home Audience 3 Treatment and correction of ADHD. Methodological recommendations "methods for correcting hyperactivity"

Treatment and correction of ADHD. Methodological recommendations "methods for correcting hyperactivity"

Attention deficit hyperactivity disorder is a problem that requires timely diagnosis, as well as psychological and pedagogical correction.

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

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

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

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

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

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

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

5. When showing persistence in fulfilling demands, do it in a neutral tone, using the same words, restrained, calm, automatically. Try not to speak more than 10 words.

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

7. You should not demand from your child simultaneous accuracy, attentiveness and perseverance.

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

9. React to your child’s misbehavior in an unexpected way: repeat the child’s actions, take a photo of him, make a joke, leave him alone (just not in a dark place).

10. Stick to a daily routine. Meals, walks, games and other activities should follow the same schedule. A hyperactive child cannot be excluded from fulfilling the usual demands of other children; he must be able to cope with them.

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

12. Tell your child in advance the time frame for his play activities and set an alarm. When the timer, rather than the parent, reminds about the expiration of time, the child’s aggressiveness is lower.

13. Do not allow your child to spend a long time in front of the computer or TV, especially if he watches programs with aggressive and negative content.

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

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

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

17. There should be fewer punishments than rewards.

18. Also reward your child for what he or she is already good at with a smile or touch.

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

20. Remember that reprimands have a stronger effect on hyperactive children than on other children.

21. Do not resort to assault. If there is a need for punishment, then for a hyperactive child the punishment will be the cessation of his vigorous activity, forced isolation and house arrest.

22. As a punishment, there may be a ban on: watching TV, playing on the computer, or talking on the phone.

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

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

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

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

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

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

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

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

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

32. Don't quarrel in front of your child.

33. Spend time together as a family more often.

Childhood hyperactivity is a condition in which the child’s activity and excitability significantly exceeds the norm. This causes a lot of trouble for parents, educators and teachers. And the child himself suffers from difficulties in communicating with peers and adults, which is fraught with the further formation of negative psychological characteristics of the individual.

How to identify and treat hyperactivity, what specialists should you contact to make a diagnosis, how to properly communicate with your child? All this is necessary to know in order to raise a healthy baby.

This is a neurological-behavioral disorder, which in the medical literature is often called hyperactive child syndrome.

It is characterized by the following violations:

impulsive behavior;
significantly increased speech and motor activity;
attention deficit.

The disease leads to poor relationships with parents, peers, and poor performance at school. According to statistics, this disorder occurs in 4% of schoolchildren; in boys it is diagnosed 5-6 times more often.

The difference between hyperactivity and activity

Hyperactivity syndrome differs from the active state in that the baby’s behavior creates problems for the parents, those around him and himself.

It is necessary to contact a pediatrician, neurologist or child psychologist in the following cases: motor disinhibition and lack of attention appear constantly, behavior makes it difficult to communicate with people, school performance is low. You also need to consult a doctor if your child shows aggression towards others.

Causes

The causes of hyperactivity can be different:

premature or ;
intrauterine infections;
the influence of harmful factors at work during a woman’s pregnancy;
bad ecology;
and physical overload of a woman during pregnancy;
hereditary predisposition;
unbalanced diet during pregnancy;
immaturity of the central nervous system of the newborn;
disturbances in the exchange of dopamine and other neurotransmitters in the infant’s central nervous system;
excessive demands from parents and teachers on the child;
disorders of purine metabolism in a baby.

Provoking factors

This condition can be provoked by the use of medications during pregnancy without the consent of a doctor. Possible exposure to drugs, smoking during gestation.

Conflict relationships in the family and family violence can contribute to the appearance of hyperactivity. Low academic performance, due to which the child is subject to criticism from teachers and punishment from parents, is another predisposing factor.

