Evaluation of an online version of the CFT 20-R in third and fourth grade children

There is growing demand for digital intelligence testing. In the current study, we evaluated the validity of an online version of the revised German Culture Fair Intelligence Test (CFT 20-R). A total of 4100 children from the third and fourth grades completed the online version using a smartphone or tablet. Subsequently, 220 of these children also completed the paper-pencil (PP) version. The internal consistency and construct validity of the online version appeared to be acceptable. The correlation between the raw scores and school grades in German and mathematics was slightly lower than expected. On average, the raw scores for the PP version were revealed to be higher, which was probably due to a learning effect. At the item level, the results show small differences for the subtests Series and Matrices, possibly caused by small differences in the presentation of the items. The correspondence between the versions did not depend on children’s levels of impulsivity or intelligence. Altogether, the results support the hypothesis that the online version of the CFT 20-R is a valid measure of general fluid intelligence and highlight the need for separate norms. (DIPF/Orig.

Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of, e.g., arithmetic disorders with ADHD, anxiety disorder, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety disorder, depression, ADHD, and/or conduct disorder. The sample consisted of 3,014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety disorder (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD

Hair Cortisol and Perceived Stress-Predictors for the Onset of Tics?:A European Longitudinal Study on High-Risk Children

Some retrospective studies suggest that psychosocial stressors trigger the onset of tics. This study examined prospective hypothalamic-pituitary-adrenal (HPA) axis activity and perceived stress prior to tic onset. In the present study, 259 children at high risk for developing tics were assessed for hair cortisol concentration (HCC) and parent-on-child-reported perceived stress four-monthly over a three-year period. We used (i) generalised additive modelling (GAM) to investigate the time effects on HCC (hair samples n = 765) and perceived stress (questionnaires n = 1019) prior to tic onset and (ii) binary logistic regression to predict tic onset in a smaller subsample with at least three consecutive assessments (six to nine months before, two to five months before, and at tic onset). GAM results indicated a non-linear increasing course of HCC in children who developed tics, and a steady HCC course in those without tics, as well as a linear-increasing course of perceived stress in both groups. Logistic regression showed that with a higher HCC in hair samples collected in a range of two to five months before tic onset (which refers to cortisol exposure in a range of four to eight months), the relative likelihood of tic onset rose. Our study suggests increased stress prior to tic onset, as evidenced by higher HCC several months before tic onset. </p

Mobile First? Ein Vergleich von Lese-/Rechtschreibtests in traditionellem Papier-und-Bleistift-Format versus App-Format

Digitale Medien haben mittlerweile einen festen Platz im Alltag von Schülerinnen und Schülern. Sie dienen nicht nur der Vermittlung von Lehrinhalten, sondern werden zunehmend auch für das Erbringen von Leistungsnachweisen und zur Diagnostik eingesetzt. Für die Durchführung und Auswertung etablierter Testverfahren zur Erfassung schulischer Leistungen wäre es wünschenswert, wenn sie in einem digitalen Format vorliegen. Aber sind diese Testleistungen vergleichbar? Um dies zu prüfen, wurden verbreitete Papier- und Bleistift-Testverfahren zur Erfassung der Lesegenauigkeit (Verlaufsdiagnostik sinnerfassenden Lesens, VSL), Dekodiergeschwindigkeit (Würzburger Leise Leseprobe - Revision, WLLP-R) und Rechtschreibung (Weingartener Grundwortschatz Rechtschreib-Test, WRT 3+/4+) digitalisiert und in eine kindgerechte Rahmengeschichte eingebettet. Insgesamt führten 237 Kinder der dritten und vierten Klassenstufe aus Bayern und Hessen die Testverfahren zuerst in digitaler Version (via App am Tablet oder Smartphone) und danach als Papier-und-Bleistift-Version durch. Es zeigt sich ein hoher Zusammenhang zwischen den Testleistungen der beiden Testformate, der unterschiedliche Interpretationen zulässt. Chancen und Grenzen digitalisierter Leistungstests werden diskutiert. (DIPF/Orig.)Digital media have become an integral part of everyday life of schoolchildren. They are not only used for transferring teaching content, but also in the context of school performance records. For the administration of well-established school performance tests and the calculation of test scores it would be desirable if these are available in a digital format. However, are test results based on paper-pencil-format comparable to those of a digital test? To answer this question, we digitalized existing German standardized tests for assessing reading comprehension (Diagnosis of progress in reading comprehension, VSL), decoding speed (Wuerzburger Silent Reading Test-Revised, WLLP-R), and writing (Weingarten spelling test for basic vocabulary, WRT 3+/4+) and embedded them in a child-friendly cover story. A total of 237 children from 3rd and 4th grade from the German federal states Bavaria and Hesse made these tests first in a digital (via an app for tablet or smartphone) and then in a paper-pencil version. The results show a strong relationship between the performances in the two test formats, which can be interpreted in different ways. Strengths and limitations of digitalized school performance tests are discussed. (DIPF/Orig.

