{"id":628,"date":"2022-02-21T08:36:42","date_gmt":"2022-02-21T07:36:42","guid":{"rendered":"https:\/\/www.hsu-hh.de\/paepsy\/?page_id=628"},"modified":"2026-03-31T11:41:21","modified_gmt":"2026-03-31T09:41:21","slug":"projects","status":"publish","type":"page","link":"https:\/\/www.hsu-hh.de\/paepsy\/en\/projects","title":{"rendered":"Projects"},"content":{"rendered":"\n

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Executive functions\/ADHD<\/summary>\n

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One of our research fields focus on the structure and the development of \u201cexecutive functions\u201d. Of particular interest is the relationship between executive functions and the development of ADHD, as well as the influence on school performance. The focus hereby lies on children in preschool age, but projects in school age and adults are also ongoing.<\/p>\n\n\n

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\u00a9 Aleksandra Kovacic<\/figcaption><\/figure>\n<\/div>\n\n\n

Executive functions are cognitive control processes necessary to regulate one’s behavior and thinking (Garon, Bryson & Smith, 2008). During childhood, a tremendous development of executive functions takes place (Garon et al., 2008). This development represents an important prerequisite for the successful accomplishment of various developmental tasks. For example, a deficit in executive functions leads to an increased risk of attention-deficit\/hyperactivity disorder (ADHD; Merkt, Siniatchkin & Petermann, 2016) and poorer school performance (Ehm, Kerner also Koerner, Gawrilow, Hasselhorn & Schmiedek, 2016; Willoughby, Blair, Wirth, Greenberg & the Familiy Life Project Investigators, 2012).<\/p>\n\n\n\n

A subproject in the area of executive functions\/ADHD is the ExFunKi project, which is funded by the Internal Research Grant of Helmut Schmidt University and is integrated into the IDeA Center. Here you can find more information about ExFunki. A second subproject is the development of a new testbattery to assess self-regulation in Preschoolers. This subject is funded by the publisher Hogrefe and is currently in the planning stage.<\/p>\n\n\n\n

A second subproject is the development of a new testbattery to assess self-regulation in Preschoolers. This subject is funded by the publisher Hogrefe and is currently in the planning stage.<\/p>\n\n\n\n

Employees:<\/strong>
Jun. Prof.<\/abbr> Dr.<\/abbr> Julia Kerner auch K\u00f6rner
Dr.<\/abbr> Bianca Ulitzka
Dr.<\/abbr> Henning Heinze<\/p>\n\n\n\n

Cooperating partners:<\/strong>
Prof.<\/abbr> Caterina Gawrilow (Schulpsychologie, Universit\u00e4t T\u00fcbringen)
Prof.<\/abbr> Julia Karbach (Cognition & Development Lab, Universit\u00e4t Koblenz-Landau) <\/p>\n\n\n\n

References:<\/strong>
Ehm, J.-H., Kerner auch Koerner, J., Gawrilow, C., Hasselhorn, M., & Schmiedek, F. (2016). The Association of ADHD Symptoms and Reading Acquisition During Elementary School Years. Developmental Psychology, 52 <\/em>, 1445\u20131456.<\/p>\n\n\n\n

Garon, N., Bryson, S.E., & Smith, I.M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134<\/em> , 31\u201360.<\/p>\n\n\n\n

Merkt, J., Siniatchkin, M., & Petermann, F. (2016). Neuropsychological Measures in the Diagnosis of ADHD in Preschool: Can Developmental Research Inform Diagnostic Practice? Journal of Attention Disorders.<\/em> Advance online publication. doi: 10.1177\/1087054716629741<\/p>\n\n\n\n

Willoughby, M.T., Blair, C.B., Wirth, R.J., Greenberg, M., & the Family Life Project Investigators. (2012). The Measurement of Executive Function at Age 5: Psychometric Properties and Relationship to Academic Achievement. Psychological Assessment, 24<\/em>, 226\u2013239.<\/p>\n<\/details>\n\n\n\n

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DiADE \u2013 Diagnosis of Attention-Deficit\/Hyperactivity Disorder (ADHD) in Adults<\/summary>\n


The defining features of ADHD are age-inappropriate inattention, hyperactivity and impulsivity. These symptoms cause significant distress to those who are diagnosed with ADHD (ICD, DSM). The diagnostic criteria are set out in the International Statistical Classification of Diseases and Related Health Problems (ICD) and the Diagnostic and Statistical Manual of Mental Disorders (DSM). It is estimated that approximately 3.6 to 4.7% of adults in Germany are affected (de Zwaan et al., 2012). However, ADHD in adults has only been recognized as a diagnosable condition for a relatively short time (Kooij et al., 2010; Stieglitz & R\u00f6sler, 2015). As ADHD was not widely researched a few decades ago, especially in girls and women, many adults with the condition today were not diagnosed in childhood or adolescence despite exhibiting relevant symptoms. Consequently, approximately 40\u201390% of adult patients who come to ADHD clinics are seeking a diagnosis (Stieglitz & R\u00f6sler, 2015). Our research project focuses on analyzing psychopathological, biographical, and neuropsychological profiles with the aim of improving future ADHD diagnoses in adults.<\/p>\n\n\n\n

Team Members:<\/strong>
Jun. Prof.<\/abbr> Dr.<\/abbr> Julia Kerner auch K\u00f6rner
Dr.<\/abbr> Henning Heinze
Clara Teuchert<\/p>\n\n\n\n

References:<\/strong>
Association, A. P., & Association, A. P. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Association Arlington, VA.<\/p>\n\n\n\n

de Zwaan, M., Gruss, B., M\u00fcller, A., Graap, H., Martin, A., Glaesmer, H., Hilbert, A., & Philipsen, A. (2012). The estimated prevalence and correlates of adult ADHD in a German community sample. European Archives of Psychiatry and Clinical Neuroscience, 262, 79\u201386.<\/p>\n\n\n\n

Kooij, S. J., Bejerot, S., Blackwell, A., Caci, H., Casas-Brugu\u00e9, M., Carpentier, P. J., Edvinsson, D., Fayyad, J., Foeken, K., Fitzgerald, M., Gaillac, V., Ginsberg, Y., Henry, C., Krause, J., Lensing, M. B., Manor, I., Niederhofer, H., Nunes-Filipe, C., Ohlmeier, M. D., \u2026 Asherson, P. (2010). European consensus statement on diagnosis and treatment of adult ADHD: The European Network Adult ADHD. BMC Psychiatry,10(1), 67.<\/p>\n\n\n\n

Stieglitz, R.-D., & R\u00f6sler, M. (2015). Diagnostik der ADHS im Erwachsenenalter: Eine Bestandsaufnahme. Zeitschrift f\u00fcr Psychiatrie, Psychologie und Psychotherapie, 63(1), 7\u201313.<\/p>\n<\/details>\n\n\n\n

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Moral Development in Adolescence<\/summary>\n

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Attitudes that are influenced by a person’s individual morality, or moral beliefs, are defined as moral attitudes and are the focus of our research. Moral attitudes are based on and manifest at three levels – the affective level (e.g., moral emotions), the cognitive level (e.g., moral reasoning), and the behavioral level (a-\/moral behavior). All three levels are part of our research, although we are currently primarily concerned with the links between moral emotions and rule-breaking dissocial behavior.<\/p>\n\n\n\n

Other current research topics include the influence of peers on rule-breaking dissocial behavior in adolescence, the validation of a self-developed research instrument (Questionnaire for the Assessment of Moral Attitudes in Adolescence; QAMA-A; Koglin & Daseking, 2017), and the evaluation of various violence and crime prevention projects (e.g., prevention classes and accompanied prison visits) conducted by Gefangene helfen Jugendlichen e.V. <\/a> and Gefangene helfen Jugendlichen, Switzerland<\/a>.<\/p>\n\n\n\n

Employees:<\/strong>
Dr.<\/abbr> Sara-Marie Sch\u00f6n

Cooperating partners:
<\/strong>Prof.<\/abbr> Dr.<\/abbr> Ute Koglin<\/a> (Sonder- und Rehabilitationsp\u00e4dagogische Psychologie, Carl von Ossietzky Universit\u00e4t Oldenburg)
Gefangene helfen Jugendlichen e.V. <\/a> (Gesch\u00e4ftsf\u00fchrung: Volkert Ruhe)
Gefangene helfen Jugendliche, Schweiz<\/a> (Gesch\u00e4ftsf\u00fchrung: Andrea Thelen)<\/p>\n\n\n\n

