Zeitgemäß oder anachronistisch? Zwangseinweisungspraxis in Frankfurt am Main

Background: The evaluation of local mental health care remains difficult. For this reason systematic development of appropriate services is barely possible. Methods: We examined involuntary hospitalization in the city of Frankfurt/Main with regard to diagnoses, socio-demographic data, complementary psychosocial outpatient care, and circumstances of hospitalization. There are four psychiatric clinics, each serving a catchment area of more than 165.000 inhabitants. These clinics are responsible for all psychiatric in-patient treatments regardless of the admission modus. During a one year period, 677 patients were involuntarily hospitalized. Statistical analyses were performed subsequent to pooling the data. Results: During a period of one year, 103 out of 100.000 inhabitants of Frankfurt/Main were admitted involuntarily. The rate of involuntary admissions related to all admissions was 10.98 percent. Any complementary psychosocial care was missing in more than 70 percent of patients admitted involuntarily. Only about 10 percent of patients were examined by a physician before reaching the hospital and in disappointing 1.3 percent the municipal mental health service had been consulted prior to involuntarily admission. Conclusion: Our results show that a systematic improvement of precautionary complementary psychosocial care for risk patients is needed as well as the obligation of psychiatric emergency consultation before involuntary hospitalization.Anliegen: In der gemeindepsychiatrischen Versorgung ist eine systematische Datenerhebung bislang unzureichend etabliert. Daher ist eine planvolle Entwicklung von Versorgungsstrukturen kaum möglich. Zur weiteren Qualitätsverbesserung der gemeindepsychiatrischen Struktur soll eine verlässliche Datenbasis geschaffen werden. Methode: Das durch den Sozialpsychiatrischen Dienst initiierte Projekt PISA untersuchte 677 Zwangseinweisungen in die Versorgungskliniken der Stadt Frankfurt/Main. Ergebnisse: Bei über 70 % der Patienten fehlte eine komplementäre psychosoziale Versorgung, nur 10 % wurden außerhalb der Klinik vor der Einweisung ärztlich untersucht, nur 1,3 % durch den Sozialpsychiatrischen Dienst. Schlussfolgerungen: Eine gezielte Ausweitung ambulanter Hilfesysteme und die Hinzuziehung fachärztlicher Kompetenz vor einer Zwangseinweisung erscheinen dringend erforderlich

Playful training of numerical skills in kindergarten for prevention of mathematical disability

In der vorliegenden Evaluationsstudie wurde untersucht, ob numerische Kompetenzen im Vorschulalter durch in den Kindergartenalltag integrierte zahlen- und mengenbezogene Spiele gefördert werden können. Darüber hinaus war es von Interesse herauszufinden, ob Kindergartenkinder mit weniger gut entwickelten numerischen Kompetenzen insofern von dieser Fördermethode profitieren, als dass sie ihren Leistungsrückstand aufholen können. Realisiert wurde ein Prätest-Posttest-Design mit einer Fördergruppe, einer Kontrollgruppe mit Kontrollintervention sowie einer Wartekontrollgruppe. Insgesamt nahmen 142 Kinder im Alter von vier bis fünf Jahren an der Studie teil. Die Ergebnisse kovarianzanalytischer Verfahren mit Messwiederholung sprechen dafür, dass sich die numerischen Kompetenzen von Kindergartenkindern anhand des verwendeten Förderkonzepts steigern lassen. Außerdem konnte gezeigt werden, dass jene Kinder der Fördergruppe, deren numerische Leistung zum Prätestzeitpunkt unter dem Median der Gesamtstichprobe lag, einen höheren Leistungszuwachs aufwiesen als die leistungsstärkeren Kinder, die nicht mit den zahl- und mengenbezogenen Spielen gefördert wurden. Die Ergebnisse weisen somit auch auf eine Eignung des spielerischen Förderkonzepts zur Kompensation von Entwicklungsnachteilen bezüglich der numerischen Kompetenz hin. (DIPF/Orig.)In this study, we investigated if preschool children´s numerical skills can be fostered by playing number- and quantity-related games during children´s daily playtimes. Furthermore, we wanted to find out if preschoolers with poorly developed numerical skills catch up on their developmental delay by playing these games. In order to do so, we used a pretest-posttest-design with (a) an intervention group playing number- and quantity-related games, (b) a control group participating in another intervention with the same basic conditions but other intervention goals and (c) a control group without an intervention. One hundred forty-two children aged 4 to 5 years participated in the study. The results show that preschoolers’ numerical skills can be increased by playing number- and quantity-related games. Furthermore, the numerical skills of children with poorly developed numerical skills increased more significantly than the numerical skills of children with better developed numerical skills who did not play the number- and quantity-related games. Thus, results indicate that playing these number- and quantity-related games might be used to compensate for early developmental disadvantage in numerical skills. (DIPF/Orig.

The Relationship Between Cognition and Sensorimotor Behavior in an F1 Driving Simulation: An Explorative Study

Sensorimotor control simultaneously engages multiple cognitive processes, like decision making, intention, processing, and the integration of multisensory signals. The reciprocal relationship of cognition and sensorimotor learning is well documented. However, little is known if the status of cognitive skills relates to immediate sensorimotor performance of performing a novel skill. Thus, we aim to explore whether cognitive skills in general and executive functions (EFs) in particular may relate to novel sensorimotor performance and adaptive skills. Therefore, 23 male participants engaged in a novel driving simulation for 2 days. On the first day, they accustomed to the F1 simulation until meeting a preset threshold (adaption). On the second day, they aimed to drive as fast as possible (performance). In addition, we measured EFs and global cognition. We found meaningful relationships between response inhibition (Stroop Color and Word Test), the driving performance (r = 0.48, p = 0.013), and the adaptive ability (r = 0.34, p = 0.012). All other tests of executive functioning and global cognition remained non-significant. Our results illustrate an association of driving performance and adaptive abilities and the EF selective attention/inhibition in a novel F1 simulation. Given the novelty of the task, the ability to adjust sensorimotor behavior to keep the car on the track seems to be the primary necessary skill to navigate the lap and achieve fast times. © Copyright © 2020 Eckardt, Roden, Grube and Schorer

