Thomas Hennemann

A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren

The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1-6 in Western Germany. Confirmatory factor analysis supported a two-factor model for both male- and female- students. Configural invariance was supported between male- and female-samples. However scalar invariance was not supported, with higher thresholds for ratings of female students. Results of receiver operating characteristic (ROC) curve analyses were indicative of good to excellent diagnostic accuracy with areas under the curve ranging from 0.89 to 0.93. Optimal cut-off scores were 10, 5, and 13 for the Academic Productivity/Disorganization, Oppositional/Disruptive, and the Total Problems Composite scores of the Integrated System Teacher Rating Form respectively. This initial study of the newly translated measure supports further investigations into its utility for universal screening in German speaking schools.

Kooperation zwischen Schule und Eltern zur Prävention und Intervention bei Schulabsentismus und Zurückhalten

Die multiplen Risikofaktoren bei Absentismus und dessen Form des Zuruckhaltens machen ein mehrdimensionales padagogisches und therapeutisches Handeln notwendig. Aufgrund des fehlenden Forschungsstands spezifisch zu Fragen des Zuruckhaltens werden evidenzbasierte Masnahmen aus dem Handlungsfeld Absentismus und Dropout dargelegt, die Aussicht auf eine erfolgreiche praventive und interventive Kooperation mit den Eltern bieten. Mehrebenenmodelle bilden dabei wichtige konzeptionelle Grundlagen. Fundierte Konzepte der schulischen Kooperation mit den Eltern stellen eine erste Ebene dar, die in Formen des Elterntrainings (Kompetenztraining fur Eltern sozial auffalliger Kinder) und der intensiven Therapie mit den Eltern (multisystemische Therapie) eine spezialisierte Intensivierung finden. Als wesentliche Voraussetzung erweist sich die multiprofessionelle Kooperation auf einer gemeinsamen konzeptionellen Basis.

Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis

Abstract 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.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, &khgr;2 = 790.141, &Dgr;&khgr;2 = 6.9, p < .001, CFI = 0.976, &Dgr;CFI = 0.000, RMSEA = 0.052, &Dgr;RMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

Teachers' Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion: Analyses of a Mixed Methodology Approach

The purpose of this exploratory study was to examine the perceived opportunities and threats of teachers working on a primary level in North Rhine Westphalia, Germany, regarding inclusive schooling. Two open-ended questions using a standardized paper-pencil-questionnaire format were administered to 452 general and 130 special education teachers. Results of descriptive and inferential statistical analyses indicated that both teacher groups expressed strong concerns related to students’ educational needs and learning opportunities. Nevertheless, their perceptions differ significantly in specific categories. General education teachers anticipate inclusive schooling to improve social school climate; however, they expressed several concerns: declining teaching quality, having insufficient professional skills themselves, higher work load, and lack of resources. Their special education colleagues expected improved learning opportunities would result for all students but were worried about changes in their professional role and the political realization of inclusive schooling. Implications for practice, limitations, and the need for future research are discussed.