A hyperactive child, as a rule, has a deviation due to stressful situations in childhood. In order to stimulate his brain activity and bring him to the level with other students, you need to choose an individual approach.

A hyperactive child at school must be in constant motion. The lesson should be designed in such a way that interest is maintained throughout the lesson. The main task of the teacher in relation to teaching such children is to properly organize the lessons, as well as coordinate the work in the classroom. A child with hyperactive syndrome, as a rule, has a relatively poor memory, cannot concentrate his attention for a long time on one subject, quickly gets tired, and also cannot keep several tasks at the same time.

Such children quickly get tired during classes and begin to make noise, talk with a neighbor on the desk, draw, be distracted by extraneous things. All this leads to disruption of the educational process, to disruption of lessons, as well as to the allocation of time for unnecessary quarrels. Therefore, the teacher, first of all, is interested in making such a child interested and not allowing lessons to be disrupted.

In the event of a provocative situation on the part of a student with this syndrome, the main task of the teacher is to ignore his words. This is due to the fact that the student is trying to draw attention to himself with such actions. If his words and actions are ignored, he will soon get bored and stop doing it.

It's no secret that such children get tired very quickly. Therefore, as soon as the first signs of fatigue become noticeable, you need to distract the child to something else. For example, offer him a few minutes of break, or do simple physical exercises, or take the magazine to the staff room. After completing the above steps, the student will have time to relax a bit and tune in to work in the second half of the lesson.

It is also important for the teacher to remember that a hyperactive child will not be able to learn the material on an equal basis with other students, will not be able to read and understand the text quickly at the same time, will not be able to write simultaneously and quickly and with good calligraphy. This is especially true for the latter. When checking homework or a test, you should not take your child's calligraphy very seriously, as well as blots. In children with hyperactivity syndrome, as a rule, fine motor skills of the hands are poorly developed. Even if you give a child to rewrite texts every day to improve calligraphy, this will not give any results. Except that the child will be even more worried about his school performance and will completely ruin the nervous system, and will also not understand what exactly he is doing wrong.

The most common mistake in writing is a mistake in capital letters, especially in stressed syllables. This indicates that the student could not master the various sounds that are studied in the preschool period of life. It is important for the teacher to understand in such a situation that this type of error does not depend on the child himself. And even more so, it cannot be solved with the help of comments and bad grades, this problem should be solved by a speech therapist. In addition to writing, it is important to pay attention to the very process of perception of the material by the child. It will be most effective if, in addition to the generally accepted lecture, there are pictures with the same content. This will allow the student to better understand the material.

In addition, a hyperactive child must understand that the main task in the educational process is not memorizing the rules and not mechanical memory training, but awareness, understanding the material covered. If, for example, you need to complete the maximum number of tasks in the allotted time. Then for this child it is better to adjust the test in such a way that the main condition is to understand the problem and get the correct answer, and not to write as many incorrectly solved problems as possible. In order to increase the brain activity of the child over time and teach him to quickly complete the assigned tasks, you must first explain to him the principle of solving one problem.

There are several modern methods of working with hyperactive children. All of them are different from each other and give different results, so one or another method should be chosen, taking into account the individual characteristics of teaching hyperactive children. One of the most popular methods is to reward a student for completing a task, even if it is not significant. This method will work more effectively if the grading system is slightly changed. Replace the 5-point system with another equivalent, such as stamps. It is important that for any result, the student receives a reward. Namely, praise the child for those tasks with which he coped perfectly. At the same time, point out the shortcomings of the work. So the student will less painfully perceive criticism in his address, and know what exactly he did not cope with.

The second method is to give the opportunity to express themselves. First, you need to determine what strengths are inherent in such a student, in which areas of knowledge he is best versed. Based on the results, make several tests and tasks and provide to the class. Thus, it is necessary to artificially create a situation in which a hyperactive student can show his knowledge. It will also be relevant to appoint such a student responsible for knowledge in a certain area.

The third is to use elements of the game, competitions. It is recommended to give extraordinary tasks in order to develop non-standard thinking and thus to interest the student. In addition, you need to monitor the course of the educational process - change questions, topics, give more creative tasks.

The main group of modern methods includes another one - an individual approach to the curriculum. So, for a hyperactive child, you need to give only one task. As soon as it is completed, you can proceed to another task. This is due to the fact that when faced with a large number of difficulties, the child will try to cope with all at the same time. This will scatter his attention so much that he will not be able to solve even a simple problem, as a result, interest will disappear. In addition, the task assigned to the student should correspond to his level of knowledge - not too simple for him and not too difficult.

Successful education of hyperactive children in school is possible only if certain rules are observed. Namely, the lessons at school should be varied. In no case should monotony be allowed. It is best if the lesson will change the pace of the load throughout the entire hour. For example, add several active rest breaks to the lesson to perform physical exercises. Thus, students will be able to take a break for a few minutes from mental activity, and at the same time use muscle mass and spend the excess energy accumulated during the lesson. Actual will direct the excess energy of such a student in the right direction. For example, invite him to distribute tasks on test work, wash the blackboard, bring chalk, distribute notebooks.

The interior of the classroom should be designed accordingly. So, it is not recommended to use objects of saturated colors, as well as to have too many pieces of furniture. All this will distract the hyperactive child from the educational process to these things. It is important to remember about the schedules of the main lessons and extracurricular activities, they should be unchanged. As practice shows, students with increased activity tend to forget what is not permanent.

Hyperactive children are best placed in the front desks near the blackboard. The main reason for this requirement is the opportunity for the student to communicate with the teacher. In addition, the child will have the opportunity to hear all the educational material and see visually the notes on the board. For a hyperactive child, this is an important condition. So, if a child has a question about new material, to which he does not receive an answer for some time, interest in the lesson disappears.

Out of ignorance, a hyperactive child can be mistaken for a naughty, hooligan, stubborn, or simply ill-mannered, that is, inconvenient for a caregiver or teacher. However, it is not.

Such children do have a number of shortcomings that can harm both the child himself and those around him, but with the right attitude and correction, a strong and creative personality can be developed.

Weak sides:

• difficulty concentrating (the child is not able to pay attention to details, for example, does not pay attention to changing directions in the process of completing a task);
• cannot concentrate on tasks that require a long attention span (such as homework, although the child may be more attentive by doing something he enjoys);
• listens but does not hear (parents and teachers have to repeat several times);
• does not follow instructions and does not complete tasks;
• often loses things necessary for tasks and daily activities;
• may be sloppy (both in school assignments and in relation to their appearance);
• distracted by extraneous stimuli (after being distracted, he may completely forget what he was doing);
• often shows forgetfulness in everyday situations:
• the child constantly spins in a chair or gets up from a chair;
• the child gets up when he should be sitting (walks around the classroom during the lesson);
• talkative;
• begins to answer the question without listening to the end;
• the child cannot wait for his turn when the situation requires it;
• the child interferes with others by interfering with their conversation or play (may annoy other children).

Strengths:

• generous (even to the detriment of themselves);
• responsive (can be an assistant both at home and at school);
• energetic (active in sports and physical education);
• kind;
• bold;
• creative;
• funny (can become the center of attention among children);
• friendly;
• direct;
• with a heightened sense of justice.

