Development of attention in primary schoolchildren with ADHD. Problems of attention among primary schoolchildren. Federal Agency for Education

Elementary school teachers are familiar with this situation:

There is a lesson in first grade. Children complete independent assignments in their notebooks. The child starts recording along with everyone else. But suddenly his gaze breaks away from the notebook, moves to the board, then to the window. The boy's face suddenly lights up with a smile, and, fumbling in his pocket, he pulls out a new multi-colored ball. Noisily turning around in his chair, he begins to show the toy to the neighbor behind him. Having not received a decent assessment of his acquisition, he gets up, reaches into his briefcase, and takes out a pencil. The poorly placed briefcase falls with a crash. After the teacher’s remark, the student sits down at his desk, but after a moment begins to slowly slide out of his chair. And again - a remark, followed by only a short period of concentration... Finally - the bell rings, and he is the first to run out of the classroom. What do we see in the notebook? Most likely, this is a rhetorical question.

And such children, unfortunately, are not decreasing in number, but on the contrary...What is this and how should children and parents behave with these guys? I hope this work will help answer these questions.

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Attention deficit disorder in primary schoolchildren.

Elementary school teachers are familiar with this situation:

There is a lesson in first grade. Children complete independent assignments in their notebooks. The child starts recording along with everyone else. But suddenly his gaze breaks away from the notebook, moves to the board, then to the window. The boy's face suddenly lights up with a smile, and, fumbling in his pocket, he pulls out a new multi-colored ball. Noisily turning around in his chair, he begins to show the toy to the neighbor behind him. Having not received a decent assessment of his acquisition, he gets up, reaches into his briefcase, and takes out a pencil. The poorly placed briefcase falls with a crash. After the teacher’s remark, the student sits down at his desk, but after a moment begins to slowly slide out of his chair. And again - a remark, followed by only a short period of concentration... Finally - the bell rings, and he is the first to run out of the classroom.

The described behavior is typical for children with the so-called hyperkinetic, or hyperactive, syndrome. One of its specific features is the child’s excessive activity, excessive mobility, fussiness, and the inability to concentrate on anything for a long time.

Hyperactivity- this is an excessive activity of a child with poor impulse control. This disorder manifests itself in the form of motor disinhibition, impulsive behavior, mild lack of coordination of movements and fine motor skills.

Recently, experts have proven that hyperactivity is one of the manifestations of a whole complex of disorders observed in such children. The main defect is associated with insufficiency of the mechanisms of attention and inhibitory control. Therefore, such violations are more accurately classified asattention deficit disorders(Zavadenko N.N., Uspenskaya T.Yu., 1994).

Attention deficit disorders are considered one of the most common forms of behavior disorders among children of primary school age, and such disorders are recorded much more often in boys than in girls.

Behavioral disorders associated with hyperactivity and lack of attention appear in children already in preschool childhood. However, during this period they may not look so problematic, since they are partially compensated by a normal level of intellectual and social development. Entering school creates serious difficulties for children with attention deficits, since educational activities place increased demands on the development of this function. This is why children with signsattention deficit disorderunable to cope satisfactorily with school demands.

As a rule, in adolescence, attention defects in such children persist, but hyperactivity usually disappears and is often, on the contrary, replaced by reduced activity.

Clinical manifestations of attention deficit disorders in children(Zavadenko N.N., Uspenskaya T.Yu., 1994):

1. Restless movements in the hands and feet are often observed. Sitting on a chair, the child writhes and squirms.

2. Cannot sit still when required.

3. Cannot play quietly or calmly.

4. Chatty.

5. Easily distracted by extraneous stimuli.

6. Has difficulty completing the proposed tasks (not related to negative behavior or lack of understanding).

7. Has difficulty maintaining attention when completing tasks or playing games.

8. Frequently moves from one unfinished action to another.

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

10. Loses things needed at school and at home (eg toys, pencils, books, etc.).

11. Has difficulty waiting his turn during games and in various situations in a group (school classes, excursions, etc.).

12. He often answers questions without thinking, without listening to them completely.

13. Disturbs others, pesters others (for example, interferes with other children’s games).

14. Often commits dangerous actions without thinking about the consequences (for example, running out into the street without looking around). At the same time, he does not seek adventure or thrills.

The presence of at least 8 of the 14 symptoms listed above in a child, which have been observed continuously for at least the last 6 months, is the basis for the diagnosis "attention deficit disorder" All manifestations of this syndrome can be divided into three groups:signs of hyperactivity (1-4),inattention and distractibility (5-10) And impulsivity (symptoms 11-14).

These primary behavioral problems are accompanied by serious secondary problems, which primarily include poor school performance and difficulty communicating with others.

Poor academic performance is a typical phenomenon for hyperactive children. It is due to the peculiarities of their behavior, which does not correspond to the age norm and is a serious obstacle to the full inclusion of the child in educational activities. During the lesson, these children find it difficult to cope with tasks, as they experience difficulties in organizing and completing work, and quickly switch off from the process of completing the task. The reading and writing skills of these children are significantly lower than those of their peers. Their written work appears sloppy and contains errors that are the result of inattention, failure to follow teacher instructions, or guessing. At the same time, children are not inclined to listen to the advice and recommendations of adults.

In educational activities, hyperactive children, due to disturbances in attention and behavior, show results below their capabilities.

Behavioral disorders of hyperactive children not only affect school performance, but also largely determine the nature of their relationships with other people. In most cases, such children experience communication problems: they cannot play with peers for a long time, establish and maintain friendly relationships. Among children, they are a source of constant conflict and quickly become outcasts.

In the family, these children usually suffer from constant comparisons with brothers and sisters, whose behavior and studies are set as an example to them. They are undisciplined, disobedient, and do not respond to comments, which greatly irritates parents, who are forced to resort to frequent but ineffective punishments.

When working with hyperactive children, knowledge of the causes of observed behavior disorders is of great importance. Most experts are inclined to recognize the interaction of many factors, including:

Organic brain damage (traumatic brain injury, neuroinfection, etc.);

Perinatal pathology (complications during pregnancy of the mother, asphyxia of the newborn);

Genetic factor (some evidence suggests that attention deficit disorder may run in families);

Features of neurophysiology and neuroanatomy (dysfunction of the activating systems of the central nervous system);

Nutritional factors (high carbohydrate content in food leads to deterioration in attention indicators);

Social factors (inconsistency and unsystematic nature of educational influences, etc.).

