Stand: Mai 2026
*markieren Beiträge mit wissenschaftlichem Begutachtungsverfahren (peer-review)
Accepted/ in press
*Hintz, A. M., Paal, M., Krull, J., Casale, G., & Burke, M. D. (in press). Inclusionary Reform and Positive Behaviour Support: Implications for the German School System. In S. Lin Goei & R. de Pry (Eds.), School Wide Positive Behaviour Interventions and Supports in Europe: Developments, Concepts, Research, and Practices. New York: Routledge.
2026
Casale, G. (2026). Störendes Verhalten im Kontext Schule: Was in der Praxis wirklich hilft. Kohlhammer. www.beck-shop.de/casale-stoerendes-verhalten-kontext-schule/product/40464090
Markowetz, R., Hennemann, T., Hövel, D., & Casale, G. (Hrsg.), Handbuch Förderschwerpunkt emotional-soziale Entwicklung (2026). Beltz. beltz.de/fachmedien/erziehungswissenschaft/handbuch-foerderschwerpunkt-emotional-soziale-entwicklung/BEL447168
*Herzog, M., Grosche, M., Bruns, G., & Casale, G. (2026). The moderating role of intelligence and prior knowledge for the effectiveness of a computer-based mathematics intervention in students with low mathematics performance. Journal of Intelligence, 14(3), 48. doi.org/10.3390/jintelligence14030048
Linderkamp, F., & Casale, G. (2026). Traumasensibles Unterstützungs- und Förderkonzept für Kinder und Jugendliche mit Fluchthintergrund (TAFF). Wuppertal: Universitätsverlag. https://rw.uni-wuppertal.de/de/forschung/taff/
2025
*Stalmach, A., Reinck, C., D’Elia, P., Di Sano, S., & Casale, G. (2025). A conceptual impact model of digital support for student self-regulation and emotion regulation grounded in Self-Determination Theory. Discover Education, 4, 383. https://doi.org/10.1007/s44217-025-00825-8
*Kluge-Brück, J., Casale, G., & Grosche, M. (2025). Retaining or blurring special education? Teachers’ perspectives on their responsibilities for behavioural support in inclusive schools. European Journal of Special Needs Education, 1–18. https://doi.org/10.1080/08856257.2025.2573254
*Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2025). Secondary school students’ perceptions of autonomy, competence, and relatedness in digital learning: A qualitative study. Computers in the Schools, 1–24. https://doi.org/10.1080/07380569.2025.2532436
*Casale, G., & Neuenschwander, M. P. (2025). Diagnostik sozial-emotionaler Kompetenzen in der Schule: Entwicklung eines heuristischen Rahmenmodells und Empfehlungen für die Praxis. Schweizerische Zeitschrift für Heilpädagogik, 31(06), 26–32. https://doi.org/10.57161/z2025-06-05
*Przibilla, B., Enderle, C., Casale, G., Scheer, D., Platte, A., Melzer, C., & Leidig, T. (2025). Psychometric properties of the German Student-Specific Teacher Self-Efficacy Scale (SS-TSES-G). European Journal of Education, 60(1), e12879. https://doi.org/10.1111/ejed.12879
*D’Elia, P., Stalmach, A., Di Sano, S., & Casale, G. (2025). Strategies for inclusive digital education: Problem/project-based learning, cooperative learning, and service learning for students with special educational needs. Frontiers in Education, 9, 1447489. https://doi.org/10.3389/feduc.2024.1447489
2024
*Di Sano, S., Rocha Neves, J., Casale, G., Martinsone, B., & La Salle-Finley, T. P. (2024). Cross-cultural connections: School climate and equity in Germany, Italy, Latvia, and the United States. School Psychology, 39(2), 224–235. https://doi.org/10.1037/spq0000585
*Casale, G., & Linderkamp, F. (2024). Global Perspectives on Trauma-Sensitive Schools. Special Issue, International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2024.2444462
*Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2024). Digital methods to promote inclusive and effective learning in schools: A mixed methods research study. Open Education Studies, 6(1), 20240023. https://doi.org/10.1515/edu-2024-0023
*Lembke, E. J., Linderkamp, F., & Casale, G. (2024). Trauma-sensitive school concepts for students with a refugee background: a review of international studies. Frontiers in Psychology, 15, 1321373. doi.org/10.3389/fpsyg.2024.1321373
