Publikationen / Publications

Zeitschriftenartikel / Journal Articles

2022

  • Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The association of self-reported ADHD symptoms and sleep in daily life of a general population sample of school children: An inter- and intraindividual perspective. Brain Sciences, 12(4), 440. https://doi.org/10.3390/brainsci12040440
  • Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
  • Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
  • Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
  • Moschko, T., Stadler, G., & Gawrilow, C. (2022). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075221116788
  • Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
  • Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, e13272. http://doi.org/10.1111/desc.13272

2021

  • Blume, F., Dresler, T., Gawrilow, C., Ehlis, A. C., Goellner, R., & Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychologica, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289
  • Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children's daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, 25(2), 169-189. https://umps.de/php/artikeldetails.php?id=780

2020

  • Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a finger on numerical development – Reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, 11, 1012. https://doi.org/10.3389/fpsyg.2020.01012
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., & Ehlis, A.-C. (2020). Development of reading abilities in children with ADHD following fNIRS-neurofeedback or EMG-biofeedback. Lernen und Lernstörungen, 9(3). https://doi.org/10.1024/2235- 0977/a000302
  • Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel, A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84–89. https://doi.org/10.1037/mot0000136
  • Hilger, K., Sassenhagen, J., Kühnhausen, J., Reuter, M., Schwarz, U., Gawrilow, C., & Fiebach, C. J. (2020). Neurophysiological markers of ADHD symptoms in typically- developing children. Scientific Reports, 10(1), 1-15. https://doi.org/10.1038/s41598-020-80562-0
  • Mack, I., Reiband, N., Etges, C., Eichhorn, S., Schaeffeler, N., Zurstiege, G., Gawrilow, C., Weimer, K., Peeraully, R., Teufel, M., Blumenstock, G., Giel, K.E., Junne, F., & Zipfel, S. (2020). The kids obesity prevention program: Cluster randomized controlled trial to evaluate a serious game for the prevention and treatment of childhood obesity. Journal of medical Internet research, 22(4), e15725. https://doi.org/10.2196/15725
  • Nemati, P., Gawrilow, C., Nuerk, H.-C., & Kühnhausen, J. (2020). Self-regulation and mathematics performance in German and Iranian students of more and less math-related fields of study. Frontiers in Psychology, 2921. https://doi.org/10.3389/fpsyg.2020.489371
  • Neubauer, A., Nemati, P., Schmid, J., Gawrilow, C., & Hasselhorn, M. (2020). Prosocial motivation and behavior in children with and without Turkish immigrant background in Germany and in Turkish children in Turkey. Journal for educational research online 12(1), 5-25. https://doi.org/10.25656/01:19116
  • Reuter, M., Kühnhausen, J., Haas, P., & Gawrilow, C. (2020). Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life. Umweltpsychologie, 24(2), 176-199.

2019

  • Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. https://doi.org/10.1016/j.learninstruc.2018.10.004
  • Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C., & Gawrilow, C. (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing attention-defcit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders, 11(4), 383-393. https://doi.org/10.1007/s12402-019-00298-4
  • Schwarz, U., & Gawrilow, C. (2019). Measuring and compensating for deficits of self- regulation in school children via ambulatory assessment. Psychology in Russia: State of the Art, 12(4), 8-22. https://doi.org/10.11621/pir.2019.0401
  • Voswinckel, I., Spranz, S., Langguth, N., Stangier, U., Gawrilow, C., & Steil, R. (2019). Suppression, reappraisal, and acceptance of emotions: a comparison between Turkish immigrant and German adolescents. Journal of Cultural Cognitive Science, 3(1), 91-101. https://doi.org/10.1007/s41809-019-00031-7

2018

  • Luna-Rodriguez, A., Wendt, M., Kerner auch Koerner, J., Gawrilow, C., & Jacobsen T. (2018). Selective impairment of attentional set shifting in adults with ADHD. Behavioral and Brain Functions, 14(1), 1-10. https://doi.org/10.1186/s12993-018-0150-y

2017

  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16. doi.org/10.1186/s13063-016-1769-3
  • Haas, P., Schmid, J., Stadler, T., Reuter, M., & Gawrilow, C. (2017). Zooming into daily life: Within-person links between physical activity and affect in young adults. Psycholgy & Health, 32(5), 588-604. https://doi.org/10.1080/08870446.2017.1291943
  • Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425
  • Hung, S. J. R., Gawrilow, C., Hsieh, M. H., & Gau, S. S. F. (2017). The effects of methylphenidate on the go/nogo performance in children with attention-deficit/hyperactivity disorder. Taiwanese Journal of Psychiatry, 31(1), 49-59. https://doi.org/10.29478/TJP
  • Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., Fernandez-Aranda, F., Gawrilow, C., & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review, 25(4), 237-267. https://doi.org/10.1002/erv.2514
  • Nemati, P., Schmid, J., Soltanlou, M., Krimly, J. T., Nuerk, H.-C., & Gawrilow, C. (2017). Planning and self-control, but not working memory, directly predict multiplication performance in adults. Journal of Numerical Cognition, 3(2), 441-467. https://doi.org/10.23668/psycharchives.1457
  • Wirth, A., Reinelt, T., Gawrilow, C., Schwenck, C., Freitag, C. M., & Rauch, W. A. (2017). Examining the relationship between children’s ADHD symptomatology and inadequate parenting: The role of household chaos. Journal of Attention Disorders, 23(5), 451-462. https://doi.org/10.1177/1087054717692881

2016

  • 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(9), 1445. https://doi.org/10.1037/dev0000186
  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151-162. https://doi.org/10.1177/1087054713493318
  • Langguth, N., Schmid, J., Gawrilow, C., & Stadler, G. (2016). Within-person link between depressed affect and moderate-to-vigorous physical activity in adolescence: An intensive longitudinal approach. Applied Psychology: Health and Well-Being, 8(1), 44-63. https://doi.org/10.1111/aphw.12061
  • Merkt, J., & Gawrilow, C. (2016). Health, dietary habits, and achievement motivation in college students with self-reported ADHD diagnosis. Journal of attention disorders, 20(9), 727-740. https://doi.org/10.1177/1087054714523127
  • Schmid, J., Stadler, G., Dirk, J., Fiege, C., & Gawrilow, C. (2016). ADHD symptoms in adolescents’ everyday Life: Fluctuations and symptom structure within and between individuals. Journal of Attention Disorders, 24(8), 1169-1180. https://doi.org/10.1177/1087054716629214

2015

  • Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268. https://doi.org/10.25656/01:13990
  • Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents. Zeitschrift für Gesundheitspsychologie, 23(2), 47-59. https://doi.org/10.1026/0943-8149/a000136
  • Matulis, S., Loos, L., Langguth, N., Schreiber, F., Gutermann, J., Gawrilow, C., & Steil, R. (2015). Reliability, factor structure, and validity of the German version of the trauma symptom checklist for children in a sample of adolescents. European Journal of Psychotraumatology, 6(1), 27966. https://doi.org/10.3402/ejpt.v6.27966
  • Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243. https://doi.org/10.25656/01:16957
  • Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 4(4), 245-259. https://doi.org/10.25656/01:16949

2014

  • Ehm, J. H., Merkt, J., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(2), 79-88. https://doi.org/10.1026/0049-8637/a000102
  • Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820. https://doi.org/10.1007/s12187-013-9201-y
  • Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154. https://doi.org/10.25656/01:12342
  • Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern. Diagnostica, 60(2), 61-72. https://doi.org/10.1026/0012-1924/a000099
  • von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174. https://doi.org/10.2378/peu2014.art13d

2013

  • Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145. https://doi.org/10.1007/s11031-012-9288-3
  • Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192. https://doi.org/10.1026/0942-5403/a000116
  • Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 397-407. https://doi.org/10.1007/s12402-013-0117-7
  • Merkt, J., Singmann, H., Bodenburg, S., Goossens-Merkt, H., Kappes, A., Wendt, M., & Gawrilow, C. (2013).  Flanker performance in female college students with ADHD: a diffusion model analysis. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 321- 341. https://doi.org/10.1007/s12402-013-0110-1

2012

  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children. Learning and Individual Differences, 22(6),770-777. https://doi.org/10.1016/j.lindif.2012.05.006
  • Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adults with attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106. https://doi.org/10.1007/s00702-011-0660-3

2011

  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit delay of gratification performance in children with and without ADHD. Cognitive Therapy and Research, 35(5), 442-455. https://doi.org/10.1007/s10608-010-9309-z
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616. https://doi.org/10.1521/jscp.2011.30.6.616
  • Gawrilow, C., Merkt, J., Goossens–Merkt, H., Bodenburg, S., & Wendt, M. (2011). Multitasking in adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 3(3), 253-264. https://doi.org/10.1007/s12402-011-0056-0
  • Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48. https://doi.org/10.1026/0942-5403/a000039

2010

  • Paul-Jordanov, I., Bechtold, M., & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 115-126. https://doi.org/10.1007/s12402-010-0028-9

2008

  • Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280. https://doi.org/10.1007/s10608-007-9150-1

2007

  • Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966

2003

  • Hanke, C., Lohaus, A., Gawrilow, C., Hartke, I., Köhler, B., & Leonhardt, A. (2003). Preschool development of very low birth weight children born 1994–1995. European Journal of Pediatrics, 162(3), 159-164. https://doi.org/10.1007/s00431-002-1127-1

Monographien / Monographs

  • Gawrilow, C., Guderjahn, L., & Gold, A. (2018). Störungsfreier Unterricht trotz ADHS: Mit Schülern Selbstregulation trainieren – ein Lehrermanual (2. Auflage). Ernst Reinhardt Verlag München.
  • Gawrilow, C. (2016). Lehrbuch ADHS (2., aktualisierte Auflage). Ernst Reinhardt Verlag München.
  • Gawrilow, C. (2009). Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. UTB.
  • Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? (Dissertation). http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-16371