References<\/strong>
Koglin, U. & Daseking, M. (2017). Fragebogen zur Erfassung moralischer Einstellungen im Jugendalter. Unver\u00f6ffentlichte Publikation, Carl von Ossietzky Universit\u00e4t Oldenburg.<\/p>\n<\/details>\n\n\n\n

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DigitLern<\/summary>\n

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The project DigitLern aims to investigate the opportunities and challenges of (digital) learning and teaching at a distance during the COVID-19 pandemic for children with learning difficulties from the perspective of teachers, educational therapists, and parents.<\/p>\n\n\n\n

The focus is on students with special educational needs as well as children and adolescents who receive support in educational therapy.<\/p>\n\n\n\n

Project member:<\/strong>
Jenny Maurer
Dr.<\/abbr> Angelika Becker<\/p>\n\n\n\n

Cooperating partner: <\/strong>Dr.<\/abbr> Johanna Hilkenmeier<\/p>\n<\/details>\n\n\n\n

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AppLeMat \u2212 App for modular learning therapy in the field of mathematics<\/summary>\n

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Due to the COVID-19 Pandemic, there is a lack of remote support for children with learning difficulties. In fact, this unprecedented situation poses a great challenge and opportunity to deliver high-quality and effective digital learning therapy. Specifically, maths apps to improve numeracy are increasingly available, however most of these apps lack either a scientific basis or evidence for their efficacy. We are currently developing an app for modular learning therapy in mathematics (AppLeMat) to assist children, parents, learning therapists, and teachers dealing with learning difficulties in mathematics. The design of the app allows access to the learning program from different devices and from almost any location. The tasks are designed to appear like a digital game and can therefore be intuitively operated by the the children. In addition, the tasks are integrated into a hero story surrounded by music and therefore strengthen learning performance and motivation. A reward system is used beside a feedback function to enhance goal achievement. The individual tasks will be adaptively adjusted to the child’s strengths and weaknesses, and each child will be assigned exactly the tasks he or she needs to make learning progress. The app should be easy to use for parents, learning therapists and teachers. Moreover, task completion and learning progress should be monitored via a remote function.<\/p>\n\n\n\n

Beyond the pandemic, the app can also be used in the classroom to enable individual support during lessons. In terms of content, basic mathematical skills that form the basis for arithmetic skills, such as magnitude relations, number knowledge, to sort numbers on a number line, understanding and recognition of mathematical relations are promoted. <\/p>\n\n\n\n

Employees:<\/strong><\/p>\n\n\n\n

Leon Skoba <\/p>\n\n\n\n

Jenny Maurer<\/p>\n\n\n\n

Dr.<\/abbr> Angelika Becker<\/p>\n<\/details>\n\n\n\n

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German Adaptation and Standardisation of the Frostig Developmental Test<\/summary>\n

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This research project focuses on the German-language adaptation and standardisation of the Frostig Developmental Test of Visual Perception \u2013 Adolescents and Adults 2 (FEW-JE-2). Visual perception is the most influential of the human senses and plays a central role in how we perceive our external environment. Disruption to visual perception by external factors (such as illness or an accident) can significantly impair a person\u2019s everyday functioning. The FEW-JE-2 helps identify abnormalities in visual perception relating to shape constancy, figure-ground discrimination, spatial relationships, and spatial orientation. It also helps formulate goals for therapeutic intervention. The project aims to adapt this internationally recognised diagnostic tool for use with adolescents and adults aged 11 to 89 in the German-speaking world. The focus is on the empirical validation of psychometric quality criteria and the collection of current normative data.<\/p>\n\n\n\n

Project member:<\/strong>
Dr.<\/abbr> Julia Ja\u0161\u010denoka<\/p>\n<\/details>\n\n\n\n

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Digitisation of the SON-III Non-Verbal Intelligence Test<\/summary>\n

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This research project aims to digitise the SON-R 6-40 non-verbal intelligence test for future administration via tablets. Due to these changes, new standardisation and validation studies are required. The SON-R 6-40 is a language-free test that assesses general intelligence. Because it is non-verbal, the test is particularly suitable for assessing children and adults with communication impairments (e.g. hearing impairments or speech development disorders) or developmental delays. However, non-verbal intelligence assessment is also becoming increasingly important in the context of language barriers resulting from migration.<\/p>\n\n\n\n

