Marburg concentration training

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The Marburg Concentration Training (MKT) is a self-instruction- based, cognitive-behavioral therapy training for preschool and school children aged five to about twelve years.

It was developed in the early 1990s by the Marburg school psychologist Dieter Krowatschek and presented by him in 1992 at the 10th Federal Conference of the School Psychology Section of the Professional Association of German Psychologists .

It is primarily used in children with attention deficit / hyperactivity disorder . The MKT is intended to teach the children the method of verbal self-instruction as well as basic work techniques for everyday school and homework. Other components are relaxation techniques, for example through autogenic training , and behavior modification, including through positive reinforcement , to improve self-assessment and self-control. The aim is to change from an impulsive to a reflexive cognitive working style.

Its elements are designed for use in the classroom and take six to eight hours of training. In addition to training with the children, there is a home exercise program and accompanying parents' evenings. It is used as a short intervention that is suitable for use in groups, in psychological, learning therapy and occupational therapy practices, but also used by teachers in the classroom. In some places it takes place as an adult education course.

There are several empirical studies in which the MCT was compared with other programs with the same objective and evaluated with regard to its effectiveness. Manfred Beck came to the conclusion that the MCT had only a very minor effect on a test group of 15 third graders. At best, Stefan Witte attested the MKT to have long-term effects without a development boost. Thomas Dreisörner was able to demonstrate improvements in attention performance in individual areas in 15 children who were divided into five groups and who completed the MCT once a week for five weeks in a child and adolescent psychiatric practice. Birgit Schäfer compared the MCT with neurofeedback in a study and attested that the MCT had a particularly large influence on inattentiveness .

Individual evidence

  1. Psychology goes to school . Deutscher Psychologen-Verlag, Bonn 1994, pp. 172–178.
  2. Julia Rosza: The Marburg concentration training. In: Training programs for educational support. Compendium for practice . Beltz, Weinheim 2003, pp. 47-66.
  3. Manfred Beck: Therapy kit or training program? In: Evaluation as a measure of quality assurance. Pedagogical-psychological interventions put to the test . German Society for Behavioral Therapy, Tübingen 1998, pp. 161–172.
  4. Stefan Witte: Development and evaluation of a video-supported self-instruction training for attention-deficient children . Dissertation, University of Göttingen 2001
  5. Thomas Dreisörner: On the effectiveness of training in children with attention disorders . Dissertation, University of Göttingen 2004
  6. Birgit Schäfer: On the effectiveness of neurofeedback and Marburg concentration training in the therapy of children with attention deficit / hyperactivity disorder (ADHD) . Dissertation, University of Frankfurt 2011


  • Dieter Krowatschek, Sybille Albrecht, Gita Krowatschek: Marburg concentration training (MKT) for kindergarten and preschool children . Borgmann, Dortmund 2004. ISBN 3-86145-269-3 .
  • Dieter Krowatschek, Sybille Albrecht, Gita Krowatschek: Marburg concentration training (MKT) for school children . 6th edition. Borgmann, Dortmund 2004. ISBN 3-86145-265-0 .
  • Holger Domsch, Antje Graf: The Marburg Concentration Training (MKT). In: Praxis Ergotherapie 20. 2007,5, pp. 257–262.