Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick
Abstract
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.
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.
Literatur
(2005, 12). Moment-to-moment dynamics of adhd behaviour. Behavioral and Brain Functions. Retrieved February 08, 2014, from the PubMed Database.
(2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied Behavior Analysis, 41, 279–283.
(2011). Using Differential Reinforcement of low rates to reduce children's requests for teacher attention. Journal of Applied Behavior Analysis, 44, 451–461.
(1998). An ADHD educational intervention for elementary schoolteachers: a pilot study. Journal of Developmental & Behavioral Pediatrics, 19, 94–100.
(1997). ADHD and the nature of self-control. New York: Guilford Press.
(2006). Associated cognitive, developmental, and health problems. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3. ed., pp. 122–183). New York: Guilford.
(2012). A web-based intervention for elementary school teachers of students with attention-deficit/hyperactivity disorder (ADHD). Psychological Services, 9, 227–230.
(2003). A practical application of self-management for students diagnosed with attention-deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5, 238–248.
(1983). Developing conceptions of classroom environments: Some light on the T in classroom studies of ATI. Educational Psychologist, 18, 1–13.
(2008). Developing stimulus control of young children's requests to teachers: classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299–303.
(2013). Reconsidering overlap-based measures for quantitative synthesis of single-subject data: what they tell us and what they don't. Behavior modification, 37, 378–390.
(2012). An evaluation of a classwide intervention package involving self-management and a group contingency on classroom behavior of middle school students. Journal of Behavioral Education, 21, 34–57.
(2004). Specific praise improves on-task behaviour and numeracy enjoyment: A study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice, 20, 335–351.
(2006). Application of an interdependent group contingency mediated by an automated feedback device: An intervention across three high school classrooms. School Psychology Review, 35, 78–90.
(2009). Foundation for the development and use of direct behavior rating (DBR) to assess and evaluate student behavior. Assessment for Effective Intervention, 34, 201–213.
(2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 26, 486–502.
(1988). Statistical power analysis for the behavioral sciences (2. ed.). Hillsdale, N.J: Erlbaum Associates.
(2007). Hyperkinetische Störungen (F90). In DGKJPP et al. (Hrsg.), Leitlinien zur Diagnostik und Therapie von psychischen Störungen im Säuglings-, Kindes-und Jugendalter (3.überarb. und erw. Aufl., Bd. 3, S. 239–254). Köln: Deutscher Ärzte Verlag.
(2008). Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS). In F. Petermann (Hrsg.), Lehrbuch der klinischen Kinderpsychologie (6. Aufl., S. 257–276). Göttingen: Hogrefe.
(2008). DISYPS-II: Diagnostik-System für psychische Störungen nach ICD-10 und DSM-IV für Kinder und Jugendliche-II. Göttingen: Hogrefe.
(2008). How often do children meet ICD-10/DSM-IV criteria of attention deficit-/hyperactivity disorder and hyperkinetic disorder? Parent-based prevalence rates in a national sample results of the BELLA study. European Child & Adolescent Psychiatry, 17, 59–70.
(2013). Aufmerksamkeitsdefizit-, Hyperaktivitätsstörung (ADHS) (Leitfaden Kinder- und Jugendpsychotherapie, Bd. 1, 2. Aufl.). Göttingen: Hogrefe.
(1986). Classroom Organization and Management. In M. C. Wittrock (Ed.), Handbook of research on teaching. A project of the American Educational Research Association (3. ed., pp. 392–431). New York: Macmillan.
(1998). Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579–592.
(1992). Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the Attention Training System. Behavior Modification, 16, 204–225.
(2011). Classroom interventions for attention and hyperactivity. In M. A. Bray & Kehle, T. J. (Eds.), The Oxford Handbook of School Psychology (pp. 428–441). New York: Oxford University Press.
(1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5–27.
(1998). Academic interventions for students with attention-deficit/hyperactvity disorder: A review of the literature. Reading & Writing Quarterly, 14, 59–82.
(2008). School-based interventions for adolescents with attention-deficit/hyperactivity disorder. Adolescent medicine: State of the art reviews, 19, 300–312.