Hair cortisol-a stress marker in children and adolescents with chronic tic disorders? A large European cross-sectional study

Background: There is clear evidence that tic disorders (TDs) are associated with psychosocial stress as well as emotional and behavioral problems. Studies have shown that individuals with TDs have higher acute physiological stress responses to external, single stressors (as reflected by saliva cortisol). The aim of the present study was to examine a physiological marker of longer-term stress (as reflected by hair cortisol concentration) in children and adolescents with TDs and unaffected siblings of individuals with TDs. Methods: Two samples of a European cohort were included in this study. In the COURSE sample, 412 children and adolescents aged 3-16 years with a chronic TD including Tourette syndrome according to DSM IV-TR criteria were included. The ONSET sample included 131 3-10 years old siblings of individuals with TDs, who themselves had no tics. Differences in hair cortisol concentration (HCC) between the two samples were examined. Within the COURSE sample, relations of HCC with tic severity and perceived psychosocial stress as well as potential effects and interaction effects of comorbid emotional and behavioral problems and psychotropic medication on HCC were investigated. Results: There were no differences in HCC between the two samples. In participants with TDs, there were no associations between HCC and tic severity or perceived psychosocial stress. No main effects of sex, psychotropic medication status and comorbid emotional and behavioral problems on HCC were found in participants with TDs. Conclusion: A link between HCC and TDs is not supported by the present results

Hair cortisol-a stress marker in children and adolescents with chronic tic disorders? A large European cross-sectional study

Background There is clear evidence that tic disorders (TDs) are associated with psychosocial stress as well as emotional and behavioral problems. Studies have shown that individuals with TDs have higher acute physiological stress responses to external, single stressors (as reflected by saliva cortisol). The aim of the present study was to examine a physiological marker of longer-term stress (as reflected by hair cortisol concentration) in children and adolescents with TDs and unaffected siblings of individuals with TDs. Methods Two samples of a European cohort were included in this study. In the COURSE sample, 412 children and adolescents aged 3–16 years with a chronic TD including Tourette syndrome according to DSM IV-TR criteria were included. The ONSET sample included 131 3–10 years old siblings of individuals with TDs, who themselves had no tics. Differences in hair cortisol concentration (HCC) between the two samples were examined. Within the COURSE sample, relations of HCC with tic severity and perceived psychosocial stress as well as potential effects and interaction effects of comorbid emotional and behavioral problems and psychotropic medication on HCC were investigated. Results There were no differences in HCC between the two samples. In participants with TDs, there were no associations between HCC and tic severity or perceived psychosocial stress. No main effects of sex, psychotropic medication status and comorbid emotional and behavioral problems on HCC were found in participants with TDs. Conclusion A link between HCC and TDs is not supported by the present result

Does sensitivity to orthographic regularities influence reading and spelling acquisition? A 1-year prospective study

Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking children (N = 31) prior and during formal reading and spelling instruction. In addition, the relationship between sensitivity to orthographic regularities and reading and spelling performance was explored. Two aspects of children's sensitivity to orthographic regularities (sensitivity to frequent double consonants and sensitivity to legal positions of double consonants) were measured with a nonword forced choice task. The results show that sensitivity to orthographic regularities improved significantly from kindergarten to first grade. Moreover, children's sensitivity to orthographic regularities at the end of first grade accounted for a significant amount of unique variance in their reading and spelling performance. These results suggest that orthographic sensitivity on a sublexical level is important for the development of reading and spelling skills

