Psychiatry

Diagnosis and correction of hyperactivity in children

Introduction

1. History and statistics of childhood hyperactivity

2. Clinical picture and diagnosis of hyperactivity

3. Causes of hyperactivity

4. Correction of hyperactive behavior

4.1 Working with parents of a hyperactive child

4.2 Working with hyperactive children

4.3 The role of the teacher in the correction of hyperactivity

Conclusion

Bibliography

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The problem of hyperactivity is now of particular relevance, because. The number of hyperactive children is increasing every year. According to different authors, from 2 to 20% of students exhibit hyperactive disorders characterized by excessive mobility, disinhibition. Teachers say: "One disinhibited child is a problem, two is a disaster," because. There isn't enough time for other kids.

The relevance of the problem lies in the fact that hyperactivity is a disorder that has many different aspects: neurological, psychiatric, motor, language, educational, social, psychological, etc.

Often the path of a child with symptoms of hyperactivity at school begins with failure. Lack of a sense of success causes secondary emotional distress and reduced self-esteem. Even the most capable children, with a high level of intelligence, show poor academic performance. Although some of them still achieve good results, they do not fully realize their high intellectual capabilities.

In adulthood, only about 30% of hyperactive people get rid of this disorder, and most of them experience significant difficulties in adulthood. According to statistics, about 20% of the hyperactive lead an antisocial lifestyle, including breaking the law and addiction to alcohol and drugs.

Therefore, it is important to timely diagnose the manifestations and causes of hyperactivity in children, because, according to many psychologists and psychotherapists, the correction of hyperactivity in childhood is more effective. When preparing correctional programs, it is necessary to take into account the characteristics of the child's personality, the style of family relationships, the reasons for the development of hyperactive behavior, etc.

1. History and statistics of childhood hyperactivity

The concept of HYPERACTIVITY is a set of symptoms associated with excessive mental and motor activity.

The word hyperactive comes from the merger of two parts: "hyper" - (from the Greek. Hyper - above, above) and "active", meaning "effective, active."

S.D. Clemens gave the following definition of hyperactivity: "... a disease with an average or close to average intellectual level, with mild to severe behavioral impairment, combined with minimal abnormalities in the central nervous system, which can be characterized by various combinations of speech, memory, attention control, motor functions".

The beginning of the study of the problem of hyperactivity was laid by the German neuropsychiatrist Heinrich Hoffmann, who first described an extremely mobile child who could not sit quietly in a chair for a second, giving him the nickname Fidget Phil. This was about 150 years ago.

The French authors J. Philippe and P. Boncourt in the book “Psychological anomalies among students” (translated into Russian this book was published in 1911), along with epileptics, asthenics, hysterics, singled out the so-called unstable students.

Since then, many scientists have studied the problem of neurotic behavioral deviations and learning difficulties, but for a long time there was no scientific definition of such conditions in a child. In 1947, pediatricians attempted to give a clear clinical description of the hyperactivity syndrome in children with learning difficulties.

When describing the same symptoms, the researchers called the hyperactivity syndrome differently, that is, until recently there was no single point of view regarding the name of this disease. Hyperactivity has been called "mild brain dysfunction", "hyperkinetic chronic brain syndrome", "mild brain damage", "mild infantile encephalopathy", "hyperkinesis", etc.

At a meeting of international neurological experts held in Oxford in 1947, a description of “mild brain dysfunction” appeared in the medical literature, which characterized about 100 clinical manifestations, in particular dysgraphia (writing disorder), dysarthria (impaired articulation of speech), dyscalculia ( violation of the account), insufficient concentration of attention, aggressiveness, clumsiness, infantile behavior, etc.

Domestic neurologists paid attention to the problem of hyperactivity much later. So in 1972, the famous pediatrician Yu.F. Dombrovskaya, in her speech at a symposium on the role of the psychogenic factor in the origin, course and treatment of somatic diseases, singled out a group of "difficult" children who cause the most problems to parents and teachers.

In 1987, during the revision of the "Diagnostic and Statistical Manual of Mental Illnesses" by American specialists, the name of the disease "Attention Deficit Hyperactivity Disorder (ADHD)" was introduced and its symptoms (criteria) were specified. According to scientists, this name most accurately reflects the essence of the phenomenon of hyperactivity. Strict criteria allow standardization of the method of diagnosing children at risk of such a disease and make it possible to compare data obtained by researchers in different countries. .

Therefore, speaking of hyperactive children, most researchers (Z. Trzhesoglava, V. M. Troshin, A. M. Radaev, Yu. S. Shevchenko, L. A. Yasyukova) have in mind children with attention deficit hyperactivity disorder (ADHD). ).

In recent years, more and more attention has been paid to this disease in all countries, including ours. This is evidenced by the growing number of publications on this topic. If in 1957-1960. there were 31 of them, then in 1960-1975. - 2000, and in 1977 -1980. - 7,000. Currently, 2,000 or more articles and books are published annually on this issue.

Data from Russell Barkley's Statistical Study.

· On average, there are 1 to 3 hyperactive children in each class of 30 students.

· The rate of emotional development of hyperactive children is 30% lower than that of their peers. For example, a 10-year-old hyperactive child operates at the maturity level of approximately a 7-year-old; a 16-year-old novice driver uses decision-making skills at the level of an 11-year-old child.

· 65% of hyperactive children have problems obeying higher authorities, including verbal hostility and temper tantrums.

· 25% of hyperactive students have other serious learning problems in one or more areas: verbal skills, listening skills, reading comprehension and mathematics.

· Half of all hyperactive students have trouble understanding what they hear.

· Hyperactive students have two to three times more expressive speech problems than their peers.

· 40% of hyperactive children have at least one parent with hyperactivity syndrome.

· 50% of hyperactive children also have sleep problems.

Parents of a hyperactive child divorce three times more often.

· 21% of hyperactive teenagers are constantly skipping school.

· 30% had poor academic performance or had to repeat the year.

Current research suggests that hyperactivity syndrome can occur very early in development. Infants have increased muscle tone, are overly sensitive to stimuli (light, noise), sleep poorly, eat poorly, cry a lot, and are difficult to soothe. At 3-4 years old, the child's inability to concentrate on something becomes clear: he cannot calmly listen to a fairy tale, is not able to play games that require concentration of attention, his activity is predominantly chaotic.

But most researchers of hyperactive behavior tend to think that the signs of the disorder are most pronounced between the ages of 5 and 10 years, i.e. in senior preschool and primary school age. 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. 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, aggravated 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.

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. 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 (Kornev A.N., 1986).

The prognosis is relatively good, as in a significant proportion of children, symptoms disappear during adolescence. Gradually, as the child grows, disturbances in the neurotransmitter system of the brain are compensated, and some of the symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit/hyperactivity disorder (excessive impulsivity, irascibility, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, quick and frequent mood changes) can also be observed in adults.

2. Clinical picture and diagnosis of hyperactivity

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. The well-known American psychologists W. Oaklander characterize these children as follows: “It is difficult for a hyperactive child to sit, he is fidgety, moves a lot, spins in place, sometimes overly talkative, can irritate with his behavior. He often has poor coordination or lack of 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.

Children with symptoms of hyperactivity are unable or unwilling to express suppressed feelings, but due to the underdevelopment of emotional and volitional processes, it is difficult for them to be calm and focused, to concentrate, although they do not have perceptual and neurological movement disorders. They constantly jump from one activity to another, as if they are not able to stop at one thing or completely focus their attention on a chosen object. Mothers of hyperactive children note that their children come into conflict during games and show aggressiveness.

All this complicates the position of a hyperactive child in a group of peers and affects the success of learning and the formation of appropriate behavior. Fast, impulsive, these children do not know how to restrain their desires, organize their behavior, which causes a lot of trouble for others, they are extremely "inconvenient" for educators, teachers and even parents.

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.

Thus, the assessment of a child's deviant behavior is a description of behavioral complexes-syndromes in which the same components are present, which, as a rule, relate to personal characteristics with the preservation of the intellectual sphere. American psychologists P. Baker and M. Alvord, conditionally dividing the signs of hyperactivity into three main blocks, in which the criteria for hyperactive behavior are grouped

Block 1. Deficit of active attention

1. Inconsistent, it is difficult for him to hold attention for a long time.

2. Doesn't listen when spoken to.

3. Takes on a task with great enthusiasm, but never finishes it.

4. Has difficulty organizing.

5. Often loses things.

6. Avoids boring and mentally demanding tasks.

7. Often forgetful.

Block 2. Motor disinhibition

1. Constantly fidgeting.

2. Shows signs of restlessness (drumming with fingers, moving in a chair, running, climbing somewhere).

3. Sleeps much less than other children, even in infancy.

4. Very talkative.

Block 3. Impulsivity

1. Begins to answer without listening to the question.

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

3. Poor concentration.

5. Can't wait for reward (if there is a pause between actions and reward).

6. When performing tasks, behaves differently and shows very different results. (in some classes the child is calm, in others he is not, but in some lessons he is successful, in others he is not).

P. Baker and M. Alvord say that if at least six of the listed signs appear before the age of 7, it can be assumed that the child is hyperactive.

The peak manifestation of the syndrome is 6-7 years. Its main characteristics are: excessive impatience, especially in situations requiring relative calmness, a tendency to move from one occupation to another without completing any of them, fidgeting, squirming at the moment when you need to sit. This behavioral feature becomes most evident in organized situations (school, transport, clinic, museum, etc.).

Behavioral features are noted in 69.7% of cases of hyperactivity, neurotic habits - in 69.7%, as well as the presence of tics, annoying movements, motor activity and awkwardness, etc. In school, children show less efficiency, violation of reading, spelling, written graphics. They find it difficult to adapt to school, poorly entering the children's team, often have a variety of problems in relationships with peers. 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.

A characteristic feature of the mental activity of hyperactive children is cyclicity. At the same time, the brain works productively for 5-15 minutes, and then accumulates energy for the next cycle for 3-7 minutes. At this moment, the child "falls out" and does not hear the teacher, can perform any actions and not remember about it. To remain conscious, such children need to constantly keep their vestibular apparatus active - turn their heads, move, spin. If the head and body are motionless, then the level of brain activity in such a child decreases.

Research in the field of neuropsychology led scientists to the conclusion that the cause of hyperactive behavior is an imbalance in the processes of excitation and inhibition in the nervous system. It was found that the reticular formation is responsible for energy, motor activity and expressiveness of emotions, influencing the cerebral cortex and other overlying structures. Due to various organic disorders, the reticular formation may be in an overexcited state, and therefore the child becomes disinhibited.

When diagnosing a child's hyperactivity, the psychologist offers parents and educators a list of symptoms of hyperactivity developed by the World Health Society.

Diagnostic symptoms of hyperactive children.

1. Restless movements in the hands and feet. Sitting on a chair, writhing, wriggling.

2. Cannot sit still when asked to do so.

3. Easily distracted by extraneous stimuli.

4. With difficulty waiting for his turn during games and in various situations in the team (in the classroom, during excursions and holidays).

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

6. When performing the proposed tasks, he experiences difficulties (not related to negative behavior or lack of understanding).

7. Difficulty maintaining attention when performing tasks or during games.

8. Often moves from one incomplete action to another.

9. Cannot play quietly, calmly.

10. Chatty.

11. Often interferes with others, sticks to others (for example, interferes with the games of other children).

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

13. Often loses things needed in kindergarten, school, at home, on the street.

14. Sometimes performs dangerous actions without thinking about the consequences, but does not specifically look for adventures or thrills (for example, runs out into the street without looking around).

The diagnosis is considered valid if at least eight of all symptoms are present. If the child is indeed recognized as hyperactive, in order to develop corrective measures, the psychologist needs to find out the possible causes of the child's hyperactive behavior.

3. Causes of hyperactivity

The causes of hyperactivity are very individual and in most cases it is a combination of various factors, including:

· Inheritance. As a rule, in hyperactive children, one of the close relatives is hyperactive.

maternal 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.

· Environment. Some researchers suggest that the environmental troubles that all countries are now experiencing is making 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.

Deficiency of nutrients. According to studies, many hyperactive children lack zinc, magnesium and vitamin B12 in their bodies.

· Nutrition. Reports by Dr. B.F. Feingold (1975) that 35-50% of hyperactive children showed a significant improvement in behavior after the exclusion of foods containing nutritional supplements from their diet, but these data were not confirmed by subsequent studies.

Relationships within the family.

The reason for the formation of hyperactivity can also be the microsocial environment of the child - his family, according to studies (Barkley, 1998b) in no less than 15% of cases. First of all, by determining the emotional connection of the child with the mother, the family reinforces, and sometimes even provokes the emergence of hyperactivity as a certain way of the child's interaction with the world. It is the dissatisfaction of the child with communication with close adults that often causes such behavior, because for a preschooler an adult is the center of his emotional life: relationships, contacts with other people, attachments.

Very often, mothers of hyperactive children cannot withstand the violent emotionality and mobility of their children and resort to threats of “love deprivation”, thus influencing the child’s fragile feelings, manipulating them and creating the basis for the emergence of anxiety, anxiety and fear, and thereby perpetuating the state of hyperactivity.

In many families, hyperactive children are constantly monitored, inhibiting the development of independence and independence. In the controlling behavior of relatives, there is much more direction and much less affection, encouragement and praise. Studies have found that with a decrease in the symptoms of a child's hyperactivity, which were stopped by taking stimulants, parental control over the child's behavior decreased and the manifestation of negativity significantly decreased (Barkley, 1988).

In the future, in such families, an immoderate tightening of the upbringing regime is increasingly observed. In some cases, children with hyperactivity can provoke parents to react violently, especially if the parents themselves are unbalanced and inexperienced. The child is often punished, they begin to doubt his abilities, constantly point out mistakes, and sometimes they begin to consider him inferior.

Sometimes relatives show excessive pity for hyperactive children. In some cases, parents develop apathy from a sense of hopelessness or, conversely, a sense of guilt for improper upbringing.

Hyperactive children have a huge deficit in physical and emotional contact with their mother. Due to their increased activity, they seem to “leave” themselves, move away from such contacts with their mother, but in fact they deeply need them. Due to the lack of these important contacts, disorders in the emotional sphere most often occur: anxiety, uncertainty, excitability, negativism. And they, in turn, are reflected in the child's ability to control himself, restrain himself, be attentive, switch to something else (L.S. Alekseeva, 1997) ..

Thus, 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 the conditions that cause difficulties in relationships in the family, up to its collapse.

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.

When performing the “family drawing” test, certain patterns can be traced in hyperactive children. 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. After the child has depicted all the members of the family, he may remember himself, or he may not remember, but even remembering, he cannot find a place where to draw himself.