Buchkapitel / Book Chapters

  • Eichhorn, C., Gawrilow, C., & von Suchodoletz, A. (2018). Classroom Management - Einflussfaktoren guten Unterrichts. In O.-A. Burow & S. Bornemann (Hrsg.), Das große Handbuch Unterricht & Erziehung in der Schule (S. 119-137). Carl Link-Verlag.
  • Fiege, C., Gawrilow, C., Schmid, J., & Hasselhorn, M. (2015). Forschungsgrundlagen der Schulpsychologie [Research Basis in School Psychology]. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule. Kohlhammer.
  • Gawrilow, C. (2009). Motivationspsychologie. In U. Nixdorff (Hrsg.), Check-Up-Medizin (S. 352-357). Thieme.
  • Gawrilow, C., Oberbremer, L., & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In M. Hasselhorn & C. Zoelch (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (S. 113- 132). Hogrefe Verlag.
  • Gawrilow, C., & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Kohlhammer.
  • Gawrilow, C., Sevincer, T., & Oettingen, G. (2009). Psychologie des Zukunftsdenkens. In V. Brandstätter & J. H. Otto (Hrsg.), Handbuch der Allgemeinen Psychologie: Motivation und Emotion (S. 178-184). Hogrefe Verlag.
  • Gold, A., Gawrilow, C., & Hasselhorn, M. (2016). Grundlagen schulpsychologischer Diagnostik. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie. Psychologie für die Schule (S. 117-127). Kohlhammer.
  • Gollwitzer, P. M., Gawrilow, C., & Oettingen, G. (2010). The power of planning: Effective self-regulation in goal striving. In R. Hassin, K. Ochsner & Y. Trope (Hrsg.), Self-Control in Society, Mind, and Brain (S. 279-296). Oxford University Press.
  • Loßnitzer, C., Moschko, T., Gawrilow, C., Schmid, J., & Hasselhorn, M. (2021). Forschungsgrundlagen der Schulpsychologie. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule (3. Auflage). Kohlhammer.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In W. Schneider & M. Hasselhorn (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (S. 203-220). Hogrefe Verlag.
  • Schmid, J., Guderjahn, L., & Gawrilow, C. (2017). Trainings zur Förderung der Selbstregulation von Kindern und Jugendlichen mit ADHS [Trainings to improve self- regulation in children and adolescents with ADHD]. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 385–402). Kohlhammer.
  • Schmid J., Loßnitzer C., & Gawrilow C. (2021) ADHS. In T. Schnell, K. Schnell (Hrsg.) Handbuch Klinische Psychologie. Springer. https://doi.org/10.1007/978-3-662-45995-9_32-1
  • Schmidt J. E., & Gawrilow C. (2021) Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health. In W. Rollett, H. Bijlsma, S. Röhl (Hrsg.), Student Feedback on Teaching in Schools. Springer. https://doi.org/10.1007/978-3-030-75150-0_12
  • Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Hogrefe Verlag.

Herausgeberwerke / Editorial Work

Buchreihe Psychologie im Schulalltag

Herausgeber: Caterina Gawrilow, Marcus Hasselhorn, Ulrich Trautwein, Christina Schwenck, Stefan Drewes, Anke Leuthold-Zürcher

  • Büttner, G., Fischbach A., Brandenburg J., & Hasselhorn, M. (2022). Schwierigkeiten beim Schriftspracherwerb (Vol. 6). Hogrefe Verlag. ISBN: 978-3-8017-2855-7
  • Asbrand, J., Büch, H., & Schmitz J. (2022). Soziale Ängste (Vol. 5). Hogrefe Verlag. ISBN: 978-3-8017-3058-1
  • Buhl, H. M., Bonanati S., & Eickelmann B. (2021). Schule in der digitalen Welt (Vol.4). Hogrefe Verlag. ISBN: 978-3-8017-3074-1
  • Teufel, K., & Soll, S. (2021). Autismus-Spektrum-Störungen (Vol. 3). Hogrefe Verlag. ISBN: 978-3-8017-3075-8
  • Schneider, S., & Popp, L. (201920). Emotionale Störungen und Verhaltensauffälligkeiten (Vol. 2). Hogrefe Verlag. ISBN: 978-3-8017-2898-4
  • Klusmann, U., & Waschke, N. (2018). Gesundheit und Wohlbefinden im Lehrerberuf (Vol. 1). Hogrefe Verlag. ISBN: 978-3-8017-2863-2

 

Sonstige Publikationen (seit 2022)

2022

  • Avci-Werning, M., Weickgenannt, S., Schliewenz, R., Roeder, U.-R., Spies, A., Wilmers, N., Gawrilow, C., Dutke, S., Tripathi-Neubart, G., & Anonymus (Redaktion), A. (2022). Mehr Psychologie in die Schulen. Jahresschwerpunkt 2022. Report Psychologie, 47(1), 2-7.
  • Gawrilow, C., Merhofe, S., & Schwarz, U. (2022). Wissenschaft für den Schulalltag – Neue Wege der Psychologie an Schulen. Report Psychologie, 1.

Tests und Messinstrumente

  • Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). BPA - Fragebogen zu Barrieren körperlicher Aktivität von Jugendlichen (Barriers to Physical Activity in Adolescents). Tests Info.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). SUA - Sanduhraufgabe. Tests Info.

