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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.
In intervention research, single-case experimental designs are an important way to gain insights into the causes of individual changes that yield high internal validity. They are commonly applied to examine the effectiveness of classroom-based interventions to reduce problem behavior in schools. At the same time, there is no consensus on good design characteristics of single-case experimental designs when dealing with behavioral problems in schools. Moreover, specific challenges arise concerning appropriate approaches to analyzing behavioral data. Our study addresses the interplay between the test power of piecewise regression analysis and important design specifications of single-case research designs. Here, we focus on the influence of the following specifications of single-case research designs: number of measurement times, the initial frequency of the behavior, intervention effect, and data trend. We conducted a Monte-Carlo study. First, simulated datasets were created with specific design conditions based on reviews of published single-case intervention studies. Following, data were analyzed using piecewise Poisson-regression models, and the influence of specific design specifications on the test power was investigated. Our results indicate that piecewise regressions have a high potential of adequately identifying the effects of interventions for single-case studies. At the same time, test power is strongly related to the specific design specifications of the single-case study: Few measurement times, especially in phase A, and low initial frequencies of the behavior make it impossible to detect even large intervention effects. Research designs with a high number of measurement times show robust power. The insights gained are highly relevant for researchers in the field, as decisions during the early stage of conceptualizing and planning single-case experimental design studies may impact the chance to identify an existing intervention effect during the research process correctly.
Die vorliegende Studie untersucht an einer Stichprobe integrativ tätiger Grundschullehrkräfte (N = 618) den Zusammenhang zwischen der individuellen und kollektiven Selbstwirksamkeit sowie den beruflichen Erfahrungen einerseits und der Einstellung zur Integration andererseits. Die Ergebnisse der Untersuchung zeigen, dass sich die Lehrerkollegien (N = 67) hinsichtlich der Einstellung zur Integration, der individuellen und kollektiven Selbstwirksamkeit sowie der beruflichen Erfahrung im Unterrichten von Kindern mit sonderpädagogischem Förderbedarf unterscheiden. Entsprechend unserer Annahmen zeigt sich in einer Mehrebenenanalyse eine bedeutsame Aufklärung der Varianz der Einstellung zur Integration durch die individuelle und kollektive Selbstwirksamkeit sowie die berufliche Erfahrung.
Spinal muscular atrophy (SMA) and Duchenne muscular dystrophy (DMD) both are rare genetic neuromuscular diseases with progressive loss of motor ability. The neuromotor developmental course of those diseases is well documented. In contrast, there is only little evidence about characteristics of general and specific cognitive development. In both conditions the final motor outcome is characterized by an inability to move autonomously: children with SMA never accomplish independent motoric exploration of their environment, while children with DMD do but later lose this ability again. These profound differences in developmental pathways might affect cognitive development of SMA vs. DMD children, as cognition is shaped by individual motor experiences. DMD patients show impaired executive functions, working memory, and verbal IQ, whereas only motor ability seems to be impaired in SMA. Advanced cognitive capacity in SMA may serve as a compensatory mechanism for achieving in education, career progression, and social satisfaction. This study aimed to relate differences in basic numerical concepts and arithmetic achievement in SMA and DMD patients to differences in their motor development and resulting sensorimotor and environmental experiences. Horizontal and vertical spatial-numerical associations were explored in SMA/DMD children ranging between 6 and 12 years through the random number generation task. Furthermore, arithmetic skills as well as general cognitive ability were assessed. Groups differed in spatial number processing as well as in arithmetic and domain-general cognitive functions. Children with SMA showed no horizontal and even reversed vertical spatial-numerical associations. Children with DMD on the other hand revealed patterns in spatial numerical associations comparable to healthy developing children. From the embodied Cognition perspective, early sensorimotor experience does play a role in development of mental number representations. However, it remains open whether and how this becomes relevant for the acquisition of higher order cognitive and arithmetic skills.
Dieser Beitrag diskutiert die diagnostischen Kompetenzen Lehramtsstudierender vor allem in Bezug auf internalisierende Verhaltensbesonderheiten. Da diese häufig weniger Einfluss auf den Verlauf des Schulalltags von Lehrpersonen haben als externalisierendes Erleben und Verhalten von Kindern, werden internalisierende Verhaltensbesonderheiten von Kindern häufig seltener wahrgenommen und seltener als pädagogisch relevant eingestuft. Daher erfahren diese Kinder oft weniger förderdiagnostische Unterstützung. Mit dem Ziel der Entwicklung diesbezüglicher diagnostischer Kompetenzen der Studierenden wird das Psychodiagnostische Praktikum (PDP) mit praktischen Abschnitten und begleitenden Seminarsitzungen zeitgleich zum Praxissemester durchgeführt. Um Veränderungen in der Selbstwahrnehmung der Studierenden in Bezug auf ihre diagnostischen Kompetenzen im Rahmen des PDP abzubilden und damit das Gesamtkonzept zu evaluieren, wird ein selbstentwickelter Fragebogen verwendet. Der Beitrag stellt die konzeptuellen Gedanken des Fragebogens sowie die Ergebnisse einer ersten Pilotstudie vor.