To the question: “Why are you not in the picture?” - the child usually quickly finds the answer, saying that at that time he was in the kitchen, on a walk, etc. Characterizing the drawing and the process of drawing, one can clearly trace the absence of a warm, close contact of the child with close adults, feelings of others and oneself among these others, the child’s remoteness from relatives, and, above all, from the mother is manifested.

To be convinced of the significance of the emotional contact between mother and child, it is enough to take a closer look at the interaction of mothers with their children in the psychologist's office during an assignment, for example, a joint drawing on a free topic. One mother can be defined as rejecting, "emotionally indifferent", the other as overwhelming, "over-dynamic".

In the pair “emotionally indifferent mother and child”, the initiative in determining the plot for drawing comes from the child himself, and the mother passively gives her consent. It is difficult to call the process of activity itself joint, since the mother and the child “divided” the work: each of the participants draws on their own half of the sheet, they almost do not intersect with each other. They work mostly silently, or the child supports the communication initiative: they can exchange a few phrases that relate more to the technical side of the matter, for example, ask to pass a pencil. The child, suddenly feeling comfortable from the novelty of the situation of interaction, begins to activate the mother, whose reaction is expressed either by obvious indifference or a refusal to draw. Most often, the mother is the first to determine the amount of work, puts an end to it and waits for the child to finish the work. All activities take place with a clear depression of the state of the mother, which ultimately leads to the fading of interest in the child.

The interaction of an overprotective mother with a child looks very different. The initiator of the start of activity is most often the mother. But if the child nevertheless offers a topic or plot, the mother will definitely clarify it with her “last word”. Mother and child each work on their own half of the sheet. Attempts by the child to turn joint activity into a game, into communication (after all, this is not forbidden!) Often end in failure for him: “Don’t look in!” - Mom says to her son when he tries to get a better look at what she painted on her half of the sheet. After a while, the mother is the first to finish the work, explaining this by fatigue and inability to draw, and while the child continues to work, she performs the function of a controller. In this case, the interaction between mother and child is emotionally richer than the previous one, but these emotions do not create a more joyful and comfortable environment, but more often serve as an assessment and controller: “What is your owl like an eagle, is it an owl?” or “Don’t turn around, you’ll do everything, then you’ll turn around!” Mom frowns.

Of course, these two examples are only a part of the real relationship between mother and child, however, they already give grounds for some predictions.

Misunderstanding of their child, undeveloped relationships, problems in school and in relationships with peers force parents of hyperactive children to turn to a psychologist.

When parents turn to a psychologist about their child's hyperactivity, as a rule, the characteristics of children come down to the following features: having fairly good intellectual abilities, children are characterized by insufficient speech development and fine motor skills, reduced interest in acquiring intellectual skills, drawing, and have some other deviations from average age characteristics, which leads to their lack of interest in systematic, attention-demanding activities, and hence future or present educational activities.

Parents also pay attention to the fact that in everyday behavior their children are characterized by inconsistency, impulsiveness, unpredictability. All this makes them undesirable members of the children's team, complicates interaction with peers, and at home with brothers, sisters, parents.

To find out the possible causes of the child's hyperactivity, parents fill out an individual card of medical, psychological and pedagogical study of the personality of a hyperactive child, where all the necessary points are noted, from the course of pregnancy to the present.

If the psychologist works in an educational institution that is attended by a hyperactive child, in this case the psychologist can visit the lessons in order to observe this child.

Only after a comprehensive diagnosis can a corrective program be developed, which is offered to parents.

4. Correction of hyperactive behavior

4.1 Work of a psychologist with parents of a hyperactive child

Corrective work with the family of a hyperactive child is aimed, first of all, at enriching and diversifying the emotional experience of a hyperactive child, helping him master the elementary actions of self-control and thereby somewhat smooth out the manifestations of increased motor activity - it means changing his relationship with a close adult, and above all with mom. This will be facilitated by any action, any situation, event aimed at deepening contacts, their emotional enrichment.

The main task of the psychologist and teacher is to change the attitude of close relatives and, above all, the mother to the child, in order to better understand him and remove unnecessary tensions that form around him.

The mother needs to be explained that the improvement of the child’s condition depends not only on the prescribed special treatment, even if it is necessary (directed-compensatory neuropsychological or medication, replacing the defect in the development of mental functions due to other areas of the brain), but to a large extent on kind, calm and consistent relationship to him.

Of course, depending on the reasons, each family develops its own correction program. But, regardless of the reasons, all parents with hyperactive children should.

First of all, to learn one important axiom of neuropsychology - the brain is very plastic and most receptive from birth to 9-10 years. A timely correction will certainly lead to the completion of the development deficit.

Secondly, you can’t “put an end to a child”. The easiest way is to wave your hand: "unskillful, lazy, stupid" - and then you don't have to waste your energy, but you can simply complain: "bad luck with the child." You need to believe in your baby, and then you can help him.

Thirdly to begin corrective action as soon as possible.

Parents of hyperactive children should be given general recommendations that may be useful in each such family:

1. Maintain a positive attitude in your relationship with your child. Praise him every time he deserves it, emphasize successes. This helps build the child's self-confidence.

2. Avoid repeating the words "no" and "can't."

3. Speak with restraint, calmly, softly.

4. Give the child only one task for a certain period of time so that he can complete it.

5. Use visual stimulation to reinforce verbal instructions.

6. Reward your child for all activities that require concentration (for example, working with blocks, coloring, reading).

7. Maintain a clear daily routine at home. The time for eating, doing homework, and sleeping each day should follow this schedule.

8. Avoid crowds if possible. Staying in large stores, markets, etc. has a stimulating effect on the child.

9. When playing, limit your child to only one partner. Avoid noisy, restless friends.

10. Protect your child from fatigue, as it leads to a decrease in self-control and an increase in hyperactivity.

11. Give your child the opportunity to expend excess energy. Useful daily physical activity in the fresh air - long walks, running, sports activities.

12. Be aware that the inherent hyperactivity of children with attention deficit hyperactivity disorder, although inevitable, can be kept under reasonable control using the above measures.

The work of a psychologist and a teacher should be aimed at the active interaction of a child with a close adult, at developing the ability of both an adult and a child to feel each other, to get closer emotionally.

In working with parents, parental competence training (TCT) can be offered to enable parents to acquire the following skills they need:

Overcoming disobedience and elimination of defiant behavior of the child;

Adaptation to the emotional difficulties caused by raising a child with hyperactivity;

· Control over the situation, excluding the expansion of existing problems;

· Protection of other family members from adverse factors.

Parents are first told about the specifics of hyperactivity so that they understand the biological basis of this disorder. In addition, parents are introduced to the general principles of raising a child with hyperactivity, they are taught to constantly use their influence on the child, plan and achieve consistency in their actions, not personalize the child's problems and be able to forgive him.

Parents are then taught techniques to change the child's behavior. They learn how to identify the behaviors they want to reward or prevent, how to use rewards and punishments to achieve certain goals, how to set up a token system at home. They are taught the ability to notice what the child does well and the ability to praise the child for his merits and successes. In addition, parents are trained to use a system of penalties (penalties) for destructive behavior (such as loss of privileges or time out) and to cope with disobedience in public places. Parents can also learn how to use school-to-home incentive programs in which teachers rate their children on a daily record card. These cards are used to encourage parents to use rewards or punishments (usually tokens) at home that take into account the child's behavior in the classroom. Finally, parents learn how to deal with bad behavior in the future and attend support groups.

Parents are told about how to engage with the child every day so that these activities bring joint pleasure. They learn to organize his activities in such a way that the child's success is maximized and failures are minimal. For example, if a task is difficult for a child to complete, it is necessary to break it into several smaller parts and celebrate the completion of each part. Parents are also taught to reduce their own irritability through relaxation, meditation, or exercise. Reduced irritability and aggression allow parents to respond more calmly to their child's behavior.

Many studies confirm the effectiveness of TRK, which allows you to cope with the manifestations of the oppositional and defiant behavior of the child; however, the benefits of this method and its long-term effects have not yet been studied.

But, the psychologist and the teacher must take into account that the correction of parental behavior and the treatment of the most hyperactive child must take place simultaneously.

4.2 Working with hyperactive children

Life can be very hard for children with hyperactivity. They rarely achieve good results that allow them to maintain a sense of their own competence. Perhaps because of this, even when they do succeed, they attribute it to uncontrollable factors such as ease of task or luck. They very often have to be punished and accused of being stupid or bad. They have few friends and many problems. Exposure to stress can cause them to feel isolated, deranged, stupid, and doomed to failure. Individual counseling attempts to resolve these issues.

Through counseling, children learn to identify and develop their strengths. They begin to understand that having hyperactivity does not mean being bad. They discuss thoughts and feelings as they arise, explore their own behavior patterns, and learn adaptive ways to manage their emotions. Discussing problems and taking action allows children to understand that they can change and live happier and more productive lives.

To correct behavior, in counseling hyperactive children of preschool and primary school age, psychologists and educators often use the methods of play therapy.

For example, Yu.S. Shevchenko - Doctor of Medical Sciences, Head of the Department of Child and Adolescent Psychiatry, Psychotherapy and Medical Psychology of the Russian Medical Academy of Postgraduate Education and Defectology offers three groups of educational games for children with hyperactivity syndrome. These games can alternate in the structure of a single game plot of specially organized activities; you can play them in your free time.

1. Outdoor games for the development of attention

a) giant slalom. Two parallel "tracks" of slalom are made of chairs, which the competing teams must overcome, moving in both directions forward with their backs. The one who, maneuvering between the chairs, touches one of them, returns to the start for a second attempt. The first team to complete the course without errors wins.

b) "Race for the leader." Two contestants stand behind a circle of chairs. They are at both ends of the diameter of the circle. At the same time, starting, the players run in a snake, forward with their backs, trying to catch up with the opponent. The winner is revealed after five laps. If before that someone touched the chair three times, then it is considered defeated.

c) "Remember the rhythm." The host invites the participants to repeat after him the rhythmic pattern that he reproduced with the help of claps. For those who did not remember the sample they heard, a reference point is given in the form of a digital record of it, where the number depicts the number continuously, at regular intervals of successive claps, and the dash between them - pauses (for example, 1-1-3-4-2 ).

To facilitate the task, it is proposed to count the number of claps aloud in accordance with their visual image. After everyone has mastered the rhythmic melody, it is played in a circle at an individual, and then at an increasing pace. The one who has fallen is out.

d) machine. According to the same scheme as in the previous game, a pantomimic model is mastered, consisting of successive groups of movements, for each of which symbols are invented (two "squares", two "accordions", one "square").

e) Based on the games described in paragraphs "c" and "d", the game "Repeat after me" is offered. The first participant demonstrates his own rhythm or pantomimic pattern to the opponent in the expectation that it is difficult to repeat them. If the opponent failed to accurately reproduce the task, the author must repeat his actions himself, otherwise he is also eliminated. If the author reproduced his model, then the opponent drops out. If the latter coped with the task, then he already offers his next sample for repetition.

e) "Invisible hat". Within 3 seconds, you need to remember all the items collected under the cap, and then list them.

Games for the distribution of attention.

a) "Ball in a circle" - standing in a circle, the participants throw 1, 2, 3 or more balls to each other, signaling their intentions without the help of words. The one whose thrown ball was not caught is out.

b) "Brownian motion" - the leader rolls several dozen tennis balls into the circle one after the other, which should neither stop nor roll out of the circle.

d) "Volleyball without a ball" two teams of six people imitate the game of volleyball according to the rules (for three passes), but without the ball, but by exchanging views and corresponding movements.

2. Perseverance training

a) Bench. A player who has dropped out of a game must sit on a chair until the end of the game. If he gets up from his chair or twirls, a penalty point is imposed on the whole team or a defeat is counted.

b) "Wax sculpture". Until the end of the game, each participant must remain in the position in which the "sculptor" left him.

c) "Live picture". Having created a plot scene, its participants freeze until the driver guesses the name of the picture.

d) car. Children act as car parts ("wheels", "doors", "trunk", "hood", etc.), from which the driver assembles the car.

e) "The sea is worried" and other games like "Freeze - wither away."

3. Sustainability training ~ impulsivity control

a) The power of honesty. Each member of the team must take turns doing push-ups from the floor as many times as they can, but "honestly", that is, without bending, completely touching the floor with the chest and rising on outstretched arms. As soon as the "fair" spin fails, the player is replaced by a teammate, and he himself becomes at the end of the line. The first team to score 100 "honest" push-ups wins. The same can be offered with the swing of the press.

b) "Edible - inedible", "Do not wear black and white", do not say "yes" and "no", and similar games that require self-control in order to avoid impulsive reactions.

c) "Tell me silently." Where, according to the conditions of the game, children prompt each other, this is allowed to be done, but only silently. Shouting out a hint is penalized or punished by the whole team.

d) "Continue the rhythm." Everyone participates in the continuous reproduction of the mastered rhythm, having the right to only one clap after the neighbor in the circle. The one who is late with his clap, who could not stand the pause or made an extra clap is eliminated.

d) climbers. Participants must walk along the free wall, leaning against it over and over again with at least three limbs. Whoever has torn off or moved two limbs at the same time is considered to be "lost" and returns to the start. The first team to reach the opposite corner wins.

e) Games like "Guess the melody".

g) "Personal feat." An unrestrained, impulsive child is given an individual task - raising his hand to answer, lower it himself and think about what you want to say, raise your hand again, lower it again and discuss the expected answer with a neighbor. Only then raise your hand again.

Having achieved the greatest possible manifestations of attention, self-control and perseverance in games with a load on one function, you can move on to games that combine the requirements for two functions simultaneously in various combinations: attention + perseverance, attention + restraint, perseverance + restraint. These are the game of blind man's blind man with closed eyes, but "for honesty", the games "Who left?", "Who was sitting where?", "Blind sculptor", etc.

Starting from primary school age, psychologists and educators conduct social skills trainings in corrective work with hyperactive children, where they teach strategies for overcoming conflicts in relationships and establishing positive interactions with adults and peers. It is also possible to conduct cognitive-behavioral self-control trainings, where the ability to assess problem situations and acquire skills in managing cognitive and behavioral reactions in these situations, teaching strategies for self-reinforcement and overcoming symptoms of hyperactivity is practiced.

4.3 The role of teachers in the correction of hyperactivity in children

In the organization of assistance to hyperactive children and their parents, the participation of teachers - educators, teachers is also necessary. The implementation of a number of psychological recommendations allows you to normalize the relationship of the teacher with the "difficult" child and his parents, helps the child achieve better results in the classroom, in learning.

First of all, the psychologist provides the teacher, educator with detailed information about the nature of hyperactivity, about the nature of the behavior of children with hyperactivity in kindergarten, school. Emphasizes that work with such children should be built on an individual basis, and special attention should be paid to their distractibility, weak self-regulation and self-organization. It is advisable to ignore defiant acts as much as possible and encourage good behavior of the child.

