@article{Domsch2022,
  author    = {Domsch, Holger},
  title     = {Zum psychischen Wohlbefinden von Kindern und Jugendlichen: Corona(-stress) lass nach!?},
  series = {Praxis Schulpsychologie},
  journal   = {Praxis Schulpsychologie},
  number    = {30},
  issn      = {2629-5156},
  pages     = {4 -- 6},
  year      = {2022},
  language  = {de}
}
@article{Domsch2023,
  author    = {Domsch, Holger},
  title     = {Der unsichtbare Ranzen - Belastungen von Sch{\"u}lerinnen und Sch{\"u}lern am Beispiel chronischer Erkrankungen},
  series = {Lernende Schule},
  volume    = {103},
  journal   = {Lernende Schule},
  issn      = {1435-1692},
  pages     = {19 -- 20},
  year      = {2023},
  abstract  = {K{\"o}nnen und d{\"u}rfen Sch{\"u}ler:innen es sich leisten, krank zu sein, und wie f{\"u}hlen sie sich dabei? Ein EInblick in diese Problematik liefert im vorausgehenden Beitrag der Bericht einer betroffenen Sch{\"u}lerin, Sandra. In dem Beitrag werden anschließend auf einer fachlichen Ebende Belastungen von Chronischen Erkrankung im schulischen Kontext beleuchtet, W{\"u}nsche von Betroffenen benannt und Handlungsstrategien abgeleitet.},
  language  = {de}
}
@article{DomschGraf2010,
  author    = {Domsch, Holger and Graf, Antje},
  title     = {ADS und ADHS. Von den Vertr{\"a}umten und den Wilden},
  series = {Schule heute},
  volume    = {50},
  journal   = {Schule heute},
  number    = {11},
  issn      = {0342-751X},
  pages     = {4 -- 8},
  year      = {2010},
  language  = {de}
}
@article{DomschGraf2007,
  author    = {Domsch, Holger and Graf, Antje},
  title     = {Das Marburger Konzentrationstraining (MKT)},
  series = {Praxis Ergotherapie},
  volume    = {20},
  journal   = {Praxis Ergotherapie},
  number    = {5},
  issn      = {0932-9692},
  pages     = {257 -- 262},
  year      = {2007},
  language  = {de}
}
@article{DomschGraf2012,
  author    = {Domsch, Holger and Graf, Antje},
  title     = {Von den Vertr{\"a}umten und den Wilden},
  series = {Beruflicher Bildungsweg},
  volume    = {53},
  journal   = {Beruflicher Bildungsweg},
  number    = {3/4},
  issn      = {0723-6522},
  pages     = {10 -- 13},
  year      = {2012},
  language  = {de}
}
@article{DomschGraf2017,
  author    = {Domsch, Holger and Graf, Antje},
  title     = {Bildung und Gesundheit: Stress lass nach!?},
  series = {impu!se},
  volume    = {97},
  journal   = {impu!se},
  issn      = {1438-666},
  pages     = {10 -- 11},
  year      = {2017},
  language  = {de}
}
@article{DomschKlaepkerKaertner2018,
  author    = {Domsch, Holger and Kl{\"a}pker, Lena and K{\"a}rtner, Joscha},
  title     = {Zur Wirksamkeit des Marburger Konzentrationstrainings (MKT)},
  series = {Kindheit und Entwicklung},
  volume    = {27},
  journal   = {Kindheit und Entwicklung},
  number    = {4},
  issn      = {0942-5403},
  pages     = {220-228},
  year      = {2018},
  language  = {de}
}
@article{DomschLohaus2021,
  author    = {Domsch, Holger and Lohaus, Arnold},
  title     = {Weitere F{\"o}rderprogramme},
  series = {Psychologische F{\"o}rder- und Interventionsprogramme f{\"u}r das Kindes- und Jugendalter / Hrsg. Arnold Lohaus, Holger Domsch},
  journal   = {Psychologische F{\"o}rder- und Interventionsprogramme f{\"u}r das Kindes- und Jugendalter / Hrsg. Arnold Lohaus, Holger Domsch},
  publisher = {Springer},
  address   = {Heidelberg},
  isbn      = {978-3-662-61159-3},
  pages     = {413 -- 420},
  year      = {2021},
  language  = {de}
}
@article{DomschLohausThomas2010,
  author    = {Domsch, Holger and Lohaus, Arnold and Thomas, Hoben},
  title     = {Influences of information processing and disengagement in infants looking behaviour},