Involuntary hospitalizations in Frankfurt/Main, Germany

Background: The evaluation of local mental health care remains difficult. For this reason systematic development of appropriate services is barely possible. Methods: We examined involuntary hospitalization in the city of Frankfurt/Main with regard to diagnoses, socio-demographic data, complementary psychosocial outpatient care, and circumstances of hospitalization. There are four psychiatric clinics, each serving a catchment area of more than 165.000 inhabitants. These clinics are responsible for all psychiatric in-patient treatments regardless of the admission modus. During a one year period, 677 patients were involuntarily hospitalized. Statistical analyses were performed subsequent to pooling the data. Results: During a period of one year, 103 out of 100.000 inhabitants of Frankfurt/Main were admitted involuntarily. The rate of involuntary admissions related to all admissions was 10.98 percent. Any complementary psychosocial care was missing in more than 70 percent of patients admitted involuntarily. Only about 10 percent of patients were examined by a physician before reaching the hospital and in disappointing 1.3 percent the municipal mental health service had been consulted prior to involuntarily admission. Conclusion: Our results show that a systematic improvement of precautionary complementary psychosocial care for risk patients is needed as well as the obligation of psychiatric emergency consultation before involuntary hospitalization.Anliegen: In der gemeindepsychiatrischen Versorgung ist eine systematische Datenerhebung bislang unzureichend etabliert. Daher ist eine planvolle Entwicklung von Versorgungsstrukturen kaum möglich. Zur weiteren Qualitätsverbesserung der gemeindepsychiatrischen Struktur soll eine verlässliche Datenbasis geschaffen werden. Methode: Das durch den Sozialpsychiatrischen Dienst initiierte Projekt PISA untersuchte 677 Zwangseinweisungen in die Versorgungskliniken der Stadt Frankfurt/Main. Ergebnisse: Bei über 70 % der Patienten fehlte eine komplementäre psychosoziale Versorgung, nur 10 % wurden außerhalb der Klinik vor der Einweisung ärztlich untersucht, nur 1,3 % durch den Sozialpsychiatrischen Dienst. Schlussfolgerungen: Eine gezielte Ausweitung ambulanter Hilfesysteme und die Hinzuziehung fachärztlicher Kompetenz vor einer Zwangseinweisung erscheinen dringend erforderlich

Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties

Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly. (DIPF/Orig.

Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties

Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties. (DIPF/Orig.

Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten

Grundschulkinder mit Lernschwierigkeiten weisen in verschiedenen Studien ein geringeres schulisches Selbstkonzept auf als Kinder ohne Lernauffälligkeiten. Es stellt sich die Frage, ob sich umgrenzte Lernschwierigkeiten im Lesen, Rechtschreiben oder in Mathematik generalisiert auf die schulische Selbstkonzeptentwicklung auswirken oder ob sie sich nur in den spezifischen Bereichen des Selbstkonzeptes niederschlagen. In einem längsschnittlichen Design wurden die selbstkonzeptbezogenen Einschätzungen von insgesamt 236 Kindern mit verschiedenen Lernschwierigkeiten im Lesen, Rechtschreiben und/oder Rechnen sowie 77 Kindern mit unauffälligen Lernleistungen am Anfang und am Ende der vierten Grundschulklasse untersucht. Die Ergebnisse zeigen, dass die Kinder mit Lernschwierigkeiten nur in dem Selbstkonzeptbereich niedrigere Selbsteinschätzungen angeben, in dem auch niedrige Lernleistungen erbracht werden. Die Kinder unterscheiden dabei allerdings nicht sehr stark zwischen ihren Fertigkeiten im Lesen und Rechtschreiben, d. h. auch bei isolierten Schriftsprachschwierigkeiten werden beide Selbstkonzeptbereiche gleichermaßen schwach eingestuft. Dieses Ergebnismuster bleibt trotz abnehmender Selbstkonzeptbeurteilungen im Rechtschreiben und Rechnen über beide Messzeitpunkte konstant bestehen, so dass die Kinder über ein differenziertes Bild ihrer eigenen Stärken und Schwächen zum Ende der Grundschulzeit verfügen. (DIPF/Orig.)Several studies converge on the view that children with learning difficulties (LD) have a lower academic self-concept than children without LD. However, whether the influence of specific learning difficulties on academic self-concept is domain-specific or domain-general it is still at issue. Therefore, this longitudinal study examined the academic self-concept of 77 typically developing children and 236 children with specific learning difficulties in reading, spelling and/or mathematics. The children\u27s self-concept in reading, spelling and mathematics was assessed at the beginning and the end of the children\u27s last year in elementary school. The study revealed three important findings: First, in line with the domain-specific hypothesis, children with LD showed a lower self-perception of academic skills only in those domains in which they were low achieving. Second, children with specific learning difficulties in either reading or spelling exhibited a lower academic self-concept in both verbal domains, which suggests that they did not differentiate between their skills in reading and spelling. Last, children\u27s self-concept in spelling and mathematics decreased significantly in the course of a school year. Overall, the children showed a sophisticated self-perception of their individual strengths and weaknesses at the end of primary school. (DIPF/Orig.

Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities

Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.

Working memory functioning in children with poor mathematical skills

Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties