The AFS is a multifactorial questionnaire that captures students' anxious and unpleasurable experiences under three aspects:

The d2 - R test is used to measure concentration on tasks that require attention (concentrated attention). It records the test person's ability to concentrate as well as the speed and accuracy in differentiating between similar visual stimuli (detail discrimination). The diverse safeguarding of the test quality criteria (objectivity, reliability and validity), the simple application, the low expenditure of time and material are the reasons why the test is one of the most frequently used psychodiagnostic procedures.

A diagnostic and therapeutic method for accessing emotions in children and adolescents

Questionnaire to record emotional and social school experiences of GS children:

Questionnaire to record emotional and social school experiences of GS children:

The IDS enable both the determination of an intelligence value and the determination of the level of development in the areas of social-emotional competence, language, mathematics, psychomotor skills and achievement motivation.

The SET 5-10 carries out a comprehensive assessment of the language level, adapted to the level of development. It consists of 10 subtests that examine the areas of vocabulary, semantic relations, processing speed, language comprehension, language production, grammar/morphology and auditory memory. Possible uses arise in the language assessment of children with language development delays and disorders, learning disabilities, brain damage (e.g. aphasia) and with a migration background. The manual for the 2nd edition was supplemented in the following way: Statements on use with children with severe language problems as well as case studies on recording and evaluating the test.

Non-verbal intelligence test:

The ELDIP is a standardized, criterion-related assessment instrument that is used to record the social and emotional development of children and young people. There is also the option of using the ELDIP to develop socio-emotional support goals for entire classes.

Training Inventory Arithmetic Disorder

With the scales for assessing school self-concept (SESSKO), perceptions of one’s own school abilities are compared with those of classmates (“social”), compared with the requirements (“criterial”), compared with earlier points in time (“individual”) and recorded without addressing a reference norm (»absolute«).

The SELLMO uses 31 items to record four different types of goals: learning goals, approach performance goals, avoidance performance goals and the tendency to avoid work.