ADHD correction methods. A set of exercises for the correction of hyperactivity of the child. The difference between hyperactivity and activity

Tasks and means of correction of children's hyperactivity.

Normalization of the situation in the child's family, his relationship with parents and other relatives. It is important to teach family members to avoid new conflict situations.

Achieve obedience in a child, instill in him accuracy, self-organization skills, the ability to plan and complete the work begun. Develop in him a sense of responsibility for his own actions.

To teach the child to respect the rights of the people around him, correct verbal communication, control his own emotions and actions.

Achieve self-esteem, self-confidence in the child by acquiring new skills, achieving success in school and everyday life.

It is necessary to determine the strengths of the child's personality in order to rely on them in overcoming the existing difficulties:

- Development of the child's attention (concentration, switchability, distribution);
- Training of psychomotor functions;
- Decreased emotional stress;
- Training of recognition of emotions by external signals;
- Teaching children expressive movements;
- Formation of moral ideas in children;
- Correction of behavior with the help of role-playing games.

When choosing games (especially mobile ones) and exercises for hyperactive children, it is necessary to take into account the following features of children:

- attention deficit
- impulsiveness
- very high activity
- inability to obey group rules for a long time, listen and follow instructions (focus on details),
- fast fatigue,
- in the game it is difficult for them to wait their turn and take into account the interests of others.

It is desirable to use games with clear rules that contribute to the development of attention.

Training of weak functions should also be carried out in stages.

Stage 1 - It is necessary to select such exercises and games that would contribute to the development of only one function. For example, games aimed at developing attention or games that teach a child to control their impulsive actions.
Stage 2 - The use of games that will help the child acquire the skills to control motor activity.
Stage 3 - Select games for training two functions at once.
Stage 4 - Move on to more complex forms of work on the simultaneous development (in one game) of all 3 functions.

In the home correction program for children with attention deficit hyperactivity disorder, the behavioral aspect should prevail:

1. Changing the behavior of an adult and his attitude towards a child:
- - show enough firmness and consistency in education;
- - remember that excessive talkativeness, mobility and indiscipline are not intentional;
- - control the child's behavior without imposing strict rules on him;
- - do not give the child categorical instructions, avoid the words "no" and "no";
- - build relationships with the child on mutual understanding and trust;
- - avoid, on the one hand, excessive softness, and on the other hand, excessive demands on the child;
- - react to the child's actions in an unexpected way (joke, repeat the child's actions, take a picture of him, leave him alone in the room, etc.);

Repeat your request with the same words many times;

- do not insist that the child must apologize for the misconduct;
- listen to what the child wants to say;
Use visual stimulation to reinforce verbal instructions.
2. Changing the psychological microclimate in the family:
- - give the child enough attention;
- - spend leisure time with the whole family;
- - do not quarrel in the presence of the child.
3. Organization of the daily routine and place for classes:
- - establish a solid daily routine for the child and all family members;
- Show your child more often how best to complete the task without being distracted;
- - reduce the influence of distractions during the child's task;
- - protect hyperactive children from long hours on the computer and watching television;
- - avoid as much as possible large crowds of people;
- - remember that overwork contributes to a decrease in self-control and an increase in hyperactivity;
- - Organize support groups of parents who have children with similar problems.
4. Special behavioral program:
- - come up with a flexible system of rewards for a job well done and punishments for bad behavior. You can use a point or sign system, keep a diary of self-control;
- - do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use quiet sitting in a certain place after the act;
- - Praise your child more often. The threshold of sensitivity to negative stimuli is very low, so hyperactive children do not perceive reprimands and punishments, but are sensitive to rewards;
- - make a list of the child's responsibilities and hang it on the wall, sign an agreement for certain types of work;
- - educate children in the skills of managing anger and aggression;
- - do not try to prevent the consequences of the child's forgetfulness;
- - gradually expand the responsibilities, having previously discussed them with the child;
- - do not allow to postpone the execution of the task for another time;
- - do not give the child instructions that do not correspond to his level of development, age and abilities;
- - help the child to start the task, as this is the most difficult stage;
- Don't give multiple orders at the same time. The task that is given to a child with impaired attention should not have a complex structure and consist of several links;
- - explain to a hyperactive child about his problems and teach how to cope with them.

Remember that verbal means of persuasion, appeals, conversations are rarely effective, since a hyperactive child is not yet ready for this form of work.

Remember that for a child with attention deficit hyperactivity disorder, the most effective means of persuasion "through the body" will be:

- deprivation of pleasure, delicacy, privileges;
- a ban on pleasant activities, telephone conversations;
- reception of "off time" (isolation, corner, penal box, house arrest, early departure to bed);
- an ink dot on the child's wrist ("black mark"), which can be exchanged for a 10-minute sitting on the "penalty box";
- holding, or simple holding in "iron hugs";
- extraordinary duty in the kitchen, etc.

Do not rush to interfere in the actions of a hyperactive child with directives, prohibitions and reprimands. Yu.S. Shevchenko gives the following examples:

- if the parents of a preschooler are worried that every morning their child wakes up reluctantly, dresses slowly and is in no hurry to go to school, then you should not give him endless verbal instructions, rush and scold. You can give him the opportunity to receive a "life lesson". Having been late for school for real and having gained the experience of explaining with the teacher and the director of the school, the child will be more responsible for the morning preparations;
- if a 6-year-old child breaks the glass of a neighbor with a soccer ball, then you should not rush to take responsibility for solving the problem. Let the child explain himself to the neighbor and offer to atone for his guilt, for example by washing his car daily for a week. The next time, choosing a place to play football, the child will know that only he is responsible for his decision;
- if money has disappeared in the family, it is not useless to demand recognition of theft. Money should be removed and not left as a provocation. And the family will be forced to deprive themselves of delicacies, entertainment and promised purchases, this will certainly have its educational impact.
- if the child has abandoned his thing and cannot find it, then you should not rush to help him. Let him search. Next time he will be more responsible with his things.

Remember that after the punishment suffered, positive emotional reinforcement, signs of "acceptance" are needed. In the correction of the child's behavior, the technique of the "positive model" plays an important role, which consists in the constant encouragement of the desired behavior of the child and ignoring the undesirable. A necessary condition for success is the understanding of the problems of their child by parents.

Remember that it is impossible to achieve the disappearance of hyperactivity, impulsivity and inattention in a few months and even in a few years. Signs of hyperactivity disappear as they grow older, and impulsivity and attention deficit may persist into adulthood.

Remember that attention deficit hyperactivity disorder is a pathology that requires timely diagnosis and complex correction: psychological, medical, pedagogical. Successful rehabilitation is possible provided that it is carried out at the age of 5-6 years.

Computer games are extremely attractive to children. If you observe elementary health hygiene and allow the child to play no more than 30 minutes a day, then it is quite possible to use computer games to develop various attention properties.

In each game, only one single function is trained - this is the golden rule that must be observed both in computer games and in ordinary outdoor games for ADHD children. It is also difficult for an adult to simultaneously train and monitor, for example, 3 functions: restraint, concentration and perseverance. Therefore, only one functional feature is trained at a time.

The need for training. The concentration of attention, its stability and intensity, as well as memory and the ability to foresee the results of one's activities, should be trained from childhood, without putting it off. For this, special mobile, group and computer educational games are used.

Neuropsychological correction of children with attention deficit hyperactivity disorder

Neuropsychological correction of children with attention deficit hyperactivity disorder should include:

- stretch marks,
- breathing exercises,
- oculomotor exercises,
- exercises for the tongue and jaw muscles,
- cross (reciprocal) bodily exercises,
- exercises for the development of fine motor skills of the hands,
- relaxation and visualization exercises,
- functional exercises,
- exercises for the development of the communicative and cognitive sphere,
- exercises with rules.

Stretching normalizes hypertonicity and hypotonicity of muscles. Tone optimization is one of the most important tasks of neuropsychological correction. Any deviation from the optimal tone is both a cause and a consequence of the changes that have arisen in the child's mental and motor activity, which negatively affects the general course of his development. The presence of hypotension is usually associated with a decrease in the mental and motor activity of the child, with a high threshold and a long latent period for the occurrence of all reflex and voluntary reactions.

Hypotension is combined with slow switching of nervous processes, emotional lethargy, low motivation and weakness of volitional efforts.

The presence of hypertonicity is manifested in motor restlessness, emotional lability, sleep disturbance. Such children are characterized by a lag in the formation of voluntary attention, differentiated motor and mental reactions, which gives psychomotor development a kind of unevenness and can provoke the occurrence of attention deficit hyperactivity disorder.

All motor, sensory and emotional reactions to external stimuli in a hyperactive child arise quickly, after a short latent period, and fade away just as quickly. These kids have a hard time relaxing. That is why at the very beginning of classes, the child needs to be allowed to feel his own tone and show options for working with him using the most illustrative and simple examples.

The regulation of muscle tone strength should take place in accordance with the laws of development of movements: from the head and neck to the lower extremities (cephalocaudal law), from the neck and shoulders to the hands and individual fingers, and, accordingly, from the knees to the toes (proximodistal law).