Hyperactive children have problems with academic performance, these are the so-called “achievement swings”. Today the child "brings" home only nines and tens, and tomorrow in the same subjects he can get two. This is very frustrating for parents and surprises for teachers. Teachers assume that the child did not prepare for the lesson today or simply did not want to answer well.

In fact, the reason for such results may be a violation of the daily regimen and the child simply did not get enough sleep. An ordinary student, even if he didn’t get enough sleep, by the middle of the lesson can get together and answer, and a child with a hyperkinetic disorder will be uncollected, impulsive and capricious throughout the day. As a result, it shows worse results than it could.

child with and hyperactivity(ADHD) when performing any task, he is strongly distracted by extraneous stimuli, such as sounds. As a result, none of the cases is brought to the end or done superficially. He constantly jumps from one activity to another, it is impossible to captivate him with something for a long time. This is also the reason for the clumsiness, which is manifested in the fact that they constantly drop something, knock down, stumble upon furniture.

Helping such a child will consist in learning self-regulation and control over his own body. You should teach your child relaxation techniques, teach them to enjoy relaxation. This can be achieved through meditative tales, breathing exercises, listening to relaxing music. It is also necessary to send the child to learn the development of reaction speed and coordination of movements.

Children with attention deficit hyperactivity disorder often have additional problems: stuttering, dyslalia, dysarthria, high fatigue and aggressive behavior, as a result of which the child has insufficient mastery of the school curriculum, low self-esteem, social isolation. In such situations, you should contact specialists as soon as possible: neurologists, psychiatrists, psychologists, speech therapists and defectologists.

One of the biggest challenges for children with ADHD is the difficulty in self-organization. Such children are often late, they cannot allocate their time. Being distracted by extraneous stimuli, they often do not have time to complete a test or a test in a limited time, however, knowledge is enough to successfully complete the control. In such cases, negative methods of influence, such as swearing or pulling, do not work on children with ADHD and cause a protest and aggressive reaction.

First of all, you should set specific goals for the child and give short and unambiguous instructions.

The child should be encouraged, which will stimulate his efforts to achieve the task.
If it is time for the child to change the type of activity, then you should warn him about this 5-10 minutes in advance.

Many parents turn to specialists in connection with the difficulties of adapting the child to the team, teachers refer most of these children to a child psychiatrist, and in some cases this decision is made by the teachers' council. Parents give up and lose hope, become aggressive. Desperate parents apply severe disciplinary measures to their children in the form of punishments, shouting, spanking, etc. All this does not give a positive result, but rather causes aggression.

The leading role in the correction of ADHD is assigned to behavioral psychotherapy, including education of children and their environment. Often in families in which a hyperactive child grows, the psychological microclimate is disturbed, quarrels occur between parents about the upbringing of such a baby. Therefore, the emphasis should be placed on the development of the emotional stability of the parents themselves and the development of a unified upbringing strategy with a predominance of support and encouragement methods. In addition, the family must maintain a clear regimen for the life of the child.

More and more hyperactive children are in schools, and it is not at all easy to approach them. After all, the teacher has other students who require attention. It is much easier to transfer him to another class or to another school. Quite often, such children, despite their amazing abilities and creativity, are among the underachievers by the end of the first grade.

If there is a child with ADHD in the class, he should definitely be given more attention, create a more pleasant atmosphere, and subsequently he may turn out to be a very bright and bright student.

First of all, you should organize the workplace in such a way that the child is as distracted as possible.

Sit the student at the front or center of the class, away from distractions.

Place him next to a student who can serve as a positive role model.

Use as many visual teaching aids as possible.

If the child loses attention and starts to interfere, occupy him (let him read aloud part of the training paragraph or the condition of the problem).

If the child is distracted, imperceptibly signal to him to return to the task, or simply go up to him and touch his shoulder, making it clear that he is behaving incorrectly, without swearing or shouting at the same time.

Encourage the desire to learn (board of the best students of the day, week, month).

Create a list of rules that students must follow. Formulate a list in a positive way: what should be done, not what should not be done. Make sure children know what behavior is expected of them.

Inform parents not only about the negative sides of the child, but about the positive ones.

Reduce the number of time-limited exams and test papers. These exams are of little educational value and prevent many children with ADHD from demonstrating their knowledge.

Always write instructions on the board for completing assignments. Leave directions on the board until the end of class. There are students who cannot write down or memorize verbal instructions on their own.

Allow yourself to joke, be original. This can defuse the situation.

If classmates disrespect a child with ADHD and make fun of him, give him important tasks in front of other children and explain how important it is to do it well. This will increase self-esteem and responsibility.

Organize creative classes where a child with ADHD can show their creativity.

Thus, teaching children with ADHD requires a lot of attention and effort from both the parents and the teacher in whose class such a child is studying. In this case, parents should even more carefully choose a teacher who is able to understand and be patient in his teaching. There is a need for a constant dialogue between parents and the teacher for a quick and high-quality response to changes in the behavior and learning outcomes of the child. This will contribute to the timely correction of the child's behavior and help him build good relationships with classmates.

LITERATURE

1. Bolotovsky, G.V. Hyperactive child / G.V. Bolotovsky, L.S. Chutko, I.V. Popova. - St. Petersburg: NPK "Omega". - 2010. - 160s.
2. Gippenreiter, Yu. B. Communicate with the child. How? / Yu.B. Gippenreiter. - M.: ACT, Astrel. - 240 s.
3. Oaklander, V. Windows on the child's world. Guide to child psychotherapy / V. Oklander. - M.: Klass, 1997. - 336s.

ADAPTATION OF HYPERACTIVE CHILDREN TO EDUCATION IN SCHOOL

Course work

Specialty 05070952 - teaching in elementary grades

Introduction

Chapter 1. Theoretical foundations for studying hyperactive behavior in children

1 Essence and age dynamics of hyperactive behavior

Conclusion

Bibliography

Appendix

Introduction

Going to school is a fundamentally new stage in his life. It is in the first grade that the foundation of the child's attitude to school and learning is laid. School from the first days puts before the child a number of tasks that require the mobilization of his intellectual and physical strength. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities related to study. Therefore, it takes time to adapt to schooling, the child gets used to new conditions and learns to meet new requirements. As never before, the question arises of how to help a child, without compromising health, learn to comply with the new rules and requirements of the teacher, how to smoothly and painlessly move from playing to learning activities. To a greater extent, this applies to the so-called hyperactive children. They can't sit at a desk. They are disinhibited, immoderate in their movements, sometimes they jump up from their seats, get distracted, speak loudly. Such children do not always feel the distance between themselves and the teacher. There are many fighters among them, easily excited and even aggressive towards classmates. It is useless to condemn and punish hyperactive children, they need the help of a psychologist. Very often, children with hyperactive behavior have difficulties in mastering educational material, and many teachers tend to attribute this to insufficient intelligence. Psychological examination of children makes it possible to determine the level of intellectual development of the child, and, in addition, possible violations of perception, visual-motor coordination, and attention. Usually, the results of psychological research prove that the level of intelligence of such children corresponds to the age norm.

Adaptation to school is a multifaceted process. Its components are physiological adaptation and socio-psychological adaptation (to teachers and their requirements, to classmates). All components are interconnected, the shortcomings in the formation of any of them affect the success of training, the well-being and health of the first grader, his performance, the ability to interact with the teacher, classmates and follow the school rules.