*Yeung, T. S., Volpe, R. J., Briesch, A. M., Daniels, B., & Casale, G. (2024). Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers. Journal of School Psychology, 107, 101389. https://doi.org/10.1016/j.jsp.2024.101389
*Herzog, M., Casale, G., Balt, M., & Volpe, R. J. (2024). Research Topic: Interventions for Students with Combined Learning and Behaviour Difficulties. Frontiers in Education, Special Educational Needs Section, https://www.frontiersin.org/research-topics/48333/interventions-for-students-with-combined-learning-and-behavioral-difficulties
*Herzog, M., & Casale, G. (2024). Inattention, but not hyperactivity and impulsivity, negatively moderates the effectiveness of a mathematics intervention. Frontiers in Education, 9, 1276741. https://doi.org/10.3389/feduc.2024.1276741
2023
*Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2023). Digital learning and self-regulation in students with special educational needs: A systematic review of current research and future directions. Education Sciences, 13(10), 1051. https://doi.org/10.3390/educsci13101051
De Los Reyes, A., Epkins, C.C., Asmundson, G.J.G., Augenstein, T.M., Becker, K.D., Becker, S.P., Bonadio, F.T., Borelli, J.L., Boyd, R.C., Bradshaw, C.P., Burns, G.L., Casale, G., Causadias, J.M., Cha, C.B., Chorpita, B.F., Cohen, J.R., Comer, J.S., Crowell, S.E., Dirks, M.A., Drabick, D.A.G., DuPaul, G.J., Ehrlich, K.B., Evans, S.C., Evans, S.W., Felton, J.W., Fite, P.J., Gadow, K.D., Galán, C.A., Garbacz, S.A., Gaylord-Harden, N., Humphreys, K.L., Gerber, A.H., Hogue, A., Ivanova, M.Y., Jarrett, M.A., Jensen-Doss, A., Kang, E., Kendall, P.C., Laird, R.D., Langberg, J.M., Langer, D.A., Lee, S.S., Lerner, M.D., Lippold, M.A., Luebbe, A.M., Makol, B.A., McLeod, B.D., McMahon, R.J., Miller, M., Ohannessian, C.M., Ollendick, T.H., Piña, A., Prinstein, M.J., Rabinowitz, J., Reynolds, E.K., Salekin, R.T., Schleider, J.L., Scott, J.C., Talbott, E., Silverman, W.K., Spears, A.P., von der Embse, N., Wakschlag, L.S., Wang, M., Watts, A.L., Weisz, J.R., White, B.A., White, S.W., & Youngstrom, E.A. (2023). Editorial statement about JCCAP's 2023 special issue on informant discrepancies in youth mental health assessments: Observations, guidelines, and future directions grounded in 60 years of research. Journal of Clinical Child and Adolescent Psychology, 52(1).
Börnert-Ringleb, M., Casale, G., Balt, M. & Herzog, M. (2023). Learning and behavioural difficulties at school - manifestations, explanatory models and implications for practice. Stuttgart: Kohlhammer.
Börnert-Ringleb, M., Casale, G., & Herzog, M. (2023). The relationship between learning and behavioural difficulties. In M. Börnert-Ringleb, G. Casale, M. Balt & M. Herzog (Eds.). Learning and behavioural difficulties at school - manifestations, explanatory models and implications for practice, (pp. 30-37). Stuttgart: Kohlhammer.
*Casale, G., Hamel, N., Durgut-Topcu, T., Schrage, M., Herzog, M., Weber, J., & Weber, S. (2023). Adaptive teaching for pupils with a special focus on emotional and social development: Target dimensions, teaching principles and reception and utilisation logics of special education teachers. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 0. doi:http://dx.doi.org/10.2378/vhn2023.art31d
*Casale, G., Herzog, M., & Volpe, R. J. (2023). Measurement Efficiency of a Teacher Rating Scale to Screen for Students at Risk for Social, Emotional, and Behavioural Problems. Journal of Intelligence, 11(3), 57. http://dx.doi.org/10.3390/jintelligence11030057
Casale, G., & Herzog, M. (2023). Behavioural difficulties. In M. Börnert-Ringleb, G. Casale, M. Balt & M. Herzog (Eds.). Learning and behavioural difficulties at school - manifestations, explanatory models and implications for practice, (pp. 22-29). Stuttgart: Kohlhammer.