Breathing exercises improve the rhythm of the body, develop self-control and arbitrariness. The only rhythm that a person can voluntarily control is the rhythm of breathing and movement. Neuropsychological correction is based on the automation and rhythm of the child's body through basic multi-level techniques. Violation of the rhythm of the body (electrical activity of the brain, respiration, heartbeat, intestinal peristalsis, pulsation of blood vessels, etc.) will certainly lead to a violation of the mental development of the child. The ability to voluntarily control breathing develops self-control over behavior. Breathing exercises are especially effective for correcting children with attention deficit hyperactivity disorder.

It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause in the breathing cycle and waiting for the moment when the desire to inhale appears, take a deep breath through the mouth or nose so that there is a pleasant, light, stress-free feeling of inhalation. You need to carefully monitor that the diaphragm moves and the shoulders remain calm, although with a deep breath the upper part of the chest will definitely move.

At the stage of mastering deep breathing, the child is also invited to put his hand on the area of movement of the diaphragm, feeling how the hand rises on inhalation, and falls down on exhalation.

Breathing (its various stages) can be combined with a variety of eye and tongue exercises. An effective technique is to connect the visual and sensory systems to breathing exercises ("inflating" colored balls in the stomach, "inhaling" sunlight and golden energy, etc.).

Oculomotor exercises allow you to expand the field of view, improve perception. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interaction and increase the energization of the body. It is known that multidirectional eye movements activate the learning process. The fact is that many cranial nerves coming from the medulla oblongata, including the trigeminal, facial, abducent, oculomotor, and trochlear, connect to the eye. They activate the movement of the eyeball in all directions, contract or relax the muscles of the pupil to regulate retinal vibrations, and change the shape of the lens in order to see near and far. In a 3D environment, the eyes are in constant motion, gathering sensory information and building the complex pattern of images needed for learning. The brain combines them with other sensory information to build a visual perceptual system. Three-dimensional visual perception is a prerequisite for successful learning. Unfortunately, two-dimensional space (a book, a table, a notebook, a computer, etc.) is most often used in educational activities, which significantly reduces the quality of education.

Most of the motor (motor) cortex is involved in the muscular movements of the larynx, tongue, mouth, jaw, and eyes that form speech.

Corrective movements of the body and fingers ensure the development of interhemispheric interaction, the removal of synkinesis and muscle clamps. In addition, the development of "feeling" one's body contributes to the enrichment and differentiation of sensory information from the body itself (additional body afferentation). It is known that the center of fine motor coordination is the frontal lobe of the brain, which is also responsible for internal speech and self-control.

Below are some exercises:

Lesson 1.

Exercises for the development of fine motor skills of hands. Purpose: development of interhemispheric interaction.

"Ring".

"Fist-rib-palm".

Functional exercise "Listen to silence".

Purpose: the formation of arbitrary regulation of one's own activity, the development of auditory gnosis. I.p. - sitting on the floor. Close your eyes and consistently listen to the sounds on the street outside the window, then in the room, your breathing, heartbeat.

Functional exercise with the rules "Bonfire".

Purpose: the formation of attention and arbitrary regulation of one's own activity. Children sit on the carpet around the "bonfire" and follow the instructions of the instructor. At the command (verbal instruction) “it’s hot”, the children should move away from the “fire”, at the command “hands are frozen” - stretch their hands to the “fire”, at the command “oh, what a big fire” - stand up and wave their hands, at the command “sparks flew" - clap your hands, at the command "the fire brought friendship and fun" - join hands and walk around the "fire". The game is then played with the lead child.

Functional exercise "The sea is worried ...".

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Children are invited to move intensively around the room, taking various poses. The instructor says the rhyme:

The sea is worried - time!

The sea is worried - two!

The sea is worried - three!

Marine figure - freeze!

Children freeze in one of the poses. At the command of the instructor "Otomri!" the exercise continues.

Relaxation "Pose of rest".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. It is necessary to sit closer to the edge of the chair, lean on the back, put your hands freely on your knees, legs slightly apart. The formula of general rest is pronounced by the instructor slowly, in a quiet voice, with long pauses.

Everyone can dance

jump, run, draw,

But not everyone is able to

Relax, rest.

We have a game like this

Very light, simple

Movement slows down

Relieves stress...

And it becomes clear

Relaxation is nice!

Lesson 2.

1. Stretching "Rays".

I.p. - sitting on the floor. Alternate tension and relaxation:

- neck, back, buttocks;
- right shoulder, right arm, right hand, right side, right thigh, right leg, right foot;
- left shoulder, left arm, left hand, left side, left thigh, left leg, left foot.
2. Breathing exercise.

I.p. - sitting on the floor. Inhale, pause, exhale, pause. The child is invited to vocalize on the exhale, singing individual sounds ("a", "o", "u", etc.) and their combinations.

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements begins in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center. Each of the movements is made first at arm's length, then at the distance of the elbow and, finally, near the bridge of the nose.

Movements are performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions; moreover, the retention should be equal in duration to the previous movement. When practicing oculomotor exercises, it is recommended to use any bright objects, small toys, etc. to attract the child's attention. At the beginning of mastering these exercises, the child must follow the object being moved by an adult, and then move it independently, holding it first in the right, then in the left hand, and then with both hands together. Those areas in the child's field of vision where the "slip" of the gaze occurs should be given additional attention, "drawing" them several times until the hold becomes stable.

Exercise "Ring".

Alternately and as quickly as possible, the child goes through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the technique is performed with each hand separately, then together.

The child is shown three positions of the hand on the floor plane, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the floor, the palm is straightened on the floor. The child performs the test together with the instructor, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in performing, the instructor offers the child to help himself with commands ("fist-rib-palm"), spoken aloud or to himself.

Exercise "Lezginka".

5. Functional exercise "My triangular cap" (an old game).

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Participants sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase:

"My cap is triangular,

My triangular cap.

And if not triangular,

That is not my hat."

Then the phrase is repeated, but the children who fall out to say the word "cap" replace it with a gesture (a light clap on the head with the palm of their hand). Then the phrase is repeated once more, but two words are replaced with gestures: the word "cap" (a light clap on the head with the palm of your hand) and "my" (point to yourself). When repeating the phrase for the third time, three words are replaced by gestures: "cap", "mine" and "triangular" (image of a triangle with hands).

6. Cognitive exercise "Bowl of kindness" (visualization).

Purpose: emotional development. I.p. - sitting on the floor. Instructor: "Sit comfortably, close your eyes. Imagine your favorite cup in front of you. Mentally fill it to the brim with your kindness. Imagine next to another someone else's cup, it is empty. Pour into it from your cup of kindness. Nearby is another empty cup, more and more ... Pour kindness from your cup into empty ones. Do not be sorry! Now look into your cup. Is it empty, full? Add your kindness to it. You can share your kindness with others, but your cup will always remain full. Open your eyes Calmly and confidently say: "It's me! I have such a cup of kindness!"

7. Cognitive exercise "Visualization of color".

Purpose: development of interhemispheric interaction. I.p. - sitting on the floor. Children are invited to fill the brain with any color (red, blue, green) of their choice. The focus should be on keeping the color clear and pure. You can concentrate on the similarity or difference of colors, then they will become clearer. For each color, you can choose a bodily pose that will help visualize the color.

8. Relaxation "Cams".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. I.p. - sitting on the floor. Instructor: "Squeeze your fingers into a tight fist. Put your hands on your knees. Squeeze them very, very hard so that the bones turn white. Hands are tired. Relax your hands. Rest. Inhale - pause, exhale - pause!This and each subsequent exercise is repeated 3 times

Hands on my knees

fists clenched,

Strong, tense

Fingers pressed (squeeze fingers).

We squeeze our fingers harder -

Let go, let go.

(It is easy to pick up and drop a relaxed hand.)

Know, girls and boys,

Resting our fingers.

Lesson 3.

1. Stretching.

The child is invited to sit comfortably, close his eyes and focus on his body; perform 3-4 cycles of deep breathing at an individual pace, paying attention only to breathing. Then he should strain the whole body as much as possible, after a few seconds, release the tension, relax; do the same with each part of the body (the instructor calls the parts of the body in turn, stopping at each segment separately - right arm, left arm, neck, chest, back, abdomen, lower back, right leg, left leg); by the posture of the child and the "wave" of his breathing, you can easily determine the "squeezed" places.

It is necessary to teach the child to listen to his body and additionally work with tense areas of the body, for example, make a few slow circular movements of the head or "stretch" the calves, etc.

2. Breathing exercise.

I.p. - sitting on the floor. Breathing only through the left, and then only through the right nostril (at the same time, the thumb of the right hand is used to close the right nostril, the remaining fingers look up, and the little finger of the right hand is used to close the left nostril). Breathing is slow, deep.

Breathing only through the left nostril activates the work of the right hemisphere of the brain, promotes calm and relaxation.

Breathing only through the right nostril activates the work of the left hemisphere of the brain, contributes to the solution of rational problems.

3. Eye movement exercise.

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements continues in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center.

4. Exercises for the development of fine motor skills of the hands.

I. p. - sitting on the floor.

Exercise "Ring".

Exercise "Fist-rib-palm".

Exercise "Lezginka".