Briazgunov I.P., Kasatikova E.V., Kosheleva A.D., Alekseeva L.S. paid great attention to the essence and necessity of studying the adaptation process.

The problem of teaching hyperactive children was reflected in the studies of Grishin N.V., Nesmelov M.Yu., Gromova O.N., Bolshakova A.G., Grebennikova L.R. This problem is most clearly presented in the works of German sociologists G. Simmel, R. Dahrendorf, L. Koser and E. Giddens.

In accordance with the foregoing, it should be noted that this topic is still relevant today, since there is a problem of organizing the educational activities of hyperactive first graders, adapting this category of children.

The topic of our study: "Adaptation of hyperactive children to school."

Research problem: how to help hyperactive children adapt to learning at school.

Object of study: the process of adaptation of hyperactive schoolchildren to schooling.

Research hypothesis: the process of adaptation of hyperactive children to school will be more effective if the following conditions are met:

study of the characteristics of this category of younger students;

appropriate selection of techniques and methods of interaction with hyperactive children;

the formation of a positive attitude of teachers to the characteristics of hyperactive children.

Research objectives:

1. Analysis of literary sources on this topic in the course of theoretical research.
2. To study the features of hyperactive younger schoolchildren.
3. To identify the causes of the formation and manifestation of hyperactive behavior.

Research methods:

theoretical analysis of literature;

study of work experience on the research problem.

The theoretical significance of the work lies in the fact that age dynamics and features of hyperactive behavior are revealed; the reasons for the formation and manifestation of hyperactive behavior were identified.

Chapter 1. Hyperactive behavior of children at school and its correction as a subject of research

1. The essence and age dynamics of childhood hyperactivity

"Hyper ..." - (from the Greek. Hyper - above, above) - an integral part of compound words, indicating an excess of the norm. The word "active" came into Russian from the Latin "activus" and means "effective, active".

Hyperactive behavior in children is characterized by the following features:

• Restless movements in the hands and feet are often observed; sitting on a chair, spinning, spinning.
• Gets up from his seat in the classroom during lessons or in other situations where you need to stay in place.
• Shows aimless motor activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable.
• Usually unable to play quietly, quietly, or engage in leisure activities.
• It is in constant motion and behaves "as if a motor was attached to it."
• Often talkative.
• Often answers questions without thinking, without listening to them to the end.
• Usually with difficulty waiting for his turn in various situations.
• Often interferes with others, sticks to others (for example, interferes in conversations or games).

To identify hyperactive children, it is necessary to draw up a portrait of a hyperactive child.

Probably, in every class there are children who find it difficult to sit in one place for a long time, to be silent, to obey instructions. They create additional difficulties in the work of educators and teachers, because they are very mobile, quick-tempered, irritable and irresponsible. Hyperactive children often touch and drop various objects, push their peers, creating conflict situations. They are often offended, but they quickly forget about their grievances. The famous American psychologist W. Oaklander characterizes these children as follows: “It is difficult for a hyperactive child to sit, he is fidgety, moves a lot, turns in place, sometimes overly talkative, can be annoying with his behavior. Often he has poor coordination or insufficient muscle control. He is clumsy, drops or breaks things, spills milk. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks many questions, but rarely waits for answers ". Probably, the portrait of such a child is familiar to the teacher and psychologist.

The behavior of hyperactive children may be outwardly similar to the behavior of children with increased anxiety, so it is important for the teacher and parents to know the main differences in the behavior of one category of children from another. The table below will help you with this. In addition, the behavior of an anxious child is not socially destructive, and a hyperactive child is often a source of various conflicts, fights, and simply misunderstandings.

Table 1

Criteria for the initial assessment of the manifestation of hyperactivity and anxiety in a child

Evaluation criteria Hyperactive child Anxious child Behavior control Constantly impulsive Able to control behavior Motor activity Constantly active Active in certain situations Character of movements Feverish, erratic Restless, tense movements

To identify a hyperactive child in the classroom, it is necessary to observe him for a long time, conduct conversations with parents and teachers.

The main manifestations of hyperactivity can be divided into three blocks: active attention deficit, motor disinhibition, impulsivity.

Speaking of hyperactive children, most researchers (Z. Trzhesoglava, V. M. Troshin, A. M. Radaev, Yu. S. Shevchenko, L. A. Yasyukova) mean children with attention deficit hyperactivity disorder.

An analysis of age dynamics showed that the signs of the disorder are most pronounced in preschool and primary school age: the largest percentage of children with the syndrome is observed at the age of 5-10 years, which differs from the age of 11-12 years. Thus, the peak of the manifestation of the syndrome falls on the period of preparation for school and the beginning of education.

This is due to the dynamics of the development of higher nervous activity. 5.5-7 and 9-10 years are critical periods for the formation of brain systems responsible for mental activity, attention, memory. By the age of 7, according to D.A. Farber, there is a change in the stages of intellectual development, conditions are being formed for the formation of abstract thinking and arbitrary regulation of activity.

At 6-7 years old, children with the syndrome are not ready for schooling due to a slowdown in the rate of functional maturation of the cortex and subcortical structures. Systematic school loads can lead to disruption of the compensatory mechanisms of the central nervous system and the development of a maladaptive school syndrome, exacerbated by educational difficulties. Therefore, the issue of readiness for school for hyperactive children should be decided in each case by a psychologist and a doctor observing the child.

A burst of hyperactivity at 12-15 years old is in the risk group, and in the group with the syndrome at 14 years old, it coincides with puberty. Hormonal "boom" is reflected in the behavior and attitude to learning. A "difficult" teenager (namely, this category includes most children with attention deficit hyperactivity disorder) may decide to leave school.

By the end of puberty, hyperactivity and emotional impulsivity practically disappear or are masked by other personality traits, self-control and regulation of behavior increase, attention deficit persists. Attention impairment is the main symptom of the disease, therefore it determines the further dynamics and prognosis of the disease (attention deficit hyperactivity disorder). Here, the issue of parting with school can also be resolved.

By the end of puberty, hyperactivity and emotional impulsivity practically disappear or are masked by other personality traits, self-control and regulation of behavior increase, attention deficit persists (O.V. Khaletskaya, V.M. Troshin). Violation of attention is the main symptom of the disease, so it determines the further dynamics and prognosis of the disease.

Among boys 7-12 years old, signs of the syndrome are diagnosed 2-3 times more often than among girls. Among adolescents, this ratio is 1:1, and among 20-25-year-olds - 1:2 with a predominance of girls.

The predominance of boys is not only a consequence of the subjective opinion of the respondents answering the questionnaire. Although teachers most often see violators of the order in boys. The high frequency of symptoms of the disease in boys may be due to the influence of hereditary factors, as well as the higher vulnerability of the male fetus to pathogenetic influences during pregnancy and childbirth. In girls, the large hemispheres of the brain are less specialized, so they have a greater reserve of compensatory functions compared to boys with damage to the central nervous system.

In addition, there are gender differences in the structure and dynamics of behavioral disorders. In boys, symptoms of hyperactivity and other behavioral disorders appear from the age of 3-4, which forces parents to consult a doctor even before the child enters school.