During classes or lessons, it is important to limit distractions to a minimum. This, in particular, can be facilitated by the optimal choice of a place for a hyperactive student in a group or in a classroom at a desk - in the center of the room opposite the teacher's table, blackboard.

The child should be given the opportunity in cases of difficulty to quickly seek help from the teacher. His classes must be built according to a clearly planned, stereotypical schedule, using a special calendar or diary for this.

The tasks offered in the classroom should be explained to the child separately or, if it is at school, written on the board, in no case accompanied by an ironic explanation that this is done specifically for “our special boy” (girl).

For a certain period of time, the child is given only one task. If there is a large task to be completed, it is offered in the form of successive parts, and the teacher periodically monitors the progress of work on each of the parts, making the necessary adjustments. During the school day, opportunities are provided for motor "relaxation": physical labor, sports exercises.

Conclusion

The problem of children's hyperactivity has been of interest to researchers for a long time, but it has not lost its relevance, on the contrary, at present this problem is becoming more and more significant, because. According to the study, the number of hyperactive children is growing. When studying the causes of hyperactivity, different versions are called, but all researchers agree that each child has his own causes of hyperactivity. Therefore, before developing a correctional program, it is necessary to diagnose the manifestations and causes of hyperactive behavior.

Analyzing the literature sources, we can say that researchers pay a lot of attention to the problems of correcting hyperactivity. They offer different methods and techniques depending on the cause, degree and stage of hyperactivity.

In the selection of exercises and games, all the factors identified during the diagnosis are taken into account. Corrective work on the problem of hyperactivity should involve a psychologist, a teacher and a hyperactive child and his parents at once, because only complex treatment can save a child and his family from this disease. Thus, the next chapter will present a program of corrective work with children and parents to overcome the problem of hyperactivity.

Bibliography

1. Belousova E.D., Nikiforova M.Yu. Attention deficit/hyperactivity disorder. / Russian Bulletin of Perinatology and Pediatrics. - 2000. - No. 3. - p.39-42

2. Breslav G.M. Levels of activity of teaching schoolchildren and stages of personality formation // Formation of activity of students and students in the team. - Riga, 1989. - 99 p.

3. Bryazgunov I.P., Kasatikova E.V. Attention deficit hyperactivity disorder in children. Honey. Practice. – M.: PER SE, 2002.

4. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2001. - 96 p.

5. Burmenskaya G.A., Karabanova O.A., Leaders A.G. Age-related psychological counseling: Problems of psychological development of children. - M.: Publishing House of Moscow State University, 1990. - 158 p.

6. Garbuzov V.I. Practical psychotherapy, or How to restore self-confidence, true dignity and health to a child and a teenager. - St. Petersburg: Sphere, 1994.

7. Drobinsky A.O. Attention Deficit Hyperactivity Disorder // Defectology. - 1999. - No. 1. - with. 31-36.

8. Zavadenko N.N. Diagnosis and differential diagnosis of attention deficit hyperactivity disorder in children // School psychologist. - 2000. - No. 4. - p. 2-6.

9. Kosheleva A.D., Alekseeva L.S. Diagnosis and correction of hyperactivity in a child. - M.: Research Institute of the Family, 1997. - 64 p.

10. Kuchma V.R., Bryazgunov I.P. Attention deficit hyperactivity disorder in children: (issues of epidemiology, etiology, diagnosis, treatment, prevention and prognosis). - M.: Oleg and Pavel, 1994. - 98 p.

11. Kuchma V.R., Platonova A.G. Attention deficit hyperactivity disorder in children in Russia. - M.: RAROG, 1997. - 67 p.

12. Lyutova E.K., Monina G.B. Cheat sheet for adults: Psychocorrective work with hyperactive, aggressive, anxious and autistic children. - M.: Genesis, 2000. - 192 p.

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19. Tkacheva V.V. Psychocorrectional work with mothers raising children with developmental disabilities. Workshop on the formation of adequate relationships. - M.: Gnom-express, 2000.

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Introduction

I. Theoretical block

II. Practice block

2.1 Diagnostic techniques aimed at identifying hyperactivity in children

Introduction

The problem of hyperactivity is now of particular relevance, because. The number of hyperactive children is increasing every year. According to different authors, from 2 to 20% of students exhibit hyperactive disorders characterized by excessive mobility, disinhibition. Teachers say: "One disinhibited child is a problem, two is a disaster," because. There isn't enough time for other kids.

The relevance of the problem lies in the fact that hyperactivity is a disorder that has many different aspects: neurological, psychiatric, motor, language, educational, social, psychological, etc.

Often the path of a child with symptoms of hyperactivity in both preschool and school begins with failure. Lack of a sense of success causes secondary emotional distress and reduced self-esteem. Even the most capable children, with a high level of intelligence, show poor academic performance. Although some of them still achieve good results, they do not fully realize their high intellectual capabilities.

Therefore, it is important to timely diagnose the manifestations and causes of hyperactivity in children, because, according to many psychologists and psychotherapists, the correction of hyperactivity in childhood is more effective. When working with such children, it is necessary to take into account the characteristics of the child's personality, the style of family relationships, the reasons for the development of hyperactive behavior, etc.

I. Theoretical block

1.1 Characteristics of the behavior of hyperactive children

Often 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 well-known American psychologist W. Oaklander characterizes these children as follows: “It is difficult for a hyperactive child to sit, he is fussy, moves a lot, spins in place, sometimes overly talkative, and can irritate with his behavior. He often has poor coordination or lack of muscle control. He is clumsy, drops or breaks things. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks a lot of questions, but rarely waits for answers.

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 socially non-destructive, and hyperactive is often a source of various conflicts, fights and simply misunderstandings.

Speaking of hyperactivity, they mean not a pronounced pathology, 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. Practice shows that the majority of children of any age, designated by teachers as a "difficult" pupil, by parents - as a "difficult" child, and by sociologists - as a minor from the "risk group", belong to the category of "hyperactive".

Hyperactive children have some behavioral features:

anxiety (69.7%),

neurotic habits (69.7%),

sleep disorders (46.3%) and appetite (35.9%),

· tics, obsessive movements, motor activity and awkwardness, etc.

All this complicates the position of the child in the group of peers and cannot but affect the success of the assimilation of the program of the preschool institution and the formation of appropriate behavior. Fast and impulsive children do not know how to restrain their desires, organize behavior. In any situation, they bring a lot of trouble to others.

Hyperactive children are extremely "uncomfortable" for caregivers, teachers and even parents. This variant of child development is becoming very common in preschool and school. The maladaptive features of the behavior of such children testify to 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.

Thus, the assessment of a child's deviant behavior really proceeds according to the description of precisely 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 the peculiarities of his upbringing, relationships with parents, and above all with his mother.

A hyperactive child (and it happens that there are two, three or more of them in a group) can also be noticed if you watch how children start the activity that the teacher offers them. Such a child begins to complete the task without listening to the instructions to the end, but after a while, when other children are usually already actively involved in the work, he does not know what to do.

A hyperactive child either continues aimless actions, or persistently asks what and how to do. Several times during the course of the task, he changes the goal, and in some cases he may completely forget about it. During work, he is often distracted, and often for reasons completely unrelated to the performance of the activity. The child does not try to somehow organize his work in order to facilitate the completion of the task, does not use the proposed means, therefore he makes many mistakes that he does not see and does not correct.

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 some kind of 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 movements (calls 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 seem to be out of the situation: they freeze, turn off, “fall out” of the activity and the whole situation, that is, they “leave” it, and then, after some time, they “return” to it again.

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. They are characterized by a change of mood, experience, feelings of fear, manifestations of anxiety, negativism.

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; shallow emotional manifestations in relation to other people.

Thirdly, what should be given special attention, such a picture of the emotional behavior of a preschooler can be significantly supplemented by the study of the emotional relationship between a child and a close adult, primarily between a child and a mother.

1.2 Methods and techniques for helping hyperactive children

With the advent of a hyperactive child in kindergarten, teachers have many problems. Educators complain about the incessant anxiety emanating from him, notice that he interferes in all affairs, chats incessantly, offends friends. At the same time, it should be remembered that much depends on the behavior of the adults themselves, the strategy and tactics of communicating with such a child.

Hyperactivity is not a behavioral problem, not the result of bad parenting, but a medical and psychological diagnosis that can be made:

1) specialists;

2) when the child reaches the age of 8 years;

3) based on the results of special diagnostics and observation of the child for 6 months.

The problem of hyperactivity cannot be solved by strong-willed efforts, authoritarian instructions and beliefs. A hyperactive child has neurophysiological problems that he cannot cope with on his own. Disciplinary measures of influence in the form of constant punishments, comments, shouts, lectures will not lead to an improvement in the child's behavior, but rather worsen it.

Effective correction results are achieved with an optimal combination of medical, psychological and pedagogical methods, one of which is exercises, games, and other psychotherapeutic means.

All methods and techniques of helping hyperactive children should help relieve tension, excessive motor activity, reduce aggressiveness, develop the ability to concentrate, follow the instructions of the teacher.

One of the important tasks of working with hyperactive children is to create a comfortable psychological atmosphere in which the child not only feels safe, but also successfully realizes his potential. Therefore, the efforts of specialists should be aimed at identifying the strengths of the child - his skills, abilities, personality traits. Games and exercises will help the child feel successful, increase self-esteem and motivation for achievement.

The game has ample opportunities in helping hyperactive children, significantly smoothing out their motor restlessness and fussiness, allowing them to control their actions and deeds with the help of a certain game plot and the rules and roles associated with it. Particularly useful in this regard are collective games of a rhythmic nature, conducted under the guidance of an adult.

For a restless disinhibited child, the game is the only real opportunity to actively immerse themselves in the game situation, to focus on it, at least for a short time. However, it should be remembered that in the case of hyperactive children, such immersion can take place only if a sufficiently optimal level of motor activity is provided in the game, when the transition to a calm rhythm is carried out gradually and unobtrusively, manifests itself as a natural and necessary element of the game plot. In other words, to achieve a therapeutic effect, it is important to maintain such a rhythm in which intense and energetic actions are replaced by moments of calm and relaxation.

When working with hyperactive children, it should always be remembered that the child's forcibly restrained desire for movement finds its manifestation in violent tantrums and destruction. Therefore, the task of a specialist is to find the possibility of a positive use of the motor energy and activity of such children, which is especially successful in collective plot rhythmic games, accompanied by a poetic text and calm singing.

When conducting such games with preschoolers, it is necessary to use their fine motor skills as much as possible, and therefore finger games are an indispensable element of joint game action. In addition, game plots are introduced in which it is necessary to maintain balance and perform mirror symmetrical actions, which, according to some experts, have a therapeutic effect on children with motor disinhibition.

Psychocorrective work begins with individual lessons based on positive reinforcement. Against the background of pleasant sensory impressions, a game plot is built, which is transferred to drawing, playing at the table, which allows you to keep the child in a certain place and gradually move on to the formation of self-control and cognitive motivation. Active attention is stimulated through the child's hobbies. Classes are conducted using psychological games and exercises (outdoor games: “Pass the ball”, “Listen to the command”, “Set up posts”; psycho-gymnastics: “Parrot” (E. A. Alyabyeva “Psycho-gymnastics in kindergarten” p. 38), “ Journey to the Emerald City ”(E. A. Alyabyeva“ Psycho-gymnastics in kindergarten ”p. 43), free and thematic drawing: “Butterflies”, “Kitties” (using non-traditional techniques: drawing with palms, “poke” method, drawing with fingers ), writing stories: “Talking with hands”, “Tender paws”; fairy tale therapy “Two greedy bear cubs”, “Kicking horse”; relaxation exercises “Sea wave”, “Flower”, “Light breeze”, which contribute to improving attention, development self-control, increasing self-esteem of such children.An important point is the regulation by the psychologist of the time spent by such a child in a group, the creation of a flexible mode of work.

Thus, to work with hyperactive children, it is necessary to use a set of games and exercises aimed at implementing the following tasks:

· to develop communication skills;

II. Practice block

2.1 Diagnostic techniques aimed at detecting hyperactivity in children

Hyperactivity is most pronounced in children of senior preschool and primary school age. During this period, the transition to the leading - educational - activity is carried out and, in connection with this, intellectual loads increase: children are required to have the ability to concentrate on a longer period of time, to bring the work they have started to the end, to achieve a certain result. It is in conditions of prolonged and systematic activity that hyperactivity manifests itself very convincingly.

To establish whether a child is really hyperactive or anxious, or other causes of behavioral disturbance, a clear diagnostic system must be applied.

1. Observation of the child.

2. Anamnesis data.

3. Questioning of parents.

4. Questioning of teachers.

5. Diagnostics of cognitive processes (memory, thinking, perception, performance).

6. Diagnostics of the mobility of the nervous system.

7. In-depth diagnostics of attention.

When diagnosing a child's hyperactivity, the psychologist offers parents and educators a list of symptoms of hyperactivity developed by the World Health Society.

Diagnostic symptoms of hyperactive children.

1. Restless movements in the hands and feet. Sitting on a chair, writhing, wriggling.

2. Cannot sit still when asked to do so.

3. Easily distracted by extraneous stimuli.

4. With difficulty waiting for his turn during games and in various situations in the team (in the classroom, during excursions and holidays).

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

6. When performing the proposed tasks, he experiences difficulties (not related to negative behavior or lack of understanding).

7. Difficulty maintaining attention when performing tasks or during games.

8. Often moves from one incomplete action to another.

9. Cannot play quietly, calmly.

10. Chatty.

11. Often interferes with others, sticks to others (for example, interferes with the games of other children).

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

13. Often loses things needed in kindergarten, school, at home, on the street.

14. Sometimes performs dangerous actions without thinking about the consequences, but does not specifically look for adventures or thrills (for example, runs out into the street without looking around).

The diagnosis is considered valid if at least eight of all symptoms are present. If the child is indeed recognized as hyperactive, in order to develop corrective measures, the psychologist needs to find out the possible causes of the child's hyperactive behavior.

Often, adults believe that a child is hyperactive, only on the grounds that he moves a lot, restless. This point of view is erroneous, since other manifestations of hyperactivity (lack of active attention, impulsivity) are not taken into account in this case. Especially often, teachers and parents do not pay due attention to the manifestation of impulsivity in a child.

Impulsivity can be identified using the “Signs of impulsivity” questionnaire. It is designed for educators, does not contain special medical and psychological terms, and therefore will not cause difficulties in filling and interpreting it.