Symptoms

Signs of hyperactivity are similar at any age:

In newborns

Hyperactivity in infants under one year of age is indicated by restlessness and increased physical activity in the crib; the brightest toys arouse short-term interest in them. When examined, such children often exhibit stigmata of disembryogenesis, including epicanthal folds, abnormal structure of the auricles and their low location, gothic palate, cleft lip, and cleft palate.

In children aged 2-3 years

Parents most often begin to notice manifestations of this condition from the age of 2 or even earlier. The child is characterized by increased capriciousness.

Already at the age of 2, mom and dad see that it is difficult to interest the baby in something, he is distracted from the game, spins in his chair, and is in constant motion. Usually such a child is very restless and noisy, but sometimes a 2-year-old baby surprises with his silence and lack of desire to come into contact with parents or peers.

Child psychologists believe that sometimes such behavior precedes the appearance of motor and speech disinhibition. At two years old, parents may observe signs of aggression in the child and a reluctance to obey adults, ignoring their requests and demands.

From the age of 3, manifestations of egoistic traits become noticeable. The child strives to dominate his peers in group games, provokes conflict situations, and disturbs everyone.

In preschoolers

Preschooler hyperactivity often manifests itself as impulsive behavior. Such children interfere in the conversations and affairs of adults and do not know how to play group games. Especially painful for parents are the hysterics and whims of a 5-6-year-old child in crowded places, his violent expression of emotions in the most inappropriate environment.

Preschool children show restlessness, they do not pay attention to comments made, interrupt, and shout down their peers. It is completely useless to reprimand and scold a 5-6 year old for hyperactivity; he simply ignores information and does not learn the rules of behavior well. Any activity captivates him for a short time, he is easily distracted.

Varieties

Behavioral disorder, which often has a neurological background, can occur in different ways.

Attention deficit disorder without hyperactivity

This disorder is characterized by the following behavioral features:

listened to the task, but could not repeat it, immediately forgetting the meaning of what was said;
cannot concentrate and complete an assignment, although he understands what his task is;
does not listen to the interlocutor;
does not respond to comments.

Hyperactivity without attention deficit disorder

This disorder is characterized by the following symptoms: fussiness, verbosity, increased motor activity, and the desire to be in the center of events. Also characterized by frivolity of behavior, a tendency to take risks and adventures, which often creates life-threatening situations.

Hyperactivity with attention deficit disorder

It is referred to in the medical literature as ADHD. We can talk about such a syndrome if the child has the following behavioral characteristics:

cannot concentrate on completing a specific task;
abandons the work he started without finishing it;
selective attention, unstable;
negligence, inattention in everything;
does not pay attention to addressed speech, ignores offers of help in completing a task if it causes him difficulties.

Impaired attention and hyperactivity at any age make it difficult to organize your work, complete a task accurately and correctly, without being distracted by external interference. In everyday life, hyperactivity and attention deficit lead to forgetfulness and frequent loss of belongings.

Attention disorder with hyperactivity is fraught with difficulties when following even the simplest instructions. Such children are often in a hurry and commit rash acts that can harm themselves or others.

Possible consequences

At any age, this behavioral disorder interferes with social contacts. Due to hyperactivity, preschool children attending kindergarten have difficulty participating in group games with peers and communicating with them and teachers. Therefore, visiting kindergarten becomes a daily psychological trauma, which can adversely affect the further development of the individual.

Schoolchildren's academic performance suffers; going to school only brings negative emotions. The desire to study, to learn new things disappears, teachers and classmates are annoying, contact with them has only a negative connotation. The child withdraws into himself or becomes aggressive.

A child's impulsive behavior sometimes poses a threat to his health. This is especially true for children who break toys, have conflicts, and fight with other children and adults.

If you do not seek help from a specialist, a person may develop a psychopathic personality type with age. Hyperactivity in adults usually begins in childhood. One in five children with this disorder continue to have symptoms into adulthood.