Among girls, hyperactivity is less common, the disease in them often manifests itself in the form of attention disorders. In girls, behavioral deviations are more hidden.

2 Reasons for the formation and manifestation of hyperactive behavior

The authors of the psychological dictionary attribute inattention, distractibility, impulsivity, and increased motor activity to external manifestations of hyperactivity. More often, hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed the age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than in girls.

Speaking of hyperactivity, they mean not a pronounced pathology or criminal behavior, but cases that fit perfectly into the population distributions of normal traits and, consequently, into the idea of ​​a wide variability in the forms of individual behavior and development. The majority of children of any age, designated by teachers as a "difficult" student, pupil, by parents - as a "difficult" child, and by sociologists - as a minor from the "risk group", belong precisely to this category.

Hyperactive children have some behavioral features: anxiety (69.7%), neurotic habits (69.7%). Tics, obsessive movements, motor activity and awkwardness, etc. In school, children show less efficiency, violation of reading, spelling, written graphics. They are difficult to adapt to school, poorly entering the children's team, often have a variety of problems in relationships with peers.

Children who display some or all of the symptoms of hyperactive behavior sometimes simply avoid the painful sensations. A child who is unable or unwilling to express repressed feelings naturally finds it difficult to be calm and focused, to concentrate, although he does not have perceptual and neurological movement disorders. Often anxious children are afraid that they will be forced to participate in any activity. They are constantly moving from one activity to another and look as if they are not able to stop at one thing or completely focus their attention on a chosen object. Such children - fearful, irritable, anxious - can come across as hyperactive children with all the consequences that this label implies.

Mothers (66%) note that their children come into conflict during games, are aggressive, etc. . All this complicates the position of the child in the group of peers and cannot but affect the success of learning and the formation of appropriate behavior. Fast, impulsive, these children do not know how to restrain their desires, organize behavior. In any situation, it causes a lot of trouble for others, it is extremely "inconvenient" for educators, teachers and even parents. This variant of the development of the child is becoming very common both in preschool institutions and at school. The maladaptive features of the behavior of such children indicate insufficiently formed regulatory mechanisms of the psyche, and, above all, self-control as the most important condition and necessary link in the genesis of arbitrary forms of behavior.

All these syndromes traditionally belong to the sphere of temperament. The connection of temperament with behavioral characteristics, including deviant behavior, has long been recognized. It is most distinct in childhood, when voluntary control is not formed and it is precisely the features of temperament that begin to act as the main regulators. These include low rhythm, the predominance of negative mood, reactions "from" over the reaction "to" - as moving away or approaching the object, low adaptability, high intensity of the reaction.

These characteristics are stable in childhood and are directly projected into adulthood. Difficult temperament in childhood reduces adaptability at the age of 17-25 (the corresponding correlation is 0.32), i.e. precisely when the former child himself becomes a parent, and in particular a mother.

If we take into account that negative moods and poor adaptability are largely determined by the environment, primarily the general family, then the significance of different educational strategies (especially maternal ones), either compensating or, conversely, provoking the appearance of unwanted symptoms, is obvious.

Thus, the assessment of the child's deviant behavior actually proceeds according to the description of behavioral complexes-syndromes, in which the same components are present, which, as a rule, relate to personal characteristics while preserving the intellectual sphere. The child becomes "difficult" not because his intellectual activity is reduced, but because the structure of temperament and, consequently, behavior is disturbed, the reason for which is in the peculiarities of his upbringing, relationships with his parents, and, above all, with his mother. Such a formulation of the question quite legitimately determines the consideration of the maternal attitude precisely in the context of the deviant, and in particular hyperactive, behavior of the child.

A hyperactive child is constantly on the move, regardless of what he is doing: math, physical education, or spending his free time. In physical education classes, for example, in an instant he manages to draw a lane for throwing the ball with chalk, form a group and stand in front of everyone to complete the task. However, the effectiveness of such "splashing" activity is not always of high quality, and much that has been started is simply not brought to the end. Outwardly, it seems that the child completes the task very quickly, and, indeed, each element of the movement is fast and active, but on the whole he has many superfluous, side, unnecessary and even obsessive movements.

The lack of attention, control and self-control is also confirmed by other features of behavior: jumping from one thing to another, insufficiently clear spatial coordination of movement (drives over the contours of the picture, touches when walking around corners). The body of the child, as it were, does not "fit" into space, touching objects, bumping into walls, doorways. Despite the fact that such children often have "live" facial expressions, fast speech, moving eyes, they often find themselves as if out of the situation: they freeze, turn off, "fall out" of the activity and the whole situation, i.e. “leave” it, and then, after some time, “return” to it again.

There are different opinions about the causes of hyperactivity.

Heredity.

In 10-25% of hyperactive children, according to Z. Trzhesoglava, there is a hereditary predisposition to hyperactivity.

As a rule, in hyperactive children, one of the parents was hyperactive, so heredity is considered one of the reasons. But no specific gene for hyperactivity has been found so far. Hyperactivity is more common in boys (five boys per girl).

Mother's health.

Hyperactive babies are often born to mothers with allergic conditions such as hay fever, asthma, eczema, or migraines.

Pregnancy and childbirth.

Problems associated with pregnancy (stress, allergies), complicated childbirth can also lead to hyperactivity in the child.

Deficiency of fatty acids in the body.

Studies have shown that many hyperactive children suffer from a lack of essential fatty acids in the body. Symptoms of this deficiency are a constant feeling of thirst, dry skin, dry hair, frequent urination, cases of allergic diseases in the family (asthma and eczema).

Environment.

It can be assumed that the environmental troubles that all countries are now experiencing makes a certain contribution to the increase in the number of neuropsychiatric diseases, including ADHD.

For example, dioxins are super-toxic substances that occur during the production, processing and combustion of chlorinated hydrocarbons. They are often used in industry and households and can lead to carcinogenic and psychotropic effects, as well as severe congenital anomalies in children. Environmental pollution with salts of heavy metals, such as molybdenum, cadmium, leads to a disorder of the central nervous system. Compounds of zinc and chromium play the role of carcinogens.

An increase in the content of lead - the strongest neurotoxin - in the environment can cause behavioral disorders in children. It is known that the content of lead in the atmosphere is now 2000 times higher than before the start of the industrial revolution.

Nutrient deficiency.

Many hyperactive children lack zinc, magnesium and vitamin B12 in their bodies.

All kinds of additives, food coloring, preservatives, chocolate, sugar, dairy products, white bread, tomatoes, nitrates, oranges, eggs and other foods, when consumed in large quantities, are considered a possible cause of hyperactivity. This hypothesis was popular in the mid-70s. Reports that 35-50% of hyperactive children showed a significant improvement in behavior after eliminating foods containing nutritional supplements from their diets aroused great interest. But these data were not confirmed by subsequent studies. ".

Relations within the family.

Research conducted by Bryazgunov I.P., Kasatikova E.V. showed that two-thirds of children who are characterized as hyperactive are children from families of high social risk. These include families:

• with an unfavorable economic situation (one or both parents are unemployed, unsatisfactory material and living conditions, lack of a permanent place of residence);
• with an unfavorable demographic situation (incomplete and large families, the absence of both parents);
• families with a high level of psychological tension (constant quarrels and conflicts between parents, difficulties in relationships between parents and children, child abuse);
• families leading an asocial lifestyle (parents suffer from alcoholism, drug addiction, mental illness, lead an immoral lifestyle, commit offenses).