The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students' in a German inclusive primary school sample using behavioral progress monitoring.
A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 (M-age = 8.01 years, SDage = 0.81 years).
The implementation of the GBG was randomly staggered by 2 weeks across classrooms. Teacher-completed Direct Behavior Rating (DBR) was applied to measure AE and DB. We used piecewise regression and a multilevel extension to estimate the individual case-specific treatment effects as well as the generalized effects across cases.
Piecewise regressions for each case showed significant immediate treatment effects for the majority of participants (82.86%) for one or both outcome measures.
The multilevel approach revealed that the GBG improved at-risk students' classroom behaviors generally with a significant immediate treatment effect across cases (for AE, B = 0.74, p < 0.001; for DB, B = -1.29, p < 0.001).
The moderation between intervention effectiveness and teacher ratings of students' risks for externalizing psychosocial problems was significant for DB (B = -0.07, p = 0.047) but not for AE.
Findings are consistent with previous studies indicating that the GBG is an appropriate classroom-based intervention for at-risk students and expand the literature regarding differential effects for affected students.
In addition, the study supports the relevance of behavioral progress monitoring and data-based decision-making in inclusive schools in order to evaluate the effectiveness of the GBG and, if necessary, to modify the intervention for individual students or the whole group.
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.
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.
Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils’ social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. È A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two.
Are we good friends?
(2020)
Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.
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.
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.
Modellen der Sprachaneignung zufolge sind für die die Entwicklung sprachlicher Fähigkeiten auch die sprachlichen Fähigkeiten von wichtigen Interaktionspartnern (z. B. Peers) bedeutsam. Da objektive Kompetenzmaße von Interaktionspartnern selten verfügbar sind, könnten alternativ Fremdeinschätzungen der sprachlichen Fähigkeiten erhoben werden. Im Beitrag wurden daher Schülerurteile über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch als potentielle Indikatoren tatsächlicher Sprachfähigkeiten untersucht. Mit Hilfe von Mehrebenenmodellen wurde analysiert, welchen Einflussfaktoren die Fremdeinschätzungen unterlagen, wie akkurat diese ausfielen und unter welchen Bedingungen akkuratere Einschätzungen gelangen. In allen Sprachen ergaben sich moderate Zusammenhänge zwischen den Fremdeinschätzungen und objektiven Leistungsmaßen, wobei die Urteilsakkuratheit insbesondere von Merkmalen auf der Beziehungsebene zur eigeschätzten Person (gemeinsamer Unterricht, geteilter Sprachhintergrund, Beziehungsqualität) moderiert wurde. Im Deutschen zeigten sich negative leistungsbezogene Vorurteile gegenüber Jugendlichen mit türkischer und russischer Herkunftssprache. Die Ergebnisse werden in Bezug auf Möglichkeiten und Grenzen von Fremdeinschätzungen sprachlicher Fähigkeiten sowie auf Konsequenzen leistungsbezogener Vorurteile diskutiert.
Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.
Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.
Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.
Kinder mit internalisierenden Problemen erleben täglich herausfordernde akademische sowie soziale Situationen im Schulkontext. Dabei ist entscheidend, dass Lehrkräfte in der Lage sind diese Kinder zu identifizieren, um pädagogisch adäquat handeln zu können. Aufgrund der nach innen gerichteten Symptome stellt das Erkennen internalisierender Probleme eine große Herausforderung dar. Zur Diagnostik werden vorwiegend standardisierte Fragebögen eingesetzt, welche den Schulkontext sowie spezifische Altersgruppen und die damit einhergehende Veränderlichkeit von Emotionswahrnehmungen der betroffenen Kinder nur unzureichend berücksichtigen. Dieser Beitrag präsentiert die Ergebnisse einer Interviewstudie und diskutiert den Einsatz von Interviews als Methode zur Identifikation emotional relevanter Situationen aus der Perspektive von Kindern. Die Ergebnisse sollen der Ableitung alters- und kontextspezifischer Items dienen, um die Diagnostik internalisierender Schwierigkeiten weiterzuentwickeln.