The following features of hyperactivity are often observed:

tendency to aggression towards others (including parents);
suicidal tendencies;
inability to participate in dialogue and make a constructive joint decision;
lack of skills in planning and organizing one’s own work;
forgetfulness, frequent loss of necessary things;
refusal to solve problems that require mental effort;
fussiness, verbosity, irritability;
fatigue, tearfulness.

Diagnostics

The child's attention deficit and hyperactivity become noticeable to parents from an early age, but the diagnosis is made by a neurologist or psychologist. Usually, hyperactivity in a 3-year-old child, if it occurs, is no longer in doubt.

Diagnosing hyperactivity is a multi-step process. Anamnesis data is collected and analyzed (the course of pregnancy, childbirth, the dynamics of physical and psychomotor development, illnesses suffered by the child). The specialist is interested in the opinion of the parents themselves about the child’s development, assessment of his behavior at 2 years old, at 5 years old.

The doctor needs to find out how the adaptation to kindergarten went. During the reception, parents should not pull the child back or make comments to him. It is important for the doctor to see his natural behavior. If the child has reached the age of 5, a child psychologist will conduct tests to determine attentiveness.

The final diagnosis is made by a neurologist and child psychologist after receiving the results of electroencephalography and MRI of the brain. These examinations are necessary to exclude neurological diseases, which may result in impaired attention and hyperactivity.

Laboratory methods are also important:

determining the presence of lead in the blood to exclude intoxication;
biochemical blood test for thyroid hormones;
Complete blood count to rule out anemia.

Special methods can be used: consultations with an ophthalmologist and audiologist, psychological testing.

Treatment

If a diagnosis of hyperactivity is made, complex therapy is necessary. It includes medical and pedagogical activities.

Educational work

Specialists in child neurology and psychology will explain to parents how to deal with their child’s hyperactivity. Kindergarten teachers and school teachers also need to have relevant knowledge. They must teach parents the correct behavior with their child and help them overcome difficulties in communicating with him. Specialists will help the student master relaxation and self-control techniques.

Changes in terms and conditions

You need to praise and encourage your child for any successes and good deeds. Emphasize positive character traits and support any positive endeavors. You can keep a diary with your child to record all his achievements. In a calm and friendly tone, talk about the rules of behavior and communication with others.

From the age of 2, the baby must get used to the daily routine, sleep, eat and play at certain times.

From the age of 5, it is advisable for him to have his own living space: a separate room or a corner fenced off from the common area. There should be a calm environment in the house; quarrels between parents and scandals are unacceptable. It is advisable to transfer the student to a class with fewer students.

To reduce hyperactivity at 2-3 years old, children need a sports corner (wall bars, children's parallel bars, rings, rope). Exercise and games will help relieve stress and expend energy.

What parents should not do:

constantly pull back and scold, especially in front of strangers;
humiliate the child with mocking or rude remarks;
constantly speak strictly to the child, give instructions in a commanding tone;
prohibit something without explaining to the child the reason for your decision;
give too difficult tasks;
demand exemplary behavior and only excellent grades at school;
carry out household chores that were assigned to the child if he did not complete them;
accustom to the idea that the main task is not to change behavior, but to receive a reward for obedience;
use methods of physical coercion in case of disobedience.

Drug therapy

Drug treatment of hyperactivity syndrome in children plays only a supporting role. It is prescribed when there is no effect from behavioral therapy and special training.

The drug Atomoxetine is used to eliminate the symptoms of ADHD, but its use is only possible as prescribed by a doctor; there are undesirable effects. Results appear after about 4 months of regular use.

If the baby is diagnosed with this, he may also be prescribed psychostimulants. They are used in the morning. In severe cases, tricyclic antidepressants are used under medical supervision.

Games with hyperactive children

Even with board and quiet games, the hyperactivity of a 5-year-old child is noticeable. He constantly attracts the attention of adults with erratic and aimless body movements. Parents need to spend more time with their baby and communicate with him. Cooperative games are very useful.