*Linderkamp, F., & Casale, G. (2023). The concept of the trauma-sensitive school - scientific foundations, successful implementation and practical implications. Journal of Curative Education, pp. 100 - 109.
*Vösgen, M., Bolz, T., Casale, G., Hennemann, T., & Leidig, T. (2023). Discrepancies in teacher and student: internal perceptions of the dyadic relationship and associated differences in psychosocial problems at special schools for emotional and social development. A multilevel analysis. Emotional and social development in educational support pedagogy and behavioural disorders: ESE, 5(5), 104-123. doi:10.25656/01:26906; 10.35468/6021-07
*Fussangel, K., Casale, G., Kluge, J., Spilles, M., & Grosche, M. (2023). Die Messung kokonstruktiver Kooperation – Entwicklung und Validierung eines Fragebogens für Lehrkräfte in der Inklusion. Journal for Educational Research Online, 15(2), 125-153. https://doi.org/10.31244/jero.2023.02.01
2022
Börnert-Ringleb, M., Casale, G. & Hillenbrand, C. (2022). Digital learning and special educational support. Introduction to the thematic issue. Empirical special education, 14, pp. 3-5.
Börnert-Ringleb, M., Casale, G. & Hillenbrand, C. (2022). Digital learning in special education - levels of influence and relevant variables. In. K. Ziemen, C. Melzer, D.C. Hövel, T. Hennemann & M. Grünke (Eds.). Participation in all areas of life? A look back and forward, (pp. 306-310) Bad Heilbrunn: Klinkhardt.
*Casale, G. & Haarhoff, D. (2022). Cognitive Behavioural Training Reduces Socially Anxious Classroom Behaviour in Primary School Students. Frontiers in Education, 7(746094). https://doi.org/10.3389/feduc.2022.746094
Casale, G., Hennemann, T., Hanisch, C., Hagen, T., Krull, J., Meyer, H. & Hövel, D.C. (2022). MultiMo - A school-based conception of a multimodal and multilevel support concept for externalising problem behaviour in primary school. In S. Blumenthal, Y. Blumenthal & K. Mahlau (Eds.), Children with learning and emotional-social developmental problems at school - diagnostics-prevention-support, (pp. 169-176). Stuttgart: Kohlhammer.
*Casale, G., Kauder, M., Hennemann, T. & Vrban, R. (2022). Effects of high-intensity interval training on the symptom-specific classroom behaviour of pupils with attention deficit hyperactivity disorder. Empirical Special Education, 14, 110-119.
*Herzog, M. & Casale, G. (2022). The Effects of a Computer-based Mathematics Intervention in Primary School Students With and Without Emotional and Behavioural Difficulties. International Electronic Journal of Elementary Education, 14, 303-317. https://doi.org/10.26822/iejee.2022.246
*Leidig, T., Casale, G., Wilbert, J., Hennemann, T., Volpe, R.J., Briesch, A.M. & Grosche, M. (2022). Individual, Generalized, and Moderated Effects of the Good Behavior Game on At-risk Primary School Students: A Multilevel Multiple Baseline Study Using Behavioural Progress Monitoring. Frontiers in Education, 7:917138. https://doi.org/10.3389/feduc.2022.917138
2021
*Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers' use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 1, 80-97. https://doi.org/10.1080/08856257.2021.1872847
Casale, G., Hennemann, T., Hanisch, C., Hagen, T., Krull, J., Meyer, H. & Hövel, D.C. (2021). MultiMo - A school-based conception of a multimodal and multilevel support concept for externalising problem behaviour in primary school. In Y. Blumenthal, S. Blumenthal & K. Mahlau (Eds.). Children with learning and emotional-social developmental problems at school. Diagnostics - Prevention - Support. Stuttgart: Kohlhammer, pp. 169 - 176.