Publikationen thematisch sortiert / Publications by topic

ADHS / ADHD

  • Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. DOI: https://doi.org/10.1016/j.learninstruc.2018.10.004
  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16. doi.org/10.1186/s13063-016-1769-3
  • Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C., Gawrilow, C. (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing attention‑defcit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders 11:383-393. DOI 10.1007/s12402-019-00298-4
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of Reading Abilities in Children with ADHD Following fNIRS-Neurofeedback or EMG-Biofeedback. Hogrefe, Lernen und Lernstörungen 2020,  1 – 12. https://doi.org/10.1024/2235-0977/a000302
  • Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The Association of Self-Reported ADHD Symptoms and Sleep in Daily Life of a General Population Sample of School Children: An Inter- and Intraindividual Perspective. Brain Sciences, 12(4), 440. https://doi.org/10.3390/brainsci12040440
  • 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(9), 1445.
  • Ehm, J. H., Merkt, J., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(2), 79-88.
  • Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? Dissertation, Universität, Fachbereich Psychologie, Konstanz.
  • Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280.
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit delay of gratification performance in children with and without ADHD. Cognitive Therapy and Research, 35(5), 442-455.
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616.
  • Gawrilow, C., Kühnhausen, J., Schmid, J., Stadler, G. (2014).  Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Front. Psychiatry.https://doi.org/10.3389/fpsyt.2014.00171
  • Gawrilow, C., Merkt, J., Goossens–Merkt, H., Bodenburg, S., & Wendt, M. (2011). Multitasking in adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 3(3), 253-264.
  • Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145.
  • Gawrilow, C., Oberbremer, L. & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In Hasselhorn, M. & Zoelch, C. (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (pp. 113-132). Göttingen: Hogrefe.
  • Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192.
  • Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48.
  • Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 397-407.
  • Hilger, K., Sassenhagen, J., Kühnhausen, J., Reuter, M., Schwarz, U., Gawrilow, C., Fiebach, C. J.; Neurophysiological markers of ADHD symptoms in typically-developing children. Sci Rep 10, 22460 (2020). https://doi.org/10.1038/s41598-020-80562-0
  • Hung, S. J. R., Gawrilow, C., Hsieh, M. H., & Gau, S. S. F. (2017). The effects of methylphenidate on the go/nogo performance in children with attention-deficit/hyperactivity disorder. Taiwanese Journal of Psychiatry.
  • Luna-Rodriguez, A., Wendt, M., Kerner auch Koerner, J., Gawrilow, C., & Jacobsen T. (2018). Selective impairment of attentional set shifting in adults with ADHD. Behavioral and Brain Functions. DOI: 0.1186/s12993-018-0150-y
  • Merkt, J., & Gawrilow, C. (2016). Health, dietary habits, and achievement motivation in college students with self-reported ADHD diagnosis. Journal of attention disorders, 20(9), 727-740.
  • Merkt, J., Singmann, H., Bodenburg, S., Goossens-Merkt, H., Kappes, A., Wendt, M., & Gawrilow, C. (2013). Flanker performance in female college students with ADHD: a diffusion model analysis. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 321-341.
  • Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., ... & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657.
  • Paul-Jordanov, I., Bechtold, M., & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 115-126.
  • Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life; Umweltpsychologie, 24. Jg., Heft 2, 2020, 176-199.
  • Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adultswith attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106.
  • Schmid, J., Guderjahn, L., & Gawrilow, C. (2017). Trainings zur Förderung der Selbstregulation von Kindern und Jugendlichen mit ADHS [Trainings to improve self-regulation in children and adolescents with ADHD]. In U. Hartmann, M. Hasselhorn, & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 385–402). Stuttgart: Kohlhammer.
  • Schmid J., Loßnitzer C., Gawrilow C. (2021) ADHS. In: Schnell T., Schnell K. (eds) Handbuch Klinische Psychologie. Springer, Berlin, Heidelberg. doi.org/10.1007/978-3-662-45995-9_32-1
  • Schmid, J., Stadler, G., Dirk, J., Fiege, C., & Gawrilow, C. (2016). ADHD symptoms in adolescents’ everyday Life: Fluctuations and symptom structure within and between individuals. Journal of Attention Disorders. doi: 10.1177/1087054716629214
  • Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 4(4), 245-259.
  • Wirth, A., Reinelt, T., Gawrilow, C., Schwenck, C., Freitag, C. M., & Rauch, W. A. (2017). Examining the Relationship Between Children’s ADHD Symptomatology and Inadequate Parenting: The Role of Household Chaos. Journal of attention disorders, 1087054717692881.

Ambulantes Assessment / Ambulatory Assessment

  • Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268.
  • Buhr, L., Moschko, T., Eppinger Ruiz de Zarate, A., Schwarz, U., Kühnhausen, J., & Gawrilow, C. (2022). The Association of Self-Reported ADHD Symptoms and Sleep in Daily Life of a General Population Sample of School Children: An Inter- and Intraindividual Perspective. Brain Sciences, 12(4), 440. https://doi.org/10.3390/brainsci12040440
  • Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
  • Haas, P., Schmid, J., Stadler, T., Reuter, M., & Gawrilow, C. (2017). Zooming into daily life: Within-person links between physical activity and affect in young adults. Psycholgy & Health, 32(5), 588-604. doi: 10.1080/08870446.2017.1291943.
  • Langguth, N., Schmid, J., Gawrilow, C., & Stadler, G. (2016). Within-person link between depressed affect and moderate-to-vigorous physical activity in adolescence: An intensive longitudinal approach. Applied Psychology: Health and Well-Being, 8(1), 44-63.
  • Moschko, T., Stadler, G., & Gawrilow, C. (2022). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075221116788
  • Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life; Umweltpsychologie, 24. Jg., Heft 2, 2020, 176-199.
  • Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children's daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, 25(2), 169-189. https://umps.de/php/artikeldetails.php?id=780
  • Schmid, J., Stadler, G., Dirk, J., Fiege, C., & Gawrilow, C. (2016). ADHD symptoms in adolescents’ everyday Life: Fluctuations and symptom structure within and between individuals. Journal of Attention Disorders. doi: 10.1177/1087054716629214
  • Schwarz, U., Gawrilow, C. (2019). Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment. Psychology in Russia: State of the Art, 12(4), 8-22. DOI: 10.11621/pir.2019.0401.

