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Originalia

Wirksamkeit eines sozialen Problemlösetrainings bei entwicklungsverzögerten Vorschulkindern

Published Online:September 01, 2006https://doi.org/10.1024//1010-0652.17.1.27

Abstract

Zusammenfassung: In der vorliegenden Studie werden Implementation und Wirksamkeit eines soziales Problemlösetrainings bei Vorschulkindern mit kognitiven und sozialen Entwicklungsdefiziten untersucht. 32 Kinder (je 16 in Trainings- und Kontrollgruppe) wurden vor, einen Monat nach und vier Monate nach dem Training mit Hilfe von Daten eines sozialen Problemlösetests und anhand von Verhaltensbeurteilungen durch Erzieherinnen miteinander verglichen. Die Umsetzung des Trainings wurde über Verhaltenseinschätzungen der Kinder während der Trainingssitzungen beurteilt. Dabei ergaben sich sehr gute Implementationswerte, da die Kinder weit überwiegend programmbezogenes Verhalten zeigten. Hinsichtlich der Programmeffekte konnten substanzielle Wirkungen sowohl im Hinblick auf die sozialen Problemlösefertigkeiten der Kinder als auch bei den Verhaltensbeurteilungen der Erzieherinnen festgestellt werden. Diese Wirkungen blieben auch im Follow-up erhalten und zeigen sich in Verbesserungen des prosozialen Verhaltens der Kinder und in geringeren internalisierenden und externalisierenden Problemscores. Diese Effekte decken sich mit bisherigen Ergebnissen der anglo-amerikanischen Forschung, die einen Einsatz des Programms im Rahmen der selektiven Prävention als Regelversorgung in Kindergärten nahelegen.


Effectiveness of a Social Problem-Solving Program in Preschool Children With Developmental Deficits

Summary: The study examines the implementation and efficacy of a social problem-solving program for preschool children with cognitive and social developmental deficits. Thirty-two children (16 in the training group and 16 controls) completed a social problem-solving task and were rated by their preschool teacher before (pretest), one month after (posttest), and four months after (follow up) the intervention. Program implementation was assessed by trainer ratings of the children's behavior during the training sessions. Results indicated that the implementation was adequate, because the children nearly always exhibited on-task behavior. Substantial program effects on social problem-solving measures as well as on internalizing and externalizing problem scores could be observed in both the posttest and the follow up. Because these effects correspond with findings from international evaluations of social problem-solving programs, it is concluded that such interventions are a useful tool in the field of selective prevention.

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