*Gottfried, K., Casale, G., Hennemann, T., Huber, C., Kaspar, K., Spilles, M., Strauß, S., & König, J. (2021). Adaptive management of externalising behaviour problems: Pedagogical knowledge on inclusive teaching with a focus on emotional and social development. Swiss Journal of Educational Sciences, 43, pp. 260 - 272. https://doi.org/10.24452/sjer.43.2.6
Grosche, M. & Casale, G. (2021). Response to Intervention (RTI) and school inclusion - Fundamental contradiction or two sides of the same coin? In C. Mähler & M. Hasselhorn (Eds.): Test & Trends: Inclusion. Göttingen: Hogrefe. S. 169 - 183.
Hillenbrand, C. & Casale, G. (2021). Inclusion from a special educational perspective. In C. Mähler & M. Hasselhorn (Eds.): Test & Trends: Inclusion. Göttingen: Hogrefe. S. 11 - 28.
*La Salle, T., Rocha-Neves, J., Jimerson, S., Di Sano, S., Martinsone, B., Majercakova, S., Gajdosová, E., Baye, A., Deltour, C., Martinelli, V., Raykov, M., Hatzichristou, C., Palikara, O., Szabó, É., Arlauskaite, Z., Athanasiou, D., Brown-Earle, O., Casale, G., Lampropoulou, A., Mikhailova, A., Pinskaya, M. & Zvyagintsev, R. (2021). A Multi-National Study Exploring Adolescent Perceptions of School Climate and Mental Health Problems. School Psychology, 3, pp. 155-166.
*Leidig, T., Bolz, T., Niemeier, É., Nitz, J. & Casale, G. (2021). Assessing the teacher-student relationship - an overview of assessment procedures and instruments for (special) educational research and practice. Annual Scientific Journal Emotional and Social Development (ESD) in Educational Support and Behavioural Disorders, 3, pp. 30-51. doi. org/10.35468/5903-03
2020
Blumenthal, Y., Casale, G., Hartke, B., Hennemann, T., Hillenbrand, C. & Vierbuchen, M.-C. (2020). Options for action Inclusion at school: Children with behavioural problems and emotional social development disorders. Stuttgart: Kohlhammer.
Casale, G., Börnert-Ringleb, M. & Hillenbrand, C. (2020). Support at a distance? Special educational support in learning and emotional-social development during the 2020 school closures according to the regulations of the federal states. Journal of Special Education, 71, pp. 254-267.
Hennemann, T., Casale, G., Leidig, T., Fleskes, T., Döpfner, M. & Hanisch, C. (2020). Mental health of pupils at special schools with a focus on emotional and social development (PEARL) - An interdisciplinary cooperation project for the development of recommendations for action. Zeitschrift für Heilpädagogik, 14, pp. 44 - 57.
*Jentsch, A., Casale, G., Schlesinger, L., Kaiser, G., König, J., & Blömeke, S. (2020). Variability and generalisability of ratings of the quality of mathematics instruction between and within lessons. Unterrichtswissenschaft, 48(2), 179-197. doi. org/10.1007/s42010-019-00061-8
*Rochnia, M., Casale, G., Jansen, N.C., Rieser, S. & Trempler, K. (accepted). Do student teachers read scientific evidence differently than teacher educators? The challenge of teacher education. Journal of Conceptualisation, Design and Discussion, 3, pp. 598-619. doi. org/10.4119/hlz-3145
*Volpe, R. J., Yeung, J., Casale, G., Krull, J., Briesch, A. M., & Hennemann, T. (2020). Evaluation of a German language school-based universal screening for student social, emotional, and behavioural risk. International Journal of School & Educational Psychology. doi.org/10.1080/21683603.2020.1717699
2019
*Casale, G., Brüggemann, M. & Hennemann, T. (2019). Reducing Attention Deficit Disorder in the Classroom through Physical Activity? Concept and initial findings of a high-intensity interval training programme for pupils with ADHD. Empirische Sonderpädagogik, 11, pp. 71 - 80. Available at: https: //www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/esp-2019-1/esp_1-2019_71-80.pdf
*Casale, G. & Hennemann, T. (2019). School climate and pedagogy in emotional and behavioural disorders: Current state of research and initial findings in students with symptomatic behaviour. Annual Scientific Journal Emotional and Social Development (ESD) in Educational Support Pedagogy and Behaviour Disorders, 1, pp. 56 - 72.
