Grundschulkindern Lernstörungen erklären: Evaluation einer psychoedukativen Lehreinheit zur Aufklärung über Lernstörungen

authored by

Taina Gabriel, Conny Griepenburg, Kirsten Schuchardt

Abstract

The pilot study investigates the effect of a one-hour psychoeducational lesson for primary school children about specific learning disorders. A pre-post-follow-up-design with waitlist control group has been used. The study examines whether third grade children’s (N = 85) knowledge as well as classroom climate, social integration, and well-being could be improved through the psychoeducational lesson. The results show a significant increase in knowledge in the intervention group. This effect remained six weeks after the psychoeducation and was also evident in comparison to the waitlist control group. The social anxiety rating of the intervention group decreased significantly after the psychoeducation. Children who believed to have a learning disorder rated their social integration, social anxiety and their level of classroom stress more negatively than their classmates. The intervention significantly improved the assessment of the social integration of these children in particular. The teachers rated the psychoeducation lesson positively. They considered it to be important and meaningful.

Organisation(s)

Institute of Education for Special Needs

External Organisation(s)

University of Hildesheim

Type

Article

Journal

Praxis der Kinderpsychologie und Kinderpsychiatrie

Volume

70

Pages

316-332

No. of pages

17

ISSN

0032-7034

Publication date

2021

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

Developmental and Educational Psychology, Psychiatry and Mental health

Sustainable Development Goals

SDG 3 - Good Health and Well-being

Electronic version(s)

https://doi.org/10.13109/prkk.2021.70.4.316 (Access: Closed)