Signs of impulsivity (questionnaire)

impulsive child:

1. Always quickly finds an answer when asked about something (possibly the wrong one).

2. He often changes his mood.

3. Many things irritate him, infuriate him.

4. He likes work that can be done quickly.

5. Touchy, but not vindictive.

6. It often feels like he is tired of everything.

7. Quickly, without hesitation, makes decisions.

8. Can abruptly refuse food that he does not like.

9. Often distracted in class.

10. When one of the guys yells at him, he yells back.

11. Usually confident that he will cope with any task.

12. Can be rude to parents, teacher.

13. At times it seems that he is full of energy.

14. This is a man of action, he does not know how to reason and does not like.

15. Demands attention, does not want to wait.

16. In games does not obey the general rules.

17. Gets excited when talking, often raises his voice.

18. Easily forgets the instructions of the elders, is fond of the game.

19. Likes to organize and lead.

20. Praise and blame affect him more than others.

To obtain objective data, it is necessary that 2-3 adults who know the child well assess the level of his impulsiveness with

using this questionnaire. Then you need to sum up all the scores in all studies and find the average score. The result of 15-20 points indicates a high impulsivity, 7-14 - about the average, 1-6 points - about the low.

Also, when diagnosing hyperactivity, a child observation scheme according to P. Baker and M. Alvord is used.

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. Takes on a task with great enthusiasm, but never finishes it.

4. Has difficulty organizing.

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 with fingers, moving in chair, running, climbing).

3. Sleeps much less than other children, even in infancy.

4. Very talkative.

Impulsiveness:

1. Begins to answer without listening to the question.

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

3. Poor concentration.

4. Cannot wait for reward (if there is a pause between action and reward).

5. Cannot control and regulate their actions. Behavior is poorly controlled by rules.

6. When performing tasks, behaves differently and shows very different results. (In some classes the child is calm, in others he is not, in some lessons he is successful, in others he is not).

If at least six of these signs appear before the age of 7, the teacher may assume (but not diagnose!) that the child he is observing is hyperactive.

Competent, thorough diagnosis is an extremely important prerequisite for effective assistance to a child with hyperactivity. It is not only about confirming the diagnosis of the disorder, but also about a comprehensive, in-depth understanding of each individual situation - without achieving this, no successful therapeutic program is possible.

2.2 Games aimed at overcoming hyperactivity in children

As we have already noted, to work with hyperactive children, it is necessary to use a set of games and exercises aimed at implementing the following tasks:

Teach children to regulate physical activity;

develop arbitrariness and self-control of behavior;

develop attention and imagination;

promote the development of coordination of movements;

help relieve psycho-emotional stress in children;

development of communication skills;

Name and purpose of the game	Game description
"Conversation with Hands" Target. Teach children to control their actions.	The child is offered to circle the palms on a sheet of paper and revive them - draw eyes, mouth, color with colored pencils. After that, you can start a conversation with your hands: “Who are you, what is your name?”, “What do you like to do?”, “What do you not like?”, “What are you like?”. If the child does not join the conversation, say the dialogue yourself, emphasizing that the hands are good, they can do a lot (list what exactly), but sometimes they do not obey their master. You need to finish the game by “concluding an agreement” between the hands and the owner. Let the hands promise that within two or three days they will try to do only good deeds: craft, greet, play and will not offend anyone. If the child agrees to such conditions, then after a predetermined period of time, it is necessary to play this game again and conclude an agreement for a longer period, praising and obedient hands and their owner
"Pass the ball" Purpose. Remove excessive physical activity.	In a circle, sitting on chairs or standing, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball at the fastest pace or pass it, turning your back in a circle and putting your hands behind your back. You can complicate the exercise by inviting children to play with their eyes closed or with several balls at the same time.
Target. Develop speed of reaction, form the ability to control your body and follow instructions.	All players walk in a circle holding hands. At the signal of the leader (the sound of a bell, rattles, clapping hands, some word) they stop, clap their hands four times, turn around and go in the other direction. Those who do not have time to complete the task are eliminated from the game. The game can be played to music or to a group song. In this case, the children should clap their hands when they hear a certain (specified in advance) word of the song.
"My triangular cap" Target. To promote the child's awareness of his body, teach him to control movements and control his behavior.	The players sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase: “My triangular cap, my triangular cap. And if not triangular, then this is not my cap. After this, the phrase is repeated again, but the children who fall out to say the word “cap” replace it with a gesture (for example, two light claps on their heads with their palms). The next time, two words are already being replaced: “kol pak” and “mine” (point to yourself). In each subsequent round, the players pronounce one word less, and “show” one more. In the final repetition, the children depict the whole phrase with gestures. If such a long phrase is difficult to reproduce, it can be shortened.
"Chants - whispers - silences" Target. To develop observation, the ability to act according to the rule, volitional regulation.	From multi-colored cardboard, you need to make three silhouettes of the palm: red, yellow, blue. These are signals. When an adult raises a red palm, a “chant”, you can run, scream, make a lot of noise; yellow palm, "whisper", means that you can move quietly and whisper; the blue palm, “silent”, encourages children to freeze in place or lie on the floor and not move. End the game should be "silent".
"Speak" Target. Develop the ability to control impulsive actions.	Tell the children the following: “I will ask you simple and difficult questions. But you can answer them only when I give the command: "Speak!". Let's practice. “What time of year is it now? (The teacher pauses.) Speak!”, “What color is the ceiling in our group (in the classroom)? ... Speak!”, “What day of the week is it today? ... Speak!”, “What time will it be two plus three?" Etc. The game can be played individually or with a group of children.
"Listen to the command" Target. Develop attention, arbitrariness of behavior.	The music is calm but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stops, listens to the leader’s whispered command (for example: “Put your right hand on the shoulder of the session”) and immediately execute it. Then the music plays again and everyone continues walking. Commands are given only for the execution of calm movements. The game is played as long as the group is able to both listen well and complete the task. The game will help the teacher to change the rhythm of the actions of the naughty children, and the children to calm down and easily switch to another, calmer type of activity.
"Set up posts" Target. Develop volitional regulation skills, the ability to focus on a specific signal.	Children march to the music one after another. Ahead is the commander, who chooses the direction of movement. As soon as he claps his hands, the last one to go must immediately stop. Everyone else continues to march and listen to commands. So the commander arranges all the children in the order he intended (in a line, in a circle, in the corners, etc.). To hear commands, children must move silently.
"Listen to the pops" Target. Train attention and control of motor activity.	Everyone walks in a circle or moves around the room in a free direction. When the facilitator claps his hands once, the children should stop and take the stork pose (stand on one leg, arms to the sides) or some other pose. If the host claps twice, the players should take the frog pose (crouch, heels together, socks and knees to the sides, hands between the soles of the feet on the floor). For three claps, the players resume walking.
"Let's say hello" Target. Relieve muscle tension, develop the ability to switch attention.	At the signal of the leader, the children begin to randomly move around the room and greet everyone who meets on their way (perhaps one of the children will want to say hello to someone who usually does not pay attention to him). Greet on before in a certain way: one clap greet the hand; two - greet with shoulders; three claps - we greet with our backs. A variety of tactile sensations accompanying this game will give a hyperactive child the opportunity to feel his body, relieve muscle tension. Changing partners in the game helps to get rid of the feeling of alienation. For completeness of tactile sensations, it is desirable to introduce a ban on conversations during this game.
"Giant Slalom" Purpose: development of attention and control of motor activity.	The chairs are made into two parallel "slalom courses", which the competing teams must overcome by moving backwards in two directions. The one who, maneuvering between the chairs, touches one of them, returns to the start for a second attempt. The first team to complete the course without errors wins.
"Affectionate Paws" Target. Relieve tension, muscle clamps, reduce aggressiveness, develop sensory perception, harmonize relations between a child and an adult.	An adult picks up six or seven small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc., puts them on the table. The teacher offers the child to bare his arm to the elbow, explains that the “animal” will walk on it and touch it with gentle paws. It is necessary to guess with closed eyes which "animal" touched the hand - to guess the object. Touches should be stroking, pleasant. Variants of the game: “the animal can touch the cheek, knee, palm; You can change places with your child.
"Forbidden Movement" Target. To teach games with clear rules that organize, discipline, unite, develop responsiveness and cause emotional uplift.	Children stand facing the leader. To the music, with the beginning of each measure, they repeat the movements that the leader shows. Then a move is selected that cannot be performed. Anyone who breaks this ban is out of the game. Instead of showing movement, you can call numbers out loud. The participants in the game repeat all the numbers in chorus, except for one forbidden number, for example, the number 5. When the children hear it, they will have to clap their hands (or circle around in place).
Hour "Silence" and Hour "You Can" Target. To give the child the opportunity to dump the accumulated energy, and for the adult to learn how to control his behavior.	Agree with the children: when they get tired or do something important for them, the “Silence” hour will come in the group. Children will behave quietly, calmly play, draw. As a reward for this, there comes an hour called “You Can”, when you are allowed to jump, shout, run, etc. "Hours" can be alternated within one day, or you can arrange them on different days, the main thing is that they become familiar to children. It is better to stipulate in advance which actions are allowed and which are prohibited. With the help of this game, you can avoid the endless stream of remarks that an adult addresses to a hyperactive child (and he “does not hear them”).
"Find differences" Target. Develop the ability to pay attention to details.	The child draws any simple picture (cat, house, etc.), passes it to an adult and turns away. An adult draws a few details and returns the picture. The child should notice what has changed in her. Then the adult and the child can switch roles. The game can also be played with a group. In this case, the children take turns drawing on the board and turn away (the possibility of movement is not limited). An adult draws a few details. Children, looking at the picture, should say what changes have occurred.
Target. Develop concentration.	One of the participants (optional) becomes the driver and goes out the door. The rest choose a phrase or line from a well-known song and distribute it like this: each one word. Then the driver enters, and all the children at the same time begin to loudly repeat each word in chorus. The driver must guess what kind of song it is, collecting it by the word. It is desirable that before the driver appears, each child repeats aloud the word he got.
"Brownian motion" Purpose: To develop the ability to distribute attention.	Children stand in a circle. The leader, one by one, rolls tennis balls into the center of the circle. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with the foot or hand. If the participants successfully follow the rules of the game, the leader rolls in an additional number of balls. The meaning of the game is to set a team record for the number of balls in a circle.
"The king said..." Target. To teach to switch attention from one type of activity to another, to overcome motor automatism.	All participants in the game, together with the leader, stand in a circle. The host says that he will show different movements (physical education, dance, comic), and the players should repeat them only if he adds the words "The King said." The one who makes a mistake goes to the middle of the circle and performs some task for the participants in the game, for example, smile, jump on one leg, etc. Instead of the words “The King said”, others can be added, for example: “Please” or “The commander ordered”.
"Changeers" Target. Develop communication skills, energize children.	The game is played in a circle. Participants choose a driver - he takes his chair out of the circle. It turns out that there are one fewer chairs than those who play. Further, the leader says: “Those who have ... (blonde hair, watches, etc.) change places.” After that, those with the named sign quickly get up and change places, and the driver tries to take an empty seat. The participant in the game, left without a chair, becomes the driver.
"Siamese twins" Target. To teach flexibility in communicating with each other, to promote the emergence of trust between children.	Tell the children the following: “Pair up, stand shoulder to shoulder, hug each other with one hand on the belt, put your right foot next to your partner’s left foot. Now you are fused twins: two heads, three legs, one body and two arms. Try to walk around the room, lie down, stand up, poke, jump, clap your hands. Etc. In order for the “third leg” to act “friendly”, it can be fastened either with a string or an elastic band. In addition, twins can “grow together” not only with their legs, but also with their backs, heads, etc.

hyperactive kids game

To solve the tasks, it is also necessary to apply work with sand, water, soft materials (clay, plasticine), which helps to relieve the child's stress.

For teachers and parents of a hyperactive child, the help of a psychologist is needed (in the conditions of a preschool educational institution and a family). He must direct the work with the hyperactive child in the right direction. This is necessary for the child to achieve subsequent success in schooling. Also, for parents, consultations are carried out by a psychologist about all kinds of techniques aimed at correcting behavior.

hyperactive kids game

Bibliography

1. Belousova E.D., Nikiforova M.Yu. Attention deficit/hyperactivity disorder. / Russian Bulletin of Perinatology and Pediatrics. - 2000. - No. 3. - p.39-42

2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2001. - 96 p.

3. Drobinsky A.O. Attention Deficit Hyperactivity Disorder // Defectology. - 1999. - No. 1. - with. 31-36.

4. Kosheleva A.D., Alekseeva L.S. Diagnosis and correction of hyperactivity in a child. - M.: Research Institute of the Family, 1997. - 64 p.

5. Kuchma V.R., Platonova A.G. Attention deficit hyperactivity disorder in children in Russia. - M.: RAROG, 1997. - 67 p.

6. Rubinstein S.L. Problems of general psychology. - M., 1973. - 423 p.

7. Dictionary of a practical psychologist /Comp. S.Yu. Golovin. - Minsk: Harvest, 1997. - 800 p.

8. Shevchenko Yu.S. Correction of the behavior of children with hyperactivity and psychopathic syndrome. - Samara, 1997. - 58 p.

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Theoretical analysis of attention deficit hyperactivity disorder. The role of play in correcting the development of children with mental retardation. Organization of psychocorrectional work aimed at reducing hyperactivity. Analysis of the results of work.

"Active" - ​​from the Latin "activus" - active, effective. "Hyper" - from the Greek "Hyper" - above, above - indicates an excess of the norm. “Hyperactivity in children is manifested by inattention, distractibility, impulsivity, unusual for normal, age-appropriate development of the child” (Psychological Dictionary, 1997, p. 72).

Attention deficit hyperactivity disorder (ADHD) is the most common form of behavioral disorder in children. Boys have 10 times more than girls.

The first manifestations of hyperactivity can be observed before the age of 7 years. The peaks of manifestation of this syndrome coincide with the peaks of psychoverbal development. At 1-2 years, 3 years and 6-7 years. Speech skills are laid at 1-2 years, vocabulary increases at 3 years, and reading and writing skills are formed at 6-7 years.

By adolescence, increased motor activity, as a rule, disappears, and impulsivity and attention deficit remain. Behavioral disorders persist in almost 70% of adolescents and 50% of adults who had a diagnosis of hyperactivity syndrome in childhood.

This problem is currently relevant and widespread. Why? The problem of the prevalence of attention deficit hyperactivity disorder is relevant not only because it is one of the modern characteristics of the state of health of the child's body. This is the most important psychological problem of the civilized world, as evidenced by the fact that:

First, children with hyperactivity do not learn the school curriculum well;

Secondly, they do not obey the generally accepted rules of conduct and often take the path of crime. More than 80% of the criminal contingent are people with ADHD;

Thirdly, various accidents occur with them 3 times more often, in particular, they are 7 times more likely to get into car accidents;

Fourthly, the probability of becoming a drug addict or an alcoholic in these children is 5-6 times higher than in children with normal ontogenesis;

Fifthly, from 5% to 30% of all school-age children suffer from attention disorders, i.e. in each class of a regular school there are 2-3 people - children with attention disorders and hyperactivity.