Casale, G., Hennemann, T., La Salle, T. P., Rocha-Neves, J. & Schmidt, L (2019). Relationships between psychosocial problem stress and the perception of school climate among high school students. In G. Ricken, & S. Degenhardt (Eds.). networking, cooperation, social space - inclusion as a cross-sectional task, (pp. 289 - 284). Bad Heilbrunn: Klinkhardt.
Casale, G., Huber, C., Grosche, M. & Hennemann, T. (2019). Behavioural progression diagnostics at school - the Direct Behavioural Assessment method in practice. Munich: Ernst Reinhardt.
*Casale, G., Volpe, R. J., Briesch, A. M., Hennemann, T. & Grosche, M. (2019, online first). Dependability of Direct Behaviour Rating Single- and Multi-Item Scales Across Raters and Occasions in Two School Subjects. Assessment for Effective Intervention. www. doi.org/10.1177/1534508419836498
*Casale, G., Volpe, R. J., Grosche, M., Hennemann, T., Briesch, A. M. & Daniels, B. (2019). Construct validity of a universal screening for the instructional and economic diagnosis of challenging behaviour in students - a multitrait-multimethod analysis. Journal of Educational Psychology, 33, pp. 17-31. www. doi.org/10.1024/1010-0652/a000232
*Gebhardt, M., DeVries, J. M., Jungjohann, J., Casale, G., Gegenfurtner, A. & Kuhn, J.-T. (2019). Measurement Invariance of a Direct Behaviour Rating Multi Item Scale across Occasions. Social Sciences, 8, 46. www. doi.org/10.3390/socsci8020046
Grosche, M., König, J., Huber, C., Hennemann, T., Fussangel, K., Gräsel, C., Kaspar, K., Melzer, C., Strauß, S., Lüke, T. Krull, J., Neroznikova, K., Spilles, M., Casale, G. & Bartling, A. (2019). The PARTI research project: Evaluation of a training series for the co-constructive implementation of a response-to-intervention model supplemented by participation in the support focus of emotional-social development. In G. Ricken, & S. Degenhardt (Eds.). Networking, co-operation, social space - inclusion as a cross-sectional task, (pp. 116 - 121). Bad Heilbrunn: Klinkhardt.
*Hanisch, C., Casale, G., Volpe, R. J., Briesch, A. M., Richard, S., Meyer, H., Hövel, D. C., Hagen, T., Krull, J. & Hennemann, T. (2019, online first). Graduated support in primary school: Conception of a multi-level, multimodal support concept for expansive problem behaviour. Prevention and Health Promotion, 14, pp. 237 - 241. www. doi.org/10.1007/s11553-018-0700-z
Hennemann, T., Leidig, T., Hövel, D. C. & Casale, G. (2019). Effective preventive support for challenging behaviour at school. In A. Schumacher & E. Adelt (Eds.), From support planning to learning and development planning (pp. 129-146). Münster: Waxmann.
2018
*Casale, G., Hövel, D., Hennemann, T. & Hillenbrand, C. (2018). Prevention and school health promotion. In B. Röhrle, J. Anding, D. Ebert & H. Christiansen (Eds.). prevention and health promotion vol. VI. Towards improving effectiveness (pp.245-285). Tübingen: DGVT-Verlag
*Casale, G., Volpe, R. J., Daniels, B., Hennemann, T., Briesch, A. M. & Grosche, M. (2018). Measurement Invariance of a Universal Behavioural Screener across Samples from the USA and Germany. European Journal of Psychological Assessment, 34, pp. 87 - 100. www. doi.org/10.1027/1015-5759/a000447
*Volpe, R. J., Casale, G., Mohiyeddini, C., Grosche, M., Hennemann, T., Briesch, A. M. & Daniels, B. (2018). A Universal Screener Linked to Personalised Classroom Interventions: Psychometric Characteristics in a Large Sample of German Schoolchildren. Journal of School Psychology, 66, pp. 25 - 40. www. doi.org/10.1016/j.jsp.2017.11.003
2017
*Briesch, A. M., Casale, G., Grosche M., Volpe, R. J. & Hennemann, T. (2017). Initial Validation of the Usage Rating Profile-Assessment. Learning Disabilities: A Contemporary Journal, 15, pp. 193-207. Available at: https: //files.eric.ed.gov/fulltext/EJ1160656.pdf
Casale, G. (2017). "Is it useful or useless?" - Direct Behavior Rating (DBR) as a diagnostic method for the timely assessment of the success of support for instructional student behaviour. Potsdam Centre for Empirical Inclusion Research (ZEIF), 2017, No. 1.