Project members:<\/strong>
Dr.<\/abbr> Julia Ja\u0161\u010denoka
Simon Kirchhof<\/p>\n<\/details>\n\n\n\n

Completed projects<\/h2>\n\n\n\n
KOMET-SEU \u2212 Sustained development of competences and methods through the example of the Social-Pediatric Screening<\/summary>\n

<\/p>\n\n\n\n

Funded by the Federal Ministry of Health (BMG) (funding code ZMI1-2521FSB101)<\/em><\/p>\n\n\n\n

The school entrance examination is the only obligatory examination for all children in Germany, wherefore it is a central task of the Public Health Service (Daseking et al., 2009). From an individual medical perspective, it allows to identify children with special support requirements, whereas from a political view the data is essential for creating national and regional health and education plans (Daseking, Petermann, Simon & Waldmann, 2011).<\/p>\n\n\n\n

The social-pediatric screening (SOPESS) is a validated screening instrument for assessing children\u2019s developmental stages in the context of the health examination for school entry in many parts of Germany (Petermann, Daseking, Oldenhage & Simon, 2009). To maximize the benefit from this data, it is necessary that SOPESS is used highly standardized. From discussions with members of the Public Health Service it became apparent that there are (high) differences in application and interpretation of SOPESS within and between single health departments.<\/p>\n\n\n\n

The aim of the project is to conduct structured guideline interviews with experts (pediatricians and social medical assistants) in different German health departments to point out what the differences are and which factors can be responsible for them.<\/p>\n\n\n\n

Based on the results of the interviews, special online measures should be taken to intensify examiners knowledge about the correct use of SOPESS in daily routine.<\/p>\n\n\n\n

Project member:<\/strong>
Dr.<\/abbr> Julia Ja\u0161\u010denoka
Jenny Maurer<\/p>\n\n\n\n

Cooperation partners:<\/strong>
Prof.<\/abbr> Dr.<\/abbr> Michael S. Urschitz (Institut f\u00fcr Medizinische Biometrie, Epidemiologie und Informatik, Universit\u00e4tsmedizin Mainz)
Prof.<\/abbr> Dr.<\/abbr> Jon Genuneit (Klinik und Poliklinik f\u00fcr Kinder- und Jugendmedizin, Medizinische Fakult\u00e4t, Universit\u00e4t Leipzig)
Klaus Simon (Landeszentrum Gesundheit Nordrhein-Westfalen)<\/p>\n\n\n\n

References:<\/strong>
Daseking, M., Petermann, F., R\u00f6ske, D., Trost-Brinkhues, G., Simon, K. & Oldenhage, M. (2009). Entwicklung und Normierung des Einschulungsscreenings SOPESS. Gesundheitswesen, 71<\/em>, 648-655.<\/p>\n\n\n\n

Daseking, M., Petermann, F., Simon, K. & Waldmann, H.-C. (2011). Vorhersage von schulischen Lernst\u00f6rungen durch SOPESS. Gesundheitswesen, 73<\/em>, 650-659.<\/p>\n\n\n\n

Petermann, F., Daseking, M., Oldenhage, M. & Simon, K. (2009). Sozialp\u00e4diatrisches Entwicklungsscreening f\u00fcr Schuleingangsuntersuchungen<\/em> (SOPESS). Bielefeld: LIGA.NRW.<\/p>\n<\/details>\n\n\n\n



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<\/p>\n","protected":false},"excerpt":{"rendered":"

Completed projects<\/p>\n","protected":false},"author":582,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[5,7],"tags":[],"class_list":["post-628","page","type-page","status-publish","hentry","category-lectures","category-research"],"_links":{"self":[{"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/pages\/628","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/users\/582"}],"replies":[{"embeddable":true,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/comments?post=628"}],"version-history":[{"count":29,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/pages\/628\/revisions"}],"predecessor-version":[{"id":1420,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/pages\/628\/revisions\/1420"}],"wp:attachment":[{"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/media?parent=628"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/categories?post=628"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.hsu-hh.de\/paepsy\/wp-json\/wp\/v2\/tags?post=628"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}