Publikationsserver der Universitätsbibliothek Marburg
Titel:Entwicklungsstörungen: Evaluation verschiedener Messinstrumente zur Erfassung von Symptomatik und bedeutenden Kontextvariablen
Autor:Emser, Theresa
Weitere Beteiligte: Christiansen, Hanna (Prof. Dr.)
Veröffentlicht:2017
URI:https://archiv.ub.uni-marburg.de/diss/z2018/0064
DOI: https://doi.org/10.17192/z2018.0064
URN: urn:nbn:de:hebis:04-z2018-00646
DDC: Psychologie
Titel (trans.):Developmental Disorders: Evaluation of various instruments for assessing symptoms and important associated variables
Publikationsdatum:2018-08-08
Lizenz:https://rightsstatements.org/vocab/InC-NC/1.0/

Dokument

Schlagwörter:
psychometrische Evaluation, Messinstrumente, Psychologie, Psychometrie, Risikofaktor, Risiko- und Schutzfaktoren, assessment, Aufmerksamkeitsdefizit-Syndrom, ADHD, Developmental Disabilities, Entwicklungsstörungen, psychometric evaluation, Diagnostik, ADHS, risk and protective factors

Zusammenfassung:
Zu den Entwicklungsstörungen zählt eine Vielzahl von Störungen, die sich durch Entwicklungsdefizite und Beeinträchtigungen in der persönlichen, sozialen, akademischen oder beruflichen Funktionsfähigkeit auszeichnen. Die neueste Version des Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association [APA], 2013) definiert die sogenannten Störungen der neuronalen und mentalen Entwicklung, deren Einschränkungen von sehr spezifischen Bereichen wie dem Lernen oder exekutiven Funktionen bis hin zu allgemeinen sozialen oder intellektuellen Fertigkeiten reichen. Unter diese Kategorie fällt auch die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS), welche sich durch Schwierigkeiten in den drei Kernbereichen Aufmerksamkeit, Aktivität und Impulsivität auszeichnet. Ausprägung, Verlauf und Belastung der Familien hängt zu einem Großteil auch von bestimmten Risiko- und Schutzfaktoren ab, so dass diese im Kontext von Prävention und Intervention immer berücksichtigt werden sollten. Kinder mit Entwicklungsstörungen haben beispielsweise ein drei- bis vierfach erhöhtes Risiko, emotionale Probleme und Verhaltensauffälligkeiten zu entwickeln (Einfeld & Tonge, 1996), welche sich wiederum negativ auf die Psychopathologie der Kinder selbst (Emerson, 2003), aber auch den elterlichen Stress und deren psychische Gesundheit (Baker, Blacher, Crnic,& Edelbrock, 2002; Emerson, Robertson, & Wood, 2004; Hastings, 2002) sowie die Lebensqualität (Schei, Jozefiak, Nøvik, Lydersen, & Indredavik, 2013) auswirken können. Studie 1 beschäftigte sich folglich mit der Evaluation und Weiterentwicklung der Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD; Mazzucchelli, Sanders, & Morawska, 2011), eines Fragebogens zur Erfassung emotionaler Probleme und Verhaltensauffälligkeiten von Kindern mit Entwicklungsstörungen sowie elterlicher Selbstwirksamkeit bezüglich dieser Probleme. Anhand verschiedener Faktorenanalysen konnte eine drei-faktorielle Struktur der Probleme (emotional problems, behavioral problems, prosocial behavior) sowie eine einfaktorielle Struktur für die Selbstwirksamkeit bestätigt werden, die sich jeweils als reliabel und valide (konkurrente und prädiktive Validität) erwiesen. Somit erfasst der CAPES-DD nicht nur Schwierigkeiten, sondern auch Ressourcen. Mit der direkten Verlinkung zwischen den berichteten Problemen und der Erwartung der Eltern, damit umgehen zu können, erhebt er zwei Konstrukte in einem Instrument und verringert somit den Testaufwand der ohnehin schon belasteten Familien. Die Studien 2 und 3 konzentrierten sich im Speziellen auf das Störungsbild ADHS. In Studie 2 wurden verschiedene Messinstrumente (subjektive Ratings, objektive Tests) bezüglich ihres diagnostischen Wertes untersucht, indem u.a. ihre Genauigkeit bestimmt wurde, eine ADHS Diagnose vorhersagen zu können. Da subjektive Einschätzungen das Risiko für Beurteilerverzerrungen beinhalten und gezeigt werden konnte, dass die beiden Methoden zum Teil unterschiedliche Konstrukte erfassen, war von besonderem Interesse, den Wert der objektiven Maße alleine festzustellen. Diese erwiesen sich sowohl für Erwachsene als auch Kinder als recht genau (79 %/ 78 %); eine Kombination beider Verfahren erwies sich als noch überlegener (89,5 %/ 86,7 %), wobei sich hier die subjektiven Variablen am relevantesten zeigten. Studie 3 widmete sich letztlich der Evaluation der deutschen Version der Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), eines Fragebogens zu wahrgenommener sozialer Unterstützung von Kindern und Jugendlichen und verglich eine Gruppe von Kindern mit ADHS mit gesunden Kontrollprobanden hinsichtlich ihrer Wahrnehmung an sozialer Unterstützung. Eine vier-faktorielle Struktur entsprechend der verschiedenen Quellen sozialer Unterstützung (Eltern, Lehrer, Klassenkameraden, bester Freund) konnte bestätigt werden, die sich als reliabel zeigte. Weitere Validitätsanalysen bezüglich konvergenter, diskriminanter und prädiktiver Validität sollten ergänzt werden. Multivariate und folgende univariate Varianzanalysen zeigten, dass die Kinder mit ADHS weniger soziale Unterstützung bezüglich aller erfassten Quellen wahrnahmen als die gesunde Kontrollgruppe. Insgesamt liegt mit dem CAPES-DD ein Fragebogen vor, der zuverlässig und valide emotionale Probleme und Verhaltensauffälligkeiten sowie prosoziales Verhalten von Kindern und Jugendlichen mit Entwicklungsstörungen und elterliche Selbstwirksamkeit in Bezug auf den Umgang mit den vorliegenden Problemen erfasst. Auch die deutsche Version der CASSS stellt ein reliables Instrument dar, das sich als konstrukt valide im Sinne der vier Quellen sozialer Unterstützung zeigte. Weitere Validitätsanalysen werden hier notwendig sein. Die Bedeutung sozialer Unterstützung insbesondere auch im Kontext von ADHS konnte durch den Gruppenvergleich bestätigt werden, da Kinder mit ADHS weniger soziale Unterstützung wahrnahmen. Objektive Verfahren stellten sich als zufriedenstellend hinsichtlich ihrer Vorhersagegenauigkeit einer ADHS Diagnose heraus, was ihren diagnostischen Wert unterstreicht. Eine Kombination aus subjektiven und objektiven Maßen wird für die Diagnostik von ADHS empfohlen.

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