Diagnostik / Diagnostics

  • Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
  • Gawrilow, C., Kühnhausen, J., Schmid, J., & Stadler, G. (2014). Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Frontiers in psychiatry, 5, 171. https://doi.org/10.3389/fpsyt.2014.00171
  • Matulis, S., Loos, L., Langguth, N., Schreiber, F., Gutermann, J., Gawrilow, C., & Steil, R. (2015). Reliability, factor structure, and validity of the German version of the trauma symptom checklist for children in a sample of adolescents. European Journal of Psychotraumatology, 6(1), 27966. https://doi.org/10.3402/ejpt.v6.27966
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children. Learning and Individual Differences, 22(6),770-777. https://doi.org/10.1016/j.lindif.2012.05.006
  • Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243. https://doi.org/10.25656/01:16957
  • von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174. https://doi.org/10.2378/peu2014.art13d

EEG

  • Hilger, K., Sassenhagen, J., Kühnhausen, J., Reuter, M., Schwarz, U., Gawrilow, C., & Fiebach, C. J. (2020). Neurophysiological markers of ADHD symptoms in typically- developing children. Scientific Reports, 10(1), 1-15. https://doi.org/10.1038/s41598-020-80562-0
  • Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W., & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657. https://doi.org/10.1097/WNR.0b013e3280bef966
  • Paul-Jordanov, I., Bechtold, M., & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 115-126. https://doi.org/10.1007/s12402-010-0028-9

Emotionen/Affekt / Emotions/Affect

  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151-162.
  • Haas, P., Schmid, J., Stadler, T., Reuter, M., & Gawrilow, C. (2017). Zooming into daily life: Within-person links between physical activity and affect in young adults. Psycholgy & Health, 32(5), 588-604. doi: 10.1080/08870446.2017.1291943.
  • Langguth, N., Schmid, J., Gawrilow, C., & Stadler, G. (2016). Within-person link between depressed affect and moderate-to-vigorous physical activity in adolescence: An intensive longitudinal approach. Applied Psychology: Health and Well-Being, 8(1), 44-63.
  • Reuter, M., Kühnhausen, J., Haas, P., Gawrilow, C. (2020). Within-person relationship between daily time spent in natural spaces and affect as well as inattention in children’s daily life; Umweltpsychologie, 24. Jg., Heft 2, 2020, 176-199.
  • Reuter, M., Kühnhausen, J., Kleinhansl, M., Henn, L., & Gawrilow, C. (2021). Children's daily time in natural spaces during spring/summer time: Within-person restoration and the role of environmental attitude. Umweltpsychologie, 25(2), 169-189. https://umps.de/php/artikeldetails.php?id=780
  • Voswinckel, I., Spranz, S., Langguth, N., Stangier, U., Gawrilow, C., Steil, R. (2019). Suppression, reappraisal, and acceptance of emotions: a comparison between Turkish immigrant and German adolescents. Journal of Cultural Cognitive Science.

Essverhalten / Eating Behavior

  • Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., ... & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review.
  • Mack, I., Reiband, N., Etges, C., Eichhorn, S., Schaeffeler, N., Zurstiege, G., Gawrilow, C., Weimer, K., Peeraully, R., Teufel, M., Blumenstock, G., Giel, K.E., Junne, F., Zipfel, S. (2020). The Kids Obesity Prevention Program: Cluster Randomized Controlled Trial to Evaluate a Serious Game for the Prevention and Treatment of Childhood Obesity. J Med Internet Res 2020;22(4):e15725. DOI: 10.2196/15725
  • Merkt, J., & Gawrilow, C. (2016). Health, dietary habits, and achievement motivation in college students with self-reported ADHD diagnosis. Journal of attention disorders, 20(9), 727-740.

Exekutive Funktionen / Executive Functions

  • Barrocas, R., Roesch, S., Gawrilow, C., Moeller, K. (2020). Putting a finger on numerical development – Reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, section Cognition. doi: 10.3389/fpsyg.2020.01012
  • Dignath, D., Wirth, R., Kühnhausen, J., Gawrilow, C., Kunde, W., & Kiesel, A. (2020). Motivation drives conflict adaptation. Motivation Science, 6(1), 84–89. https://doi.org/10.1037/mot0000136
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616.
  • Gawrilow, C., Merkt, J., Goossens–Merkt, H., Bodenburg, S., & Wendt, M. (2011). Multitasking in adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 3(3), 253-264.
  • Gawrilow, C., Oberbremer, L. & Hasselhorn, M. (2012). Arbeitsgedächtnisbesonderheiten von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung. In Hasselhorn, M. & Zoelch, C. (Hrsg.), Tests und Trends: Funktionsdiagnostik des Arbeitsgedächtnisses (pp. 113-132). Göttingen: Hogrefe.
  • Gawrilow, C. & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Stuttgart: Kohlhammer.
  • Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48.
  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151-162.
  • Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
  • Hanke, C., Lohaus, A., Gawrilow, C., Hartke, I., Köhler, B., & Leonhardt, A. (2003). Preschool development of very low birth weight children born 1994–1995. European Journal of Pediatrics, 162(3), 159-164.
  • Hung, S. J. R., Gawrilow, C., Hsieh, M. H., & Gau, S. S. F. (2017). The effects of methylphenidate on the go/nogo performance in children with attention-deficit/hyperactivity disorder. Taiwanese Journal of Psychiatry.
  • Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
  • Luna-Rodriguez, A., Wendt, M., Kerner auch Koerner, J., Gawrilow, C., & Jacobsen T. (2018). Selective impairment of attentional set shifting in adults with ADHD. Behavioral and Brain Functions. DOI: 0.1186/s12993-018-0150-y
  • Merkt, J., Singmann, H., Bodenburg, S., Goossens-Merkt, H., Kappes, A., Wendt, M., & Gawrilow, C. (2013). Flanker performance in female college students with ADHD: a diffusion model analysis. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 321-341.
  • Nemati, P., Schmid, J., Soltanlou, M., Krimly, J. T., Nuerk, H. C., & Gawrilow, C. (2017). Planning and self-control, but not working memory, directly predict multiplication performance in adults. Journal of Numerical Cognition, 3(2), 441-467.
  • Rohlf, H., Jucksch, V., Gawrilow, C., Huss, M., Hein, J., Lehmkuhl, U., & Salbach-Andrae, H. (2012). Set shifting and working memory in adultswith attention-deficit/hyperactivity disorder. Journal of neural transmission, 119(1), 95-106.
  • Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, e13272. http://doi.org/10.1111/desc.13272