Not all mobile children should be classified as hyperactive (table)

Most researchers note three main blocks of manifestation of hyperactivity: attention deficit, impulsivity, increased motor activity (ADHD). A doctor diagnoses ADHD.

Very often, teachers ask themselves the question: “What to do if a child has signs of hyperactivity? The diagnosis is not made in the medical record, and the parents do not attach importance to the problems that have arisen, hoping that everything will pass with age.”

With children with ADHD, it is necessary to carry out corrective and developmental work. In order for this activity to be effective, it must meet certain conditions, namely:

• 1. Participation of a neuropathologist, teachers and parents in the preparation of this program.
• 2. The combination of correctional and pedagogical impact on the child with medical treatment.
• 3. Compliance with the tactics of uniform educational influences on the child in the family and in kindergartens.
• 4. Organization of proper nutrition (reducing carbohydrate intake).
• 5. Creation of uniform favorable conditions for the organization of the correctional and pedagogical process in the family and in the kindergarten:
  • o Compliance with the regime of the day;
  • o Prevention of exhaustion, decrease in working capacity, timely switching from one type of activity to another, offer to rest;
  • o Creation of psychological comfort;
  • o Creation of motivational coloring of classes;
  • o Writing clear, specific instructions (no more than 10 words);
  • o Reinforcing verbal instructions with visual stimulation.
• 6. When organizing classes, it is important to give:
  • o Choose a seat in front, separate from others (minimum distractions);
  • o Do not require the child to complete a complex task (be attentive and diligent). First, we train one function: if it is perseverance, then we do not require concentration of attention;
  • o When forming arbitrary forms of activity at the initial stage, do not require accuracy in execution;
  • o Have a flexible system of rewards and punishments (praise for the slightest manifestation of strong-willed efforts, use rewards according to the method of Y. Shevchenko, punishments according to the recommendations of E. Mastyukova);
  • o To achieve the result, be persistent and demanding of the child;
  • o At the initial stage, constantly monitor the activities of the child;
  • o Ensure the correct organization of physical activity (possibility of spending excess energy). Organize games with rules. Stages of inclusion in the game: individual work, in a small subgroup and at the last stage - in a team with clear rules.
• 7. The teacher uses methods and techniques:
  • o Dosed help (stimulates, directs);
  • o Actions to imitate (do as I do), by showing, by gesture and speech instructions, as well as transferring the task to a visual-effective level;
  • o Indirect tricks (advice, hint, approval).
• 8. Inclusion in the lesson: music therapy (light music balances the processes of excitation and inhibition), musical rhythm (promotes concentration), relaxation techniques, auto-training. You can not play games that cause strong emotions.

How to identify a hyperactive child?

Criteria for hyperactivity (E.K. Lyutova, G.B. Monina).

The behavior of hyperactive children may be outwardly similar to the behavior of children with increased anxiety, so it is important for the teacher to know the main differences in the behavior of one category of children from another. Given in the work of E.K. Lyutova, G.B. Monina's table will help with this. In addition, as the authors note, the behavior of an anxious child is not socially destructive, and a hyperactive child is often a source of conflicts, fights, and simply misunderstandings.

behavior hyperactivity anxiety children

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

STAGES OF THE CORRECTION PROGRAM

1. Teach to focus on a specific task with the help of a speech instruction. Goal: DEVELOPMENT OF VISUAL ATTENTION

Games: “Find your color”, “Find a toy”, “What has changed”.

2. Listen to speech, respond to the word, develop cognitive activity. Purpose: development of visual attention and its volume.

Tasks: “Do as I do”, “Assemble it correctly”, looking at the drawings “Shop window”, “In the doctor's office”, “Whose house is this”.

• 3. Teach to follow certain rules and follow the instructions of adults, to act according to instructions with visual stimulation. Purpose: development of concentration and concentration of visual attention. Exercises: games with cubes, mosaics, "Labyrinths", drawing on dotted dots.
• 4. Develop regulatory and dynamic components of activity (goal retention, planning, self-control). Purpose: expansion of volume and development of concentration of visual attention on one thing, then on 2, etc. Exercises: "Find differences", "Missing details".

1. Development of auditory attention, instilling the rules of active listening.

Tasks: "Where does it ring?" “Who called”, “Find out what sounds”, “What animals live in this house”, “What sounds in the orchestra” (several sounds).

2. Development of the ability to distribute and switch attention.

Exercises: "Cross out the named figures", "Graphic dictation", outdoor games with different tempo and rhythm.

• 3. Formation of cognitive interest, the ability to carry out independently control and evaluation actions. To teach how to perform tasks without the step-by-step supervision of an adult.
• 4. Development of self-regulation. Form mental actions without a visual basis.
• 5. Tasks: mentally decompose the whole into parts, turn the object over, increase or decrease the thing.

Appendix 1

"AMBULANCE" WHEN WORKING WITH A HYPERACTIVE CHILD

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

PREVENTIVE WORK WITH A HYPERACTIVE CHILD

• 1. Agree in advance with the child about the time of the game, the duration of the walk, etc.
• 2. The child is informed about the expiration of time not by an adult, but by a pre-set alarm clock, a kitchen timer, which will help reduce the child's aggression.
• 3. Develop with the child a system of rewards and punishments for desirable and undesirable behavior.
• 4. Develop and place in a place convenient for the child a set of rules of conduct in the kindergarten group, in the classroom, at home.
• 5. Ask the child to say these rules out loud.

Before the start of the lesson, the child can say what he would like to wish himself when completing the task.

Annex 2

RULES OF WORK WITH HYPERACTIVE CHILDREN

• 1. Work with the child at the beginning of the day, not in the evening.
• 2. Reduce the child's workload.
• 3. Divide work into short but frequent periods. Use physical exercises.
• 4. Be a dramatic, expressive teacher.
• 5. Reduce the requirements for accuracy at the beginning of work in order to create a sense of success.
• 6. Plant the child during classes with an adult.
• 7. Use tactile contact (Elements of massage, touching, stroking).
• 8. Negotiate with the child about certain actions in advance.
• 9. Give clear, short instructions.
• 10. Use a flexible system of rewards and punishments.
• 11. Reward your child right away without delay.
• 12. Give your child a choice.
• 13. Stay calm. No composure - no advantage!

Questionnaire for teachers

How severe are the symptoms in the child?

Enter the appropriate numbers:

• 0 - no sign
• 1 - present to a small extent
• 2 - moderate presence
• 3 - presence in a pronounced degree

	signs
	Restless, writhing, as perishing.
	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 the teacher.
	Not diligent in class.
	Demonstrative in behavior (hysterical, tearful).
Total points

USED ​​BOOKS

• 1. Drobinskaya A.O. hyperactive child. How to help him? // Upbringing and education of children with developmental disabilities - 2004 - No. 2.
• 2. Zavadenko N.N., Suvorina N.Yu., Rumyantseva M.V. Attention Deficit Hyperactivity Disorder: Risk Factors, Age Dynamics, Diagnosis Features

Defectology - 2003 - No. 6.

• 3. Ignatova L.V. Individual correctional and developmental program for hyperactive children. // Management of the preschool educational institution, 2004. No. 3.
• 4. Komeleva A.D., Alekseeva L.S. Diagnosis and correction of hyperactivity in a child. M., 1997.
• 5. Kryazheva N.L. "The cat and the dog rush to the rescue" M., 2000.
• 6. Rogov E.I. Handbook of practical psychologist in education. - M., 1996. - 528 p.
• 7. Sirotyuk A.L. Attention deficit hyperactivity disorder. M., 2003.
• 8. Shevchenko Yu. S. Correction of the behavior of children with hyperactivity and psychopathic syndrome. - M., 1997.

Target of this methodological development - to formulate general practical recommendations for parents and teachers working with hyperactive children, and to introduce ways to correct the manifestations of attention deficit hyperactivity disorder.
To achieve this goal, we have set and solved following tasks:

1. Consider the characteristics of a hyperactive child.
2. To study modern approaches to the correction of hyperactivity.
3. Formulate general practical recommendations for parents and teachers working with hyperactive children.
4. To acquaint parents and teachers with the main available methods for correcting manifestations of hyperactivity.

In recent years, great strides have been made in the study of attention deficit hyperactivity disorder in children. The urgency of the problem is determined by the high frequency of this syndrome in the child population and its great social significance. According to domestic doctors, about a fifth of the primary schoolchildren in our country (boys are twice as likely as girls) are hyperactive.

Children with Attention Deficit Disorder have normal or high intelligence, but tend to do poorly in school. In addition to learning difficulties, attention deficit disorder is manifested by motor hyperactivity, attention defects, distractibility, impulsive behavior, and problems in relationships with others. As you grow older, hyperactivity can come to naught in a “natural” way, but you should not rely only on this. Statistics show that 70% of children whose hyperactivity was identified in preschool and primary school years retain similar qualities in adolescence, and the risk of socially dangerous behavior among such teenagers is very high, a little less than half of them have in their "track record" facts of aggressive behavior and violence, detention by the police, attempts to commit suicide. Therefore, the parental diagnosis “Oh, nothing, it will pass with age” is absolutely not applicable in this case, the development of a hyperactive child needs to be monitored and corrected.

The modern view on the problem of correcting the manifestations of attention deficit hyperactivity disorder provides for an integrated approach that includes drug and non-drug methods, which in particular include behavior modification, psychotherapy, pedagogical and neuropsychological corrective techniques, etc.

The appendices contain a set of psycho-corrective games and the two most commonly used autogenic training models for hyperactivity correction.

Psychological portrait of a hyperactive child

Attention deficit hyperactivity disorder (ADHD) is manifested by excessive physical activity, unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties.

Attention disorder manifested by premature interruption of tasks and activities. Children easily lose interest in a task as they are distracted by other stimuli.

motor hyperactivity means not only a pronounced need for movement, but also excessive anxiety, which is especially pronounced when the child needs to behave relatively calmly. Depending on the situation, this can manifest itself in running, jumping, getting up from a place, as well as in pronounced talkative and noisy behavior, swaying and fidgeting. First of all, this is observed in structured situations that require a high degree of self-control.

Impulsiveness , or a tendency to act too quickly, thoughtlessly, manifests itself both in everyday life and in a learning situation. At school and in any learning activity, these children have an “impulsive type of work”: they hardly wait for their turn, interrupt others and shout out their answers without answering the question completely. Some children, because of their impulsiveness, easily get into dangerous situations without thinking about the consequences. This propensity to take risks often leads to injuries and accidents. In most cases, impulsivity cannot be called a transient symptom; it persists in the process of development and maturation of children for the longest time. Impulsivity, often combined with aggressive and oppositional behavior, leads to difficulties in contacts and social isolation.

Difficulties in contacts and social isolation are common symptoms that make relationships difficult with parents, siblings, teachers, and peers. Such children often do not feel the distance between themselves and an adult (teacher, psychologist), they show a familiar attitude towards him. It is difficult for them to adequately perceive and evaluate social situations, to build their behavior in accordance with them.

Manifestations of ADHD are determined not only by excessive motor activity and impulsive behavior, but also cognitive impairment (attention and memory) and motor awkwardness due to static-locomotor insufficiency. These features are largely associated with the lack of organization, programming and control of mental activity and indicate the important role of dysfunction of the prefrontal parts of the cerebral hemispheres in the genesis of attention deficit hyperactivity disorder.

The portrait of a hyperactive child implies the presence of the following features:

He is in constant motion and simply cannot control himself, that is, even if he is tired, he continues to move, and when he is completely exhausted, he cries and hysteria. The motor activity of the child, as a rule, does not have a specific goal. He just runs, spins, climbs, tries to climb somewhere, although sometimes this is far from safe.

He speaks quickly and a lot, swallows words, interrupts, does not listen to the end. He asks a million questions, but rarely listens to the answers to them.

It is impossible to put him to sleep, and if he sleeps, then in fits and starts, restlessly.

He has frequent intestinal disorders and all kinds of allergies.

The child is uncontrollable, while he absolutely does not respond to prohibitions and restrictions. And in any conditions (home, shop, kindergarten, playground) behaves equally actively.

Often provokes conflicts. He does not control his aggression - he fights, bites, pushes, and uses improvised means: sticks, stones. Unbalance, short temper, low self-esteem are characteristic features of ADHD. Outbursts of anger and irritation happen quite often and sometimes even out of the blue. Many children withdraw and begin to live their own separate inner life.

The child is fussy, never sits quietly. You can often see how he moves his hands and feet for no reason, crawls on a chair, constantly turns around.

The child cannot play quiet games, relax, sit quietly and calmly, do something specific.

The child is always aimed at movement.

Often talkative.

It is very important to remember that such children, as a rule, are devoid of a sense of fear. They can, without hesitation, jump out onto the road in front of a speeding car, jump from any height, dive into the depths without knowing how to swim, etc.

Many children with attention deficit hyperactivity disorder complain of frequent headaches (aching, pressing, squeezing), drowsiness, and increased fatigue. Some have enuresis (urinary incontinence), and not only at night, but also during the day.

Often these children have twitches, tics.

Modern approaches to the correction of hyperactivity

The system of treatment and observation of children with hyperdynamic syndrome is not developed enough, due to the ambiguity of the pathogenesis of the disease. There are non-drug and drug methods of correction.

Some doctors insist on primacy drug therapy, believing that taking appropriate drugs will help improve metabolic processes in brain tissues and accelerate the maturation of its higher functions (such as logical thinking, abstract thinking, voluntary attention, etc.). For this, drugs of several pharmacological groups are used. Abroad, drugs from the group of amphetamines are mainly used in the drug therapy of hyperdynamic syndrome. Various bromides, tinctures of motherwort, valerian or peony root are used as sedatives. According to studies, the use of complex drug therapy can satisfactorily compensate for the manifestations of syndromes in 50-60% of cases.

Another group of doctors recognizes the limited effectiveness of drug therapy, but rightly points out that the effect of drugs on the syndrome is possible only in conditions of their continuous use. If the medication is stopped, then all manifestations of the syndrome immediately return. Therefore, if the diagnosis of "hyperdynamic syndrome" is established at the age of five, and the conditional compensation of the syndrome occurs at fifteen, then it turns out that the child must take the appropriate drugs for ten years. Even if the side effects of the drug are minimized, this period still seems too long and unsafe for all metabolic processes. Therefore, this group of doctors proposes to focus on non-drug correction. It, in their opinion, should be purely individual, depending on the nature of the existing disorders, the age of the child and the presence of concomitant diseases.

