laucht, Manfred A1 - Schmidt, Martin H. T1 - Vorboten hyperkinetischer Störungen : Früherkennung bereits im Säuglingsalter möglich? N2 - Objectives: Are there any differences (organic, psychosocial, psychopathological, cognitive or educational, respectively differences in the motor or neurological development) between infants who later on at the age of 8 years suffer from a hyperactive disorder and those who later on at the same age are undisturbed? Are there specific harbingers for hyperactive disorders in the group concerned? Methods: With regard to their developmental risk load at the age of 3 months, 26 primary school children with hyperactive disorders were compared with 241 healthy children, 25 children with emotional disturbances, and 30 children with socially disruptive behaviour, all of the same age. Results: Identified as the most important predictors for the onset of hyperactive disorders were a reduced birth weight, the mother's origin from a shattered family, early contact impairments on the part of the child, and the mother's neglect of the infant. Conclusions: Altogether, however, the prediction of later hyperactivity in primary school children on the basis of salient features in the infant children remains unsatisfactory and unspecific. Y1 - 2007 UR - http://psycontent.metapress.com/content/1422-4917 U6 - https://doi.org/10.1024/1422-4917.35.3.179 SN - 1422-4917 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Diagnostik bei Kindern und Jugendlichen Y1 - 2004 SN - 978-3-932096-43-3 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne A1 - Schmidt, Martin H. A1 - Blanz, Bernhard A1 - Ihle, Wolfgang T1 - Ein Entwicklungsmodell des Substanzmissbrauchs im frühen Erwachsenenalter Y1 - 2008 UR - http://psycontent.metapress.com/content/0942-5403 U6 - https://doi.org/10.1026/0942-5403.17.1.31 SN - 0942-5403 ER - TY - THES A1 - Wyschkon, Anne T1 - Repräsentativität und Umfang von Normstrichproben für Leistungstests : Auswirkungen auf die Diagnostik von schwachen Leistungen und Umschriebenen Entwicklungsstörungen im Grundschulalter T2 - Psychologische Forschungsergebnisse Y1 - 2011 SN - 978-3-8300-5924-0 SN - 1435-666X VL - 162 PB - Kova? CY - Hamburg ER - TY - JOUR A1 - Wyschkon, Anne A1 - Esser, Günter T1 - Enuresis N2 - Die meisten Kinder werden mit 2 bis 4 Jahren am Tage und in der Nacht trocken. Gemäß den klinisch- diagnostischen Leitlinien der ICD-10 (WHO 1993) spricht man von einer Enuresis, wenn es am Tag oder in der Nacht zu einem Entleeren der Blase in die Kleidung bzw. das Bett kommt, die relativ zum geistigen Entwicklungsstand der Person abnorm ist und nicht auf organische Ursachen zurückgeführt werden kann. Die Störungen der Blasenkontrolle dürfen nicht als Folge einer neurologischen Erkrankung, epileptischer Anfälle oder einer strukturellen Anomalie der ableitenden Harnwege auftreten. Gemäß den Forschungskriterien der ICD-10 (WHO 1994) muss das einnässende Kind nach seinem Lebens- und geistigen Alter mindestens 5 Jahre alt sein, um von einer nichtorganischen Enuresis (F 98.0) zu sprechen (in den klinisch-diagnostischen Leitlinien wird ein geistiger Entwicklungsstand gefordert, der mindestens dem eines Vierjährigen entspricht). Um die Diagnose zu erhalten, müssen Kinder unter 7 Jahren zumindest 2mal monatlich, 7-jährige oder ältere Kinder wenigstens einmal im Monat einnässen. Die Symptomdauer sollte mindestens 3 Monate betragen. In der Literatur wird synonym zum Begriff der "nichtorganischen Enuresis" häufig die Bezeichnung "funktionelle Enuresis" verwendet. Auch nach dem DSM-IV (Saß et al. 1996) sollten die Kinder für die Diagnose einer Enuresis (307.6) zumindest ein Entwicklungsalter von 5 Jahren aufweisen und die Symptomatik muss wenigstens seit 3 Monaten bestehen. Im Unterschied zur ICD-10 wird das Einnässen erst dann als klinisch bedeutsam beurteilt, wenn es mindestens 2mal wöchentlich auftritt. Ist dies nicht gegeben, kann die Diagnose dennoch gestellt werden, wenn durch das Einnässen klinisch bedeutsames Leiden hervorgerufen wird oder Beeintraechtigungen in sozialen, schulischen (beruflichen) oder anderen wichtigen Funktionsbereichen entstehen. Die Forderung eines 2mal wöchentlichen Einnässens erscheint deutlich zu streng, während das ein- bzw. 2malige Einnässen pro Monat ein sehr weiches Kriterium darstellt. V. Gontard (1998b) empfiehlt, Einnässen dann als klinisch bedeutsam einzuschätzen, wenn dies mindestens einmal wöchentlich auftritt. Y1 - 2008 SN - 978-3-13-126083-3 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Vorhersage von Umschriebenen Entwicklungsstörungen der schulischen Fertigkeiten mithilfe von Vorschultests: Prognostische Validität der BUEVA-II Y1 - 2010 SN - 978-3- 8017-2294-4 ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD a single-blind randomized controlled trial JF - European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry N2 - Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, d(corr) = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training. KW - Biofeedback KW - Neurofeedback KW - EMG biofeedback KW - ADHD KW - Single-blind Y1 - 2011 U6 - https://doi.org/10.1007/s00787-011-0208-y SN - 1018-8827 VL - 20 IS - 9 SP - 481 EP - 491 PB - Springer CY - New York ER - TY - JOUR A1 - Höse, Anna A1 - Wyschkon, Anne A1 - Moraske, Svenja A1 - Eggeling, Marie A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children JF - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie N2 - Objective: This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems. Method: 25 children at risk of developing dyslexia were trained with Horen, Lauschen, Lernen 1 und 2 (Kuspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children. Results:The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group. Conclusions: In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated. KW - developmental dyslexia KW - phonological awareness KW - prevention KW - risk KW - specific developmental disorder Y1 - 2016 U6 - https://doi.org/10.1024/1422-4917/a000456 SN - 1422-4917 SN - 1664-2880 VL - 44 SP - 377 EP - 391 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Graefen, Johanna A1 - Kohn, Juliane A1 - Wyschkon, Anne A1 - Esser, Günter T1 - Internalizing problems in children and adolescents with math disability JF - Zeitschrift für Psychologie = Journal of psychology N2 - Research has shown that learning disabilities are associated with internalizing problems in (pre) adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre) adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre) adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered. KW - math disability KW - internalizing problems KW - comorbidities KW - adolescence Y1 - 2015 U6 - https://doi.org/10.1027/2151-2604/a000207 SN - 2190-8370 SN - 2151-2604 VL - 223 IS - 2 SP - 93 EP - 101 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - 17 Jahre danach : was wird aus Kindern mit Legasthenie? BT - Siebzehn Jahre danach : was wird aus Kindern mit Legasthenie? Y1 - 2001 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Testdiagnostik in der Kinder- und Jugendlichenverhaltenstherapie Y1 - 2001 ER -