fNIRS

  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16. doi.org/10.1186/s13063-016-1769-3
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of Reading Abilities in Children with ADHD Following fNIRS-Neurofeedback or EMG-Biofeedback. Hogrefe, Lernen und Lernstörungen 2020,  1 – 12. https://doi.org/10.1024/2235-0977/a000302
  • Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C. and Ehlis, A.C. (2017).
    Near-Infrared Spectroscopy-Based Frontal Lobe Neurofeedback Integrated in Virtual Reality Modulates Brain and Behavior in Highly Impulsive Adults. journal.frontiersin.org/article/10.3389/fnhum.2017.00425/full

Gesundheitspsychologie / Health Psychology

  • Mack, I., Bayer, C., Schäffeler, N., Reiband, N., Brölz, E., Zurstiege, G., ... & Zipfel, S. (2017). Chances and limitations of video games in the fight against childhood obesity—A systematic review. European Eating Disorders Review.
  • Mack, I., Reiband, N., Etges, C., Eichhorn, S., Schaeffeler, N., Zurstiege, G., Gawrilow, C., Weimer, K., Peeraully, R., Teufel, M., Blumenstock, G., Giel, K.E., Junne, F., Zipfel, S. (2020). The Kids Obesity Prevention Program: Cluster Randomized Controlled Trial to Evaluate a Serious Game for the Prevention and Treatment of Childhood Obesity. J Med Internet Res 2020;22(4):e15725. DOI: 10.2196/15725
  • Merkt, J., & Gawrilow, C. (2016). Health, dietary habits, and achievement motivation in college students with self-reported ADHD diagnosis. Journal of attention disorders, 20(9), 727-740.

Körperliche Aktivität / Physical Activity

  • Gawrilow, C., Kühnhausen, J., Schmid, J., Stadler, G. (2014).  Hyperactivity and motoric activity in ADHD: characterization, assessment, and intervention. Front. Psychiatry.https://doi.org/10.3389/fpsyt.2014.00171
  • Gawrilow, C., Stadler, G., Langguth, N., Naumann, A., & Boeck, A. (2016). Physical activity, affect, and cognition in children with symptoms of ADHD. Journal of Attention Disorders, 20(2), 151-162.
  • Haas, P., Schmid, J., Stadler, T., Reuter, M., & Gawrilow, C. (2017). Zooming into daily life: Within-person links between physical activity and affect in young adults. Psycholgy & Health, 32(5), 588-604. doi: 10.1080/08870446.2017.1291943.
  • Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
  • Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to physical activity in adolescents. Zeitschrift für Gesundheitspsychologie.
  • Langguth, N., Könen, T., Matulis, S., Steil, R., Gawrilow, C. & Stadler, G. (2015). BPA - Fragebogen zu Barrieren körperlicher Aktivität von Jugendlichen (Barriers to Physical Activity in Adolescents). Tests Info.
  • Langguth, N., Schmid, J., Gawrilow, C., & Stadler, G. (2016). Within-person link between depressed affect and moderate-to-vigorous physical activity in adolescence: An intensive longitudinal approach. Applied Psychology: Health and Well-Being, 8(1), 44-63.

Neurofeedback

  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16. https://doi.org/10.1186/s13063-016-1769-3
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of reading abilities in children with ADHD following fNIRS-neurofeedback or EMG-biofeedback. Lernen und Lernstörungen, 9(3). https://doi.org/10.1024/2235-0977/a000302
  • Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425

Studien-/Schulleistungen / Performance at School/at the Univesity

  • Blume, F., Dresler, T., Gawrilow, C., Ehlis, A. C., Goellner, R., & Moeller, K. (2021). Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Acta Psychologica, 215, 103289. https://doi.org/10.1016/j.actpsy.2021.103289
  • Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. DOI: https://doi.org/10.1016/j.learninstruc.2018.10.004
  • Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., Ehlis, A.-C. (2020). Development of Reading Abilities in Children with ADHD Following fNIRS-Neurofeedback or EMG-Biofeedback. Hogrefe, Lernen und Lernstörungen 2020,  1 – 12. https://doi.org/10.1024/2235-0977/a000302
  • 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(9), 1445.
  • Ehm, J. H., Merkt, J., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(2), 79-88.
  • Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820.
  • Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
  • Nemati, P., Gawrilow, C., Nuerk, H.-C., Kühnhausen, J. (2020). Self-Regulation and Mathematics Performance in German and Iranian Students of More and Less Math-Related Fields of Study. Frontiers in Psychology, section Cognitive Science | doi: 10.3389/fpsyg.2020.489371
  • Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 4(4), 245-259.