(2003). ADHD in the schools. Assessment and intervention strategies (The Guilford school practitioner series, 2. ed.). New York: Guilford Press.
(2000). Self-theories. Their role in motivation, personality, and development (Essays in social psychology). Philadelphia, PA: Psychology Press.
(1995). Effectiveness of self-management on attentional behavior and reading comprehension for children with attention deficit disorder. Child & Family Behavior Therapy, 17, 1–17.
(2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 21, 145–159.
(2010). Aufmerksamkeitsförderung in der Schule durch Neurofeedback: Brainfeeders. Konzept und Design eines Forschungsprojektes. Empirische Sonderpädagogik, 1, 22–39.
(1994). Classroom management for secondary teachers.(3. ed.). Needham Heights, MA: Allyn & Bacon.
(1995). Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device. Psychology in the Schools, 32, 210–219.
(2009). ADS und Schule. Tipps für Unterricht und Hausaufgaben (Beltz-Taschenbuch, Bd. 841). Weinheim, Basel: Beltz.
(2011). The Effects of prompting appropriate behavior on the off-task behavior of two middle school students. Journal of Positive Behavior Interventions, 14, 47–55.
(1981). Helping the noncompliant child. A clinician's guide to parent training. New York: Guilford Press.
(2012). Effects of a teacher training programme on symptoms of attention deficit hyperactivity disorder. International Journal of Special Education, 27 (3), 76–87.
(2002). Praxis des pädagogischen Umgangs von Lehrern mit hyperkinetisch-aufmerksamkeitsgestörten Kindern im Schulunterricht. Praxis der Kinderpsychologie und Kinderpsychiatrie, 52, 494–506.
(2009). Back to basics: rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195–205.
(1993). Myths, misconceptions, and missed opportunity: Single-case designs and counseling psychology. Journal of Counseling Psychology, 40, 525–531.
(2011). If-then plans benefit delay of gratification performance in children with and without adhd. Cognitive Therapy and Research, 35, 442–455.
(2009). Physically active academic lessons and time on task. Medicine & Science in Sports & Exercise, 41, 1921–1926.
(2013). Self-regulation strategies support children with adhd to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5, 397–407.
(2006). The effects of self-management in general education classrooms on the organizational skills of adolescents with adhd. Behavior Modification, 30, 159–183.
(2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with adhd in the general education classroom. The Journal of Special Education, 39, 145–157.
(2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13, 1–28.
(2008). Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder. Psychology in the Schools, 45, 918–929.
(2000). Kontrollierte Einzelfallstudien: Eine Alternative für die sonderpädagogische und klinische Forschung. Göttingen: Hogrefe.
(2011). Randomisierte kontrollierte Studien. Teil 17 der Serie zur Bewertung wissenschaftlicher Publikationen. Deutsches Ärzteblatt, 39, 663–668.
(2005). Avoiding repetitions reduces adhd children's management problems in the classroom. Emotional and Behavioural Difficulties, 10, 269–279.
(2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37, 523–533.
& S. C. H.(2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65–75.
(1976). Techniken der Klassenführung. Bern: Hans Huber.
(2012). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38.
et al.(2001). Teacher Stress: Directions for future research. Educational Review, 53, 27–35.
(2004). Unterrichtsverhalten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen. Kindheit und Entwicklung, 13, 158–166.
(2010). The Role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 869–882.
(2011). Effects of a classwide interdependent group contingency designed to improve the behavior of an at-risk student. Journal of Behavioral Education, 20, 103–116.
(2009). Unterrichtsentwicklung durch Fort- und Weiterbildungsmaßnahmen für Lehrpersonen. Beiträge zur Lehrerbildung, 27, 346–360.
(2007). Academic and educational outcomes of children with adhd. Journal of Pediatric Psychology, 32, 643–654.
(2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38, 2086–2094.
(2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37, 149–156.
(2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46, 919–931.
(2010). Working memory training for children with attention problems or hyperactivity: A school-based pilot study. School Mental Health, 2, 202–208.
(2011). Teacher management practices for first graders with attention problems. Journal of Attention Disorders, 15, 638–645.
