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Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick

Published Online: Doi: https://doi.org/10.1024/1010-0652/a000141

Kinder mit einer Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) oder subklinischen Aufmerksamkeitsproblemen sind in ihrer schulischen Leistungsfähigkeit beeinträchtigt. Für Lehrkräfte stellen diese Beeinträchtigungen eine große Herausforderung dar. Im Zuge der Umsetzung der Behindertenrechtskonvention der Vereinten Nationen (UN) wird der Bedarf an effektiven Strategien zum Umgang mit diesen Verhaltensauffälligkeiten an allgemeinbildenden Schulen deutlich steigen. Ziel der vorliegenden Arbeit ist es, einen Überblick über effektive Klassen-, Lehrkraft- und Schüler-zentrierte Maßnahmen für Schüler mit Aufmerksamkeitsproblemen zu geben. Die aktuelle Studienlage zu Interventionen im Schulsetting bietet überwiegend Einzelfallstudien, die eine Generalisierung der Ergebnisse erschweren. Unter Berücksichtigung der Studienqualität können daher nur interdependente Gruppenverstärkerpläne (klassen-zentriert) als evidenzbasiert bezeichnet werden. Forschungsmethodische Einschränkungen und Forschungsperspektiven werden diskutiert.


School-Based Interventions for ADHD and Attention Problems: A Review

Children with attention-deficit/hyperactivity disorder (ADHD) or related subclinical attention problems are often impaired in their school performance. These problems represent a great challenge for teachers. The implementation of the United Nations (UN) Convention on the Rights of Persons with Disabilities and the following right of inclusion for each person results in a greater need for effective strategies dealing with behavior problems in general education settings. This article presents an overview of evaluated prevention and intervention strategies, which are class-, teacher- and student-oriented. Current research for prevention and intervention in schools mostly provides single case studies, which makes a generalization of the results difficult. In regard of the quality of the studies only interdependent group-oriented contingency management procedures are evidence-based methods (class-oriented). Methodological issues and future directions will be discussed.

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