Schulpsychologie / School Psychology

  • Avci-Werning, M., Weickgenannt, S., Schliewenz, R., Roeder, U.-R., Spies, A., Wilmers, N., Gawrilow, C., Dutke, S., Tripathi-Neubart, G. & Anonymus (Redaktion), A. (2022). Mehr Psychologie in die Schulen. Jahresschwerpunkt 2022. Report Psychologie, 47(1), 2-7.
  • Bugl, P., Schmid, J., & Gawrilow, C. (2015). Ambulantes Assessment in der Schule: Den schulischen Alltag erfahrbar machen. Lernen und Lernstörungen, 4(4), 261-268.
  • Fiege, C., Gawrilow, C., Schmid, J. & Hasselhorn, M. (2015). Forschungsgrundlagen der Schulpsychologie [Research Basis in School Psychology]. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule. Stuttgart: Kohlhammer.
  • Gold, A., Gawrilow, C. & Hasselhorn, M. (2016). Grundlagen schulpsychologischer Diagnostik. In K. Seifried, S. Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie. Psychologie für die Schule(S. 117-127). Stuttgart: Kohlhammer.
  • Loßnitzer, C., Moschko, T., Gawrilow, C., Schmid, J., & Hasselhorn, M.  
    (2021). Forschungsgrundlagen der Schulpsychologie. In K. Seifried, S.  
    Drewes & M. Hasselhorn (Hrsg.), Handbuch Schulpsychologie – Psychologie für die Schule (3. Auflage). Kohlhammer.
  • Nuerk, H.-C., Zürcher, A., & Gawrilow, C. (2015). Schulpsychologische Diagnostik: Eine Einführung. Lernen und Lernstörungen, 4(4), 233-243.
  • Schwarz, U., Gawrilow, C. (2019). Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment. Psychology in Russia: State of the Art, 12(4), 8-22. DOI: 10.11621/pir.2019.0401.

Selbstregulation / Self-regulation

  • Blume, F., Kuehnhausen, J., Reinelt, T., Wirth, A., Rauch, W. A., Schwenck, C., Gawrilow, C. (2019). The interplay of delay aversion, timing skills, and impulsivity in children experiencing attention‑defcit/hyperactivity disorder (ADHD) symptoms. ADHD Attention Deficit and Hyperactivity Disorders 11:383-393. DOI 10.1007/s12402-019-00298-4
  • Finkbeiner, M., Kühnhausen, J., Schmid, J., Conzelmann, A., Dürrwächter, U., Wahl, L.-M., Kelava, A., Gawrilow, C., Renner, T. J. (2022). E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022 Aug 26;23(1):713. https://doi.org/10.1186/s13063-022-06508-1
  • Gawrilow, C. (2005). Action control in ADHD children: Do implementation intentions improve self-regulation? Dissertation, Universität, Fachbereich Psychologie, Konstanz.
  • Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820.
  • Gawrilow, C. & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Stuttgart: Kohlhammer.
  • Gawrilow, C., Schmitt, K., & Rauch, W. (2011). Kognitive Kontrolle und Selbstregulation bei Kindern mit ADHS. Kindheit und Entwicklung, 20(1), 41-48.
  • Moschko, T., Stadler, G., & Gawrilow, C. (2022). Fluctuations in children’s self-regulation and parent-child interaction in everyday life: An ambulatory assessment study. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075221116788
  • Nemati, P., Gawrilow, C., Nuerk, H.-C., Kühnhausen, J. (2020). Self-Regulation and Mathematics Performance in German and Iranian Students of More and Less Math-Related Fields of Study. Frontiers in Psychology, section Cognitive Science | doi: 10.3389/fpsyg.2020.489371
  • Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
  • Nemati, P., Schmid, J., Soltanlou, M., Krimly, J. T., Nuerk, H. C., & Gawrilow, C. (2017). Planning and self-control, but not working memory, directly predict multiplication performance in adults. Journal of Numerical Cognition, 3(2), 441-467.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154.
  • Neubauer, A., Gawrilow, C. & Hasselhorn, M. (2014). SUA - Sanduhraufgabe. Tests Info.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children. Learning and Individual Differences, 22(6),770-777.
  • Rauch, W. A., Gawrilow, C., Schermelleh-Engel, K., & Schmitt, K. (2014). Dispositionelle Selbstkontrollkapazität bei Kindern. Diagnostica, 60(2), 61-72.
  • Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, e13272. http://doi.org/10.1111/desc.13272
  • Schwarz, U., Gawrilow, C. (2019). Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment. Psychology in Russia: State of the Art, 12(4), 8-22. DOI: 10.11621/pir.2019.0401.
  • Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Göttingen: Hogrefe.
  • von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174.
  • Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 4(4), 245-259.

