Kastner-Koller Ursula, Deimann Pia, Konrad Claudia, Steinbauer Birgit
Institut für Psychologie der Universität Wien, Arbeitsbereich Entwicklungspsychologie und Pädagogische Psychologie, Wien.
Prax Kinderpsychol Kinderpsychiatr. 2004 Mar;53(3):145-66.
A scientifically based synthesis of diagnostic inventaries and intervention measures would be desirable for the practice of the enhancement of development. Recent research on preschool training, however, has hitherto tended to deal with the development and testing of the effectiveness of training programmes without linking them explicitly to a diagnosis of the abilities which are to be promoted. This article presents two studies that are part of a major project to connect the assessment and enhancement of development. The objective was to develop and empirically test intervention measures for two functional areas of the Wiener Entwicklungstest (WET, Kastner-Koller and Deimann 1998, 2002). Two training conditions were developed for the area of language, i.e. a specific encouragement of vocabulary and conceptualisation and general linguistic promotion. Similarly, two different promotion strategies were realized for the functional area Visual Perception, i.e. a conventional means of promotion using work sheets and a form of promotion utilizing games. According to area, these treatments were tested for their differential effectiveness in an experimental design (linguistic training N = 42; training of perception N = 51), using the Wiener Entwicklungstest (WET) for the pre- and posttests, the intermediate programme comprising 16 units and a control group meantime taking part in the educational programme of the nursery school in both studies. The results showed that both forms of linguistic training and the promotion of perception through games were highly effective in their areas, but that the effect of work sheets could not be definitively assessed. The different effects of the training programmes on children with and without a general developmental lag in the Wiener Entwicklungstest (WET) were particularly interesting.
基于科学的诊断量表和干预措施的综合运用，对于促进发展的实践来说是可取的。然而，迄今为止，关于学前培训的最新研究往往侧重于培训项目的开发和效果测试，而没有将它们与对有待提升能力的诊断明确联系起来。本文介绍了两项研究，它们是一个连接发展评估与促进的重大项目的一部分。其目标是为维也纳发展测试（WET，卡斯特纳 - 科勒和戴曼，1998年，2002年）的两个功能领域开发并实证检验干预措施。针对语言领域制定了两种培训条件，即对词汇和概念形成的特定鼓励以及一般性语言促进。同样，针对视觉感知功能领域实现了两种不同的促进策略，即使用工作表的传统促进方式和利用游戏的促进形式。根据领域不同，在一项实验设计中（语言培训N = 42；感知培训N = 51）测试了这些治疗方法的差异有效性，使用维也纳发展测试（WET）进行前测和后测，中间课程包括16个单元，并且在两项研究中同时设置了一个对照组参与幼儿园的教育项目。结果表明，两种语言培训形式以及通过游戏促进感知在各自领域都非常有效，但工作表的效果无法得到确切评估。培训项目对在维也纳发展测试（WET）中有无一般性发育迟缓的儿童产生的不同影响尤其令人感兴趣。