Based on this, work with hyperactive children should be carried out comprehensively, with the participation of specialists in different fields and the mandatory involvement of parents and teachers.

First of all, it should be taken into account that drug therapy plays an important role in overcoming attention deficit disorder.

In providing psychological assistance to hyperactive children, it is necessary to explain to adults the child’s problems, to make it clear that his actions are not intentional, to show that without the help and support of adults such a child will not be able to cope with his existing difficulties.

Parents A hyperactive child must adhere to certain educational tactics. They must remember that improvement in the child’s condition “depends not only on specially prescribed treatment, but to a large extent also on a kind, calm and consistent attitude towards it. In raising a child with hyperactivity, parents need to avoid two extremes: on the one hand, showing excessive pity and permissiveness, and on the other, placing increased demands on him that he is unable to fulfill, combined with excessive punctuality and punishment. Parents should also know that the child’s existing behavioral disorders can be corrected, but this process is long and will require great effort and great patience from them.

1. Follow a “positive model” in your relationship with your child. Praise him in every case when he deserves it, emphasize his successes. This will help strengthen the child's self-confidence.

2. Avoid repeating the words “no” and “cannot.”

3. Speak with restraint, calmly and softly.

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

5. Use visual stimulation to reinforce verbal instructions.

6. Encourage your child for all activities that require concentration (.

7. Maintain housesclear daily routine.Meal times, homework, and sleep times should follow this schedule.

8. Avoid crowds of people whenever possible. Staying in large stores has an overly stimulating effect on the child.

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

10. Protect your child from fatigue, as it leads to decreased self-control and increased hyperactivity.

11. Give your child the opportunity to expend excess energy. Daily physical activity in the fresh air is beneficial: long walks, running, sports activities.

12. Constantly take into account the shortcomings of the child's behavior. Children with attention deficit disorder are characterized by hyperactivity, which is inevitable, but can be kept under reasonable control using the listed measures.

For teachers The following recommendations can be given:

Work with a hyperactive child should be done individually, with the main attention being paid to distractibility and poor organization of activities;

If possible, you should ignore the challenging behavior of a child with attention deficit disorder and encourage his good behavior;

During lessons, it is advisable to limit distractions to a minimum. This can be facilitated, in particular, by the optimal choice of place at the desk for a hyperactive child - in the center of the class opposite the blackboard;

The child should be given the opportunity to quickly seek help from the teacher in cases of difficulty;

Training sessions for him should be structured according to a clearly planned, stereotypical routine;

The teacher should write the tasks proposed in the lesson on the board;

Only one task is given for a certain period of time;

If a student has a large task to complete, then it is presented to him in the form of successive parts, and the teacher periodically monitors the progress of work on each part, making the necessary adjustments;

During the school day, opportunities are provided for motor “release”: physical labor, sports exercises.

In the presence of hyperactivity syndrome in a child, as a rule, there islack of voluntary attention, and, consequently, difficulties in the educational process - high distractibility, restlessness and low performance.

Voluntary attention- this is an activity performed in line with conscious intentions and requires volitional efforts on the part of the subject. Guided and supported by a consciously set goal.

With psychological immaturity, as well as low motivation for educational activities, which is often observed in children with hyperactivity, one of the ways to work on the development of voluntary attention can begame basis of educational activities.

With the help of a set of didactic games, hyperactivity is reduced and performance is increased, and distractibility during the lesson is reduced.. The child better concentrates voluntary attention on the task that is assigned to him. There is greater interest in the entire educational process. The material being studied is better absorbed and remembered.

Conducting lessons using didactic games, significant progress is observed in a hyperactive child.

Before conducting didactic games in the classroom

1. Can't sit still

2. Spinning, spinning

3. There are restless movements in the hands and feet

4. Is in constant motion, “as if a motor was attached to it”

5. Inattentive

6. Disturbs others, interferes in conversation

7. Answers without listening to the question

8. Interrupts his classmates and teacher

9. Doesn’t finish the task to the end

10. Easily distracted by extraneous stimuli

After conducting didactic games in the classroom

1. Can calmly sit through 1/2 of a lesson

2. Started turning to the neighbor in the back row less often

3. Doesn't swing your legs when sitting

4. Became more restrained in some situations, does not run around in vain

5. I began to listen more carefully to tasks with game elements

6. More engaged in my work

7. Tries to listen to the end of the question addressed to him, after which he thinks about the answer for several seconds

8. Trying not to interrupt others is difficult.

9. Tries to complete tasks to completion, but in such a way as to be the first to complete them.

10. Lost interest in distracting stimuli from outside

Recently, you can increasingly hear from doctors that your child has hyperactivity, about which something must be done. These guys are distinguished from their peers by their great energy, which almost never runs out. They are constantly on the move, which makes it difficult, for example, to learn new material in class; it is difficult for them to concentrate on the same thing for a long time. The question arises: is this behavior the result of insufficient education or deviation? Let's try to understand what hyperactivity is in school-age children. Is treatment required or not?

Scale of the problem

Scientists and specialists have been studying this problem for a long time, but the alarm began to sound only when accumulated data showed its social significance and scale.

If you believe the statistics, hyperactivity is almost universal in school-age children. Treatment and education play an important role in this problem. Let's talk about this a little further.

It is believed, and this has already been practically proven, that such children have a more difficult time adapting to groups, and in adult life there may also be problems later. Scientists estimate that almost 80% of criminals suffered from hyperactivity in childhood.

In our country, the study of this pathology began later, and even now one can note a certain lack of awareness among teachers and doctors in matters related to this disease. This is why most children diagnosed with ADHD go without the necessary treatment.

And this is fraught with some consequences, for example, these children often get into trouble at school, their parents at home yell at them for their failures, they do not receive additional parental love, and in the end they seek solace in the company of friends. And, as you know, they are different, so the consequences can be quite dire.

Causes of ADHD

Let's look at hyperactivity in school-age children, the treatment and causes of this pathology in more detail. Let's start by finding out what can trigger the development of hyperactivity. There may be several reasons:

1. Abnormal pregnancy:

• Insufficient oxygen supply to the fetus.
• Threat of miscarriage at different times.
• Frequent stressful situations in an interesting position.
• Failure to follow recommendations for proper nutrition.
• Smoking.

2. Unfavorable birth:

• Labor is too prolonged.
• Rapid birth.
• If you had to resort to medication to induce labor.
• Prematurity.

3. Other reasons:

If there is a combination of several reasons at once, then the likelihood that hyperactivity will occur in school-age children increases. The doctor must prescribe treatment, but, unfortunately, this cannot always be seen. Often even parents do not pay attention to this problem and do not go to see a doctor for help.

Types of hyperactivity

If there is hyperactivity in school-age children, treatment will depend on the type of pathology. And they are as follows:

1. Attention deficit without hyperactivity. The child is most often absolutely calm, but lives in some kind of his own world, constantly soaring in the clouds, it is difficult to reach him.
2. Hyperactivity without attention deficit. This pathology is observed much less frequently. The cause is considered to be individual characteristics or disorders in the development of the nervous system.
3. Attention deficit hyperactivity disorder is the most common case. The child not only suffers from attention disorders, but also exhibits excessive activity.

Each case requires its own approach to treatment, which is simply necessary.

What is the difference between activity and hyperactivity?

Many parents often ask when to sound the alarm. How to distinguish that a child is not just a very active baby, but has hyperactivity? To answer these questions, you can use the simple comparison shown in the table.

These comparison signs will help parents suspect developmental pathology in their child and force them to see a doctor. Only a competent specialist can make the correct diagnosis (hyperactivity in a school-age child) and prescribe treatment. Don't put off visiting him.

How does hyperactivity manifest itself?

If there is hyperactivity in school-age children, Dr. Komarovsky recommends starting treatment only when it is established that this is a disease and not a manifestation of the norm. And to find out, you need to know the symptoms of the pathology; they can be divided into several groups:

If there is hyperactivity in school-age children, treatment (Komarovsky believes so) may not be necessary when the disease manifests itself in a mild form. At the same time, a lot of effort and patience is required, first of all, from the mother to help the child learn to cope with his problems.

But treatment may often be required if there is hyperactivity in school-age children. And symptoms other than those listed , the following are added:

If hyperactivity manifests itself in this way in school-age children, Dr. Komarovsky advises that you definitely undergo treatment. It should be noted that all these signs do not affect mental abilities, but academic performance often suffers, even if the child is smart, so the help of a specialist is necessary.

Establishing diagnosis

If there is hyperactivity in school-age children, treatment and correction of this condition are required. But for this you need to make a correct diagnosis. This is done by neurologists, whom you need to visit if you have the appropriate symptoms. It is important to identify the cause of the pathology in order to exclude the presence of more dangerous diseases, and only a specialist can do this.

Attention deficit hyperactivity disorder is identified during several stages:

Making a diagnosis can take several months; only after all observations, tests and examinations is hyperactivity detected in school-age children; treatment will depend on the symptoms and severity of the pathology. Parents will have to put in a lot of effort and patience.

Hyperactivity therapy

If the diagnosis of hyperactivity in school-age children is confirmed, treatment will definitely be required. And the signs should reduce their manifestation. But the therapy will be long-term and will use many techniques and directions.

1. Adjust the child’s motor activity. It is not advisable for such children to engage in sports with competitive elements, as this can provoke an increase in the manifestation of the disease. It is best to send your child to swimming, aerobic training, or skiing.
2. Psychological help. Specialists have various techniques for working with such children.
3. A child’s illness cannot but leave its mark on the parents, especially on the one who spends more time with the baby. They become more irritable and nervous, so the help of a family therapist will not hurt.
4. Relaxation. Special auto-trainings have a beneficial effect on the condition of children with hyperactivity syndrome.
5. Behavior correction. This applies not only to children, but also to adults. Children with hyperactivity are very susceptible to negativity, there are no prohibitions for them, but they respond quite positively to positive emotions. Taking this into account, it will be more effective to praise such kids for good deeds than to scold them for bad ones. Relationships should be built on complete trust and understanding, and only prohibit what really poses a danger to him. Parents must control their behavior and avoid being rude towards each other, especially in front of the child.
6. Medication is also required (if hyperactivity is diagnosed in school-age children) treatment. Drugs, for example in the USA, are often prescribed from the group of psychostimulants, but it has been found that they have many side effects that negate all the benefits of their use. In our country such drugs are not used.

Let's take a closer look at some areas of therapy.

Drug treatment

Most likely, if the diagnosis of “hyperactivity” in school-age children is confirmed, treatment will be prescribed. Medicines should be selected only by a doctor. To get results as quickly as possible, stimulants are prescribed; such drugs help the child improve concentration. This group includes the following medications:

• "Dexedrine."
• "Fokalin".
• "Ritalin."
• "Methylin."
• "Vyvanse".

Specialists often also prescribe nootropic medications, for example:

• "Cortexin".
• "Gliatilin".
• "Phenibut."
• "Pantogam".

They help improve cerebral circulation, improve memory and ability to concentrate.

Treatment of ADHD in Israel

For "hyperactivity" in school-age children, clinics may offer alternatives to medication. In Israeli medical institutions specializing in the treatment of ADHD, the following alternative treatment method is used.

This or osteopathy. The system of this treatment is based on the fact that the skull is directly connected to the spine and sacrum. Even minor shifts of the skull bones can eliminate or significantly reduce physical ailments and functional impairments. The first step is to eliminate the physical cause of the pathology, especially for birth injuries, and then it is the turn of other specialists to begin treatment.

Most children diagnosed with hyperactivity are able to study in a regular school with other children on an equal basis after osteopathic sessions.

One of these clinics is located in Tel Aviv, and is headed by the famous doctor Alexander Kantsepolsky. Thus, we see that if there is a diagnosis of “hyperactivity” in school-age children, Israel offers treatment not only with medication.

Traditional medicine against hyperactivity

Treatment of this disease requires a lot of patience from parents. It is necessary to strictly follow the doctor's recommendations if a diagnosis of hyperactivity is made in school-age children. Treatment with folk remedies can also be used, but after consultation with a specialist.

Here are some recipes that will help normalize sleep and the functioning of the digestive system, and because of this, the baby’s behavior will improve at least a little:

1. Has calming properties. To prepare, you need to take 1 tablespoon of crushed roots and pour 250 ml of hot water, boil in a water bath for 20 minutes. Cool slightly and strain. Take 2 tablespoons three times a day.
2. Hop. The cones of this plant are used for therapy. 1 tablespoon is poured into a glass of water and boiled for 2 minutes, then you need to insist a little, strain and take 1 tablespoon 3 times a day.
3. St. John's wort is also widely used in the treatment of hyperactivity. It normalizes sleep, promotes concentration and improves memory. You need to take 1 tablespoon of chopped herbs, add 0.5 liters of water and boil for 5 minutes. When chilled, give the child 1-2 tablespoons three times before meals.
4. It helps a lot if there is hyperactivity in school-age children, treatment with folk recipes. Herbal infusions are used quite often. One of them includes the following components: valerian root, lemon balm, mint, lavender flowers, St. John's wort. 2 tablespoons of this collection are brewed with 0.5 liters of hot water and left for 4 hours. Give the child 50 ml of medicine in the morning and evening before meals.
5. Lavender flowers help relieve too much activity in the child, as well as nausea, vomiting, and headaches. Pour 1 spoon of flowers into a glass of boiling water and leave for 10 minutes. Take a tablespoon twice a day.

It should be noted that when diagnosed with “hyperactivity” in school-age children, treatment with traditional healers’ remedies can help, but only if drug therapy is carried out, the child visits a psychologist, and his motor activity is corrected.

Psychological help

If you have hyperactivity, it is advisable not to refuse the help of a psychologist. The specialist has in his arsenal various techniques that help relieve anxiety, increase the child’s communication skills, and reduce his aggressiveness.

By modeling different situations of success, the psychologist will tell parents in which area their child will feel more confident. He carries out various correctional work, in which the baby’s parents must also be involved. Attention and memory levels are selected individually for each child.

Do not neglect the help of such specialized specialists; classes for a hyperactive child will only benefit.

How to communicate with a hyperactive child

When diagnosed with hyperactivity in school-age children, treatment is important. Prevention, meanwhile, is also simply necessary. And it should begin even before the child is born. The expectant mother must be provided with all the conditions for a normal pregnancy.

To prevent exacerbations, if your child already has a diagnosis of hyperactivity, you must adhere to the following recommendations:

• Help your child master techniques that will help him master school material.
• During classes, remove all distracting objects and create a working environment.
• Support the child and increase motivation to continue studying.

In addition, parents must adhere to some rules when communicating with a hyperactive child:

1. You need to praise your child even for the slightest successes.
2. The child must have his own tasks, albeit small ones, but he must carry them out himself and regularly.
3. You can practice keeping a diary in which all your successes are recorded.
4. It is necessary to set tasks that are feasible for the child.
5. It is necessary to clearly define all the boundaries of what is permitted and what is absolutely not allowed.
6. The commanding tone must be removed from the address.
7. There must be a daily routine in the house.
8. Don't let your baby overexert himself.
9. TV viewing time should be kept to a minimum.
10. It is imperative to establish a sleep-wake schedule.
11. Parents themselves must remain calm in any situation.
12. Parents should help their child choose a field of activity where he can show his abilities.

If your child is too hyperactive, then there is no need to panic and give up on him. With the modern capabilities of medicine, it is possible to cope with such pathologies, you just need to pay attention to it in time and visit a doctor. Psychological assistance, drug therapy, psychotherapy sessions will do their job, and your child will be able to study on an equal basis with other children and show all his talents and abilities.

It's been just over a month since the start of the school year, and teachers in many classrooms are faced with similar problems: children, usually boys, don't listen in class, do as they please and have difficulty controlling themselves. Today, such children are commonly called hyperactive. Can such a diagnosis be made at school? How can parents improve their child's school life?

“My son went to school this year. From birth he was a very active and nervous boy, and at school his problems worsened: the teacher complains that he talks loudly in class, fidgets and disturbs the whole class. Yes, he is a difficult child. The school psychologist says he has hyperactivity disorder. What it is?"

The full diagnosis is: attention deficit hyperactivity disorder - ADHD. Children with this syndrome are not only very active, talkative and fussy; they have problems concentrating, focusing. On average, there are about three percent of children in the world with ADHD, therefore, in a class of thirty students, it is quite possible to have such a child.

When do ADHD symptoms appear? It is believed that this occurs before the age of seven, although sometimes they can first appear at the age of ten or eleven. Most often, parents of first-graders turn to the doctor: “Everyone is sitting calmly, but mine can’t!” However, some clarify: “Actually, it was very difficult with him from birth.”

Pointed temperament

In general, attentiveness and activity are properties of temperament, and in this sense, all people are divided into those who can be concentrated for a long time, can do painstaking work, and those who cannot stand such work. A diagnosis of ADHD means that these temperamental properties are extremely sharpened, so that a person cannot fit into normal life, is unable to carry out the tasks that others and himself set for him, and this greatly interferes with meaningful relationships with parents and friends.

Nowadays, any impulsive, very active child is often called hyperactive without hesitation. However, only a doctor can diagnose ADHD. It is impossible to determine by eye whether a child has ADHD or is just throwing a tantrum. To make a diagnosis, it is necessary to carefully evaluate the child’s life and development, to monitor how and in what situations his problems of attentiveness and activity manifest themselves.

The level of activity can be determined using special scales that parents fill out, and the doctor compares how the indicators of a particular child differ from the standard ones. These scales are based on significant research conducted in the United States and Europe. The norms in them, however, are American and European. In my work I rely on them, although with caution.

Not a personality disorder

The first thing parents need to know is that ADHD is not a mental illness, but a developmental disorder. It’s just that the child’s self-control function is initially impaired. Most often, he does not get sick with this - he is already born this way. Parents often ask me: “Did we overlook something or didn’t do something on time?” No. Parents are not to blame here. If we could look into such a child’s brain, we would see that those areas that are responsible for self-control, for managing behavior, work differently for him than for others.

The paradox is that these children look absolutely normal. So he asks for forgiveness and promises to improve, but over and over again he breaks his promises - and they begin to consider him spoiled... I ask one boy: “What are you talking about in class?” And he replies: “Yes, I forget that it’s impossible.” Children with ADHD forget the rules and behave on impulse. Parents who know about this are easier to forgive such a child, do not put all sorts of labels on him and, I hope, do not blame themselves in vain.

ADHD can have several causes. For example, heredity. Research suggests that approximately half of children with this diagnosis have at least one parent who also has ADHD. It is also known that children with low weight or low Apgar scores immediately after birth are more likely to develop ADHD.

Supports

Unfortunately, there is no way to cure ADHD once and for all. But the child’s development largely depends on the behavior of the parents. Understanding what the problem is, they can make his life much easier. Having made this diagnosis, I consider it my main task to explain to my parents what is happening.

The most effective thing that can be done to make the life of a child with ADHD easier is to build a system of external control for him.

1. Children with ADHD have difficulty retaining large amounts of information in their heads. This means that the tasks for them should be break into pieces. I did one thing - get a new task.
2. It is known that children with ADHD have large problems with the sense of time. They are “shortsighted to the future.” If we can plan our activities and roughly imagine what it will lead to, then for children with ADHD the “window in time” is ten minutes maximum. They live exclusively for this moment, they do not imagine the consequences. Therefore, if “something wrong” happens as a result of their actions, it is not their choice, they did not want these consequences.
   At the same time, such a child is in dire need of immediate feedback from parents. And in this case, he needs consequences here and now. The approach will not work with him: “If you keep your room in order for a month, we will give you a bicycle” or “If you don’t sit down for your homework right now, your father will come back in the evening and punish you.” Evening is some kind of foggy future. It’s better to say this: “If you do this right now, you can get this and that right away.”
   It is very difficult for such children at school. They must sit for forty minutes without distraction and complete class work, and the grade will appear only two days later, when the teacher checks the notebooks. In such a situation, it is difficult to concentrate, because the result and reward are very far away.
3. Works well with these kids "point" or "token" system. For completing everyday tasks, the child receives rewards in the form of points or tokens, which he then exchanges for something. So he constantly sees the result of his actions, understands that his capabilities increase every time and with every action.
4. Using timers. They help children who have trouble keeping track of time. You can use a regular hourglass.
   There is another wonderful thing - a watch with a colored circle on the dial, and as the minutes pass, this circle disappears. With this watch you can see “live” how time passes. After all, the child himself does not feel that it is ending, and because of this he puts things off.
5. When visiting public places, for example, a clinic, you need to think in advance what the child will do for an hour or two, especially if the mother is busy. Stock up on paper, markers and toys. It would be a good idea to take a relative to help.
   Unfortunately, adults often react reactively: they put the child in a situation in which he is likely to have problems, and then begin to scold him.
6. Should I take medications for ADHD? Parents should discuss this issue with a specialist. Certainly, medication use has its pros and cons, but in the vast majority of cases I highly recommend at least trying treatment because the effect can be significant. However, be sure to check with your doctor whether the medicine he prescribes has been clinically tested for effectiveness. Unfortunately, the vast majority of drugs prescribed in our country for ADHD have not undergone such trials.

ADHD and others

One of the problems that parents of children with ADHD face is the lack of awareness among society, teachers and even some specialists. But most importantly, the parents themselves must clearly understand what they are dealing with.

Simply telling a teacher, “You know, my child has ADHD” is an understatement. It is necessary to describe the child’s behavior very specifically, for example: “It is very difficult for my son to sit still, it is difficult to restrain himself, he has had this for a long time, we have tried a lot of things, now we are going to the doctor, we are doing this, but I am afraid that he will fidget in class. and even talk... I really want him to have good behavior. Let’s agree: I’ll come up to you for a minute every day after school, and you’ll tell me what and how he did it.”

You need to take the teacher as your ally. Otherwise, it happens that both sides, both teachers and parents, only complain: “These parents don’t want to do anything, the whole burden is on us,” “These teachers don’t understand anything about our child, they only spread rot on him.” Of course, both things happen, and quite often, but it’s more effective to work together.

As they grow older, the ability to self-control and the ability to manage their behavior improves in any child. Fussiness, mobility, and talkativeness usually decrease by the end of elementary school. Impulsivity decreases slightly more slowly.

Of course, people learn to restrain themselves, but they continue to remain impetuous and hot-tempered. Problems associated with a lack of attention and concentration usually remain and accompany these people into adulthood. But then at least you have the opportunity to choose what to do.

There are many professions that are quite suitable for a person with self-control problems. It is known that, for example, in the United States, people with ADHD willingly join the army (according to some estimates, there are more than ten percent of them there), because the army implies clear rules and frameworks, an understandable structure, prescribed responsibilities and physical activity.

On the one hand, it’s difficult to blame the parents, because you wouldn’t want anyone to find themselves in such a situation. It is a lot of work raising children with ADHD. But it’s better not to forget: difficult behavior is by no means a child’s free choice. Not long ago, a married couple who had already raised two children approached me. The third, born much later, was diagnosed with ADHD. And the husband and wife told me: “You know, for a long time we considered ourselves wonderful parents and took credit for raising wonderful children. Only now we realized: it’s easy to raise “easy” children, but try to raise them.”

This article provides practical advice to parents of a hyperactive child. It is imperative to remember that hyperactivity is not a behavioral problem, not the result of poor upbringing, but a medical diagnosis that can be made based on the results of a special diagnosis!

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Tips for parents

HYPERACTIVITY

Sineva O.G., primary school teacher

Any excited child should not be classified as hyperactive.

If a child is full of energy, if it is overflowing, which sometimes makes the child stubborn and disobedient, this does not mean that he is hyperactive.

If you are chatting with your friend, and the child begins to get angry and cannot stand still or sit at the table - this is normal. Long journeys also tire children.

Every child has moments of anger. And how many children begin to “walk around” in bed when it’s time to sleep, or play around in the store! The fact that a child becomes energetic, giving vent to boredom, is not at all a sign of hyperactivity.

A noisy child - a spoiled child or a baby who wakes up before dawn, full of strength and energy - is a joy, not a reason for concern.

And finally, a child who has motivated behavioral deviations also does not belong to the category of hyperactive.

SIGNS OF HYPERACTIVITY

Diagnostic criteria for attention deficit hyperactivity disorder have changed over the years. Symptoms almost always appear before age 7, usually by age four. The average age when visiting a doctor is 8-10 years: at this age, school and housework begin to require independence, purposefulness and concentration from the child. Younger children are usually not diagnosed at first visit, but wait several months, during which symptoms should persist. This allows you to avoid diagnostic errors.

MAIN SIGNS: impaired attention, hyperactivity, impulsivity. Depending on the presence or absence of specific symptoms, attention disorder with hyperactivity syndrome is divided into three subtypes: attention deficit, hyperactivity, mixed.

To be diagnosed with attention deficit hyperactivity disorder, six out of nine signs from the categories below must be present. Signs must be present for at least six months.

A. Attention deficit:

1. Reduced selective attention, unable to concentrate for a long time on the subject, details of the subject, makes careless mistakes.

2. Cannot maintain attention: the child cannot complete the task to the end, is not collected when completing it.

3. The impression that he does not listen when addressed directly.

4. Does not follow or complete direct instructions.

5. Has difficulty organizing their activities, often switching from one activity to another.

6. Avoids or dislikes tasks that require prolonged mental effort.

7. Often loses things he needs.

8. Easily distracted by extraneous noise.

9. Increased forgetfulness in daily activities.

B. Hyperactivity and impulsivity:

1. When nervous, intensive movements of the arms or legs or squirming in a chair.

2. Must get up frequently.

3. Sudden rises from a place and excessive running.

4. Difficulty participating in quiet leisure activities.

5. Acts as if "wound up".

6. Shouting from the seat and other noisy antics during classes, etc.

7. Says answers before questions have been completed.

8. Inability to wait your turn in games, during classes, etc.

9. Interferes with the conversation or activities of others.

C. Mixed: There are signs of impaired attention and hyperactivity.

Attention deficit hyperactivity disorder is more common in boys. The relative prevalence among boys and girls is 4:1. Currently, the prevalence of the syndrome among primary schoolchildren is considered to be 3-10%.

More than half of the children who suffered from attention deficit hyperactivity disorder in primary school continue to have this syndrome into adolescence. Such teenagers are prone to drug addiction and have difficulty adapting to the team. In approximately 60% of cases, symptoms continue into adulthood.

Hyperactive children

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

Changing the behavior of an adult and his attitude towards a child:

Show sufficient firmness and consistency in your upbringing;

Remember that a child's actions are not always intentional;

Control your child’s behavior without imposing strict rules on him;

Do not give your child reactive instructions, avoid the words “no” and “cannot”;

Build your relationship with your child on mutual understanding and trust;

Avoid, on the one hand, excessive softness, and on the other, excessive demands on the child;

React to the child’s actions in an unexpected way (make a joke, repeat the child’s actions, take a photo of him, leave him alone in the room, etc.);

Repeat your request calmly in the same words many times;

Do not insist that the child necessarily apologize for the offense;

Listen to what the child has to say;

Use visual stimulation to reinforce verbal instructions.

Changing the psychological microclimate in the family:

Give your child enough attention;

Spend leisure time with the whole family;

" - do not allow quarrels in the presence of a child.

Organization of the daily routine and place for classes:

Establish a firm daily routine for the child and for all family members;

Show your child more often how best to complete a task without distractions;

Reduce the influence of distractions while your child is completing a task;

Protect hyperactive children from prolonged use of the computer and watching television;

If possible, avoid large crowds of people;

Remember that overwork leads to decreased self-control and increased hyperactivity;

Organize support groups made up of parents with children with similar problems.

4. Special behavioral program:

Come up with a flexible system of rewards for well-done tasks and punishments for bad behavior. You can use a point or sign system, keep a self-control diary;

Do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use a quiet sitting in a certain place after committing an act;

Praise your child 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;

Develop in children the skills to manage their emotional state, especially anger and aggression;

Don't try to prevent the consequences of your child's forgetfulness;

Gradually expand the range of responsibilities, having previously discussed them with the child;

Do not allow the task to be postponed until another time;

Do not give your child assignments that are not appropriate for his level of development, age and abilities;

Help your child begin the task, as this is the most difficult stage for him;

Do not give multiple instructions 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 the hyperactive child his problems and teach him to cope with them.

Remember that verbal means of persuasion, appeals, and 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” are:

Deprivation of pleasure, delicacy, privileges;

Prohibition on pleasant activities, telephone conversations, watching television;

Reception of “off time” (isolation, corner, penalty box, house arrest, early bedtime);

An ink dot on a child's wrist ("black mark*"), which can be exchanged for a 10-minute sit in the penalty box;

Holding in an “iron embrace” (holding):

Extra duty in the kitchen, etc.

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

If the parents of a junior schoolchild 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 him and scold him. You can give him the opportunity to learn a “life lesson.” Having been really late for school and having gained experience in explaining things to the teacher and the school principal, the child will be more responsible about getting ready in the morning.

If a 12-year-old child breaks a neighbor's glass with a soccer ball, then there is no need to 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 every day for a week. Next time, when choosing a place to play football, the child will know that only he himself is responsible for the decision he makes.

If money has disappeared from a family, there is no useless demand for confession of theft. You should remove the money and not leave it as a provocation. And the family will be forced to deprive themselves of treats, entertainment and promised purchases. Social condemnation in the family will have an educational effect.

If a child has abandoned his thing and cannot find it, then you should not rush to his aid.

Remember that attention deficit hyperactivity disorder is a pathology that requires timely diagnosis and comprehensive correction: psychological, medical, pedagogical. Successful rehabilitation is possible if it is carried out at the age of 5-10 years.

A school intervention program for hyperactive children should rely on cognitive intervention to help children cope with learning difficulties.

Changing the environment:

Study the neuropsychological characteristics of children with attention deficit hyperactivity disorder;

Work with a hyperactive child individually. It should always be in front of the teacher’s eyes, in the center of the class, right next to the blackboard;

Change the lesson mode to include physical education minutes;

Allow your hyperactive child to stand up and walk to the back of the class every 20 minutes;

Give your child the opportunity to quickly turn to you for help in case of difficulty;

Direct the energy of hyperactive children in a useful direction: wash the board, distribute notebooks, etc.

Creating positive motivation for success:

Introduce a sign grading system;

Praise your child often;

The lesson schedule must be constant;

Avoid setting too high or low expectations for a student with ADHD;

Use problem-based learning techniques;

Use elements of play and competition in the lesson;

Give tasks according to the child’s abilities;

Break large tasks into successive parts, monitoring the implementation of each of them;

Create situations in which the hyperactive child can show off his strengths and become the expert in the class in some areas of knowledge;

Teach your child to compensate for impaired functions at the expense of intact ones;

Ignore negative behaviors and encourage positive ones;

Build the learning process on positive emotions; “- remember that you need to negotiate with your child, and not try to break him!

Correction of negative behaviors:

Help eliminate aggression;

Teach necessary social norms and communication skills;

Regulate his relationships with classmates.

Managing Expectations:

Explain to parents and others that positive changes will not come so quickly;

Explain to parents and others that improvement in the child’s condition depends not only on special treatment and correction, but also on a calm and consistent attitude towards a hyperactive child.

Remember that touch is a powerful stimulant for shaping behavior and developing learning skills. An elementary school teacher in Canada conducted a touch experiment in his classroom that confirms this. The teachers focused on three children who were disruptive in class and did not turn in their homework books. Five times a day, the teacher would casually encounter these students and touch them on the shoulder in encouragement, saying in a friendly manner, “I approve of you.” When they broke the rules of conduct, the teachers ignored it as if they didn't notice. In all cases, within the first two weeks, all students began to behave well and turn in their homework books.

Remember that hyperactivity is not a behavioral problem, not the result of poor upbringing, but a medical and neuropsychological diagnosis that can only be made based on the results of special diagnostics. The problem of hyperactivity cannot be solved by willful efforts, authoritarian instructions and verbal persuasion.

It is impossible not to notice children with disorders of this type, since they stand out sharply from their peers with their behavior.

There is a lesson in 1st grade. Children complete independent assignments in their notebooks. Andrey starts recording along with everyone else. But suddenly his gaze breaks away from the notebook, moves to the board, then to the window. The boy's face suddenly lights up with a smile and, fumbling in his pocket, he pulls out a new multi-colored ball. His movements are fast and noisy. Turning around in his chair, Andrey begins to show the toy to his neighbor from behind. Having not received a decent assessment of his acquisition, he gets up, reaches into his briefcase, and takes out a pencil. The poorly placed briefcase falls with a crash. After the teacher’s remark, Andrei sits down at his desk, but after a moment he begins to slowly “slide” from the chair. And again - a remark, followed by only a short period of concentration... Finally the bell rings, Andrey is the first to run out of the classroom.

The described behavior is typical for children with the so-called hyperkinetic, or hyperactive, syndrome. One of its specific features is the child’s excessive activity, excessive mobility, fussiness, and the inability to concentrate on anything for a long time.

Recently, experts have come to the conclusion that hyperactivity is one of the manifestations of a whole complex of disorders. The main defect is associated with insufficiency of the mechanisms of attention and inhibitory control. Therefore, such disorders are more accurately classified as “Attention Deficit Disorders” (N.N. Zavadenko, T.Yu. Uspenskaya, 1994).

Attention deficit disorders are considered one of the most common forms of behavior disorders among children of primary school age, and such disorders are recorded in boys much more often than in girls.

Behavioral disorders associated with hyperactivity and lack of attention appear in children already in preschool childhood. However, during this period they may not look so problematic, since they are partially compensated by a normal level of intellectual and social development. Entering school creates serious difficulties for children with attention deficits, since educational activities place increased demands on the development of this function. This is why children with signs of attention deficit disorder are unable to cope satisfactorily with the demands of school.

As a rule, in adolescence, attention defects in such children persist, while hyperactivity usually disappears, and is sometimes replaced by reduced activity, inertia of mental activity and lack of motivation (M. Rutter, 1987).

Experts identify the following clinical manifestations of attention deficit disorder in children:

1. Restless movements in the hands and feet. Sitting on a chair, the child writhes and squirms.

2. Inability to sit still when required.

3. Easily distracted by extraneous stimuli.

4. Impatience, inability to wait for one’s turn during games and in various situations that arise in a team (school classes, excursions, etc.).

5. Inability to concentrate: he often answers questions without thinking, without listening to them completely.

6. Difficulties (not related to negative behavior or lack of understanding) in completing the proposed tasks.

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

8. Frequent transitions from one unfinished action to another.

9. Inability to play quietly and calmly.

10.Talkativeness.

11. Disturb others, pester others (for example, interfere with other children’s games).

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

13. Frequent loss of things needed at school and at home (eg toys, pencils, books, etc.).

14. They can commit dangerous actions without thinking about the consequences. At the same time, the child does not specifically seek adventure or thrills (for example, he runs out into the street without looking around).

The presence in a child of at least 8 of the 14 symptoms listed above, which are constantly observed for at least 6 months, is the basis for the diagnosis of “attention deficit disorder” (N.N. Zavadenko, T.Yu. Uspenskaya, 1994). All manifestations of this syndrome can be divided into 3 groups: signs of hyperactivity (symptoms 1, 2, 9, 10), inattention and distractibility (symptoms 3, 6-8, 12, 13) and impulsivity (symptoms 4, 5, 11, 14) .

These primary behavioral problems are accompanied by serious secondary problems, which primarily include poor school performance and difficulty communicating with others.

Poor academic performance is a typical phenomenon for hyperactive children. It is due to the peculiarities of their behavior, which does not correspond to the age norm and is a serious obstacle to the full inclusion of the child in educational activities. During the lesson, these children find it difficult to cope with tasks, as they experience difficulties in organizing and completing work, and quickly switch off from the process of completing the task. The reading and writing skills of these children are significantly lower than those of their peers. Their written work appears sloppy and is characterized by errors that are the result of inattention, failure to follow teacher instructions, or guessing. At the same time, children are not inclined to listen to the advice and recommendations of adults.

Behavioral disorders of hyperactive children not only affect school performance, but also largely determine the nature of their relationships with other people. In most cases, such children experience communication problems: they cannot play with peers for a long time, establish and maintain friendly relationships. Among children, they are a source of constant conflict and quickly become outcasts.

In the family, these children usually suffer from constant comparisons with brothers and sisters, whose behavior and studies are set as an example to them. They are undisciplined, disobedient, and do not respond to comments, which greatly irritates parents, who are forced to resort to frequent but ineffective punishments. Most of these children have low self-esteem. They often exhibit destructive behavior, aggressiveness, stubbornness, deceit, a tendency to steal and other forms of antisocial behavior (M. Rutter, 1987).

When working with hyperactive children, knowledge of the causes of observed behavior disorders is of great importance. Currently, the etiology and pathogenesis of attention deficit syndromes are not well understood. But most experts are inclined to recognize the interaction of many factors, including:

Organic brain damage (traumatic brain injury, neuroinfection, etc.);

Prenatal pathology (complications during pregnancy of the mother, asphyxia of the newborn);

Genetic factor (some evidence suggests that attention deficit disorder may run in families);

Features of neurophysiology and neuroanatomy (dysfunction of the activating systems of the central nervous system);

Nutritional factors (high carbohydrate content in food leads to deterioration in attention indicators);

Social factors (consistency and systematicity of educational influences, etc.).

Based on this, work with hyperactive children should be carried out comprehensively, with the participation of specialists in different fields and the mandatory involvement of parents and teachers.

What is the role of the teacher in working with hyperactive children? First of all, it should be taken into account that drug therapy plays an important role in overcoming attention deficit disorder. Therefore, it is necessary to make sure that such a child is under the supervision of a doctor.

To organize classes with hyperactive children, a teacher (together with a psychologist) can use specially developed correctional and developmental programs (Psychohygiene of children and adolescents, 1985; Yu.S. Shevchenko, 1997).

In providing psychological and pedagogical assistance to hyperactive children, working with their parents and teachers is crucial. Adults need to feel the child’s problems, understand and accept that his actions are not intentional and that without the help and support of adults, such a child will not be able to cope with his difficulties.

The teacher and psychologist must explain to the parents of a hyperactive child that they need to adhere to certain educational tactics. They must remember that improvement in the child’s condition “depends not only on specially prescribed treatment, but to a large extent also on a kind, calm and consistent attitude towards it. When raising a child with hyperactivity, parents need to avoid two extremes: showing excessive pity and permissiveness on the one hand, and on the other hand, placing increased demands on him that he is unable to fulfill, combined with excessive punctuality, harshness and punishment. Frequent changes in instructions and fluctuations in the mood of parents have a much deeper negative impact on a child with attention deficit disorder than on healthy children” (Zavadenko N.N., Uspenskaya T.Yu., 1994, p. 101). Parents should also know that the child’s existing behavioral disorders can be corrected, but this process is long and will require great effort and great patience from them.

1. Follow a “positive model” in your relationship with your child. Praise him in every case when he deserves it, emphasize his successes. This will help strengthen the child's self-confidence.

2. Avoid repeating the words “no” and “cannot.”

3. Speak with restraint, calmly and softly.

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

5. Use visual stimulation to reinforce verbal instructions.

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

7. Maintain a clear daily routine at home. Meal times, homework, and sleep times should follow this schedule.

8. Avoid crowds of people whenever possible. Staying in large stores, markets, restaurants, etc. has an overly stimulating effect on the child.

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

10. Protect your child from fatigue, as it leads to decreased self-control and increased hyperactivity.

11. Give your child the opportunity to expend excess energy. Daily physical activity in the fresh air is beneficial: long walks, running, sports activities.

12 Constantly consider the child's behavioral deficiencies. Children with attention deficit disorder are characterized by hyperactivity, which is inevitable, but can be kept under reasonable control using the listed measures.

An equally responsible role in working with hyperactive children belongs to teachers. Often, teachers, unable to cope with such students, under various pretexts insist on their transfer to another class, another school. However, this measure does not help solve the child’s existing problems.

1. Work with a hyperactive child individually, with the main attention being paid to distractibility and poor organization of activities.

2. If possible, ignore the challenging behavior of a child with attention deficit disorder and encourage his good behavior.

3. During lessons, limit distractions to a minimum. This can be facilitated, in particular, by the optimal choice of place at the desk for a hyperactive child - in the center of the class opposite the blackboard.

4. Provide the child with the opportunity to quickly seek help from the teacher in cases of difficulty.

5. Construct training sessions according to a clearly planned, stereotypical schedule.

6. Teach a hyperactive student to use a special diary or calendar.

7. Write the tasks offered during the lesson on the board.

8. Give only one task for a certain period of time.

9. Dose the student to complete a large task, offer it in the form of successive parts and periodically monitor the progress of work on each part, making the necessary adjustments.

10. During the school day, provide opportunities for motor “release”: physical labor, sports exercises.

Hyperactive children are “very difficult children who often lead both parents and teachers to despair” (M. Patter, p. 307). There is no clear prognosis for the further development of such children. For many, serious problems may persist into adolescence. Therefore, from the first days of such a child’s stay at school, the teacher needs to establish joint work with his parents and the school psychologist.

Questions

1. What are the main behavioral features of children with attention deficit disorder?

2. To what extent and under what conditions can a teacher help improve academic performance and school discipline in students with hyperactive behavior?

3. Read the book by Yu.S. Shevchenko “Correction of the behavior of children with hyperactivity and psychopath-like syndrome” (M., 1997). Pay attention to the techniques proposed by the author for correctional and developmental work with hyperactive children (basic forms and techniques of psychological influence, games to develop attention, perseverance and endurance, etc.).