TY - GEN A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Informing Infant Habituation with Heart Rate Change-Point Processes, Präsentation eines Posters auf dem SRCD Bienneial Meeting vom 29.03.2007 bis 01.04.2007 in Boston Y1 - 2007 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Influences of information processing and disengagement in infants looking behaviour JF - Infant and Child Developement Y1 - 2010 U6 - http://dx.doi.org/10.1002/icd.647 SN - 1522-7219 VL - 19 IS - 2 SP - 161 EP - 174 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Learning and retention in 3- and 6-month-old infants: A comparison of different experimental paradigms JF - European Journal of Developmental Psychology Y1 - 2009 U6 - http://dx.doi.org/10.1080/17405620701269409 SN - 1740-5629 VL - 6 IS - 3 SP - 396 EP - 407 ER - TY - JOUR A1 - Domsch, Holger A1 - Lohaus, Arnold A1 - Thomas, Hoben T1 - Prediction of childhood cognitive abilities from a set of early indicators of information processing capabilities JF - Infant Behavior and Development Y1 - 2009 SN - 0163-6383 VL - 32 IS - 1 SP - 91 EP - 102 ER - TY - JOUR A1 - Domsch, Holger A1 - Ruhmland, Martina A1 - Lissmann, Ilka T1 - Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools JF - Sustainability N2 - (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. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-138246 PB - MDPI ER - TY - JOUR A1 - Domsch, Holger A1 - Ruhmland, Martina A1 - Lissmann, Ilka T1 - Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD JF - Sustainability N2 - 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. KW - ADHD KW - after-school programme KW - primary school KW - classroom management strategies KW - homework Y1 - 2022 U6 - http://dx.doi.org/10.3390/su14031393 VL - 14 IS - 3 SP - 1393 ER - TY - JOUR A1 - Domsch, Holger A1 - Thomas, Hoben A1 - Lohaus, Arnold T1 - Infant attention, heart rate, and loooking time during habituation/dishabituation JF - Infant Behaviour and Development Y1 - 2010 SN - 0163-6383 VL - 33 IS - 3 SP - 321 EP - 329 ER - TY - GEN A1 - Thomas, Hoben A1 - Lohaus, Arnold A1 - Domsch, Holger T1 - Modeling Individual Differences Within Reliability Theory: An Example from Infant Habituation, Präsentation eines Posters auf dem SRCD Bienneial Meeting vom 29.03.2007 bis 01.04.2007 in Boston Y1 - 2007 ER - TY - CHAP A1 - Thomas, Hoben A1 - Lohaus, Arnold A1 - Domsch, Holger T1 - Extensions of reliability theory T2 - David R. Hunter, Donald St. P. Richards, James L. Rosenberger (Hrsg.): Nonparametric Statistics and Mixture Models. A Festschrift in Honor of Thomas P. Hettmansperger Y1 - 2011 SN - 978-9814340557 SP - 309 EP - 316 PB - World Scientific CY - Singapore ER -