The child folds his left hand into a fist, puts his thumb aside, turns the fist with his fingers towards himself. With the right hand, with a straight palm in a horizontal position, touches the little finger of the left. After that, he simultaneously changes the position of the right and left hands for 6-8 position changes. It is necessary to achieve a high speed of change of positions.

Exercise "Ear-nose".

Grasp the tip of the nose with your left hand, and the opposite ear with your right hand. Simultaneously release the ear and nose, clap your hands, change the position of the hands "exactly the opposite."

5. Functional exercise "Teapot with a lid".

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Participants sit in a circle. Each of them sings a song, accompanying it with certain manual gestures:

"Teapot (vertical movements with the edges of the palms).

Lid (the left hand folds into a fist, the right hand makes circular movements over the fist with the palm).

Lid - knob (vertical movements with fists).

There is a hole in the bump (the index and thumb of both hands make rings).

Steam comes out of the hole (spirals are drawn with index fingers).

Steam go - a hole,

hole in the stump,

lid cap,

The lid is a teapot.

With the subsequent repetition of the song, one word must be changed to "Gu-gu-gu", the gestures are preserved: "Gu-gu-gu - cap, etc."

6. Functional exercise "Turtle".

Purpose: development of motor control. The instructor stands at one wall of the room, the players at the other. At the signal of the instructor, the children begin to slowly move towards the opposite wall, depicting little turtles. No one should stop and rush. After 2-3 minutes, the instructor gives a signal by which all participants stop. The one who is the last one wins. The exercise can be repeated several times. Then the instructor discusses with the group the difficulties in performing the exercise.

7. Cognitive exercise "Movement".

Purpose: the formation of motor memory. The instructor offers the children several consecutive movements (dance, gymnastic, etc.). Children should repeat them as accurately as possible and in the same sequence.

8. Relaxation "Deers".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. Instructor: “Imagine that you are deer. Raise your arms above your head, cross them with your fingers wide apart. Tighten your arms. They have become hard! pause, exhale - pause.

Look: we are deer,

The wind is blowing towards us!

The wind died down

Straighten your shoulders

Hands on your knees again.

And now a little lazy...

Hands are not tense

And relaxed.

Know, girls and boys,

Rest your fingers!

Breathe easily, evenly, deeply.

Educational psychologist

Bronnikova L.A.

Attention deficit hyperactivity disorder (motor disinhibition syndrome, hyperactivity syndrome, hyperkinetic syndrome, hyperdynamic syndrome) is a very common childhood disorder and is a complex and highly relevant multidisciplinary problem. Based on biological mechanisms, it manifests itself in violations of the cognitive, emotional and volitional spheres of the child and is realized in the school and social adaptation of the emerging personality.
Hyperkinetic disorder is characterized by an early onset (before 7 years of age) and a combination of hyperactivity, uncontrollable behavior with severe inattention, lack of sustained concentration, impatience, a tendency to impulsiveness, and a high degree of distractibility. These characteristics appear in all situations and do not change over time.
The causes of ADHD are complex and remain poorly understood despite a large body of research. Genetic, neuroanatomical, neurophysiological, biochemical, psychosocial and others are being studied as possible causal factors. There are opinions that a genetic predisposition still plays a decisive role in the pathogenesis of these disorders, and the severity, concomitant symptoms and duration of the course are closely related to the influence of the environment (Barkley, 1989).

Psychological portrait of a hyperactive child
ADHD is manifested by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties.
Attention disordermanifested by premature interruption of tasks and activities. Children easily lose interest in a task as they are distracted by other stimuli.
motor hyperactivitymeans 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 isolationare 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 alsocognitive impairment(attention and memory) andmotor awkwardnessdue 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 ADHD.

In addition to the above symptoms, many authors point to aggressiveness, negativism, stubbornness, deceit, and low self-esteem that are common in this syndrome (Bryazgunov, Kasatkina, 2001, 2002; Golik, Mamtseva, 2001; Badalyan et al., 1993).

Thus, the choice of methods for correcting ADHD should be individual, taking into account the severity of the main manifestations of ADHD and the presence of concomitant disorders. At the same time, the correction of the manifestations of ADHD, as well as the diagnosis of this syndrome, should always be complex and combine various approaches, including work with parents and methods of behavior modification (i.e. special educational techniques), work with school teachers, methods of psychological pedagogical correction, psychotherapy, as well as drug treatment. Corrective work with a hyperactive child should be aimed at solving the following tasks:

Conduct a comprehensive diagnosis of a child showing symptoms of attention deficit hyperactivity disorder.
Normalize the situation in the child's family, his relationship with parents and other adults. It is important to teach family members to avoid new conflict situations.
Establish contact with school teachers, acquaint them with information about the nature and main manifestations of ADHD, effective methods of working with hyperactive students.
To achieve an increase in the child's self-esteem, self-confidence by acquiring new skills, achieving success in school and everyday life. It is necessary to determine the strengths of the child's personality and his well-developed higher mental functions and skills in order to rely on them in overcoming the existing difficulties.
Achieve obedience in a child, instill in him accuracy, self-organization skills, the ability to plan and complete the work begun. Develop in him a sense of responsibility for his own actions.
To teach the child to respect the rights of people around him, correct verbal communication, control his own emotions and actions, skills of effective social interaction with people around him.

Organization of the correctional and pedagogical processwith hyperactive children must meet two mandatory conditions:

The development and training of weak functions should be carried out in an emotionally attractive form, which significantly increases the tolerance of the load and motivates self-control efforts. This requirement corresponds to the game form of classes.
The selection of such games that, while providing training for one functional ability, would not impose a simultaneous load on other deficient abilities, because it is known that the parallel observance of two, and even more so three conditions of activity causes significant difficulties for the child, and sometimes simply impossible.

Even with all the desire, a hyperactive child cannot follow the rules of behavior in the classroom, requiring that he sit quietly, be attentive and at the same time restrained for a sufficiently long time.
Hence, the main condition for the development of deficient functions in these children is that when presenting a game to a child that requires tension, concentration, retention and arbitrary distribution of attention, one should minimize the load on self-control of impulsivity and not limit motor activity. Developing perseverance, you should not simultaneously strain active attention and suppress impulsiveness. Controlling one's own impulsivity should not be accompanied by a restriction on the ability to receive “muscle joy” and may allow for a certain amount of absent-mindedness.
The psycho-correctional and correctional-pedagogical work carried out by us is a complex of developing games that allow to influence in isolation the individual components of the hyperactivity syndrome (Shevchenko Yu.S., 1997; Shevchenko Yu.S., Shevchenko M.Yu., 1997). So, we have identified several groups of educational games for children with hyperactivity syndrome, which can alternate in the structure of a single game plot of specially organized classes, and also be included in the content of free time at school and at home:
1. Games for the development of attention, differentiated by the involved indicative analyzers (visual, auditory, vestibular, skin, olfactory, gustatory, tactile) and by individual components of attention (fixation, concentration, retention, switching, distribution); (stability, switching, distribution, volume).

Games to overcome disinhibition and to train perseverance (which do not require active attention and allow manifestations of impulsivity).
Games for endurance training and impulsivity control(Allowing to be inattentive and mobile).
Three types of games with a dual task (requiring to be both attentive and restrained, attentive and motionless, motionless and non-impulsive);
Games with a triune task (with a simultaneous load on attention, perseverance, restraint).

It seems promising to select appropriatecomputer games,very attractive for children, which can be used both for dynamic diagnosis of various characteristics of attention (Tambiev A.E. et al., 2001), and for its development.
The games we developed were offered to children with ADHD, taking into account the qualitative analysis of their cognitive, behavioral and personal characteristics. That is, in fact, each child was offered his own set of games, the most adequate to his violations. Games are designed in such a way that if a child fails to complete a game task, it can be facilitated, changed, made more accessible for execution at this stage. The same thing happens when the child performs the game well: the game can be complicated, new rules and conditions of the game can be added. Thus, on the one hand, the game becomes familiar and understandable for children, and on the other hand, it does not become boring over time. When children begin to successfully cope with each individual type of game (games for attention, games to overcome motor disinhibition, games for perseverance), then the psychologist (teacher, educator, parent) introduces games with a two-pronged task, and then with a triune task. Games are initially performed individually with each child, later it is preferable to use group game tasks in which children not only continue to develop all impaired components of attention, overcome impulsivity and restrain motor disinhibition, but also learn to interact with other people, take into account their personal characteristics.
These games can be held both in special classes by a psychologist, and by a teacher in a lesson during the so-called “physical education”, as well as by parents of a hyperactive child at home.

Examples of psycho-corrective games

hubbub

Target: development of concentration of attention, development of auditory attention.
Game conditions. One of the participants (optional) becomes the driver and goes out the door. The group chooses a phrase or line from a well-known song, which is distributed as follows: each participant has one word. Then the driver enters, and the players all at the same time, in chorus, begin to repeat each their own word. The driver must guess what kind of song it is, collecting it by the word.
Note. It is desirable that before the driver enters, each child repeats aloud the word he got.

Mill

Target: development of attention, control of motor activity.
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.
Note. The game can also be played with a group of children. In this case, the children take turns drawing a drawing on the board and turn away (while the possibility of movement is not limited). An adult draws. Children should say what changes have occurred.

Silence

Target: development of auditory attention and perseverance.
Game conditions . The children are given the instruction: “Let's listen to the silence. Count the sounds you hear here. How many? What are these sounds? (starting with the one who heard the least).
Note. The game can be made more difficult by giving the task to children to count the sounds outside the room, in another class, on the street.

Cinderella

Target: development of the distribution of attention.
Game conditions. The game involves 2 people. On the table is a bucket of beans (white, brown and colored). It is necessary, on command, to disassemble and decompose the beans into 3 heaps by color. The one who completes the task first wins.

Beans or peas?

Target: development of tactile attention, distribution of attention.
Game conditions. The game involves 2 people. On the table is a plate of peas and beans. It is necessary, on command, to disassemble and arrange the peas and beans on two plates.
Note. In the future, the game can be made more difficult by blindfolding the players.

most attentive

Target: development of attention and visual memory.
Game conditions. The participants of the game stand in front of the leader in different poses (it can be on the topic: “Animals in the zoo”, “Children on a walk”, “Professions”, etc.). The host must remember the order and posture of the players. Then the leader turns away. At this time, the players change places and change poses. The host must say who stood how.

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.

It's boring to sit like this

Target: attention development.
Game conditions. There are chairs along opposite walls of the hall. Children sit on chairs near one wall and read a rhyme:
It's boring, it's boring to sit like this,
All look at each other.
Isn't it time to run
And change places?
As soon as the rhyme is read, all the children run to the opposite wall and try to take free chairs, which are one less than the participants in the game. Whoever is left without a chair is out.
Everything is repeated until the winner takes the last remaining chair.

Don't miss the ball

Target: development of attention
Game conditions. The participants of the game stand in a circle and put their hands on each other's shoulders. The driver stands in the middle of the circle, the ball is at his feet. The driver's task is to kick the ball out of the circle with his foot. The task of the players is not to release the ball. You can't separate your hands. If the ball flies over the hands or head of the players, the kick is not counted. But when the ball flies between the legs, the driver wins, becomes a player, and the one who missed the ball takes his place.

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 objects - 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:
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.

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.
Again, briefly show the child the objects and ask him in what order they lay.
After swapping two objects, show all objects again for 10 seconds. Invite the child to catch which two objects are shifted.
Without looking at the objects anymore, say what color each of them is.
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.
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 from the first task), increasing their number in the future.

Reading 10 min.

Many articles have been written about hyperactivity. Many parents have already faced this problem, so they are concerned about the question: how to behave with such a child?

After all, it is known that such children are characterized by increased activity, impulsiveness, restlessness, inability to concentrate.

What is hyperactivity

Hyperactivity is a fairly common occurrence among today's preschoolers and younger students. The problem concerns not only the parents of the child, but also all those who surround him - these are peers, educators, teachers, classmates, teachers and relatives.

Hyperactivity is most often understood as excessively active behavior of a child. But it would be more correct to characterize this as an overexcitation of the nervous system with manifestations of inattention, restlessness.

The medical term ADHD expands on this condition more accurately as Attention Deficit Hyperactivity Disorder. It is understood that the inattention and strong activity of the child is a syndrome of the disease, and not just restlessness of the baby.

Hyperactivity is a mental condition that is based on a behavioral disorder. A child with this disease is characterized by impulsiveness, excessive mobility, restlessness, and distractibility. He has difficulty concentrating and controlling his behavioral responses.

The presented phenomenon appeared in the sixties of the last century. At that time, experts explained its development by insignificant violations of the functions of the brain.

In the 1980s, excessive physical activity acquired the status of a disease in its own right and has since been referred to as ADHD, or Attention Deficit Hyperactivity Disorder in Children.

This syndrome affects children of preschool age or students of primary and secondary grades, who have impaired functions of the central nervous system.

With hyperactivity, the child cannot only focus on something, but is also unable to control his actions and emotions.

Therefore, hyperactivity may be accompanied by neurological behavioral disorders.

Recently, the number of children with ADHD and hyperactivity has increased markedly. A few years ago, in the primary grades, there were only one or two children with this disorder, but today about 30% of students fall into the category of hyperactive children. And, most importantly, the percentage is only increasing.

The difference between hyperactivity and activity

Sometimes hyperactivity in preschoolers is confused with activity. Rejoicing that the child is mobile, adults do not suspect that there may be a problem behind this excessive restlessness.

If the baby with his activity causes a lot of trouble to parents and others, the child's behavior is an obstacle to beneficial communication, then you should think about consulting with a specialist.

Too active manifestations can become a problem not only for others, but also for the child himself, for his full development. Lack of self-control skills will lead to aggressiveness, and fussiness will not allow you to successfully complete adult tasks.

Causes

The syndrome develops against the background of functional immaturity or impaired functioning of the subcortical nuclei of the brain. Information cannot be processed normally, causing a variety of visual and emotional stimuli to become redundant, causing irritability and anxiety.

There are many factors that, according to experts, lead to the development of such a phenomenon as hyperactivity in children.

It should be noted the most common:

genetic predisposition. Very often, in children with ADHD, relatives had similar disorders.
Trauma and brain damage.
Pathological course of pregnancy and childbirth in the mother (eclampsia, hemolytic disease of the fetus, consumption of pregnant alcoholic beverages or medicines).
Diseases of an infectious nature that are transferred in the first months of life.
Socio-psychological causes of hyperactivity (improper upbringing, unfavorable microclimate in the family, antisocial behavior of parents, poor living conditions).

In the development of the syndrome in children, the impact of negative environmental factors, primarily environmental pollution with neurotoxicants (lead, mercury, and the like), is not excluded.

signs

The presented syndrome of hyperactivity in children manifests itself in the first years of life. Babies with a similar disorder are hypersensitive to various stimuli (for example, noise, artificial lighting, people talking).

Also, they are characterized by sleep disturbances, a lag in motor development (they crawl and walk one to two months later than the others) and speech development.

Upon reaching the age of four or five, it becomes problematic for parents to manage the child. He is most often marked by uncontrollability and disinhibition.

These manifestations are due to the fact that the baby's central nervous system is unable to cope with the new requirements that arise as a result of increased physical and psychological stress.

Often a hyperactive baby is aggressive towards others. He does not obey teachers during classes, is extremely restless and not focused. Often does not complete tasks that are given at home and generally does not obey the established rules.

In addition, hyperactivity in preschool children and younger schoolchildren is also manifested in fine motor skills. Children with ADHD cannot tie their shoelaces or button their shirts. Their handwriting is usually illegible.

Growing up, such children become more calm and balanced, but problems with concentration do not disappear, and sometimes remain until the end of their lives.

In addition, the following symptoms are distinguished, indicating the presence of this pathology:

Problems with coordination. There is awkwardness in movement, clumsiness, which causes falls and various injuries, scratches and bruises.
Frequent changes in mood.
A violent reaction associated with the place of the situation or the new faces seen.
Attachment to the mother and with it the fear of strangers.
Low level of selective attention.
Problems with completing an action.
Lack of assembly.
Lack of response to comments and appeals from adults.

Despite behavior problems, hyperactive children can do well in school and keep up with other peers.

Children with this hyperactivity syndrome are constantly on the move, they are not able to sit in one place and therefore they are constantly running, jumping, touching things and throwing them.

They are characterized by curiosity, however, they do not hold attention to anything for a long time, which is why they often cannot grasp the essence.

Such children are inattentive, have difficulties in interacting with others and learning, as well as low self-esteem. At the same time, children's hyperactivity does not affect the intellect, and it can even exceed the parameters of the age norm.

It is not uncommon for a child with ADHD to lose things, apartment keys, and the like. It is difficult to talk to him, even looking him straight in the eye, because he does not know how to listen to other people. Also, when performing a certain action, he is distracted and goes astray.

Every energetic child should not be immediately attributed to the group of children with various pathologies and diseases of the central nervous system.

Appropriate diagnosis of hyperactivity is essential. An accurate diagnosis can be made only after a long period of observation by specialists of the behavior of the child.

Types of hyperactivity

Hyperactive children have an increased rate of injury. Their mobility increases this risk. They often fall, grab everything that comes to hand, without worrying about their safety.

That is why active children require close attention.

Having become older, such kids cannot listen to the end of a fairy tale, concentrate, eat calmly, fidgeting in a chair. Adults have a hard time coping with their child's hyperactivity, so they see this feature as a big problem.

Attention deficit disorder without hyperactivity

Attention deficit in children can manifest itself when performing a task. A child cannot concentrate for a long time, not because he is spinning, wants to run somewhere. No. The child behaves calmly, balanced.

He's just absent-minded, thinking about something. Turning to the baby at such a moment, we will not see his reaction. It may seem that he does not even hear us at all.

Even after doing something, the baby can suddenly get distracted and forget what he was doing. Parents perceive such a baby as special, abstracted from "this world."

Hyperactivity without Attention Deficit

A hyperactive child is not always inattentive. Some children are able to focus on completing a task. However, in a hyper active state, the baby is ready to “demolish everything” and “turn the whole house upside down.”

A hyperactive baby without attention deficit needs to climb everywhere - where it is necessary and where it is not necessary. But in the classroom, he carefully listens to the teacher and tries to do everything according to the rules.

Hyperactivity with Attention Deficit Disorder

If a child is hyperactive and has all the symptoms of ADD, then we can already talk about significant problems regarding executive functions.

This form of hyperactivity is the result of poor school performance and frequent psychiatric disorders.

At an early age, this condition is poorly distinguished from increased activity.

Possible consequences

Since hyperactivity can be called a nervous disease, the consequences of its development can be very unpredictable. Some may need prompt treatment.

The treatment of hyperactivity in children of preschool and primary school age is carried out by a neurologist, psychiatrist and psychologist.

The problem requires a comprehensive solution, and getting rid of it overnight will not work. It needs attention from parents, doctors, psychologists and teachers. If a child is hyperactive, he delivers difficulties not only to himself, but also to other people.

The main task of a specialist is to assist in the adaptation of a hyperactive child to a kindergarten or school and to the surrounding reality.

There are several methods that make it possible to eliminate hyperactivity in a child:

Cognitive-behavioral adjustment.
Social and emotional support.
The use of special medications (they are prescribed by a neuropathologist).

It is usually necessary to take nootropic-type medicines that improve blood circulation, normal blood circulation in the brain area, as well as susceptibility to the surrounding reality.

Correction of hyperactivity in preschool children

But it is not always necessary to use drugs. Properly organized classes with a hyperactive child can eliminate all problems.

It is interesting that corrective work with hyperactive children should be carried out, first of all, by the parents of the child. They must create a calm, supportive environment, as constant quarrels and scandals exacerbate the situation.

Many parents do not understand how to help a hyperactive child. They need to try to develop self-organization skills in the baby, teach him the norms of behavior and form respect for strangers.

Specialists usually provide guidance and advice to parents of hyperactive children. For example, to eliminate problems with self-organization, you can hang special flyers around the house. They should write two or more things that the child does during the day. Information may be displayed in the form of a picture.

At the very beginning, correctional work with hyperactive children must be carried out individually. It is necessary to teach the child to listen and understand what the psychologist says.

Only after that you can involve him in collective activities, but it is also recommended to do this gradually. The baby is first taught to play games that are useful for hyperactive children.

The child is taught the skill of interacting with a small group of peers. Then they offer to participate in group sessions with a large number of participants.

Psychologist and psychotherapist conduct autogenic training, behavioral psychotherapy. It is best if the correction of hyperactivity is carried out in an interesting emotional-game form, as this helps to reduce the load on the fragile psyche and stimulates self-control.

In addition, when performing correctional work with hyperactive children, it is necessary to conduct classes on dysgraphia and dyslexia in order to eliminate violations in written speech.

It is desirable that the child goes in for a sport that has a beneficial effect on the nervous system, such as swimming or gymnastics.

Many do not want to listen to the advice of psychologists and try to strictly educate their restless baby, trying to keep him in place. But the command tone will only harm the child, causing him irritation and anxiety.

Hyperactive children need a special approach. First of all, it is required from his parents. They must learn to accept him for who he is.

By avoiding noisy places, parents will help the baby cope with the emotions that he splashes out on the playground.

The accumulated energy will be spent wisely if you play sports with your child.

Calm conversations will also contribute to the successful development of the baby. The child is given specific tasks so that he can focus on the main thing. Certain frames and time limits will help him to be collected.

Avoid forbidden words. Talk to your baby in a calm tone. The child needs a well-established daily routine. He must learn to live by the rules.

Games with hyperactive children

Games for hyperactive children are classified into:

developing attention;
reducing muscle and emotional tension;
games to develop self-management skills.

Games have their own rules:

Staged introduction of the game - one function is trained first. After honing it, the game becomes more complicated.
Individual games with the baby or with the whole family.
During the games, a hyperactive child must be encouraged.

Let us give examples of games for the correction of hyperactivity.

or ADHD is the most common cause of behavioral problems and learning problems in preschool and school children.

Attention deficit hyperactivity disorder in a child- a developmental disorder that manifests itself in a violation of behavior. A child with ADHD is restless, shows “stupid” activity, cannot sit in class at school or kindergarten, and will not do what he is not interested in. He interrupts the elders, plays in the classroom, goes about his own business, can crawl under the desk. At the same time, the child correctly perceives the environment. He hears and understands all the instructions of the elders, but cannot follow their instructions due to impulsiveness. Despite the fact that the child understood the task, he cannot complete what he started, he is not able to plan and foresee the consequences of his actions. Associated with this is a high risk of domestic injury, getting lost.

Neurologists consider attention deficit hyperactivity disorder in a child as a neurological disease. Its manifestations are not the result of improper upbringing, neglect or permissiveness, they are a consequence of the special work of the brain.

Prevalence. ADHD is found in 3-5% of children. Of these, 30% "outgrow" the disease after 14 years, another 40% adapt to it and learn to smooth out its manifestations. Among adults, this syndrome is found in only 1%.

Boys are diagnosed with Attention Deficit Hyperactivity Disorder 3-5 times more often than girls. Moreover, in boys, the syndrome is more often manifested by destructive behavior (disobedience and aggression), and in girls by inattention. According to some studies, fair-haired and blue-eyed Europeans are more susceptible to the disease. Interestingly, in different countries, the incidence varies significantly. Thus, studies conducted in London and Tennessee revealed ADHD in 17% of children.

Types of ADHD

Attention deficit and hyperactivity are equally pronounced;
Attention deficit predominates, and impulsivity and hyperactivity appear slightly;
Hyperactivity and impulsivity predominate, attention is slightly impaired.

Treatment. The main methods are pedagogical measures and psychological correction. Drug treatment is used in cases where other methods have been ineffective, since the drugs used have side effects.
If you leave attention deficit hyperactivity disorder in a child untreated increases the risk of developing:

dependence on alcohol, narcotic substances, psychotropic drugs;
difficulties with the assimilation of information that disrupt the learning process;
high anxiety, which comes to replace physical activity;
tics - repetitive muscle twitches.
headaches;
antisocial changes - a tendency to hooliganism, theft.

Controversial moments. A number of leading experts in the field of medicine and public organizations, including the Citizens Commission on Human Rights, deny the existence of attention deficit hyperactivity disorder in a child. From their point of view, the manifestations of ADHD are considered a feature of temperament and character, and therefore are not subject to treatment. They can be a manifestation of mobility and curiosity, natural for an active child, or protest behavior that occurs in response to a traumatic situation - abuse, loneliness, divorce of parents.

Attention deficit hyperactivity disorder in a child, causes

Cause of attention deficit hyperactivity disorder in children cannot be installed. Scientists are convinced that the disease provokes a combination of several factors that disrupt the functioning of the nervous system.

Factors that disrupt the formation of the nervous system in the fetus, which can lead to oxygen starvation or hemorrhage into the brain tissue:

environmental pollution, high content of harmful substances in the air, water, food;
taking medications by a woman during pregnancy;
exposure to alcohol, drugs, nicotine;
infections carried by the mother during pregnancy;
Rh factor conflict - immunological incompatibility;
risk of miscarriage ;
fetal asphyxia;
cord entanglement;
complicated or rapid childbirth, leading to injury to the head or spine of the fetus.

Factors that disrupt brain function in infancy

diseases accompanied by a temperature above 39-40 degrees;
taking certain drugs that have a neurotoxic effect;
bronchial asthma, pneumonia;
severe kidney disease;
heart failure, heart disease.

Genetic factors. According to this theory, 80% of cases of attention deficit hyperactivity disorder are associated with disorders in the gene that regulates the release of dopamine and the work of dopamine receptors. The result is a violation of the transmission of bioelectric impulses between brain cells. Moreover, the disease manifests itself if, in addition to genetic abnormalities, there are unfavorable environmental factors.

Neurologists believe that these factors can cause damage in limited areas of the brain. In this regard, some mental functions (for example, volitional control over impulses and emotions) develop inconsistently, with a delay, which causes manifestations of the disease. This confirms the fact that in children with ADHD, a violation of metabolic processes and bioelectrical activity in the anterior parts of the frontal lobes of the brain was found.

Attention deficit hyperactivity disorder in a child, symptoms

A child with ADHD equally shows hyperactivity and inattention at home, in kindergarten, visiting strangers. There are no situations in which the baby would behave calmly. In this he differs from the usual active child.

Signs of ADHD at an early age

Attention deficit hyperactivity disorder in a child, symptoms which are most pronounced at 5-12 years old, can be recognized at an earlier age.

Early they begin to hold their heads, sit, crawl, walk.
Experiencing trouble falling asleep, sleeping less than normal.
If they get tired, they do not engage in a calm type of activity, do not fall asleep on their own, but fall into hysterics.
Very sensitive to loud noises, bright lights, strangers, changes in scenery. These factors cause them to cry loudly.
Throw away toys before they even had a chance to see them.

These signs may indicate a tendency to ADHD, but they are also present in many restless children under 3 years of age.
ADHD also affects the functioning of the body. The child often experiences digestive problems. Diarrhea is the result of excessive stimulation of the intestines by the autonomic nervous system. Allergic reactions and skin rashes appear more often than in peers.

Main symptoms

Attention disorder

R the child has difficulty concentrating on one subject or activity. He does not pay attention to details, unable to distinguish the main from the secondary. The child tries to do all the things at the same time: he paints all the details without finishing, reads the text, jumping over the line. This is due to the fact that he does not know how to plan. When performing tasks together, explain: “First we will do one thing, then another.”
The child, under any pretext, tries to avoid routine matters, lessons, creativity. This may be a quiet protest when the child runs away and hides, or a tantrum with screams and tears.
There is a cyclical nature of attention. A preschooler can do one thing for 3-5 minutes, a child of primary school age up to 10 minutes. Then, over the same period, the nervous system restores the resource. Often at this time it seems that the child does not hear the speech addressed to him. Then the cycle repeats.
Attention can only be focused if you are left alone with the child. The child is more attentive and obedient if the room is quiet and there are no irritants, toys, other people.

Hyperactivity

The child makes a large number of inappropriate movements, most of which he does not notice. A hallmark of motor activity in ADHD is its aimlessness. This can be rotation of the hands and feet, running, jumping, tapping on the table or on the floor. The child runs, not walks. Climbing on furniture . Breaks toys.
Talking too loud and fast. He answers without listening to the question. Shouts out an answer, interrupting the answerer. He speaks in unfinished phrases, jumping from one thought to another. Swallows the endings of words and sentences. Constantly asks again. His statements are often thoughtless, they provoke and offend others.
Mimicry is very expressive. The face expresses emotions that quickly appear and disappear - anger, surprise, joy. Sometimes he grimaces for no apparent reason.

It has been established that motor activity in children with ADHD stimulates the brain structures responsible for thinking and self-control. That is, while the child runs, knocks and disassembles objects, his brain is improving. New neural connections are established in the cortex, which will further improve the functioning of the nervous system and save the child from the manifestations of the disease.

Impulsiveness

Guided solely by their own desires and execute them immediately. Acts on the first impulse, without considering the consequences and without planning. For a child, there are no situations in which he must sit still. In the classroom in kindergarten or at school, he jumps up and runs to the window, into the corridor, makes noise, shouts out from his place. Takes the favorite thing from peers.
Can't follow instructions, especially those with multiple items. The child constantly has new desires (impulses) that prevent him from completing the work he has begun (doing homework, collecting toys).
Unable to wait or endure. He must immediately get or do what he wants. If this does not happen, he makes a row, switches to other things or performs aimless actions. This is clearly noticeable in class or when waiting for your turn.
Mood swings happen every few minutes. The child goes from laughing to crying. Short temper is especially characteristic of children with ADHD. Angry, the child throws objects, may start a fight or ruin the offender's things. He will do it at once, without thinking or hatching a plan of revenge.
The child does not feel threatened. He can do things that are dangerous to health and life: climb to a height, walk through abandoned buildings, go out on thin ice, because he wanted to do it. This property leads to a high level of trauma in children with ADHD.

The manifestations of the disease are due to the fact that the nervous system of a child with ADHD is too vulnerable. She is not able to master the large amount of information coming from the outside world. Excessive activity and lack of attention is an attempt to protect yourself from an unbearable load on the National Assembly.

Additional symptoms

Difficulties in learning with a normal level of intelligence. The child may have difficulty writing and reading. At the same time, he does not perceive individual letters and sounds or does not fully master this skill. The inability to learn arithmetic may be an independent impairment or accompany problems with reading and writing.
Communication disorders. A child with ADHD may be obsessive towards peers and unfamiliar adults. He can be too emotional or even aggressive, which makes it difficult to communicate and establish friendly contacts.
Lag in emotional development. The child behaves excessively capriciously and emotionally. He does not tolerate criticism, failures, behaves unbalanced, "childishly". A pattern has been established that with ADHD there is a 30% lag in emotional development. For example, a 10-year-old child behaves like a 7-year-old, although he is intellectually developed no worse than his peers.
Negative self-esteem. The child hears a huge number of remarks during the day. If at the same time he is also compared with his peers: “Look how well Masha behaves!” this makes the situation worse. Criticism and claims convince the child that he is worse than others, bad, stupid, restless. This makes the child unhappy, distant, aggressive, instills hatred for others.

Manifestations of attention deficit disorder are due to the fact that the child's nervous system is too vulnerable. She is not able to master the large amount of information coming from the outside world. Excessive activity and lack of attention is an attempt to protect yourself from an unbearable load on the National Assembly.

Positive qualities of children with ADHD

Active, active;
Easily read the mood of the interlocutor;
Ready for self-sacrifice for the people they like;
Not vindictive, unable to hold a grudge;
Fearless, they are not characterized by most childhood fears.

Attention deficit hyperactivity disorder in a child, diagnosis

Diagnosis of attention deficit hyperactivity disorder may include several stages:

Collection of information - interview with the child, conversation with parents, diagnostic questionnaires.
Neuropsychological examination.
Pediatric consultation.

As a rule, a neurologist or psychiatrist makes a diagnosis based on a conversation with a child, after analyzing information from parents, caregivers and teachers.

Collection of information

The specialist receives most of the information during a conversation with the child and observing his behavior. With children, the conversation takes place orally. When working with adolescents, the doctor may ask you to fill out a questionnaire that resembles a test. Information received from parents and teachers helps complete the picture.

Diagnostic questionnaire is a list of questions designed to gather as much information about the child's behavior and mental state as possible. It usually takes the form of a multiple choice test. To identify ADHD are used:

Vanderbilt Adolescent ADHD Diagnostic Questionnaire. There are versions for parents, teachers.
Parental symptomatic questionnaire of ADHD manifestations;
Structured questionnaire Conners.

According to the international classification of diseases ICD-10 diagnosis of attention deficit hyperactivity disorder in a child is set when the following symptoms are detected:

Violation of adaptation. It is expressed by a discrepancy with the characteristics normal for this age;
Violation of attention, when the child cannot focus his attention on one subject;
impulsivity and hyperactivity;
The development of the first symptoms before the age of 7 years;
Violation of adaptation manifests itself in various situations (in kindergarten, school, at home), while the intellectual development of the child corresponds to age;
These symptoms persist for 6 months or more.

The doctor has the right to diagnose "Attention Deficit Hyperactivity Disorder" if the child has at least 6 symptoms of inattention and at least 6 symptoms of impulsivity and hyperactivity detected and followed for 6 months or more. These signs appear in constantly, not from time to time. They are so pronounced that they interfere with the child's learning and daily activities.

Signs of inattention

Doesn't pay attention to details. In his work, he makes a large number of mistakes due to negligence and frivolity.
Easily distracted.
Difficulty concentrating when playing and performing tasks.
Does not listen to speech addressed to him.
Unable to complete the task, do homework. Can't follow instructions.
Has difficulty doing independent work. Needs guidance and supervision from an adult.
Resists performing tasks that require prolonged mental effort: homework, tasks of a teacher or psychologist. Avoids such work under various reasons, shows dissatisfaction.
Often loses things.
In daily activities shows forgetfulness and absent-mindedness.

Signs of impulsivity and hyperactivity

Makes a lot of unnecessary movements. Cannot sit comfortably in a chair. Spins, makes movements, with feet, hands, head.
Cannot sit or remain still in situations where it is necessary to do this - in a lesson, at a concert, in transport.
Shows thoughtless motor activity in situations where this is unacceptable. He gets up, runs, spins, takes things without asking, tries to climb somewhere.
Can't play well.
Overly mobile.
Too talkative.
He answers without listening to the end of the question. Doesn't think before answering.
Impatient. Hardly waiting for his turn.
Interferes with others, sticks to people. Intervenes in a game or conversation.

Strictly speaking, the diagnosis of ADHD is based on the subjective opinion of a specialist and his personal experience. Therefore, if the parents do not agree with the diagnosis, then it makes sense to contact another neurologist or psychiatrist who specializes in this problem.

Neuropsychological examination for ADHD

In order to study the features of the brain, the child is electroencephalographic examination (EEG). This is a measurement of the bioelectrical activity of the brain at rest or while performing tasks. To do this, the electrical activity of the brain is measured through the scalp. The procedure is painless and harmless.
For ADHD the beta rhythm is reduced, and the theta rhythm is increased. The ratio of theta rhythm and beta rhythm several times higher than normal. This suggests that the bioelectrical activity of the brain is reduced, that is, a smaller number of electrical impulses are generated and passed through the neurons, compared to the norm.

Pediatrician's consultation

Manifestations similar to ADHD can be caused by anemia, hyperthyroidism and other somatic diseases. A pediatrician can confirm or exclude them after a blood test for hormones and hemoglobin.
Note! As a rule, in addition to the diagnosis of ADHD, a neurologist indicates a number of other diagnoses in the child’s medical record:

Minimal brain dysfunction(MMD) - mild neurological disorders that cause disturbances in motor functions, speech, behavior;
Increased intracranial pressure(ICP) - increased pressure of the cerebrospinal fluid (cerebrospinal fluid), which is located in the ventricles of the brain, around it and in the spinal canal.
Perinatal CNS damage- damage to the nervous system that occurred during pregnancy, childbirth or in the first days of life.

All these violations have similar manifestations, therefore they are often written in a complex. Such an entry in the card does not mean that the child has a large number of neurological diseases. On the contrary, the changes are minimal and can be corrected.

Attention deficit hyperactivity disorder in a child, treatment

Medication treatment for ADHD

Medications are prescribed according to individual indications only if without them it is not possible to improve the behavior of the child.

Drug group	Representatives	The effect of taking medication
Psychostimulants	Levamphetamine, Dexamphetamine, Dexmethylphenidate	The production of neurotransmitters increases, due to which the bioelectric activity of the brain is normalized. Improve behavior, reduce impulsivity, aggressiveness, manifestations of depression.
Antidepressants, norepinephrine reuptake inhibitors	Atomoxetine. Desipramine, Bupropion	Reduce the reuptake of neurotransmitters (dopamine, serotonin). Their accumulation in synapses improves signal transmission between brain cells. Increase attention, reduce impulsivity.
Nootropic drugs	Cerebrolysin, Piracetam, Instenon, Gamma-aminobutyric acid	They improve metabolic processes in the brain tissue, its nutrition and oxygen supply, and the absorption of glucose by the brain. Increase the tone of the cerebral cortex. The effectiveness of these drugs has not been proven.
Sympathomimetics	Clonidine, Atomoxetine, Desipramine	Increase the tone of the brain vessels, improving blood circulation. Contribute to the normalization of intracranial pressure.

Treatment is carried out with low doses of drugs to minimize the risk of side effects and addiction. It has been proven that improvement occurs only at the time of taking the drugs. After their withdrawal, the symptoms reappear.

Physical therapy and massage for ADHD

This set of procedures is aimed at treating birth injuries of the head, cervical spine, relieving spasm of the neck muscles. This is necessary to normalize cerebral circulation and intracranial pressure. For ADHD apply:

Physiotherapy aimed at strengthening the muscles of the neck and shoulder girdle. Must be done daily.
Collar area massage courses of 10 procedures 2-3 times a year.
Physiotherapy. Apply infrared irradiation (heating) spasmodic muscles using infrared rays. Paraffin heating is also used. 15-20 procedures 2 times a year. These procedures are well combined with massage of the collar zone.

Please note that these procedures can only be started after consultation with a neurologist and orthopedist.
Do not resort to the services of manual therapists. Treatment by an unqualified specialist, without a preliminary x-ray of the spine, can cause serious injury.

Attention deficit hyperactivity disorder in a child, behavior correction

BOS-therapy (biofeedback method)

biofeedback therapy is a modern treatment method that normalizes the bioelectrical activity of the brain, eliminating the cause of ADHD. It has been effectively used to treat the syndrome for more than 40 years.

The human brain generates electrical impulses. They are divided depending on the frequency of oscillations per second and the amplitude of oscillations. The main ones are: alpha, beta, gamma, delta and theta waves. With ADHD, the activity of beta waves (beta rhythm) is reduced, which are associated with focusing attention, memory, and information processing. At the same time, the activity of theta waves (theta rhythm) increases, which indicate emotional stress, fatigue, aggressiveness and imbalance. There is a version that the theta rhythm contributes to the rapid assimilation of information and the development of creativity.

The task of biofeedback therapy is to normalize the bioelectrical oscillations of the brain - to stimulate the beta rhythm and reduce the theta rhythm to normal. For this, a specially developed hardware-software complex "BOS-LAB" is used.
Sensors are attached to certain places on the child's body. On the monitor, the child sees how his biorhythms behave and tries to change them arbitrarily. Also, biorhythms change during the performance of computer exercises. If the task is done correctly, then a sound signal sounds or a picture appears, which are an element of feedback. The procedure is painless, interesting and well tolerated by the child.
The effect of the procedure is increased attention, reduced impulsivity and hyperactivity. Improved performance and relationships with others.

The course consists of 15-25 sessions. Progress is noticeable after 3-4 procedures. The effectiveness of treatment reaches 95%. The effect persists for a long time, for 10 years or more. In some patients, biofeedback therapy completely eliminates the manifestations of the disease. Has no side effects.

Psychotherapeutic methods

The effectiveness of psychotherapy is significant, but progress may take from 2 months to several years. You can improve the result by combining various psychotherapeutic techniques, pedagogical measures of parents and teachers, physiotherapeutic methods and adherence to the daily routine.

Cognitive Behavioral Methods

The child, under the guidance of a psychologist, and then independently, forms various models of behavior. In the future, the most constructive, “correct” ones are chosen from them. In parallel, the psychologist helps the child to understand his inner world, emotions and desires.
Classes are held in the form of a conversation or a game, where the child is offered various roles - a student, a buyer, a friend or an opponent in a dispute with peers. Children act out the situation. Then the child is asked to determine how each of the participants feels. Did he do the right thing.

Anger management skills and expressing your emotions in an acceptable way. What do you feel? What do you want? Now say it politely. What we can do?
Constructive conflict resolution. The child is taught to negotiate, seek compromise, avoid quarrels or get out of them in a civilized manner. (If you don’t want to share - offer another toy. You are not accepted into the game - come up with an interesting activity and offer it to others). It is important to teach the child to speak calmly, to listen to the interlocutor, to clearly articulate what he wants.
Appropriate ways of communicating with the teacher and with peers. As a rule, the child knows the rules of behavior, but does not follow them because of impulsiveness. Under the guidance of a psychologist in the game, the child improves communication skills.
Correct methods of behavior in public places - in kindergarten, at the lesson, in the store, at the doctor's office, etc. mastered in the form of "theater".

The effectiveness of the method is significant. The result appears in 2-4 months.

play therapy

In the form of a game that is pleasant for the child, the formation of perseverance and attentiveness, learning to control hyperactivity and increased emotionality takes place.
The psychologist individually selects a set of games based on the symptoms of ADHD. At the same time, he can change their rules if the child is too easy or hard.
Play therapy at first is carried out individually, then it can become a group or family. Also, games can be "homework", or conducted by the teacher during the five-minute lesson.

Games for the development of attention. Find 5 differences in the picture. Define the scent. Identify the object by touch with your eyes closed. Broken phone.
Games for the development of perseverance and the fight against disinhibition. Hide and Seek. Silent. Sort items by color/size/shape.
Games for the control of motor activity. Throwing the ball at a set pace that gradually increases. Siamese twins, when children in a pair, hugging each other by the waist, must complete tasks - clap their hands, run.
Games to relieve muscle clamps and emotional stress. Aimed at the physical and emotional relaxation of the child. "Humpty Dumpty" for alternate relaxation of various muscle groups.
Games for the development of memory and overcoming impulsivity."Speak!" - the facilitator asks simple questions. But you can answer them only after the command “Speak!”, Before which he pauses for a few seconds.
Computer games, which simultaneously develop perseverance, attention and restraint.

Art therapy

Engaging in various types of art reduces fatigue and anxiety, frees from negative emotions, improves adaptation, allows you to realize your talents and raise your child's self-esteem. It helps to develop internal control and perseverance, improves the relationship between the child and the parent or psychologist.

Interpreting the results of the child's work, the psychologist gets an idea about his inner world, mental conflicts and problems.

Painting colored pencils, finger paints or watercolors. Sheets of paper of different sizes are used. The child can choose the plot of the drawing himself or the psychologist can suggest a topic - “At school”, “My family”.
sand therapy. You need a sandbox with clean, moistened sand and a set of various molds, including human figures, vehicles, houses, etc. The child himself decides what exactly he wants to reproduce. Often he plays up stories that disturb him unconsciously, but he cannot convey this to adults.
Modeling from clay or plasticine. The child sculpts figures from plasticine on a given topic - funny animals, my friend, my pet. classes contribute to the development of fine motor skills and brain functions.
Listening to music and playing musical instruments. Rhythmic dance music is recommended for girls, and marching music for boys. Music relieves emotional stress, increases perseverance and attention.

The effectiveness of art therapy is average. It is a helper method. Can be used to establish contact with the child or for relaxation.

Family therapy and work with teachers.

The psychologist informs adults about the developmental features of a child with ADHD. He talks about effective methods of work, forms of influence on the child, how to form a system of rewards and sanctions, how to convey to the child the need to fulfill duties and comply with prohibitions. This reduces the number of conflicts, makes training and education easier for all its participants.
When working with a child, a psychologist draws up a psycho-correction program for several months. At the first sessions, he establishes contact with the child and conducts diagnostics to determine how pronounced inattention, impulsiveness and aggressiveness are. Taking into account individual characteristics, he draws up a correction program, gradually introducing various psychotherapeutic techniques and complicating tasks. Therefore, parents should not expect drastic changes after the first meetings.

Pedagogical measures

Parents and teachers need to be aware of the cyclical nature of the brain in children with ADHD. On average, a child assimilates information for 7-10 minutes, then the brain needs 3-7 minutes to recover and rest. This feature must be used in the process of learning, doing homework and in any other activity. For example, give your child tasks that he will have time to complete in 5-7 minutes.

Proper parenting is the main way to deal with the symptoms of ADHD. Whether the child “outgrows” this problem and how successful it will be in adulthood depends on the behavior of the parents.

Be patient, keep self-control. Avoid criticism. Peculiarities in the behavior of the child are not his fault and not yours. Insults and physical violence are unacceptable.
Communicate expressively with your child. Expressions of emotion in facial expressions and voice will help to keep his attention. For the same reason, it is important to look into the eyes of the child.
Use physical contact. Hold the hand, stroke, hug, use massage elements when communicating with the child. It has a calming effect and helps to focus.
Provide clear control of the execution of tasks. The child does not have sufficient willpower to complete what he started, he is tempted to stop halfway. Knowing that an adult will supervise the task will help him see it through to the end. Will provide discipline and self-control in the future.
Set challenging tasks for your child. If he is not up to the task that you have set for him, then next time simplify it. If yesterday he did not have the patience to put away all the toys, then today ask him only to collect the cubes in a box.
Set the child a task in the form of short instructions. Give one task at a time: "Brush your teeth." When this is completed, ask to wash.
Take breaks of a few minutes between each activity. Collected toys, rested for 5 minutes, went to wash.
Allow your child to be physically active during class. If he waves his legs, twists various objects in his hands, shifts near the table, this improves his thought process. If you limit this small activity, then the child's brain will fall into a stupor and will not be able to perceive information.
Praise for every success. Do it one on one and with your family. The child has low self-esteem. He often hears how bad he is. Therefore, praise is vital to him. It encourages the child to be disciplined, to put even more effort and perseverance in completing tasks. Well, if the praise is visual. These can be chips, tokens, stickers, cards that the child can count at the end of the day. Change "rewards" from time to time. Forfeiting a reward is an effective form of punishment. He must follow immediately after the offense.
Be consistent in your requirements. If you can not watch TV for a long time, then do not make exceptions when you have guests or your mother is tired.
Warn your child about what's to come. It is difficult for him to interrupt activities that are interesting. Therefore, 5-10 minutes before the end of the game, warn that he will soon finish playing and collect toys.
Learn to plan. Together, make a list of tasks that need to be done today, and then cross off what you have done.
Make a daily routine and stick to it. This will teach the child to plan, distribute their time and anticipate what will happen in the near future. This develops the work of the frontal lobes and creates a sense of security.
Encourage your child to play sports. Martial arts, swimming, athletics, cycling will be especially useful. They will direct the activity of the child in the right useful direction. Team sports (football, volleyball) can be difficult. Traumatic sports (judo, boxing) can increase the level of aggressiveness.
Try different types of activities. The more you offer your child, the higher the chance that he will find his hobby, which will help him become more diligent and attentive. This will build his self-esteem and improve relationships with peers.
Protect from prolonged viewing TV and computer seats. The approximate norm is 10 minutes for each year of life. So a 6-year-old child should not watch TV for more than an hour.

Remember, if your child has been diagnosed with Attention Deficit Hyperactivity Disorder, this does not mean that he is behind his peers in intellectual development. The diagnosis only indicates the borderline state between the norm and deviation. Parents will have to make more efforts, show a lot of patience in education, and in most cases, after 14 years, the child will “outgrow” this condition.

Often children with ADHD have high IQs and are referred to as "indigo children". If a child becomes interested in something specific in adolescence, then he will direct all his energy to it and bring it to perfection. If this hobby develops into a profession, then success is guaranteed. This is proved by the fact that most of the big businessmen and prominent scientists in childhood suffered from attention deficit hyperactivity disorder.

Sections: School psychological service

Recently, attention deficit hyperactivity disorder (ADHD) has become increasingly relevant, which in the process of ontogenesis can change into deviance or delinquency. Literature analysis revealed wide variability in data on the prevalence of ADHD. So, for example, in the USA there are 4-20% of hyperactive children, in the UK - 1-3%, in Italy - 3-10%, in China - 1-13%, Australia - 7-10%, Russia - 4-18% At present, more than half a million children in Germany suffer from Attention Deficit Hyperactivity Disorder, with 9 times more boys than girls. Most often, girls suffer from a special form of attention deficit disorder without hyperactivity.

Attention deficit hyperactivity disorder is often accompanied by a delay in the maturation of higher mental functions and, consequently, specific learning difficulties. Children with ADHD have difficulty planning and organizing complex activities. Most of them are characterized by weak psycho-emotional stability in case of failures, low self-esteem, stubbornness, deceit, irascibility, aggressiveness. In addition, they have self-doubt and communication problems. Adolescents with ADHD are characterized by denial of authority, immature and irresponsible behavior, violation of family and social rules. They cannot maintain a certain behavioral response for a long time. They are characterized by destructive, oppositional, defiant, and sometimes destructive behavior. Due to misunderstanding on the part of others, a hyperactive child develops a hard-to-correct aggressive model of defensive behavior.

Facade manifestations of ADHD may change with age. If in early childhood immaturity of motor and mental functions is noted, then in adolescence, violations of adaptive mechanisms appear, which can cause offenses. It is known that hyperactive children develop early cravings for alcohol and drugs. In this regard, this pathology is a serious social problem. For the prevention of juvenile delinquency, alcoholism, drug addiction, it is necessary to identify and correct children with attention deficit hyperactivity disorder in a timely manner.

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

Weaknesses:

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

Strengths:

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

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

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

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

Inadequate behavior, social maladaptation, personality disorders can cause failures in adult life. Such people are fussy, easily distracted, impatient, impulsive, quick-tempered, it is difficult for them to concentrate on the subject of activity. Their mood changes frequently. Difficulties in planning activities and lack of organization hinder them in career advancement, in the arrangement of family life. Hyperactive manifestations of a strong degree of severity can be replaced by a number of affective and personality disorders at a more mature age. At the same time, timely medical and psychological assistance can compensate for this shortcoming.

System treatment and observation of children with attention deficit is not developed enough, due to the ambiguity of the pathogenesis of the disease. There are non-drug and drug methods of correction.

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 is needed with parents 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 the “hyperactive” child (meal time, homework, sleep), provide him with the opportunity to expend excess energy in physical exercises, long walks, and 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. The choice of partners for games is important - the child's friends should be balanced and calm.

Effective family play therapy.

V. Oaklander recommends using 2 main techniques in working with hyperactive children: smoothing out tension and following the interests of the child.

Corrective work with such children can be done within the framework of play therapy. Useful work with sand, clay, groats, water.

In working with a hyperactive child, relaxation exercises and physical contact exercises are a potential help. They contribute to a better awareness of your body and the exercise of control.

Corrective-developing and formative work based on motor methods should include stretching, breathing, oculomotor, cross-body exercises, exercises for the tongue and jaw muscles, for the development of fine motor skills of the hands, relaxation of the development of the communicative and cognitive sphere, exercises with rules.

Timely diagnosis and correction of difficulties makes it possible to bring any type of ontogenesis closer to the normal course, to facilitate the entry of the child into the usual social environment. The most corrected age is from 5 to 12 years.

The main principle of development: "Timeliness is everything!".

Drug therapy for attention deficit/hyperactivity disorder is appropriate if non-drug methods of correction are ineffective. Psychostimulants, tricyclic antidepressants, tranquilizers and nootropic drugs are used. In international pediatric neurological practice, the effectiveness of two drugs has been empirically established - the antidepressant amitriptyline and Ritalin, which belongs to the amphetamine group.

The greatest effect in the treatment of attention deficit/hyperactivity disorder is achieved with a combination of various methods of psychological work (both with the child himself and with his parents) and drug therapy.

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, rapid and frequent mood changes) can also be observed in adults. The factors of the unfavorable prognosis of the syndrome are its combination with mental illness, the presence of psychopathology in the mother, as well as the symptoms of impulsivity in the patient himself. Social adaptation of children with attention deficit/hyperactivity disorder can only be achieved with the interest and cooperation of the family, school and society.

Help the teacher in teaching children with Attention Deficit Hyperactivity Disorder.

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

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

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

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

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

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

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

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

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

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

1. Sit the student at the front or center of the class, away from distractions.
2. Sit next to a student who can serve as a positive role model.
3. Use as many visual teaching aids as possible.
4. If the child loses attention and begins to interfere, occupy him (let him read aloud part of the training paragraph or the condition of the problem).
5. If the child is distracted, quietly signal to him to return to the task, or simply go up to him and touch his shoulder, making it clear that he is behaving incorrectly, without swearing or shouting at the same time.
6. Encourage the desire to learn (board of the best students of the day, week, month).
7. Create a list of rules that students must follow. Formulate a list in a positive way: what should be done, not what should not be done. Make sure children know what behavior is expected of them.
8. Tell parents not only about the negative aspects of the child, but about the positive ones.
9. Reduce the number of time-limited exams and tests. These exams are of little educational value and prevent many children with ADHD from demonstrating their knowledge.
10. Always write instructions on the board for completing assignments. Leave directions on the board until the end of class. There are students who cannot write down or memorize verbal instructions on their own.
11. Allow yourself to joke, be original. This can defuse the situation.
12. If classmates do not respect a child with ADHD and make fun of him, give him important tasks in the presence of other children and explain how important it is to do it well. This will increase self-esteem and responsibility.
13. Organize creative classes where a child with ADHD can show their creativity.

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

Lliterature

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