  series = {Infant and Child Developement},
  volume    = {19},
  journal   = {Infant and Child Developement},
  number    = {2},
  issn      = {1522-7219},
  doi       = {10.1002/icd.647},
  pages     = {161 -- 174},
  year      = {2010},
  language  = {en}
}
@article{DomschLohausThomas2009,
  author    = {Domsch, Holger and Lohaus, Arnold and Thomas, Hoben},
  title     = {Learning and retention in 3- and 6-month-old infants: A comparison of different experimental paradigms},
  series = {European Journal of Developmental Psychology},
  volume    = {6},
  journal   = {European Journal of Developmental Psychology},
  number    = {3},
  issn      = {1740-5629},
  doi       = {10.1080/17405620701269409},
  pages     = {396 -- 407},
  year      = {2009},
  language  = {en}
}
@article{DomschLohausThomas2009,
  author    = {Domsch, Holger and Lohaus, Arnold and Thomas, Hoben},
  title     = {Prediction of childhood cognitive abilities from a set of early indicators of information processing capabilities},
  series = {Infant Behavior and Development},
  volume    = {32},
  journal   = {Infant Behavior and Development},
  number    = {1},
  issn      = {0163-6383},
  pages     = {91 -- 102},
  year      = {2009},
  language  = {en}
}
@article{DomschRuhmlandLissmann2021,
  author    = {Domsch, Holger and Ruhmland, Martina and Lissmann, Ilka},
  title     = {Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools},
  series = {Sustainability},
  journal   = {Sustainability},
  publisher = {MDPI},
  doi       = {10.25974/fhms-13824},
  url       = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-138246},
  year      = {2021},
  abstract  = {(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5\% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized.},
  language  = {en}
}
@article{DomschRuhmlandLissmann2022,
  author    = {Domsch, Holger and Ruhmland, Martina and Lissmann, Ilka},
  title     = {Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD},
  series = {Sustainability},
  volume    = {14},
  journal   = {Sustainability},
  number    = {3},
  doi       = {10.3390/su14031393},
  pages     = {1393},
  year      = {2022},
  abstract  = {Children with attention deficit/hyperactivity disorder (ADHD) are faced with multiple challenges both in the classroom and in the homework situation. While there are many studies on pedagogical interventions by teachers in the classroom, this is hardly the case when it comes to support staff in after-school homework supervision. In this study, 196 support staff with different qualifications were asked not only about their knowledge of ADHD, their subjective level of stress, and whether they felt trained enough to work with children with ADHD, but also to assess the effectiveness and feasibility of 25 interventions in homework supervision. Overall, the respondents rated effectiveness higher than feasibility. Higher qualifications, greater knowledge, and better preparation went hand in hand with higher ratings of effectiveness. The more stressed the support staff feel themselves to be, the less feasible they rate the measures. The results underline the necessity of employing well-trained pedagogical staff to supervise children with ADHD. A number of interventions can be identified that the support staff deem to be both effective and feasible, and that promise a high level of implementation in practice. At the same time, more attention should be given to potential obstacles to using recommended measures in training and further education.},
  language  = {en}
}
@article{DomschThomasLohaus2010,
