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Gestufte Förderung in der Grundschule

Konzeption eines mehrstufigen, multimodalen Förderkonzepts bei expansivem Problemverhalten

Multitiered system of support in primary schools

Introducing a multistage, multimodal concept for the prevention of externalizing behavior problems

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Zusammenfassung

Hintergrund

Expansive Verhaltensstörungen stellen ein häufiges Problem dar und gehen mit erheblichen Beeinträchtigungen und hohen gesellschaftlichen Kosten einher.

Methode

Durch die Einführung eines mehrstufigen und multimodalen Konzepts, welches evidenzbasierte Maßnahmen an die individuellen Bedarfe der jeweiligen Schülerinnen und Schüler (SuS) anpasst, können Schulen zur Prävention von expansivem Verhalten beitragen. Der Ansatz des „schoolwide positive behavior supports“ (SW-PBS) stellt ein solches Präventionskonzept dar.

Ergebnisse

Im vorliegenden Beitrag stellen wir die konkrete Konzeption des SW-PBS zur Prävention expansiven Problemverhaltens für die Grundschule sowie das begleitende Evaluationskonzept vor.

Abstract

Background

Externalizing behavior problems have high prevalence rates and persistence across the developmental course. As children suffering from externalizing problem behavior are at high risk for low educational outcomes and teachers feel especially strained by these behaviors, effective school-based prevention programs are needed.

Methods

So-called tiered prevention approaches that implement universal, selective and targeted interventions adapted to the needs of the respective child have been proven to be effective in increasing social emotional competence and in reducing problem behavior in schools.

Results

As an example of a multitiered prevention model we adapted the Schoolwide Positive Behavior Support to the affordance of German primary schools. Our concept combines prevention modules on three tiers for teachers and parents of children with externalizing problem behaviors to a multitiered multimodal program.

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Authors and Affiliations

  1. Universität zu Köln, Köln, Deutschland

    Charlotte Hanisch, Gino Casale, Stefanie Richard, Hanna Meyer, Dennis Hövel, Tobias Hagen, Johanna Krull & Thomas Hennemann

  2. Northeastern University Boston, Boston, USA

    Robert J. Volpe & Amy M. Briesch

  3. Bergische Universität Wuppertal, Wuppertal, Deutschland

    Gino Casale

  4. Humanwissenschaftliche Fakultät, Psychologie und Psychotherapie in Heilpädagogik und Rehabilitation, Universität zu Köln, Klosterstraße 79b, 50931, Köln, Deutschland

    Charlotte Hanisch

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  1. Charlotte Hanisch
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Correspondence to Charlotte Hanisch.

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Interessenkonflikt

C. Hanisch, G. Casale, R.J. Volpe, A.M. Briesch, S. Richard, H. Meyer, D. Hövel, T. Hagen, J. Krull und T. Hennemann geben an, dass kein Interessenkonflikt besteht.

Für diesen Beitrag wurden von den Autoren keine Studien an Menschen oder Tieren durchgeführt. Von allen an der Befragung Beteiligten liegt eine schriftliche Einverständniserklärung vor.

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Hanisch, C., Casale, G., Volpe, R.J. et al. Gestufte Förderung in der Grundschule. Präv Gesundheitsf 14, 237–241 (2019). https://doi.org/10.1007/s11553-018-0700-z

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