A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography

Orthographic processing is a construct that encompasses the skills of recognizing, storing, accessing, and applying the print conventions of a writing system. Few studies have investigated orthographic processing in dyslexic children and it is not yet clear whether lexical and sublexical orthographic processing are both impaired in these children. The present study examined orthographic processing in dyslexic children (N = 19, below-average word reading as well as below average spelling skills, T-values < 40) and typically developing children (N = 32) aged 8-10 years. Different aspects of orthographic processing were measured. Word-specific knowledge (lexical level) was assessed with an Orthographic Choice Task. General orthographic knowledge (sublexical level) was assessed with three pseudoword tasks. The Freq-Choice-Task is a choice task that measures children's knowledge of frequent double consonants (e.g., nilemm-nilebb). The Pos-Choice-Task measures children's knowledge about legal positions of double consonants (e.g., sinnum-ssinum). The Pos-Speed-Task measures children's ability to identify orthographic irregularities in words presented singly (e.g., mmotin). Results show that dyslexic children are able to discriminate illegal/infrequent letter pattern from legal/frequent letter pattern. Seeing either a word with legal or illegal letter patterns singly (Pos-Speed-Task), dyslexic children show deficits in identifying illegal letter pattern as wrong, whereas they have no problems to identify legal letter pattern as correct. Furthermore, dyslexic children show a reduced word specific orthographic knowledge. Additionally, the present study demonstrated that word representations as well as sensitivity to legal letter pattern influence reading and spelling performance

Evaluation of an Online Version of the CFT 20-R in Third and Fourth Grade Children

There is growing demand for digital intelligence testing. In the current study, we evaluated the validity of an online version of the revised German Culture Fair Intelligence Test (CFT 20-R). A total of 4100 children from the third and fourth grades completed the online version using a smartphone or tablet. Subsequently, 220 of these children also completed the paper-pencil (PP) version. The internal consistency and construct validity of the online version appeared to be acceptable. The correlation between the raw scores and school grades in German and mathematics was slightly lower than expected. On average, the raw scores for the PP version were revealed to be higher, which was probably due to a learning effect. At the item level, the results show small differences for the subtests Series and Matrices, possibly caused by small differences in the presentation of the items. The correspondence between the versions did not depend on children’s levels of impulsivity or intelligence. Altogether, the results support the hypothesis that the online version of the CFT 20-R is a valid measure of general fluid intelligence and highlight the need for separate norms

Changes in emotions and worries during the Covid-19 pandemic: an online-survey with children and adults with and without mental health conditions

Background: The novel coronavirus disease (Covid-19) has spread quickly worldwide with dramatic consequences on our daily lives. Adverse psychosocial consequences of Covid-19 might be particularly severe for children and adolescents, parents of young children and people with mental health conditions (mhc), who are more prone to the experience of psychosocial stress and who are more dependent on the access to professional psychosocial support. The present survey therefore aimed to explore perceived stress and the emotional responses of children and adolescents as well as adults with and without mhc during the social restrictions due to the Covid-19 pandemic. Methods: The survey gathered information about 284 children and adolescent (parent-on-child-reports) and 456 adults (including 284 parents, self-reports). The participants were allocated to four groups: children and adolescents with mhc, children and adolescent without mhc, adults with mhc and adults without mhc. The survey included general questions about socio-demographic characteristics and mental health status, the CoRonavIruSHealth Impact Survey and the Perceived Stress Scale (only data on adults). Wilcoxon signed-rank tests were used for comparing the emotional responses during the Covid-19 pandemic with emotions before the Covid-19 pandemic. Independent sample t-test were used to compare the level of perceived stress between the adult groups, linear regression analyses were conducted to examine which variables predicted perceived stress during the Covid-19 restrictions. Results: An increase to the worse during the Covid-19 restrictions was observed for most emotions and worries in all four groups (children and adolescents with mhc, children and adolescents without mhc, adults with mhc, adults without mhc). Contrary to our expectations, a greater number of emotions worsened significantly for children and adolescents as well as adults without mhc as compared to those with mhc. We found higher perceived stress in parents as compared to adults without children in the same household and in adults with mhc as compared to those without mhc. Discussion: Covid-19-related social restrictions and potential health risks seem to affect emotions and perceived stress in children, adolescents and adults. Especially, Covid-19 seems to be have worsened the mental well-being of children and adolescent and their families, who were mentally healthy before the Covid-19 pandemic