(2013). Störungen in der Schulklasse. Ein Leitfaden zur Vorbeugung und Konfliktlösung (Beltz-Taschenbuch, Bd. 935, 10. Aufl.). Weinheim: Beltz Verlag.
(2007). Klassenmanagement als professionelle Gestaltungsleistung. In D. Lemmermöhle, M. Rothgangel, S. Bögeholz, M. Hasselhorn & R. Watermann (Hrsg.), Professionell lehren – erfolgreich lernen (S. 133–145). Münster: Waxmann.
(2008). Klassenmanagement als Basisdimension der Unterrichtsqualität. In M. K. Schweer (Hrsg.), Lehrer-Schüler-Interaktion. Pädagogisch-psychologische Aspekte des Lehrens und Lernens in der Schule (Schule und Gesellschaft, Bd. 24, 2. Aufl., S. 259–282). Wiesbaden: VS Verlag für Sozialwissenschaften.
(2007). Percentage of all non-overlapping data (pand). An alternative to pnd. The Journal of Special Education, 40, 194–204.
(2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37, 184–214.
(1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27, 190–205.
(2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34, 13–19.
(2006). Treatment of adhd in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3. ed., pp. 547–589). New York: Guilford.
(2013). Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools. Teaching and Teacher Education, 30, 1–12.
(2006). Präventionsprogramm für expansives Problemverhalten. (PEP). Ein Manual für Eltern- und Erziehergruppen. Göttingen: Hogrefe.
(2007). The worldwide prevalence of adhd: A systematic review and metaregression analysis. American Journal of Psychiatry, 164, 942–948.
(2008). Medication management in primary and secondary schools: Evaluation of mental health related in-service education in local schools. The Journal of School Nursing, 24, 239–248.
et al.(2011). Increasing on-task behavior using teacher attention delivered on a fixed-time schedule. Journal of Behavioral Education, 20, 149–162.
(1999). Cognitive behavior modification of hyperactivity-impulsivity and aggression: A meta-analysis of school-based studies. Journal of Educational Psychology, 91, 195–203.
(2007). Einzelfallstudien zur Evaluation von Interventionen von Lehrern bei unaufmerksamem Verhalten von Schülern im Unterricht. Trierer Psychologische Berichte, 34, 1–17.
(2007). Die Prävalenz der Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) bei Kindern und Jugendlichen in Deutschland. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 50, 827–835.
(2013). Wissen und Fehlannahmen von deutschen Lehrkräften über die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS). Psychologie in Erziehung und Unterricht, 60, 143–153.
(2011). School-based treatment of attention-deficit/hyperactivity disorder. Psychology in the Schools, 48, 254–262.
(2000). Teachers' knowledge and misperceptions of attention-deficit/hyperactivity disordes. Psychology in the Schools, 37, 115–122.
(1986). Early intervention for children with conduct disorders: A quantitative synthese of single-subject research. Behavioral Disorders, 11, 260–270.
(1993). A model for consulting with school personnel for students with ADHD. The ADHD Report, 2, 8–9.
(2010). Comparing a behavioral check-in/check-out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13, 31–48.
(1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333–368.
(2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34, 202–219.
(2011). Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: A preliminary trial. Clinical Pediatrics, 50, 615–622.
(2009). Increase in teachers' knowledge about adhd after a week-long training program: A pilot study. Journal of Attention Disorders, 13, 420–423.
(2004). European clinical guidelines for hyperkinetic disorder – first upgrade. European Child and Adolescent Psychiatry, 13, 17–30.
et al.(2006). The good behavior game: 1969–2002. Behavior Modification, 30, 225–253.
(2004). Preventing disruptive behavior in elementary school children: Impact of a universal classroom-based intervention. Journal of Consulting and Clinical Psychology, 72, 467–478.
(2010). Effective intervention for behavior with a daily behavior report Card: A Meta-Analysis. School Psychology Review, 39, 654–672.
(2005). Theory-and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42, 821–836.
Access content
To read the fulltext, please use one of the options below to sign in or purchase access.- Personal login
- Register for access
- Claim
-
Restore content access
This functionality works only for purchases made as a guest