Non-drug correction includes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. The child is recommended a sparing mode of learning - the minimum number of children in the class (ideally no more than 12 people), a shorter duration of classes (up to 30 minutes), the child's stay in the first desk (eye contact between the teacher and the child improves concentration).

From the point of view of social adaptation, it is also important to purposefully and long-term education of socially encouraged norms of behavior in a child, since the behavior of some children has antisocial features. Psychotherapeutic work with parents is needed so that they do not regard the child's behavior as "hooligan" and show more understanding and patience in their educational activities. Parents should monitor the observance of the day regimen of a "hyperactive" child (meal time, homework, sleep), provide him with the opportunity to expend excess energy in physical exercises, long walks, running. Fatigue while performing tasks should also be avoided, as this may increase hyperactivity.

"Hyperactive" children are extremely excitable, so it is necessary to exclude or limit their participation in activities associated with the accumulation of a large number of people. Since the child has difficulty concentrating, you need to give him only one task for a certain period of time.

Non-drug therapy must necessarily be complex and usually also includes massage, physiotherapy exercises and manual therapy of the spine. The latter, according to doctors, is necessary because many manifestations of hyperdynamic syndrome are associated with impaired cerebral circulation.

Neuropsychological approach is a correction method when, with the help of various exercises, we return to the previous stages of ontogeny and rebuild those functions that were formed archaically incorrectly and have already been fixed. 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. Convincing evidence of the effectiveness of this approach does not currently exist.

Another very modern way of treating hyperdynamic syndrome is associated with the use of biofeedback(BOS), the so-called "neurofeedback". With the help of special equipment, a child or teenager gets the opportunity to monitor his electroencephalogram (EEG) on the screen and somehow change it. By changing the EEG, he thereby changes the electrical activity of his brain. Proponents of this method of treatment argue that with the help of biofeedback it is possible to achieve lasting improvement and even complete correction of a neurophysiological defect. According to them, the use of neurofeedback allows approximately 60 percent of patients to achieve an improvement in the ability to plan, organize their activities, and understand the consequences of unacceptable behavior. This method is mainly used in the West, but in recent years in our country, in St. Petersburg, groups of research doctors have appeared who deal with this problem and develop BFB techniques for various disorders and diseases. The undoubted advantage of biofeedback is that when it is applied, nothing from the outside interferes with the body. A person actually helps himself and he himself evaluates and controls the achieved result. It is clear, however, that in the case of displaced vertebrae, no biofeedback will help the child.

It is also used to treat Attention Deficit Hyperactivity Disorder behavioral therapy. In our country, this method is practically not developed and is used quite rarely. Some people think that behavioral therapy is in some sense outdated (but since it hasn't really been used in our country, it's hard for us to judge). The ideology of behavioral therapy is that no one gets into some subtle causes and mechanisms of the phenomenon. No one cares about the origins and consequences of what is happening. There is unacceptable behavior of a hyperactive child, there are some shortcomings in his contacts with others, and they work with this, that is, the child is simply taught to behave correctly using the classical method of Academician Pavlov. Correct behavior is positive (pleasant) reinforcement. Misbehavior is a negative (unpleasant) reinforcer. According to Western behavioral therapists, improvement occurs in 40-60 percent of cases, depending on the intensity of the manifestation and comorbidities.

Thus, the picture seems to be quite satisfactory. Each of the above methods works for about half (or a little more) of children with hyperdynamic syndrome. It is clear that the total number of children for whom you can find "your" method will be much larger - two-thirds or even three-quarters. It seems that the problem is almost solved. However, in reality, almost all of these methods are inaccessible. Based on this, in practice it turns out that from 70 to 90% of children with attention deficit disorder are left without any treatment at all, alone with their problems, since the hyperdynamic child does not receive support either in the family or at school. Is there any other way to help these children and their families? Fortunately, there is.

This is, first of all, proper upbringing in the family, taking into account the characteristics of hyperactive children, psychological correction, therapeutic nutrition (diet) and physiotherapy exercises. Only a specialist can correctly diagnose and prescribe individual treatment (correction), however, general recommendations can be given to parents of hyperactive children.

First of all, it is necessary to pay attention to the environment that surrounds the child at home, at school, in kindergarten. Parents should think about changing their own behavior and character. You need to deeply, soulfully understand the misfortune that befell the little man.

What should be done specifically? First of all, remember that children with ADHD have a very high threshold of sensitivity to negative stimuli, and therefore the words “no”, “don’t”, “don’t touch”, “prohibit” are, in fact, an empty phrase for them. They are not susceptible to reprimands and punishment, but they respond very well to praise and approval. Physical punishment should be avoided altogether.

We recommend building relationships with the child on the basis of consent and mutual understanding from the very beginning. Of course, children should not be allowed to do whatever they want. Try to explain why it is harmful or dangerous. It doesn’t work - try to distract, switch your attention to another object. You need to speak calmly, without unnecessary emotions, best of all, using a joke, humor, some funny comparisons. Emotionally support children in all attempts at constructive, positive behavior, no matter how small.

The system of prohibitions must necessarily be accompanied by alternative proposals. For example, a child begins to tear the wallpaper (a fairly common manifestation). Of course, you should stop him and give him some unnecessary piece of paper instead: "Try to tear this one, and when you stop, collect all the shreds in a bag ...". Or he starts throwing toys, and in response: "You can't throw toys. If you want to throw something, I'll give you a foam ball."

Physical contact with the child is also very important. Hug him in a difficult situation, hug him, calm him down - in dynamics this gives a pronounced positive effect, but constant shouting and restrictions, on the contrary, widen the gap between parents and their children.

It is also necessary to monitor the general psychological microclimate in the family. Try to protect the child from possible conflicts between adults: even if some kind of quarrel is brewing, the child should not see it, much less be a participant. Parents should spend as much time as possible with the baby, play with him, travel all together out of town, come up with common entertainment.

If possible, try to allocate a room or part of it for the child for classes, games, solitude, that is, his own "territory". In the design, it is desirable to avoid bright colors, complex compositions. There should be no distracting objects on the table and in the immediate environment of the child. A hyperactive child himself is not able to make sure that nothing outside distracts him.

The organization of all life should have a calming effect on the child. To do this, together with him, draw up a daily routine, following which show both flexibility and perseverance. Every day, the time of eating, sleeping, doing homework, playing games should correspond to this routine. Define the scope of duties for the child, and keep their performance under constant supervision and control, but not too hard. Frequently celebrate and praise his efforts, even if the results are far from perfect.

For any type of activity that requires concentration of attention from a child (reading, playing with blocks, coloring, cleaning the house, etc.), encouragement must necessarily follow: a small gift, a kind word ... In general, you should not skimp on praise. Which, however, is suitable for any child. If the child behaves approximately during the week, at the end of the week he should receive an additional reward. It can be some kind of trip with you out of town, an excursion to the zoo, to the theater, etc.

With completely unsatisfactory behavior, one should, of course, punish - not much, but so that he remembers, and most importantly right away. It can be just verbal disapproval, temporary isolation from other children, deprivation of "privileges".

A hyperactive child does not tolerate large crowds. Therefore, it is useful for him to play with one partner, not to visit often, as well as to large shops, markets, cafes, etc. All this extremely excites the fragile nervous system.

But long walks in the fresh air, exercise, running are very useful. They allow you to release excess energy. But again, in moderation so that the child does not get tired. In general, it is necessary to monitor and protect children with ADHD from overwork, as overwork leads to a decrease in self-control and an increase in hyperactivity.

It should be remembered that a lot depends on food. In some cases, it can even cause the development of the syndrome, while in others it can aggravate the course of the disease. However, one cannot fully rely on dietary treatment, as scientists from the Institute for Nutrition at the University Hospital in Giessen write: “Diet helps many children lead a normal life, but not all. This, of course, is due to the complex of reasons that could lead to the development of hyperdynamic syndrome."

Particular attention should be paid to nutritional issues for those patients in whom hyperactivity is a consequence of allergies. Here, of course, there should be no general recommendations, since different children may not tolerate different products. But when it is possible to identify specific "pathogens" and exclude them from the diet, then things are quickly on the mend. Intolerance to certain products is determined in allergy centers using special methods and tests.

In general, the diet of children with attention deficit hyperactivity disorder should consist primarily of vegetables and salads prepared with cold-pressed vegetable oils, sour cream butter or margarine and consumed mainly raw. White wheat flour should be replaced with wholemeal flour with bran. Try to cook delicious dishes from these products and distract children from chocolates, cola, chips.

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.

Since children with ADHD experience the greatest difficulties at school, in addition to homework, a school program of psychological correction has been developed. It helps the child to join the team, to study more successfully, and also enables teachers to normalize relations with the "difficult" student.

First of all, the teacher must have all the information about the nature and causes of ADHD, understand how children behave with such a disease, know that they are often distracted, do not lend themselves well to general organization, etc., and therefore require a special, individual approach. Such a child should be constantly under the control of the teacher, that is, sit in the center of the class, opposite the blackboard. And in case of any difficulties, be able to immediately seek help from the teacher.

Classes for him should be built according to a clearly planned schedule. At the same time, a hyperactive student is recommended to use a diary or calendar. Assignments given in class should be written on the board by the teacher. For a certain period of time, only one task is given, and if a large task is to be completed, then it is divided into parts, and the teacher periodically monitors the progress of work on each part and makes adjustments.

A hyperactive child physically cannot listen carefully to a teacher or teacher for a long time, sit quietly and restrain his impulses. At first, it is desirable to ensure that only one function is trained. In the learning process, especially at first, it is very difficult for a hyperactive child to simultaneously complete a task and monitor accuracy. Therefore, at the beginning of work, the teacher can reduce the demands on accuracy. This will allow the child to form a sense of success (and as a result, increase learning motivation). Children need to enjoy the task, they must increase self-esteem.

If a child has a high need for physical activity, it makes no sense to suppress it. It is better to give the opportunity to splash out energy, allow you to run, play in the yard or gym.

The programs that modern children study are becoming more complicated year by year. The load on children is growing, the intensity of classes is increasing. Sometimes during the lesson, students have to change their occupation 10-15 times. For children without deviations, this has a positive meaning, since monotonous, monotonous work is boring. But it is more difficult for hyperactive children to switch from one type of activity to another, even if this is required by a teacher or educator. Therefore, an adult needs to negotiate with the child in advance, preparing him for a change in occupation. A teacher at school, a few minutes before the end of the time for completing any task, can warn: "There are three minutes left."

In general, the individual approach that these children need so much is a rather complicated matter and requires great efforts, flexibility, and patience from teachers. It happens that the teacher tries, it would seem, a hundred options, and the child still remains "difficult". So, we need to look for the one hundred and first option.

The main ways to correct the manifestations of hyperactivity

It is well known, and not only to physicians, that physical education strengthen human health, and often even save him from various diseases. Physical exercises improve the functioning of the cardiovascular and respiratory systems, improve metabolism, strengthen muscles and tissues, increase oxygen metabolism, remove toxins, relieve muscle fatigue, and saturate a person with additional energy.

But what about children who have or are suspected (at an early age) of Attention Deficit Hyperactivity Disorder? After all, they are already moving beyond measure. Will additional physical activity become a "heavy burden" for them? Studies of domestic and foreign experts show that it will not. Moreover, the treatment of children with ADHD must necessarily include physical rehabilitation. Systematic gymnastics helps the child become calmer. He develops proper coordination of movements, restores behavioral reactions, normalizes sleep, and develops the musculoskeletal system. In addition, gymnastics has a general strengthening effect on the entire body, which is also extremely important. Of course, not all physical education classes are useful for such children.

Firstly, they should be carried out under the supervision of a pediatrician, neuropathologist and exercise therapy doctor. Secondly, it must be borne in mind that hyperactive children should not participate in games where emotions are strongly expressed: competitions, team games (football, basketball). Thirdly, before starting classes, the child must undergo a medical examination in order to know if the additional load will be harmful to other organs and systems. Fourthly, it is worth remembering that this is still physiotherapy exercises, and it has a specific focus. It is very good to combine it with swimming or individual sports (if the child himself is interested in them).

Both kids and schoolchildren with ADHD should not be offered emotional games, participation in competitions, olympiads. You can not overload them physically, so tasks associated with high mobility should be limited (at least after them it is necessary to take a short rest or alternate them with abdominal breathing exercises).

Any effort, any achievement - the most minimal - must be noticed, noted, encouraged. Given that children with ADHD syndrome have an underreaction to noise and visual image, you need to speak with them clearly, concisely, touch, stroke more often, etc.

Autogenic training- This is an independent method of psychotherapy, it has been popular for more than a decade. Without side effects, it allows you to restore some functions of the central and peripheral nervous system, stabilizes the reserve capacity of the cerebral cortex, restores vascular patency, relieves muscle and emotional stress. The latter is especially important for hyperactive children, who are often tense and internally withdrawn.

What is autogenic training? It is a method by which a person consciously controls the physical and mental functions of the body. It is based on maximum muscle relaxation, combined with self-hypnosis.

A person learns the methods of autogenic training in the course of classes conducted by a specialist. After that, you can apply them yourself at any convenient time. If a child learns to relax properly, he can do it at school, at home, in any place where he feels the need for it. This does not require any special conditions - just a few minutes of rest. By the way, autogenic training techniques very often allow excited children to relax, focus on classes or fall asleep in the evening.

Note that this useful method should in no case be a substitute for other forms of treatment. But to combine them is quite real and useful.

There are several models of autogenic training. Here are two: for children 4-9 years old, developed by Schultz, the founder of the method, and for children 8-12 years old, proposed by A. V. Alekseev (see Appendix 1).

According to psychologists, specially selected games the most effective, and sometimes the only method of corrective work with young children. For the first time, play therapy began to be used by 3. Freud. Developing his method, M. Klein began to use a special material for the treatment of children: small toys that the child could identify with family members. She argued that "in free play, the child symbolically expresses his unconscious hopes, fears, pleasures, worries and conflicts."

It is known that in any game there are rules that each participant must obey. And even throwing the ball to each other, if it is done for a reason, but according to the conditions you have invented and taking into account some commands, can serve the goal. The first step towards overcoming difficulties will be the assimilation by the child of the program of action that the adult will offer him. The task of the latter is to follow the actions of the child, to prevent random movements and to subordinate them to some kind of sequence. After you get past this stage, invite your child to plan the game and come up with some rules. However, do not insist too much, wait until he "ripens" to this himself. The main thing is that the game captivates him, then the child will definitely learn how to plan it and come up with simple rules. Do not forget: when a child learns to regulate his own activity, it will be much easier for him to communicate with peers. After all, if children do not know how to follow the rules and constantly break them, there will be few who want to play with them.