Selbstregulationsinterventionen / Self-regulation intervention

  • Eichhorn, C., Gawrilow, C., von Suchodoletz, A. (2018). Classroom Management - Einflussfaktoren guten Unterrichts. In O.-A. Burow & S. Bornemann (Hrsg.), Das große Handbuch Unterricht & Erziehung in der Schule (S. 119-137). Köln: Carl Link-Verlag.
  • Gawrilow, C. (2009). Motivationspsychologie. In U. Nixdorff (Hrsg.), Check-Up-Medizin (pp. 352-357). Stuttgart: Thieme.
  • Gawrilow, C., & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32(2), 261-280.
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit delay of gratification performance in children with and without ADHD. Cognitive Therapy and Research, 35(5), 442-455.
  • Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616.
  • Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion, 37(1), 134-145.
  • Gawrilow, C., Petermann, F., & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189-192.
  • Gawrilow, C., Sevincer, T. & Oettingen, G. (2009). Psychologie des Zukunftsdenkens. In V. Brandstätter & J. H. Otto (Hrsg.), Handbuch der Allgemeinen Psychologie: Motivation und Emotion (pp. 178-184). Göttingen: Hogrefe.
  • Gollwitzer, P. M., Gawrilow, C. & Oettingen, G. (2010). The power of planning: Effective self-regulation in goal striving. In R. Hassin, K. Ochsner & Y. Trope (Eds.), Self-Control in Society, Mind, and Brain (pp. 279-296). Oxford University Press.
  • Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 397-407.
  • Neubauer, A., Gawrilow, C. & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In Schneider, W. & Hasselhorn, M. (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (pp. 203-220). Göttingen: Hogrefe.
  • Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., ... & Wienbruch, C. (2007). If–then planning modulates the P300 in children with attention deficit hyperactivity disorder. NeuroReport, 18(7), 653-657.
  • Paul-Jordanov, I., Bechtold, M., & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 115-126.
  • Schmid, J., Guderjahn, L., & Gawrilow, C. (2017). Trainings zur Förderung der Selbstregulation von Kindern und Jugendlichen mit ADHS [Trainings to improve self-regulation in children and adolescents with ADHD]. In U. Hartmann, M. Hasselhorn, & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 385–402). Stuttgart: Kohlhammer.
  • Schmidt JE., Gawrilow C. (2021) Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health. In: Rollett W., Bijlsma H., Röhl S. (eds) Student Feedback on Teaching in Schools. Springer, Cham. https://doi.org/10.1007/978-3-030-75150-0_12
  • Schwarz, U., Sevincer, A. T. & Gawrilow, C. (2019). Wenn-Dann-Pläne und Mentale Kontrastierung als Strategien zur Förderung der Selbstregulation. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 193-205). Göttingen: Hogrefe.

Vorschulalter / Preschool age

  • Barrocas, R., Roesch, S., Gawrilow, C., Moeller, K. (2020). Putting a finger on numerical development – Reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, section Cognition. doi: 10.3389/fpsyg.2020.01012
  • Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820.
  • Gawrilow, C. & Rauch, W. (2017). Selbstregulationsfähigkeiten und exekutive Funktionen im Entwicklungsverlauf bei Vorschul- und Schulkindern. In U. Hartmann, M. Hasselhorn & A. Gold (Hrsg.), Entwicklungsverläufe verstehen - Kinder mit Bildungsrisiken wirksam fördern. Forschungsergebnisse des Frankfurter IDeA-Zentrums (S. 158-174). Stuttgart: Kohlhammer.
  • Haas, P., Sudeck, G., Kelava, A., Cattarius, M., Meibohm, M., Schmid, J., Kistoglidou, E., & Gawrilow, C. (2022). Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 8, 185 (2022). https://doi.org/10.1186/s40814-022-01125-w
  • Hanke, C., Lohaus, A., Gawrilow, C., Hartke, I., Köhler, B., & Leonhardt, A. (2003). Preschool development of very low birth weight children born 1994–1995. European Journal of Pediatrics, 162(3), 159-164.
  • Kerner auch Koerner, J., Daseking, M., & Gawrilow, C. (2022). Eine Längsschnittstudie zur Vorhersage von ADHS-Symptomen und Schulleistungen in der 1. Klasse durch exekutive Funktionen im Vorschulalter. Kindheit und Entwicklung (2022), 31, pp. 144-154. https://doi.org/10.1026/0942-5403/a000383
  • Nemati, P., Kühnhausen, J., Mehri, A. Schmid, J., Mohammadi, Z., Nuerk, H.-C. & Gawrilow, C.. Delay of Gratification in Iranian and German Preschool Children. Child Youth Care Forum (2022). https://doi.org/10.1007/s10566-022-09710-z
  • Neubauer, A., Gawrilow, C. & Hasselhorn, M. (2011). Belohnungsaufschub: Ein Ansatz zur Frühprognose volitionaler Kompetenzen. In Schneider, W. & Hasselhorn, M. (Hrsg.), Tests und Trends: Frühprognose schulischer Kompetenzen (pp. 203-220). Göttingen: Hogrefe.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2014). Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft. Frühe Bildung, 3(3), 146-154.
  • Neubauer, A., Gawrilow, C., & Hasselhorn, M. (2012). The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children. Learning and Individual Differences, 22(6),770-777.
  • Neubauer, A., Nemati, P., Schmid, J., Gawrilow, C., Hasselhorn, M.; Prosocial motivation and behavior in children with and without Turkish immigrant background in Germany and in Turkish children in Turkey. In: Journal for educational research online 12 (2020) 1, S. 5-25 - URN: urn:nbn:de:0111-pedocs-191167
  • Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2022). Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science, e13272. http://doi.org/10.1111/desc.13272
  • von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., & Hasselhorn, M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174.

Virtual Reality

  • Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. https://doi.org/10.1016/j.learninstruc.2018.10.004
  • Blume, F., Hudak, J., Dresler, T., Ehlis, A.-C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: Study protocol for a randomized controlled trial. Trials, 18(41), 1–16. https://doi.org/10.1186/s13063-016-1769-3
  • Hudak, J., Blume, F., Dresler, T., Haeussinger, F., Renner, T., Fallgatter, A., Gawrilow, C., & Ehlis, A.C. (2017). Near-infrared spectroscopy-based frontal lobe neurofeedback integrated in virtual reality modulates brain and behavior in highly impulsive adults. Frontiers in human neuroscience, 425. https://doi.org/10.3389/fnhum.2017.00425