In families of high social risk, children are practically ignored. Pedagogical neglect contributes to the lag of the child in mental development. Such children, having a normal level of intelligence from birth, end up in correctional classes at the 2nd or 3rd year of study, because their parents are not involved in their development at all. These children may show signs of emotional deprivation - emotional "hunger", due to a lack of maternal affection and normal human communication. They are ready to become attached to any person who takes care of them. In adolescence, they often fall into asocial companies.

The reason for the child's hyperactivity may also be the dissatisfaction of the child with communication with loved ones, the lack of emotional contact in outwardly prosperous families.

It is characteristic what and how hyperactive children betray their family in the drawing. Understanding what a family is, having listed all its members, including themselves, they, first of all, draw objects: houses, trees, clouds, grass, only then they move on to depicting people. And, having depicted family members: father, mother, aunt, grandmother, very often they "forget" to find a place for themselves in this circle of people. To the question: "Why are you not in the picture?" - the child usually answers: "And I'm in the kitchen", "And I'm in kindergarten", "And I'm on the street." That is, through the drawing of the family, the absence of a warm, close contact of the child with close adults, the feelings of others and oneself among these others are conveyed, remoteness and separation from them, and above all from the mother, will appear.

In general, for all hyperactive children, mother's love (loves? - does not love?), its manifestation in different situations is not just a relevant, but a dominant theme among all others. This indicates that the baby's inherent need for emotional contact with a close adult is not satisfied. It is good if the child "gets through" to the adult, and the adult hears this "cry" of the soul.

It is possible to supplement the picture of the relationship of a hyperactive child with a close adult with some more features. So, surveys of children show that in many families hyperactive children are under the unrelenting control of the mother, but that is why they do not develop feelings of independence and self-reliance. Mothers, controlling, give more instructions, but are less affectionate towards children, encourage and praise them little. The result of this is most often an immoderate tightening of the upbringing regime, sometimes pity, apathy from a sense of hopelessness or, conversely, a sense of guilt for improper upbringing. A situation is created when, in the process of upbringing, the child receives significantly more negative than positive influences. He is often punished, they begin to doubt his abilities, constantly point out mistakes, and sometimes begin to be considered inferior.

In some cases, children with hyperactivity can provoke parents to react violently, especially if the parents themselves are unbalanced and inexperienced. That is, on the one hand, hyperactivity in children can be very pronounced due to insufficient or inadequate education, and on the other hand, a child with hyperactivity creates conditions that cause difficulties in relationships in the family, up to its collapse.

However, the behavioral features described above still do not give a complete description of this type of children, although they lie on the surface in the form of increased motor activity and insufficiently formed self-control actions. Perhaps not so prominent, but extremely important both for understanding the nature of children's hyperactive behavior and for correcting its individual manifestations, are a variety of symptoms and disorders of the emotional sphere. First, children of this type are often either excitable or internally tense. Secondly, surveys confirm that these children are poor in emotional sensations: their drawings are not expressive in terms of color, stereotyped and superficial images; poor emotional response to musical, artistic works, not deep emotional manifestations in relation to other people.

Chapter 2. Managing the adaptation process of hyperactive children as a condition for successful learning

children's hyperactivity training adaptation

The most important result of helping hyperactive children to adapt to learning at school is a positive attitude towards life, towards everyday school activities, towards all persons involved in the educational process (child - parents - teachers).

A child starting school needs moral and emotional support. He should not just be praised (and scolded less, but it’s better not to scold at all), but praise precisely when he does something.

· in no case compare his mediocre results with the standard, that is, with the requirements of the school curriculum, the achievements of other, more successful students. It is better never to compare a child with other children at all (remember your childhood);

· a child can only be compared with himself and praised only for one thing: improving his own results. If he made 3 mistakes in yesterday's homework, and 2 in today's, this should be noted as a real success, which should be appreciated sincerely and without the irony of parents. No matter how successful a child suffering from school failure is in sports, household chores, drawing, construction, etc., he should in no case be blamed for failure in other school matters. On the contrary, it should be emphasized that since he has learned to do something well, he will gradually learn everything else.

Parents should wait patiently for success. The soreness of the school sphere should be reduced by any means: reduce the value of school grades, that is, show the child that he is loved not for good studies, but is loved, appreciated, accepted not for something, but in spite of everything.

This can be done in the following way.

· Do not show your child your concern for his school success.

· Be sincerely interested in the child's school life and shift the focus of your attention from studies to the child's relations with other children, to the preparation and holding of school holidays, shifts, excursions, etc.

· Emphasize, highlight as significant the area of ​​activity where the child is more successful, thereby helping to gain self-confidence.

Due to such a devaluation of school values, it is possible to prevent the most negative result - rejection, rejection of the school, which in adolescence can turn into antisocial behavior.

Thus, it is impossible to allow the child to be closed in on his school failures, he needs to find such extracurricular activities in which he is able to assert himself, and later this will affect school affairs. The more parents fix the child on school, the worse it is for his personality.

Work with the child at the beginning of the day, not in the evening.

Reduce the child's workload.

Divide work into shorter but more frequent periods. Use physical exercises.

To be a dramatic, expressive teacher, interesting for the child.

Reduce the requirements for accuracy at the beginning of work in order to create a sense of success.

Have your child sit next to an adult during class.

Use physical contact (touching, stroking, massage).

Learn to express your emotions (but not in a destructive way).

Negotiate with the child about certain actions in advance.

Give short and specific instructions (no more than 10 words).

Use a flexible reward and punishment system.

Encourage the child immediately, without putting off for the future.

Give the child a choice.

Keep calm.

Get a dog and walk both of them in any weather.

Enter a sign based scoring system. Reward good behavior and academic achievement. Do not hesitate to verbally praise the child if he successfully coped with even a small task.

Change the mode of the lesson - arrange minutes of active rest with light physical exercises and relaxation.

In the classroom, it is desirable to have a minimum number of distracting objects (pictures, stands). The class schedule should be constant, as it is often forgotten with the syndrome.

Work with hyperactive children should be built individually. The best place for a hyperactive child is in the center of the classroom, opposite the blackboard. It should always be in front of the teacher's eyes. He should be given the opportunity to quickly turn to the teacher for help in cases of difficulty.

Direct the excess energy of hyperactive children in a useful direction - during the lesson, ask him to wash the board, collect notebooks, etc.

Introduce problem-based learning, increase the motivation of students, use game elements and competitions in the learning process. Give more creative, developmental tasks and vice versa, avoid monotonous activities. Frequent change of tasks with a small number of questions is recommended.

Give only one task for a certain period of time. If the student has to complete a large task, then it is offered to him in the form of successive parts, and the teacher periodically controls the progress of work on each of the parts, making the necessary adjustments.

Give the task in accordance with the working pace and abilities of the student. Avoid making too much or too little of a student with ADHD.

Create situations of success in which the child would have the opportunity to show their strengths. Teach him to use them better to compensate for impaired functions at the expense of healthy ones. Let him become a cool expert in some areas of knowledge.