Try to create a positive emotional mood at the beginning of the game and maintain it throughout the entire time of interaction with the child. Sit next to each other, do not forget to look into each other's eyes, sincerely be surprised, rejoice, use affectionate touches. What should be the content of games? First of all, these are games that are directly aimed at enriching emotional sensations, designed to make you laugh, surprise, calm, etc.

For example, you can use the game "Tell verses with your hands", when mother and child take turns and together try to show the content of the poem with various hand movements using facial expressions. Or games for the coordination of joint movements - "Firewood Sawing", "Pump", "Forge". You can use game exercises such as "Try to show, try to guess", the main content of which is the image of various objects and actions with them (for example, eat a sour lemon, melt ice cream, lift a heavy suitcase, etc.). These exercises will not only enrich the child with a variety of emotional sensations, but will also contribute to the development of imagination. The joint composition of fairy tales, poems, stories is also very useful. Since hyperactive children are also characterized by impaired attention and self-control, it is important to conduct simple games with them to develop these functions, for example, "Labyrinth", "What has changed", "What is similar, what is different", "Find the odd one", etc.

All these recommendations are very important, as they help relieve tension in both the child and the adult, bring them closer to each other, feel the desire and needs of each other - in other words, establish a normal emotionally rich life for the child in the family.

AT Appendix 2 given several options for games developed by psychologists specifically for children suffering from attention deficit hyperactivity disorder. They are suitable for homework, and for classes in kindergarten, school. Just remember that such a child feels less protected than usual, and needs a special play space. Firstly, it should be as safe as possible (avoid sharp corners, unstable objects, close electrical outlets, etc.), secondly, cause a feeling of comfort, and thirdly, have a special "privacy corner". We have already said that a hyperactive child, although it gives the impression of a perpetual motion machine, is actually very tired. And excessive emotional stress in him can cause an even greater surge of overexcitation. Therefore, when you see that the child is tired, be sure to invite him to the "corner of solitude." Sit together, pet him, talk quietly. In addition, a special set of furniture and toys is needed for games, for example, cabinets with open and closed shelves, sets of doll furniture and utensils, a container with sand, a container with water, etc.

It is extremely useful for hyperactive children to work with sand, grains, water, clay, drawing with fingers. All of this helps relieve stress. In general, according to psychologists, work here should be built in several directions: relieve tension and excessive physical activity, train attention and follow the interests of the child, that is, try to penetrate into his world and analyze it together. As W. Oaklender wrote: "When such children are given attention, listen to them, and they begin to feel that they are taken seriously, they are able to somehow minimize the symptoms of their hyperactivity."

In the syndrome of attention deficit hyperactivity disorder, treatment of only the child is probably not worth it. After all, no matter how much a specialist works with a child, if you do not change the situation, the world around you, the result will still not be achieved. That is why modern medicine for the rehabilitation of children with ADHD provides for mandatory family psychotherapy, at the sessions of which parents begin to understand that the health of their child largely depends on the kind, calm and consistent attitude of adults towards him.

Parents are taught to avoid two extremes: on the one hand, the manifestation of excessive pity and permissiveness, on the other hand, setting excessive demands that the child is not able to fulfill, combined with excessive punctuality, cruelty and sanctions (punishments).

Parents are taught that frequent changes in direction and fluctuations in their moods have a much deeper negative impact on such children than on others, and are taught how to cope with this.

It has been noticed that family psychotherapy sessions are useful not only for parents, but also for children themselves. Together they try to solve a problem that the child himself is not aware of. After all, the classes do not just say what to do, how to behave, but a situation is created that highlights the conflict from the inside and they look at it with different eyes. New opportunities are opening up to solve this task, which has now become not so difficult.

We emphasize once again that there is no universal treatment method suitable for any category of patients for any disease. Even the most impeccable method still needs to be "tailored" to a specific person.

Attention deficit hyperactivity disorder requires individual treatment all the more. In this case, we are talking about violations of brain functions, about neurological problems. Naturally, it is better not to rely on any one technique, but to choose a set of measures with the help of a specialist, which should include psychological correction, and rehabilitation with the help of special physical education, and a properly selected diet, and pedagogical techniques. The main thing is to see a doctor in time. Remember that ADHD, unlike many other neurological diseases, responds well enough to treatment and has more optimistic prognosis, but on condition that therapy and rehabilitation are carried out in a timely manner: at the age of 5-10 years.

Bibliography:

1. Belousova E.D., Nikanorova M.Yu. Attention deficit/hyperactivity disorder.//Russian Bulletin of Perinatology and Pediatrics. №3,2000
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2001.
3. Lyutova E.K., Monina G.B. Cheat sheet for adults: Psychocorrective work with hyperactive, aggressive, anxious and autistic children. - M.: Genesis, 2000.
4. Monina G., Lyutova E. Work with a "special" child // School psychologist. - No. 4. - 2000.

List of used Internet resources

1. Bolotovsky G.V., Chutko L.S., Kropotov Yu.D. General advice for parents of a child with ADHD. Games for children with ADHD http://www.rebyonok.ru/
2. Murashova E.V. Hyperactivity: how do experts deal with it? http://www.rebyonok.ru/
3. Shevchenko M.Yu. Game psychocorrection when working with children with ADHD http://www.igra-msk.ru/publications-2.htm
4. Bolotovsky G.V. The child is active and hyperactive. What is the difference? http://adalin.mospsy.ru/l_02_00/l_02_07a.shtml

1. Borodulina S.Yu. Correctional pedagogy: psychological and pedagogical correction of deviations in the development and behavior of schoolchildren. - Rostov n / D: Phoenix, 2004.
2. Drobinsky A.O. Attention Deficit Hyperactivity Disorder // Defectology. - No. 1. - 1999.
3. Zavadenko N.N. Diagnosis and differential diagnosis of attention deficit hyperactivity disorder in children // School psychologist. - No. 4. - 2000.
4. Zinkevich-Evstigneeva T.D., Nisnevich L.A. How to help a "special" child. - St. Petersburg: Sphere, 1998.
5. Kosheleva A.D., Alekseeva L.S. Diagnosis and correction of hyperactivity in a child. - M.: Research Institute of the Family, 1997.
6. Kuchma V.R., Platonova A.G. Attention deficit hyperactivity disorder in children in Russia. - M.: RAROG, 1997.
7. Psychology of children with deviations and disorders of mental development / Comp. and the general version of Astapov V.M., Mikadze Yu.V. - St. Petersburg: Peter, 2001.
8. Shevchenko Yu.S. Correction of the behavior of children with hyperactivity and psychopathic syndrome. - S., 1997.
9. Shishova T. Hyperactive child // Be healthy, No. 12, 2005.
10. Yasyukova L.A. Optimization of learning and development of children with minimal brain dysfunctions. - St. Petersburg: IMATON, 1997.
11. Tatyana Lomteva Correctional games for hyperactive children. Tatyana Lomteva http://www.rebyonok.ru/
12. Marina Ozerova Hyperactivity, correction methods for parents http://marinaozerova.ru/rus/deti/0-detskom-zdorov_e/giperaktivnost_/giperaktivnost_-metodqi-lecheniya.html

Appendix 1

Autogenic training

Schultz model (conducted on behalf of the teacher)

Introduction

Today we are going to do some exercises which are called relaxation exercises. They will help you learn to relax when you feel tight and will help you get rid of many unpleasant sensations in your body. These exercises are quite short and simple - you can do them without anyone noticing, for example in the classroom.

But there are some rules that you must follow in order for these exercises to be beneficial. First, you must do exactly what I say, even if it seems wrong to you. Secondly, you must do it very diligently, applying all your strength. Thirdly, you must listen to the sensations of your body. During the entire time that we will be doing the exercises, pay attention to how your muscles feel when they are tense and when they are relaxed. And finally, fourthly, you must practice. The more you repeat these exercises, the better you will learn to relax. Does anyone have any questions?

Are you ready to start? Good. First, make yourself as comfortable as possible in your seat. Lean back in your chair, place your feet on the floor, and let both of your arms hang freely. Perfectly. Now close your eyes and don't open them until I ask you to. Remember that you must follow my instructions very precisely, apply all your strength, listen to your body. So, let's begin.

Arms

Imagine that you have a whole lemon in your left hand. Squeeze it as hard as you can. Try to squeeze all the juice out of it. Do you feel how tense your hand and palm are when you squeeze it? Now drop it. Pay attention to how you feel when your hand is relaxed. Now take another lemon and squeeze it. Try to squeeze it even harder than the first one. Perfectly. You are doing your best. Now drop that lemon and relax. Isn't it true how much better your hand and palm feel when they are relaxed? And again, take the lemon with your left hand and try to squeeze all the juice out of it to the drop. Don't leave a single drop. Squeeze harder. Perfectly. Now relax, let the lemon fall out of your hand. (Repeat the whole process for the right hand.)

Arms and Shoulders

Imagine that you are lazy fluffy cats and kittens. Imagine that you want to stretch. Stretch your arms forward. Raise them high above your head. Now lean back. Feel your shoulders tighten. Stretch as hard as you can. Now drop your arms at your sides. Well done, kittens, let's stretch some more. Stretch your arms in front of you, lift them up, above your head, fold back as far as possible. Stretch harder. Now quickly drop your hands. Good. Notice how much more relaxed your arms and shoulders feel. Now let's stretch like real cats. Let's try to reach the ceiling. Stretch your arms straight out in front of you. Pull them as high as possible, lifting them over your head. Now throw them back, pull back. Do you feel how your arms and shoulders tense up? Stretch, stretch. Muscle tension rises. Perfectly! Now quickly lower your hands, let them fall on their own. Isn't it nice to feel relaxed! You feel good, cozy, warm and lazy, like kittens.

Shoulders and neck

Now imagine that you are little turtles. You sit on a pebble, on the bank of a pretty peaceful pond and bask, relaxing, in the sun. You feel so good, so warm, so calm. But what is it? You sensed danger. Turtles quickly hide their heads under their shells. Try to lift your shoulders up to your ears, and pull your head into your shoulders. Pull in harder. It's not easy being a turtle and putting your head under your shell. But at last the danger was over. You can pull your head out, relax again and bliss in the warm sun. But beware, an even greater danger is approaching. Hurry up, hide faster in your house, pull your head in more. Try to draw it in as much as possible, otherwise you may be eaten ... But the danger has passed, and you can relax again. Stretch your neck, lower your shoulders, relax. Feel how much better this wonderful feeling of relaxation is than when you are all clenched. But again, danger. Pull your head in, lift your shoulders straight up to your ears and hold them firmly. Not a single millimeter of your head should show out from under the shell. Pull your head in more. Feel the tension in your shoulders and neck. Good. The danger has passed again, and you can stick your head out again. Relax, you are now completely safe. No one else will appear, there is nothing to worry about and there is nothing to be afraid of now. You feel good and calm.

Jaws

Now imagine that you are trying to chew a very gooey large chewing gum. It is very difficult for you to chew it, the jaws move with difficulty, but you are trying to bite through it. Push harder. You try so hard to squeeze it with your teeth that even your neck tenses up. Now stop, relax. Feel how freely your lower jaw hangs, how pleasant it is to relax. But let's get back to this chewing gum. Move your jaws, try to chew it. Squeeze it harder so that it squeezes out through your teeth. Well! You managed to push it through your teeth. Now relax, open your mouth, let your jaw rest. How nice to relax like this and not fight with this chewing gum. But it's time to end it. This time we will chew it. Move your jaws, squeeze it as hard as possible. You are trying your best. Well, you finally got it right! You can rest. Relax, let your whole body rest. Feel how all your muscles relax.

Face

Here comes the pesky fly. It falls right on your nose. Try to drive it away without the help of hands. That's right, wrinkle your nose, make as many wrinkles on your nose as you can. Twist your nose - up, to the sides. Well! You drove the fly away! Now you can relax your face. Notice that when you twisted your nose, your cheeks, your mouth, and even your eyes helped you, and they also tightened up. And now, when you have relaxed your nose, your whole face has relaxed - it is such a pleasant feeling. Oh, there's that annoying fly back again, but now it's landing on the forehead. Wrinkle it well, just try to squeeze this fly between the wrinkles. Wrinkle your forehead even more. Finally! The fly flew out of the room completely. Now you can calm down and relax. The face relaxes, becomes smooth, all wrinkles disappear to one. You feel how smooth, calm, relaxed your face is. What a pleasant feeling!

Stomach

Wow! A cute little baby elephant is approaching us. But he does not look at his feet and does not see that you are lying in his path in the tall grass. It's about to step on your stomach, don't move, there's no time to crawl to the side. If a baby elephant steps on a hard belly, you will not feel pain. Just get ready: make your stomach very hard, tense all the muscles as they should. Stay like this. But it seems to be turning aside... now you can relax. Let your stomach become soft like dough, relax it properly. How much better, right? .. But the baby elephant again turned in your direction. Beware! Tighten your stomach. Stronger. If a baby elephant steps on a hard belly, you will not feel pain. Turn your stomach to stone. Phew, he turned again, you can relax. Calm down, get comfortable, relax. Notice the difference between a tense and relaxed stomach? How good it is when your stomach is relaxed. But the baby elephant stopped spinning and headed straight for you! Now it's definitely coming! Tighten your stomach as much as possible. Here he is already putting his foot over you, now he will come! .. Phew, he stepped over you and is already leaving here. You can relax. Everything is fine, you are relaxed and feel good and calm.

Now imagine that you need to squeeze through a very narrow gap in the fence, between two boards with so many splinters on them. You have to become very thin in order to squeeze through and not get a splinter. Pull in the stomach, try to stick it to the spine. Get thinner, even thinner, because you really need to get through the fence. Now take a break, you don't have to thin anymore. Relax and feel how the stomach "dissolves", becomes warm. But now it's time to get over the fence again. Pull in your belly. Pull it up to your spine. Become very thin, tense up. You really need to squeeze through, and the gap is so narrow ... Well, that's it, you made your way through, and not a single splinter! You can completely relax. Lie back, relax your stomach, let it become soft and warm. How do you feel good. You all did great.

Legs

Now imagine that you are standing barefoot in a large puddle with a muddy bottom. Try to press your toes deep into the mud. Try to get to the very bottom, where the silt ends. Brace your legs to better press your feet into the mud. Spread your toes, feel the mud pushing up between them. Now get out of the puddle. Let your feet rest and warm up in the sun. Let your toes relax... Isn't it a pleasant feeling?.. Step into the puddle again. Press your toes into the mud. Tighten your leg muscles to increase this movement. Press your feet into the mud more and more, try to squeeze all the mud out. Well! Now get out of the puddle. Relax your legs, feet and toes. It's nice to feel dry and warm in the sun. Everything, the tension is gone. You feel a slight pleasant tingling in your legs. You feel the heat spread over them.