*Casale, G., Grosche, M., Volpe, R. J. & Hennemann, T. (2017). Time- and person-specific influences on the measurement accuracy of behavioural progress diagnostics in pupils with externalising behaviour problems. Empirical Special Education, 9. p. 143 - 164. Available at: https: //www.psychologie-aktuell.com/fileadmin/download/esp/2-2017_20171018/esp_2-2017_143-164.pdf
Casale, G. & Hennemann, T. (2017). Preventing learning problems: An integrated system for the early diagnosis and promotion of learning and working behaviour at school. Pädagogik - Schwerpunktheft "Systematisch Diagnostizieren", p. 20 - 23.
*Casale, G., Husakovic, M., Hagen, T., Hövel, D. C., Krull, J. & Spilles, M. (2017). Effects of cognitive-behavioural essay training on writing performance and learning and working behaviour in pupils with ADHD in lower secondary level of a special school. Issue "Writing difficulties and the promotion of writing competence" Empirische Sonderpädagogik, 9, pp. 341 - 364. Available at: https: //www.psychologie-aktuell.com/fileadmin/download/esp/4-2017_20180124/esp_4-2017_341-364.pdf
Hennemann, T., Casale, G., Fitting-Dahlmann, K., Hövel, D. C., Hagen, T., Leidig, T., Melzer, C., Grosche, M., Wilbert, J., Hillenbrand, C. & Vierbuchen, M. C. (2017). Conception, evaluation and initial findings of a state-wide qualification programme for the implementation of inclusion in North Rhine-Westphalia. Zeitschrift für Heilpädagogik, 11, pp. 532 - 544.
2016
Casale, G. (2016). What contribution can school-based prevention programmes make to promoting social-emotional skills in the transition to lower secondary school? A brief overview. In D. Mays, S. Franke, E. Diezemann, & R. Kißgen (Eds.), Network Transition. Inclusion in transition phases in social behaviour disorders (pp. 53 - 66). Siegen: Universi.
Casale, G. & Hennemann, T. (2016). Emotional and social development - scientific foundations, effective conditions for success and opportunities for action in the context of inclusive processes. In Ministry for Schools and Further Education of the State of North Rhine-Westphalia (ed.), Sonderpädagogische Förderschwerpunkte in NRW. A look from science into practice (pp. 33-40).
*Casale, G., Strauß, S., Hennemann, T. & König, J. (2016). How can classroom management expertise be measured? Review of a video-based survey instrument for teachers using generalisability theory. Empirische Sonderpädagogik, 8, pp. 119-139. Available at: https: //www.psychologie-aktuell.com/fileadmin/download/esp/2-2016_20160609/ESP-2-2016_119-139.pdf
*Leidig, T., Hennemann, T., Casale, G., König, J., Melzer, C. & Hillenbrand, C. (2016). Effectiveness of teacher training programmes for inclusive schooling in the special needs area of emotional and social development - a systematic review of empirical studies. Heilpädagogische Forschung, 42, pp. 61-77. Available at: https: //www.researchgate.net/publication/304335353_Wirksamkeit_von_Lehrerfortbildungen_zur_inklusiven_Beschulung_im_Forderschwerpunkt_Emotionale_und_soziale_Entwicklung_ein_systematisches_Review_empirischer_Studie
2015
Casale, G. & Hennemann, T. (2015). Steps from diagnosis to concepts of support - Introduction. In A. Bresges, B. Dilger, T. Hennemann, J. König, H. Lindner, A. Rohde & D. Schmeinck (Eds.), Competences in perspective. Interdisciplinary impulses for teacher education (pp. 127-129). Münster: Waxmann.
Casale, G. & Hennemann, T. (2015). Linking diagnostics and the promotion of pupil behaviour at school using the example of behavioural diagnostics in the area of emotional and social development. In A. Bresges, B. Dilger, T. Hennemann, J. König, H. Lindner, A. Rohde & D. Schmeinck (Eds.), Competences in perspective. Interdisciplinary impulses for teacher education (pp. 130-139). Münster: Waxmann.
Casale, G., Hennemann, T. & Grosche, M. (2015). On the contribution of progress diagnostics to evidence-based special educational practice using the example of the support focus of emotional and social development. Zeitschrift für Heilpädagogik, 7, pp. 325-334.
*Casale, G., Hennemann, T., Huber, C. & Grosche, M. (2015). Test quality criteria for the progression diagnostics of pupil behaviour with a focus on emotional and social development. Heilpädagogische Forschung, 41, pp. 37-54. Available at: https: //www.researchgate.net/publication/273629403_Testgutekriterien_der_Verlaufsdiagnostik_von_Schulerverhalten_im_Forderschwerpunkt_Emotionale_und_soziale_Entwicklung
*Casale, G., Hennemann, T., Volpe, R. J., Briesch, A. M. & Grosche, M. (2015). Generalisability and reliability of direct behavioural assessments of learning and working behaviour in an inclusive primary school class. Empirische Sonderpädagogik, 7, pp. 258-268. Available at: http: //www.psychologie-aktuell.com/fileadmin/download/esp/3-2015_20150904/esp_3-2015_258-268.pdf
Casale, G. & Huber, C. (2015). Promoting pupil behaviour together. How multi-professional teamwork helps in dealing with problematic behaviour, Praxis fördern - Zeitschrift für individuelle Förderung und Inklusion, 6, pp. 26-30.
Grosche, M., Volpe, R. J., Hennemann, T. & Casale, G. (2015). Intercultural development and evaluation of a socially valid, universal behavioural screening in schools (Research note). Educational Science, 50, pp. 129-131.
Hennemann, T. & Casale, G. (2015). Specialising in emotional and social development. In I. Hedderich, G. Biewer, J. Hollenweger & R. Markowetz (Eds.), Handbuch Inklusion und Sonderpädagogik (pp. 208-212). Stuttgart: utb.
Hennemann, T., Hillenbrand, C., Casale, G. & Hagen, T. (2015). Application-related materials of the state-wide qualification "On the way to an inclusive school system". Medienbrief Lernmedien und Inklusion des LVR-Zentrums für Medien und Bildung, No. 01.2015, pp. 17-19.
Hennemann, T., Hövel, D., Hagen, T., Casale, G. & Fitting-Dahlmann, K. (2015; 20172). School-based promotion of behaviour. Stuttgart: Kohlhammer.
*Hövel, D. C., Hennemann, T., Casale, G. & Hillenbrand, C. (2015). The extended LUBO school training in special schools: Evaluation of an indicated preventive measure in the primary level of special schools. Empirische Sonderpädagogik, 7, pp. 117-134. Available at: https: //www.psychologie-aktuell.com/fileadmin/download/esp/2-2015_20150521/esp_2-2015_117-134.pdf
Huber, C. & Casale, G. (2015). Systematically recording pupil behaviour. The Direct Behaviour Rating (DBR) method. Praxis fördern - Zeitschrift für individuelle Förderung und Inklusion, 6, pp. 19-25.
2014
*Casale, G., Hennemann, T. & Hövel, D. (2014). Systematic overview of German-language school-based measures for the prevention of behavioural disorders in lower secondary school. Empirische Sonderpädagogik, 6, pp. 33-58. Available at: https: //www.psychologie-aktuell.com/fileadmin/download/esp/1-2014_20140327/ESP-1-2014_33-58.pdf
Hennemann, T., Hövel, D. & Casale, G. (2014a). The preventive school - an inclusive school. In D. Jahreis (Ed.), Teaching perspective - Basic knowledge on inclusion. Building blocks of a school for all, (pp. 123-134), Stuttgart: Raabe.
Hennemann, T., Hövel, D. & Casale, G. (2014b). School-based prevention of emotional and behavioural disorders. In D. Jahreis (Ed.), Teaching perspective - Basic knowledge of inclusion. Building blocks of a school for all (pp. 43-72), Stuttgart: Raabe.