Together with psychologists, help the child to adapt to the conditions of the school and the class team - educate the skills of working at school, teach the necessary social norms and communication skills.

1.Maintain a “positive model” in your relationship with your child. Praise him every time he deserves it, highlighting even minor successes. Remember that hyperactive children ignore reprimands and remarks, but are sensitive to the slightest praise.

2.Punishment, like reward, should follow quickly and immediately, that is, be as close as possible to the wrong behavior.

.Don't resort to physical punishment. Your relationship with your child should be based on trust, not fear. He should always feel your help and support. Solve problems together.

.Say “yes” more often, avoid the words “no” and “no”.

.Entrust him with some of the household chores that need to be done daily (going for bread, feeding the dog, etc.) and in no case do them for him.

.Keep a self-control diary and note in it with your child his successes at home and at school. Sample graphs: doing household chores, studying at school, doing homework.

.Enter a point or sign reward system: (you can mark each good deed with an asterisk, and reward a certain number of them with a toy, sweets or a long-promised trip).

.Avoid overstating or, on the contrary, understated requirements for the child. Try to set tasks for him that correspond to his abilities.

.If you want to get a hyperactive child to follow instructions and requests, you need to learn how to give instructions to him. Instructions should be short and contain no more than 10 words. Otherwise, the child will simply “turn off” and will not hear you. Compliance with instructions and requests must be monitored.

.Define for the child the framework of behavior - what is possible and what is not. Permissiveness will definitely not bring any benefit. Despite the presence of certain disadvantages, hyperactive children must cope with the usual problems for all growing children. These children do not need to be excluded from the requirements that apply to others.

.Don't impose hard rules on your child. Your instructions should be instructions, not orders. Demand compliance with the rules regarding his safety and health, with regard to the rest, do not be so picky.

.Your child's provocative behavior is his way of getting your attention. Spend more time with him: play, learn how to communicate with other people, how to behave in public places, cross the street and other social skills.

.Maintain a clear daily routine at home. Eating, playing, walking, going to bed should be done at the same time. Hang a detailed routine on the wall and appeal to it like a law. Reward your child for doing so.

.At home, you should create a calm environment for the child. It would be ideal to give him a separate room. It should contain a minimum number of objects that can distract, scatter his attention. The color of the wallpaper should be soft, soothing, preference is given to blue. It is very good to organize a sports corner in his room (with a pull-up bar, dumbbells for the appropriate age, expanders, a rug, etc.).

.If your child is struggling to learn, don't demand high marks from them in all subjects. It is enough to have good grades in 2-3 main ones.

.Create the necessary conditions for work. The child should have his own corner, during classes there should not be anything on the table that would distract his attention. There should be no posters or photographs above the table.

.Avoid large crowds as much as possible. Staying in shops, markets, etc. has an excessive stimulating effect on the child.

.Measure impressions carefully. Excess of pleasant impressions is also harmful. But it is not worth depriving the child of entertainment completely. However, if you see that he has begun to get overexcited, it is better to leave. Just don't take it as a punishment. It is better to say: “You are tired, let's go. You need to rest".

.If possible, try to protect the child from prolonged computer use and from watching television programs, especially those that contribute to his emotional arousal.

.Try to get your child to sleep. Lack of sleep leads to an even greater deterioration in attention and self-control. By the end of the day, the child may become uncontrollable.

.Develop conscious inhibition in him, teach him to control himself. Before doing anything, have them count from 10 to 1.

.Remember! Your calmness is the best example for a child.

.Give your child more opportunity to expend excess energy. Useful daily physical activity in the fresh air - long walks, running, sports activities. Develop hygiene skills, including hardening. But do not overwork the child.

.Encourage your child to be interested in something. It is important for him to feel skillful and competent in any area. Everyone needs to be good at something. The task of parents is to find activities that would “succeed” in the child and increase his self-confidence. They will be a "testing ground" for developing a strategy for success. It is good if the child is busy with his hobby in his free time. However, one should not overload the child with classes in different circles, especially in those where there is a significant load on memory and attention, and also if the child does not experience much joy from these activities.

Conclusion

Psychological readiness for schooling is one of the most important problems in organizing the learning process of hyperactive schoolchildren. Both the construction of an optimal program for the upbringing and education of preschool children and the formation of a full-fledged educational activity among students depend on its solution.

The problem of psychological readiness for schooling is connected with the excessive activity of these children. An analysis of play and learning activity shows that the ability of children to accept learning tasks can serve as one of the indicators of a child's psychological readiness for schooling. This ability corresponds to the two stages identified by D. B. Elkonin and V. V. Davydov in the learning task - the acceptance of the task and the identification and mastery of the general method for solving it. The question of the conditions and sources of the emergence and development of this ability led us to study communication in the aspect of the problem of psychological readiness for schooling.

The data obtained by us are directly related to many of the most important problems of organizing the learning process of hyperactive schoolchildren. They can contribute to the solution of such fundamental theoretical issues of psychology as the mechanisms for changing leading activities and the role of communication in the mental development of a child, numerous problems associated with the formation of a full-fledged educational activity, including its prerequisites in the preschool period of childhood, etc.

We believe that the results of our study will help develop more advanced forms and methods of educational work for organizing the learning process of hyperactive schoolchildren. It is also important that the optimal conditions for the emergence and development of these components of psychological readiness for schooling are created within a role-playing game, a game with rules, and a director's game. Traditional forms of school education, which do not provide for any types and forms of education for such children, we hope that our work will help in adapting children to school.

Bibliography

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APPENDIX

Questionnaire for a teacher

To what extent are the following symptoms expressed in the child?

Put down the appropriate numbers: 0 - absence of a sign, 1 - presence to a slight extent; 2 - presence in a moderate degree, 3 - presence in a pronounced degree.

№SignsPoints1 2 3 4 5 6 7 8 9 10 Restless, cannot stay in one place. The child's demands must be met immediately. Hurts, worries other children. Excitable, impulsive. Easily distracted, retains attention for a short period of time. Doesn't finish the job he starts. The behavior of the child requires increased attention of teachers. Not diligent in studies. Demonstrative in behavior (hysterical, tearful). Total points If the result is 11 points or more for girls and 15 points or more for boys, you need to take the child to a specialist.

Questionnaire for parents

Has the following signs appeared in a child under the age of 7 years, have they been observed for more than 6 months? Only "Yes" (1 point) or "No" (0 points) is accepted.

No. Signs Scores 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Fidgety movements of arms and legs or squirming while sitting in a chair (adolescents may have a subjective feeling of impatience) Difficulty staying in a chair when doing any activity Easily distracted by strangers stimuli Has difficulty waiting in line to join the game Answers questions after thinking and before the question is finished. Difficulty following instructions from others. Difficulty maintaining attention when performing tasks or in game situations. Often switches from one unfinished business to another. Restless during games. Often overly talkative. In a conversation, he often interrupts, imposes his opinion, in children's games he is often a "target". Often does not seem to hear what is said to him or her. Often loses objects and things necessary for work at home or in the classroom (toys, pencils, books, etc.). Ignores physical danger and possible consequences (e.g. running down the street "without looking back" Total points

If the total score is 8 or more, you need to take the child to a specialist.

