Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Originalarbeit/Original article

Veränderungen psychischer Belastung durch die Förderung von rechenschwachen Kindern und Jugendlichen

Published Online:December 21, 2012https://doi.org/10.1024/1422-4917/a000207

Abstract

Fragestellung: Die vorliegende Studie untersuchte die Effekte der Förderung rechenschwacher Kinder mit der Wasserglasmethode im Vergleich zu konventioneller Nachhilfe. Methodik: In einem Prä-Post-Kontrollgruppendesign wurden N = 46 Kinder im Alter von 7 bis 12 Jahren und deren Eltern hinsichtlich Prüfungsangst, Schulunlust, Manifester Angst, Aufmerksamkeitsproblemen sowie internaler und externaler Auffälligkeiten befragt. Ergebnisse: Es zeigte sich, dass Kinder, die mit der Wasserglasmethode behandelt wurden, eine stärkere Reduktion von Prüfungsangst, Schulunlust und Aufmerksamkeitsproblemen, tendenziell auch im CBCL-Gesamtwert zeigten. Diese Veränderungen waren durch die Verbesserung der mathematischen Leistung mediiert. Darüber hinaus ließ sich feststellen, dass überzufällig viele Kinder zu Beginn der Intervention im internalen Störungsspektrum klinisch relevante Störungen aufwiesen. Schlussfolgerungen: Eine dyskalkuliespezifische Intervention bei Rechenschwäche wirkt sich positiv auf das psychische Funktionsniveau der Kinder aus. Weitere Studien sind notwendig, um die Wirkmechanismen und den Einfluss auf die mathematische Leistungsfähigkeit zu überprüfen.


Changes in psychological stress after interventions in children and adolescents with mathematical learning disabilities

Objective: The present study examined the effects of the Waterglass Intervention Program on children with mathematical learning disabilities compared to dyscalculic children who received private tutoring. Method: In a pre-post-control group design, N = 46 children (age 7–12) and their parents were questioned about changes in test anxiety, school reluctance, anxiety disorder, and internal and external abnormality. Results: Children who attended the Waterglass Intervention Program reported a higher reduction of test anxiety, school reluctance, and attention problems. A trend toward a higher reduction of the CBCL-score was also found. These changes were mediated by the changes in math school grades. Furthermore, results showed that more children showed internal disorders than would be expected. Conclusions: An intervention specific for children with mathematical learning disabilities has positive effects on the psychological stress level of these children. Further research is required to investigate the mechanisms related to these changes and the effects on mathematical achievement.

Literatur

  • Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry. First citation in articleGoogle Scholar

  • Arbeitsgruppe Deutsche Child Behavior Checklist. (Hrsg.(). (1998). Elternfragebogen über das Verhalten von Kindern und Jugendlichen: deutsche Bearbeitung der Child Behavior Checklist (CBCL 4–18) (2. Aufl.). Köln: KJFD, Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik. First citation in articleGoogle Scholar

  • Ashcraft, M. H. , Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition and Emotion, 8, 97–125. First citation in articleCrossref, Google Scholar

  • Ashcraft, M. H. , Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224–237. First citation in articleCrossref Medline, Google Scholar

  • Auerbach, J. G. , Gross-Tsur, V. , Manor, O. , Shalev, R. S. (2008). Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. Journal of Learning Disabilities, 41, 263–273. First citation in articleCrossref Medline, Google Scholar

  • Benjamini, Y. , Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society Series B, 57, 289–300. First citation in articleCrossref, Google Scholar

  • Bos, W. , Lankes, E.-M. , Prenzel, M. , Schwippert, K. , Valtin, R. , Voss, A. , Walther, G. (2005). IGLU. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente. Münster: Waxmann. First citation in articleGoogle Scholar

  • Bryan, J. H. , Sonnefeld, L. J. , Grabowski, B. (1983). The relationship between fear of failure and learning disabilities. Learning Disability Quarterly, 6, 217–222. First citation in articleCrossref, Google Scholar

  • Esser, G. , Wyschkon, A. , Schmidt, M. H. (2002). Was wird aus Achtjährigen mit einer Lese- und Rechtschreibstörung: Ergebnisse im Alter von 25 Jahren. Zeitschrift für Klinische Psychologie und Psychotherapie: Forschung und Praxis, 31, 235–242. First citation in articleLink, Google Scholar

  • Gadeyne, E. , Ghesquière, P. , Onghena, P. (2004). Psychosocial functioning of young children with learning problems. Journal of Child Psychology and Psychiatry, 45, 510–521. First citation in articleCrossref Medline, Google Scholar

  • Ganzeboom, H. B. G. , De Graaf, P. M. , Treimann, D. J. (1992). A standard socioeconomic index of occupational status. Social Science Research, 21, 1–56. First citation in articleCrossref, Google Scholar

  • Ganzeboom, H. B. G. , Treimann, D. J. (1996). Internationally comparable measures of occupational status for the 1988 International Standard Classification of Occupations. Social Science Research, 25, 201–239. First citation in articleCrossref, Google Scholar

  • Geary, D. C. (2006). Dyscalculia at an early age: Characteristics and potential influence on socio-emotional development. In R. E. Tremblay, R. D. Peters (Eds.), Encyclopaedia on early childhood development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development, 1–4. First citation in articleGoogle Scholar

  • Geary, D. C. , Hamson, C. O. , Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236–263. First citation in articleCrossref Medline, Google Scholar

  • Geary, D. C. , Hoard, M. K. , Byrd-Craven, J. , DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121–151. First citation in articleCrossref Medline, Google Scholar

  • Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students’ achievement and motivation. Journal of Educational Research, 94, 284–290. First citation in articleCrossref, Google Scholar

  • Hein, J. , Bzufka, M. W. , Neumärker, K. J. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation. European Child and Adolescent Psychiatry, 9, 87–87. First citation in articleCrossref, Google Scholar

  • Hopko, D. R. , Ashcraft, M. H. , Gute, J. , Ruggiero, K. J. , Lewis, C. (1998). Mathematics anxiety and working memory: Support for the existence of a deficient inhibition mechanism. Journal of Anxiety Disorders, 12, 343–355. First citation in articleCrossref Medline, Google Scholar

  • Jacobson, N. S. , Revenstorf, D. (1988). Statistics for assessing the clinical significance of psychotherapy techniques: Issues, problems, and new developments. Behavioral Assessment, 10, 133–145. First citation in articleGoogle Scholar

  • Kamann, M. P. , Wong, B. Y. (1993). Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training. Journal of Learning Disabilities, 26, 630–638. First citation in articleCrossref Medline, Google Scholar

  • Kaufmann, L. , Handl, P. , Thöny, B. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal of Learning Disabilities, 36, 564–573. First citation in articleCrossref Medline, Google Scholar

  • Krajewski, K. , Schneider, W. (2007). Prävention von Rechenstörungen. In W. von Suchodoletz (Hrsg.), Prävention von Entwicklungsstörungen (S. 97–114). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Krinzinger, H. , Kaufmann, L. , Dowker, A. , Thomas, G. , Graf, M. , Nuerk, H.-C. , Wilmes, K. (2007). Deutschsprachige Version des Fragebogens für Rechenangst (FRA) für 6- bis 9-jährige Kinder. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 35, 341–351. First citation in articleLink, Google Scholar

  • Lambert, K. , Spinath, B. (2012). Evaluation of an intervention program for children with mathematical learning disabilities. Manuskript in Revision. First citation in articleGoogle Scholar

  • Lehmkuhl, G. , Walter, D. , Lehmkuhl, U. (2008). Depressive Störungen im Kindes- und Jugendalter. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 51, 399–405. First citation in articleCrossref Medline, Google Scholar

  • Lewis, C. , Hitch, G. J. , Walker, P. (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year old boys and girls. Journal of Child Psychology and Psychiatry, 35, 283–292. First citation in articleCrossref Medline, Google Scholar

  • Lorenz, J. H. (2005). Lernschwache Rechner fördern: Ursachen der Rechenschwäche, Frühhinweise auf Rechenschwäche, diagnostisches Vorgehen (2. Aufl.). Berlin: Cornelsen Scriptor. First citation in articleGoogle Scholar

  • Maag, J. W. , Reid, R. (2006). Depression among students with learning disabilities: Assessing the risk. Journal of Learning Disabilities, 39, 3–10. First citation in articleCrossref Medline, Google Scholar

  • Mazzocco, M. L. M. M. , Myers, G. F. (2003). Complexities in identifying and defining mathematics learning disability in the primary school-age years. Annals of Dyslexia, 53, 218–253. First citation in articleCrossref Medline, Google Scholar

  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21, 89–101. First citation in articleCrossref, Google Scholar

  • Merikangas, K. R. , He, J.-P. , Brody, D. , Fisher, P. W. , Bourdon, K. , Koretz, D. S. (2010). Prevalence and treatment of mental disorders among US children in the 2001–2004 NHANES. Pediatrics, 125, 75–81. First citation in articleCrossref Medline, Google Scholar

  • Nelson, J. M. , Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44, 3–17. First citation in articleCrossref Medline, Google Scholar

  • Prior, M. , Smart, D. , Sanson, A. , Oberklaid, F. (1999). Relationships between learning difficulties and psychological problems in preadolescent children from a longitudinal sample. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 429–436. First citation in articleCrossref Medline, Google Scholar

  • Schlotmann, A. (2004). Warum Kinder an Mathe scheitern, wie man Rechenschwäche wirklich heilt. Hirschberg: Supperverlag. First citation in articleGoogle Scholar

  • Schulz, W. , Dertmann, J. , Jagla, A. (2003). Kinder mit Lese- und Rechtschreibstörungen: Selbstwertgefühl und Integrative Lerntherapie. Kindheit und Entwicklung, 12, 231–242. First citation in articleLink, Google Scholar

  • Sena, J. D. W. , Lowe, P. A. , Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40, 360–376. First citation in articleCrossref Medline, Google Scholar

  • Shalev, R. S. , Auerbach, J. , Manor, O. , Gross-Tsur, V. (2000). Developmental dyscalculia: Prevalence and prognosis. European Child and Adolescent Psychiatry, 9(Suppl. 2), II58–64. First citation in articleGoogle Scholar

  • Stiensmeier-Pelster, J. , Schürmann, M. , Duda, K. (1989). Depressions-Inventar für Kinder und Jugendliche (DIKJ). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Wieczerkowski, W. , Nickel, H. , Janowski, A. , Fittkau, B. , Rauer, W. (Hrsg.). (1981). Angstfragebogen für Schüler (AFS) (6. Aufl.). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Willcutt, E. G. , Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41, 1039–1048. First citation in articleCrossref Medline, Google Scholar

  • Wittchen, H.-U. , Jacobi, F. , Klose, M. , Ryl, L. (2010). Depressive Erkrankungen. Gesundheitsberichterstattung des Bundes, Robert-Koch-Institut, 51, 3–42. First citation in articleGoogle Scholar