  author    = {Domsch, Holger and Thomas, Hoben and Lohaus, Arnold},
  title     = {Infant attention, heart rate, and loooking time during habituation/dishabituation},
  series = {Infant Behaviour and Development},
  volume    = {33},
  journal   = {Infant Behaviour and Development},
  number    = {3},
  issn      = {0163-6383},
  pages     = {321 -- 329},
  year      = {2010},
  language  = {en}
}
@article{DomschUfermann2023,
  author    = {Domsch, Holger and Ufermann, Lara},
  title     = {Schulabsentismus: Eine Einf{\"u}hrung ins Themenfeld},
  series = {Lernende Schule},
  journal   = {Lernende Schule},
  number    = {101},
  issn      = {1435-1692},
  pages     = {4 -- 8},
  year      = {2023},
  language  = {de}
}
@article{DomschUfermann2023,
  author    = {Domsch, Holger and Ufermann, Lara},
  title     = {Schulabsentismus: Eine Einf{\"u}hrung ins Themenfeld},
  series = {Lernende Schule},
  volume    = {101},
  journal   = {Lernende Schule},
  issn      = {1435-1692},
  pages     = {4 -- 8},
  year      = {2023},
  abstract  = {Schulabsentismus als ernstzunehmendes Problem geht {\"u}ber vereinzeltes, ausprobierendes Schw{\"a}nzen als soziales Erlebnis hinaus.In welchen Formen zeigt es sich und welche m{\"o}glichen Gr{\"u}nde und Ursachenkomplexe liegen dem Verhalten zugrunde?},
  language  = {de}
}
@article{KrowatschekDomsch2006,
  author    = {Krowatschek, Dieter and Domsch, Holger},
  title     = {Aufmerksamkeit - Konzentriert gehts wie geschmiert},
  series = {Gehirn \& Geist},
  journal   = {Gehirn \& Geist},
  number    = {7/8},
  pages     = {72 -- 75},
  year      = {2006},
  language  = {mul}
}
@article{LissmannDomschLohaus2006,
  author    = {Lißmann, Ilka and Domsch, Holger and Lohaus, Arnold},
  title     = {Zur Stabilit{\"a}t und Validit{\"a}t von Entwicklungstestergebnissen im Alter von sechs Monaten bis zwei Jahren},
  series = {Kindheit und Entwicklung},
  volume    = {15},
  journal   = {Kindheit und Entwicklung},
  number    = {1},
  issn      = {0942-5403},
  pages     = {35 -- 44},
  year      = {2006},
  language  = {de}
}
@article{ThomasLohausDomsch2012,
  author    = {Thomas, Hoben and Lohaus, Arnold and Domsch, Holger},
  title     = {Stable unstable reliability theory},
  series = {British Journal of Mathematical and Statistical Psychology},
  volume    = {65},
  journal   = {British Journal of Mathematical and Statistical Psychology},
  number    = {2},
  issn      = {0007-1102},
  doi       = {10.1111/j.2044-8317.2010.02011.x},
  pages     = {201 -- 221},
  year      = {2012},
  language  = {mul}
}
@article{UfermannDomsch2023,
  author    = {Ufermann, Lara and Domsch, Holger},
  title     = {Elterliches Zur{\"u}ckhalten: Vom aktiven Zur{\"u}ckhalten {\"u}ber die reaktive Billigung bis hin zur passiven Gleichg{\"u}ltigkeit},
  series = {Lernende Schule},
  journal   = {Lernende Schule},
  number    = {101},
  issn      = {1435-1692},
  pages     = {9 -- 10},
  year      = {2023},
  language  = {de}
}
@article{UfermannDomsch2023,
  author    = {Ufermann, Lara and Domsch, Holger},
  title     = {Elterliches Zur{\"u}ckhalten: Vom aktiven Zur{\"u}ckhalten {\"u}ber die reaktive Billigung bis hin zur passiven Gleichg{\"u}ltigkeit},
  series = {Lernende Schule},
  volume    = {101},
  journal   = {Lernende Schule},
  pages     = {9 -- 10},
  year      = {2023},
  abstract  = {Durch elterliches Zur{\"u}ckhalten wird nicht nur die Schulpflicht verletzt, sondern auch die Bildungskarriere des Kindes gef{\"a}hrdet. Das wiederum birgt Risiken f{\"u}r schulische und gesellschaftliche Teilhabe. Doch warum riskieren Eltern solch eine Gef{\"a}hrdung ihrer Kinder?},
  language  = {de}
}