Hyperactivity Criteria (Child Observation Scheme)

Active Attention Deficit

1. Inconsistent, it is difficult for him to hold attention for a long time.
2. Doesn't listen when spoken to.
3. With great enthusiasm, he takes on the task, but never finishes it.
4. Experiencing organizational difficulties.
5. Often loses things.
6. Avoids boring and mentally demanding tasks.
7. Often forgetful.

Motor disinhibition

1. Constantly fidgeting.
2. Shows signs of restlessness (drumming fingers, moving in chair, running, climbing).
3. Sleeps much less than other children, even in infancy.
4. Very talkative.

Impulsiveness

Starts answering without listening to the question.

Unable to wait for his turn, often interferes, interrupts.

Poor concentration.

1. Cannot wait for reward (if there is a pause between actions and reward).
2. When performing tasks, he behaves differently and shows very different results (in some classes the child is calm, in others he is not, but he is successful in some lessons, not in others).

If at least six of the listed signs appear before the age of 7, the teacher, parents can assume that the child he is watching is hyperactive.

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Given the steady increase in the number of children and adolescents with attention deficit disorder around the world and the opinion of experts that students with this diagnosis often suffer from school maladjustment, now there is an acute question about the specifics of teaching such children, about training psychologists and teachers to work with them.

Unique characteristics of students with may make it difficult for them to learn and develop positive self-esteem and the ability to express themselves and acquire certain learning skills. At the same time, taking into account such features can become the basis for effective learning (Mamaychuk I.I., 2003; Sirotyuk A.L., 2001), and the responsibility for finding teaching methods that help unlock the potential of these students lies with adults who, according to their activities interact with hyperactive children. To do this, it is desirable for teachers to either have additional psychological education (retraining courses), or to cooperate with a psychologist who will guide the work of the teacher and help develop methods of interaction in the kindergarten group or in the classroom. Moreover, it is also desirable for psychologists, as part of advanced training (at least once every five years), to take not only a theoretical course, including information about the physiological and psychological characteristics of children with ADHD, but also methodological training that will help them work effectively with children and teachers in the future. and parents.

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Abstract by discipline:

"Psychology"

On this topic:

“Peculiarities of organizing the education of children withattention deficit hyperactivity disorder (ADHD)»

Executor:

Rodionova Alexandra Alexandrovna

Moscow 2017

Introduction 3

1. Etiology and classification of ADHD 4

2. Symptoms of ADHD 6

3. Correctional and developmental education for children and adolescents with ADHD 10

Conclusion 14

References 15

Introduction

Given the steady increase in the number of children and adolescents withattention deficit disorderaround the world and the opinion of experts that students with this diagnosis often suffer from school maladjustment, now there is an acute question about the specifics of teaching such children, about training psychologists and teachers to work with them.

Unique characteristics of students withattention deficit hyperactivity disordermay make it difficult for them to learn and develop positive self-esteem and the ability to express themselves and acquire certain learning skills. At the same time, taking into account such features can become the basis for effective learning (Mamaychuk I.I., 2003; Sirotyuk A.L., 2001), and the responsibility for finding teaching methods that help unlock the potential of these students lies with adults who, according to their activities interact with hyperactive children. To do this, it is desirable for teachers to either have additional psychological education (retraining courses), or to cooperate with a psychologist who will guide the work of the teacher and help develop methods of interaction in the kindergarten group or in the classroom. Moreover, it is also desirable for psychologists, as part of advanced training (at least once every five years), to take not only a theoretical course, including information about the physiological and psychological characteristics of children with ADHD, but also methodological training that will help them work effectively with children and teachers in the future. and parents.

The purpose of this essay is to determine the features of the organization of education for children with attention deficit hyperactivity disorder.

1. Etiology of Attention Deficit Hyperactivity Disorder

The etiology is not well understood. Most researchers suggest the genetic nature of the syndrome. Families of children with attention deficit hyperactivity disorder often have close relatives who had similar disorders at school age. To identify hereditary burden, a long and detailed questioning is necessary, since the difficulties of learning at school by adults are consciously or unconsciously "amnesiac". Pedigrees of children with attention deficit hyperactivity disorder also often show a burden of obsessive-compulsive disorder (obsessive thoughts and compulsive rituals), tics, and Gilles de la Tourette's syndrome. Probably, there is a genetically determined relationship of neurotransmitter disorders in the brain in these pathological conditions.

Along with genetic factors, family, perinatal and perinatal risk factors for the development of attention deficit hyperactivity disorder are distinguished. Family factors include the low social status of the family, the presence of a criminal environment, severe disagreements between parents. Neuropsychiatric disorders, alcoholism and behavioral abnormalities in the mother are considered especially significant. Perinatal and perinatal risk factors for the development of attention deficit disorder include neonatal asphyxia, mother's use of alcohol during pregnancy, certain drugs, and smoking.

The term "attention deficit disorder" was isolated in the early 80s from the broader concept of "minimal brain dysfunction".

The history of the study of minimal brain dysfunction is associated with the studies of E. Kahn et al. (1934), although separate studies have been carried out earlier.

Observing school-age children with such behavioral disorders as motor disinhibition, distractibility, impulsive behavior, the authors suggested that the cause of these changes is brain damage of unknown etiology, and proposed the term "minimal brain damage". Later, learning disorders (difficulties and specific impairments in learning writing, reading, counting skills; disorders of perception and speech) were included in the concept of "minimal brain damage". Subsequently, the static "minimal brain damage" model gave way to a more dynamic and more flexible "minimal brain dysfunction" model. According to the American classification of diseases DSM-IV, there are 3 variants of this disorder:

• a syndrome that combines attention deficit hyperactivity disorder;
• attention deficit disorder without hyperactivity;
• attention deficit hyperactivity disorder.

The most common is the first variant of the disease - a combination of hyperactivity and inattention. The second most common is the inattentive variant without hyperactivity. It occurs much more often in girls than in boys and is distinguished by a kind of withdrawal into one's fantasies and dreams, that is, a child can periodically soar in the clouds during the day. Finally, the third hyperactive variant without impaired attention can be equally likely to be a manifestation of certain disorders of the central nervous system and also individual properties.

temperament. In addition, children with neurosis and neurotic reactions suffer from impaired attention. Other diseases may also be accompanied by similar disorders.

Many parents and educators believe that the main problem is the over-mobility of the child. There is no doubt that a hyperactive child makes even the most calm and balanced parents and caregivers lose patience, disrupts order in a class or a kindergarten group, annoys not only adults, but even peers with his gushing nervous energy.

1. Symptoms of Attention Deficit Hyperactivity Disorder

Attention deficit symptoms that persist for at least 6 months in a child and are severe enough to indicate a lack of adaptation and incongruity with normal age characteristics (six or more of the following symptoms must be present):

1. Often the child is not able to pay attention to details; due to negligence, frivolity, makes mistakes in school assignments, in work performed and other activities.

2. Usually has difficulty maintaining attention when performing tasks or during games.

3. It often seems that the child does not listen to the speech addressed to him.

4. Often fails to follow the instructions given and to complete the lessons, homework or duties at the workplace (which has nothing to do with negative or protest behavior, inability to understand the task).

5. Often experiences difficulties in organizing independent tasks and other activities.

6. Usually avoids, displeases, and resists engaging in tasks that require prolonged mental effort (eg, schoolwork, homework).

7. Often loses things needed at school and at home (eg toys, school supplies, pencils, books, work tools).

8. Easily distracted by extraneous stimuli.

9. Often shows forgetfulness in everyday situations.

Symptoms of hyperactivity that persist for at least 6 months and are severe enough to indicate a lack of adaptation and incongruity with normal age characteristics (six or more of the following symptoms are required):

1. Restless movements in the hands and feet are often observed; sitting on a chair, spinning, spinning.

2. Often gets up from his seat in the classroom during lessons or other situations where he needs to stay still.

3. Often shows aimless motor activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable.

4. Usually unable to play quietly, quietly, or engage in leisure activities.

5. Is often in constant motion and behaves "as if he had a motor attached to him."

6. Often talkative.

7. Often answers questions without thinking, without listening to them to the end.

8. Usually hardly waits for his turn in various situations.

9. Often interferes with others, sticks to others (for example, interferes in conversations or games).

Poor academic performance is a typical phenomenon for hyperactive children. Meanwhile, the general level of intellectual development of such students in most cases corresponds to age standards. However, certain disorders are noted for such functions as attention and memory, and insufficient formation of the functions of organization, programming and control of mental activity is also characteristic.

These psychological features make it difficult to fully include the child in educational activities. During the lesson, it is difficult for these children to cope with tasks, as they experience difficulties in organizing and completing work, they quickly turn off the process of completing the task. The reading and writing skills of these children are significantly lower than those of their peers.

Their written works look sloppy and are characterized by errors,

which are the result of inattention, failure to follow the instructions of the teacher or guesswork.

Behavioral disorders in hyperactive children not only affect school performance, but also largely determine the nature of their relationships with other people. In most cases, such children have problems in communication: they cannot play with their peers for a long time, establish and maintain friendly relations, among children they are a source of constant conflicts and quickly become outcasts. They are characterized by impulsiveness and infantilism in social behavior. In adolescence, it can become antisocial.

In the family, these children usually suffer from constant comparisons with brothers and sisters, whose behavior and studies are set as an example for them. They are undisciplined, disobedient, do not respond to comments, which greatly irritates parents who are forced to resort to frequent, but ineffective punishments. Most of these children have low self-esteem. They often have aggressiveness, stubbornness, deceit, a tendency to steal and other forms of antisocial behavior.

1. Correctional and developmental education for children

And teenagers with ADHD

In different countries, approaches to the treatment and correction of ADHD and available methods may differ. However, despite these differences, most experts consider the most effective integrated approach, which combines several methods, individually selected in each case.

Work on the correction of attention deficit hyperactivity disorder should be timely and must include:

• family and behavioral therapy techniques that provide better interaction in families with children suffering from ADHD;
• formation of social interaction skills in the course of special remedial classes;
• correction of the school curriculum - through a special presentation of educational material and the creation of such an atmosphere in the classroom that maximizes the chances of successful education of children;
• drug therapy, which is prescribed according to individual indications when cognitive and behavioral disorders cannot be overcome only with the help of methods of behavioral therapy, psychological and pedagogical correction and psychotherapy.

neuropsychological

When, with the help of various exercises, we return to the previous stages of ontogenesis and rebuild those functions that were formed archaically incorrectly and have already been fixed. ten

To do this, they need, like any other ineffective pathological skill, to purposefully reveal, disinhibit, destroy and create a new skill that is more consistent with effective work. And this is carried out on all three floors of mental activity. This is a laborious, multi-month job. The child is born for 9 months. And neuropsychological correction is designed for this period. And then the brain begins to work more efficiently, with less energy costs. Old archaic connections, relations between the hemispheres are normalizing.

syndromic

Let's imagine that a personally mature child wants to behave in accordance with the norms, wants to learn, to perceive knowledge. His parents raised him well. He must sit quietly in class. Must be attentive and listen, control yourself. Three difficult tasks at the same time. Not a single adult person is able to perform three tasks that are difficult for him. Therefore, syndromic work is that the child is given an interesting activity (voluntary). But in this activity there is post-voluntary attention (when we become interested in something and delved into it, we already strain without additional costs). Therefore, when they say that children with ADHD are able to sit at the computer for a very long time, then this is a completely different attention.

There are outdoor games that require only the tension of attention. The child moves according to the conditions of the game, he can be explosive, impulsive. This may help him win. But the game is about attention. This function is being trained. Then the restraint function is trained. However, he can be distracted. Each task is solved as it arrives. This improves each feature individually.

But no medicine teaches how to behave, so two more directions are added:

Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either shaping or extinguishing them with the help of reward, punishment, coercion and inspiration.

Work on personality. Family psychotherapy, which forms the personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).

All this complex of methods of psycho-correction and drug treatment with timely diagnosis will help hyperactive children to compensate for violations in time and fully realize themselves in life.

Drug Therapy for ADHD

Domestic specialists in the treatment of ADHD traditionally use nootropic drugs. Their use is pathogenetically justified, since nootropic drugs have a stimulating effect on the higher mental functions that are not sufficiently formed in this group of children (attention, memory, speech, praxis, organization, programming and control of mental activity). The positive effect of stimulant drugs on patients with hyperactivity should not be taken as a paradox. On the contrary, the high effectiveness of nootropics seems to be natural, because. hyperactivity is only one of the manifestations of ADHD and is itself caused by violations of higher mental functions. In addition, these drugs have a positive effect on metabolic processes in the central nervous system and contribute to the maturation of the inhibitory and regulatory systems of the brain.

Specialists have also developed a system of a kind of "ambulance" when working with a hyperactive child. Here are its main postulates:

• Distract the child from whims.
• Maintain a clear daily routine at home.
• Offer a choice (another activity that is currently possible).
• Ask an unexpected question.
• React in a way that is unexpected for the child (joking, repeating the actions of the child).
• Do not prohibit the child's action in a categorical manner. Do not order, but ask (but do not fawn). Listen to what the child wants to say (otherwise he will not hear you).
• Automatically, with the same words, repeat your request many times (in a neutral tone). Take a picture of the child or bring him to the mirror at the moment when he is naughty.
• Leave alone in the room (if it is safe for his health).
• Do not insist that the child apologize at all costs
• Do not read notations (the child still does not hear them).

Important: It is impossible to shout and physically punish such children, since the opposite effect will be achieved, the child will not calm down, but will only become more excited and completely lose self-control.

Conclusion

Early detection of ADHD in children and immediate implementation of corrective measures using a set of effective modern methods can achieve significant results and overcome the difficulties of adaptation that are characteristic of them. Hyperactivity Disorder and Attention Deficit Disorder - Minimal Organic Brain Damage. This is a mental illness that often occurs in childhood. It manifests itself in constant inattention, hyperactivity and impulsivity. The child does not appear sick in the traditional sense of this condition, but leaving the hyperactive disorder unattended, in the future, can create significant difficulties for the child in learning, interpersonal relationships, social and emotional development, which in turn can lead to the emergence of antisocial behavior. Therefore, early detection of attention deficit hyperactivity disorder and the organization of a plan to help such children with the involvement of pediatricians, neuropathologists, psychologists, psychiatrists, teachers and parents is necessary.

Bibliography

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