Conclusion

Stay relaxed. Let the whole body become weak and limp, feel how every muscle "dissolves". In a few minutes I will ask you to open your eyes and that will be the end of the session. Throughout the day, remember how pleasant this feeling of relaxation is. Sometimes, of course, you need to strain yourself a little before relaxing - we just did this in the exercises. By the way, try to repeat these exercises on your own, while learning to relax more and more. It is best, of course, to do this in the evening, when you have already gone to bed, the light has already been extinguished and no one is going to disturb you anymore. This will help you fall asleep faster. And then, when you learn how to relax properly, you can practice it elsewhere, even at school. Remember, for example, a baby elephant, or chewing gum, or a mud puddle - these exercises can be performed in such a way that no one will notice.

Today was a good day, and now, rested and relaxed, you can return to your normal activities. You have worked very hard here, you are great. Now slowly, very slowly, open your eyes, tense your muscles slightly. Perfectly. You did a very good job today. Now you can perfectly master these exercises.

Model A.V. Alekseeva

It is based on four components.

1. Ability to relax muscles.

2. The ability to represent the content of self-hypnosis formulas as clearly as possible, but without tension.

3. The ability to keep attention on the chosen object.

4. The ability to influence oneself with the necessary verbal formulas.

For the convenience of teaching psychomuscular training, all the muscles of the body are divided into five groups: muscles of the arms, legs, torso, neck, face.

We must imagine that you are in a room where five large lamps are hanging, and a small night lamp is lit in the corner. Lamps are muscle groups, and a night light is the control of a calm, focused mind.

You relaxed one of the groups, turned off the muscles of the hands from tension (as if putting out one of the lamps) - it became a little darker. Then the muscles of the legs were turned off - the second lamp went out, it became even darker. Slowly, successively relaxing the muscles of the torso, neck, face, we kind of put out lamp after lamp and plunge into pleasant darkness - drowsiness, which is controlled by a calm mind - a small, never-extinguishing night light.

From the very first session, training in muscle relaxation should be combined with exercises aimed at inducing heat. In the latter case, it is recommended to use figurative representations of warm water flowing through the hands.

After mastering the exercises for the hands, you should move on to the muscles of the legs, neck, face, torso.

The exercises are built on a similar principle. Subsequently, training is carried out in achieving general relaxation: "I relax and calm down." At the same time, when “I” is pronounced, you need to take a breath with the tension of all muscles and hold your breath for 2-3 seconds, after which, with an exhalation, say “weak-weak-ly-I am”, on the next short breath - “and”, on exhalation - "mustache-on-ka-and-va-yus".

All psychomuscular training consists of 12 formulas.

1. I relax and calm down...

2. My hands feel relaxed and warm...

3. My hands are completely relaxed... warm... immobile...

4. My legs are relaxed and warm...

5. My legs are completely relaxed...warm...immobile...

6. My torso relaxes and warms up...

7. My torso is completely relaxed... warm... immobile...

8. My neck is completely relaxed and warm...

9. My neck is completely relaxed... warm... immobile...

10. My face relaxes and warms up...

11. My face is completely relaxed...warm...immovable...

Target:

Game conditions. All players stand in a circle at a distance of at least 2 meters from each other. One of the players receives the ball and passes it to another, that to a third, and so on. gradually increase the transmission speed. A player who misses the ball or throws it incorrectly is out of the game. The one who remains in the game last wins.

Note. The game can be complicated by the fact that someone will beat the rhythm, under which the players will throw the ball to each other, that is, use auditory attention. In addition, this rhythm can change (sometimes faster, sometimes more slowly).

“Find the difference” (Lyutova E.K., Monina G.B.)

Target: development of the ability to focus on details, the development of visual attention.
Game conditions. The child draws any simple picture (cat, house, etc.) and passes it to an adult, while he turns away. An adult draws a few details and returns the picture. The child should notice that the picture has changed. Then the adult and the child can switch roles.
Snowball

Target: development of attention, memory, overcoming impulsivity.

Game conditions. The theme of the game is chosen: cities, animals, plants, names, etc. players sit in a circle. The first player calls a word on this topic, for example “elephant” (if the theme of the game is “Animals”). The second player must repeat the first word and add his own, for example, “elephant”, “giraffe”. The third says: "elephant", "giraffe", "crocodile". And so on in a circle until someone makes a mistake. Then he leaves the game and makes sure that the others do not make mistakes. And so on until there is only one winner left.

Note. Similarly, you can come up with “Detective”, adding up the plot one word at a time. For example: “Night”, “street”, “steps”, “shout”, “strike”, etc. you can allow children to prompt each other, but only using gestures.

Siamese twins

Target: impulsiveness control, communication flexibility with each other, promote trust between them.

Game conditions. The children are given instructions: “Pair up, stand shoulder to shoulder, hug each other with one hand on the belt, put your right foot next to your partner’s left foot. Now you are fused twins: two heads, three legs, one body and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc.”

Notes. In order for the “third” leg to act together, it can be fastened either with a string or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

Bears and cones

Target: endurance training, impulsiveness control.

Game conditions. Cones are scattered across the floor. Two players are offered to collect them with the paws of large teddy bears. The one who collects the most wins.

Notes. Instead of toys, you can use the hands of other players, but, for example, turned with the back of your hand. Instead of cones, you can use other items - balls, cubes, etc.

“Speak” (Lyutova E.K., Monina G.B.)

Target: impulse control.

Game conditions. Children are given instructions: “Guys, I will ask you simple and complex questions. But it will be possible to answer them only when I give the command - “Speak!” Let's practice: "What season is it now?" (pause is maintained). "Speak!" What color is the ceiling in our classroom? "Speak!" "What is two plus two?" "Speak!" "What day of the week is it today?" “Speak!” etc

Push - catch

Target: development of attention, control of motor activity.

Game conditions. Children are divided into pairs, each pair has a ball. One sits, the other stands at a distance of 2-3 meters. The seated one pushes the ball away to the partner, quickly gets up and catches the ball thrown to him. After several repetitions, the players change places.

Pass the ball

Target: development of attention, control of motor activity.

Game conditions. Children are divided into 2 equal groups, stand in 2 columns and, on a signal, I pass the ball. The last one standing in each column, having received the ball, runs, stands in front of the column and passes the ball again, but in a different way. The game ends when the leading link is in front with the ball.
Ball passing options: overhead; right or left (you can alternating left-right); down between the legs.

Note. All this can be done with energetic music.

Storks - frogs

Target: attention training, motor activity control.

Game conditions. All players walk in a circle or move around the room in a free direction. When the facilitator claps his hands once, the children should stop and take the “stork” pose (stand on one leg, arms to the sides). When the hosts clap twice, the players assume the “frog” position (crouch, heels together, socks and knees to the sides, hands between the feet on the floor). For three claps, the players resume walking.

Note. You can come up with other poses, you can use a much larger number of poses - so the game becomes more complicated. Let the children come up with new poses.

Broken phone

Target: auditory development.

Game conditions. The game involves at least three players. A verbal message consisting of one to several words is passed by the players to each other in a circle (in a whisper, in your ear) until it returns to the first player. It is impossible to repeat the transmitted word or sentence to a neighbor if he did not hear it. Then the received message is compared with the original one and the player who distorted it is found.

Let's play with objects

Target: development of attention, its volume, stability, concentration, development of visual memory.

Game conditions. The facilitator chooses 7-10 small items.

1. Put objects in a row and cover them with something. Having slightly opened them for 10 seconds, close them again and invite the child to list all the items.
2. Again, briefly show the child the objects and ask him in what order they lay.
3. After swapping two objects, show all objects again for 10 seconds. Invite the child to catch which two objects are shifted.
4. Without looking at the objects anymore, say what color each of them is.
5. Having put several objects one on top of the other, ask the child to list them in a row from bottom to top, and then from top to bottom.
6. Divide items into groups of 2-4 items. The child must name these groups.

Note. These tasks can be further varied. You can play with one child or with a group of children. You can start with a small number of items (how many the child is able to remember will be seen already from the first task), further increasing their number

"Tender Paws"

Target: relieve tension, muscle clamps, reduce aggressiveness, develop sensory perception, harmonize relations between a child and an adult.

An adult picks up 6-7 small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow; the teacher explains that the "animal" will walk on the hand and touch it with gentle paws. It is necessary to guess with closed eyes which "animal" touches the hand - to guess the object. Touches should be stroking, pleasant.

Variant of the game: the "animal" will touch the cheek, knee, palm. You can switch places with your child.

"Brownian motion"

Target: develop the ability to distribute attention.

All children stand in a circle. The host rolls tennis balls one by one into the center of the circle. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with the foot or hand. If the participants successfully follow the rules of the game, the leader rolls in an additional number of balls. The meaning of the game is to set a team record for the number of balls in a circle.

"Pass the Ball"

Target: remove excessive physical activity.

Sitting on chairs or standing in a circle, the players try to pass the ball as quickly as possible without dropping it to a neighbor. You can throw the ball to each other at the fastest pace or pass it, turning your back in a circle and putting your hands behind your back. You can complicate the exercise by asking children to play with their eyes closed, or to use several balls in the game at the same time.

"Forbidden Movement"

Target: a game with clear rules organizes, disciplines children, unites the players, develops speed of reaction and causes a healthy emotional upsurge.

Children stand facing the leader. To the music, with the beginning of each measure, they repeat the movements that the leader shows. Then one move is selected that cannot be performed. The one who repeats the forbidden movement is out of the game.

Instead of showing movement, you can call numbers out loud. The participants in the game repeat all the numbers well, except for one forbidden one, for example, the number "five". When the children hear it, they will have to clap their hands (or spin in place).

Target: to develop attention, speed of reaction, the ability to follow the instructions of an adult, to teach the skills of interacting with children.

The teacher puts on a chicken hat and says that all children - "chickens" - live with their mother chicken in a chicken coop. The chicken coop can be marked with soft blocks or chairs. Then the "hen" with the "chickens" walk (walk around the room). As soon as the teacher says: "Kite" (a conversation is held with the children first, during which they are explained who the kite is and why the chickens should avoid it), all the children run back to the "hen house". After that, the teacher chooses another "chicken" from among the playing children. The game is repeated.

In conclusion, the teacher invites all the children to leave the "chicken coop" and take a walk, quietly waving their arms like wings, dance together, and jump. You can invite the children to look for the "chicken" that is lost. Children, together with the teacher, are looking for a pre-hidden toy - a fluffy chicken. The kids, together with the teacher, examine the toy, stroke it, regret it and take it to its place.

Note: In order to develop motor skills, you can complicate the game as follows. In order to get into the chicken coop house, the children should not just run into it, but crawl under the lath, which lies at a height of 60-70 centimeters.

The syndrome of hyperactivity and attention deficit is a problem that requires timely diagnosis, as well as psychological and pedagogical correction.

Hyperactivity can be diagnosed starting at the age of 5-7 years. It is during this period that corrective work should begin. As a child ages, signs of increased motor activity may go away, but attention deficits and impulsivity may continue into adulthood.

It is very difficult for hyperactive children to sit in one place, they fuss a lot, move, spin, speak loudly, interfere with others. Such a child often does not complete the task, because he cannot concentrate on one thing, he is constantly distracted and switches to other tasks. He asks a lot of questions and is not even able to wait for answers. Often he gets into dangerous situations because he does not think about the consequences.

Recommendations for parents on correcting the behavior of a hyperactive child:

1. Define acceptable limits of behavior. The child must clearly understand what is possible and what is not. Consistency is also important. If today a child cannot have chocolate at night, it means that tomorrow it is also impossible, and in the following days too.

2. It should be remembered that the actions of a hyperactive child are not always intentional.

3. Do not go to extremes: you should not allow excessive permissiveness, but you should not demand the performance of overwhelming tasks.

4. Strictly demand compliance with the rules that relate to the health of the child and his safety. Just do not overdo it, if there are too many rules, a hyperactive child will not be able to remember them.

5. When persevering in fulfilling the requirements, do it in a neutral tone, in the same words, with restraint, calmly, automatically. Try not to say more than 10 words.

6. Reinforce verbal demands with a visual example of how to do it right.

7. You should not demand from the child the simultaneous performance of accuracy, attentiveness and perseverance.

8. Don't insist on a mandatory apology for wrongdoing.

9. React to the child's misbehavior in an unexpected way: repeat his actions after the child, take a picture of him, joke, leave him alone (but not in a dark place).

10. Stick to a daily routine. Meals, walks, games and other activities should take place on the same schedule. A hyperactive child cannot be excluded from fulfilling the usual requirements for other children, he must be able to cope with them.

11. Don't let your child take on a new task until they've completed the first one.

12. Tell your child in advance the time frame for his play activities and set an alarm. When the timer reminds about the expiration of time, and not the parent, the aggressiveness of the child is lower.

13. Do not let your child stay at the computer and TV for a long time, especially if he watches programs of aggressive and negative content.

14. Try to provide your child with long walks in the fresh air every day.

15. For hyperactive children, physical activities such as boxing and power wrestling are undesirable.

16. It is more effective to convince the child through bodily rewards: praise the child by hugging him.

17. Punishments should be less than rewards.

18. Reward the child also for what he is already good at, with a smile or a touch.

19. Encouragement may consist of providing opportunities to do what the child is interested in.

20. Remember that blame affects hyperactive children more than other children.

21. Don't resort to manhandling. If there is a need for punishment, then for a hyperactive child, the punishment will be the cessation of his violent activities, forced isolation and house arrest.

22. As a measure of punishment, there may be a ban: watching TV, playing games at the computer, telephone conversations.

23. After the punishment, have a conversation with the child. He must realize and remember why he was punished and what behavior is not encouraged.

24. The child should have his own household duties, like the rest of the family. For example, tidy up the bed, organize toys, put clothes in their places. Important! Parents do not have to perform these duties for the child.

25. Make sure your child gets enough sleep. Lack of sleep leads to an even greater weakening of attention and self-control. By evening, the child may become completely uncontrollable.

26. The child should not be constantly in an excited state. Alternate active and quiet activities. If a child has been playing with children on the street for two hours, he should not immediately watch cartoons about superheroes, and then invite friends home in the evening to play hide and seek.

27. Try to avoid large crowds of people. Shopping centers and markets, where crowds of people walk, unnecessarily excite the child.

28. Instill in your child an interest in any activity. It is important for a hyperactive child to feel capable of something.

29. Hug your child more often. Experts say that for mental well-being, every person, and even more so a child, needs at least 4 hugs a day.

30. In the evening, for better relaxation and calm, it is good for a child to massage and read fairy tales.

31. A positive psychological climate is important in the family. Support, calm and kind attitude towards the child and between family members is the basis for the future achievements of the child.

32. Do not quarrel in front of the child.

33. Spend more time together as a family.