It is effective to alternate calm board games - lotto, putting together puzzles, checkers, with outdoor games - badminton, football. Summer provides many opportunities to help a child with hyperactivity.

During this period, you should strive to provide your child with country holidays, long hikes, and teach swimming. During walks, talk more with your child, tell him about plants, birds, and natural phenomena.

Nutrition

Parents need to make adjustments to their diet. The diagnosis made by specialists implies the need to adhere to meal times. The diet should be balanced, the amount of proteins, fats and carbohydrates should correspond to the age norm.

It is advisable to exclude fried, spicy and smoked foods, and carbonated drinks. Eat less sweets, especially chocolate, increase the amount of vegetables and fruits you consume.

Hyperactivity at school age

Increased hyperactivity in school-age children forces parents to seek medical help. After all, school makes completely different demands on a growing person than preschool institutions. He must remember a lot, gain new knowledge, and solve complex problems. The child is required to be attentive, persevering, and able to concentrate.

Study problems

Attention deficit and hyperactivity are noticed by teachers. The child is distracted during the lesson, physically active, does not respond to comments, and interferes with the lesson. The hyperactivity of younger schoolchildren at 6-7 years old leads to the fact that children do not learn the material well and do their homework carelessly. Therefore, they constantly receive criticism for poor performance and bad behavior.

Teaching children with hyperactivity often becomes a serious problem. A real struggle begins between such a child and the teacher, since the student does not want to comply with the teacher’s demands, and the teacher fights for discipline in the class.

Problems with classmates

It is difficult to adapt to a group of children; it is difficult to find a common language with peers. The student begins to withdraw into himself and becomes secretive. In group games or discussions, he stubbornly defends his point of view, without listening to the opinions of others. At the same time, he often behaves rudely and aggressively, especially if people do not agree with his opinion.

Olga Shchepina

Neurologist

Graduated from Kazan State Medical Institute. She completed specializations in acupuncture, child and adult neurology, and practice in pediatrics. Work experience in medicine – 29 years. Knowledgeable about pregnancy and childbirth issues.

I like!

Marina Zhemchuzhnova
Methods for correcting attention deficit hyperactivity disorder in preschool children

Zhemchuzhnova M. V., educational psychologist, Municipal Educational Institution Kindergarten No. 279, Volgograd

Providing assistance to children with ADHD should always be comprehensive and combine various approaches, including working with parents and methods behavior modification (i.e. special educational techniques, working with teachers, methods psychological and pedagogical corrections, psychotherapy, and drug treatment.

Educational work. As a rule, parents and many teachers do not understand what is happening to the child, and the behavior of a child with ADHD irritates them. That is why it is very important to help parents understand the child’s behavior, the reasons for his difficulties, dispel misconceptions, explain what can realistically be hoped for and how to behave correctly with the child.

For this purpose, educational psychologists can use individual and group consultations with the invitation of parents and other family members involved in raising the child. The specialist’s tasks include changing the attitude towards the child towards a better understanding of him in order to relieve the unnecessary tension that arises around him.

Behavior modification techniques for parents and educators. As a rule, each case requires individual consideration. Therefore, work must begin with individual consultations, during which behavior modification techniques are reviewed and developed. In the home program corrections for children with ADHD, the behavioral aspect should predominate. General recommended modifications consist of the following blocks:

1. Changing the behavior of an adult and his attitude towards the child;

2. Changes in the psychological microclimate in the family;

3. Organization of the daily routine and place for classes;

4. Special behavioral program.

School program correction of hyperactive children must be based on cognitive correction To help children cope with learning difficulties, here are the following: directions:

1. Changing the environment;

2. Creating positive motivation for success;

3. Correction negative forms of behavior.

Methods psychological and pedagogical correction of ADHD in children. Modern correction methods are divided into two main directions. The first is the actual cognitive methods, most often aimed at overcoming the difficulties of mastering school knowledge and the formation of the HMF. Second direction - motor methods(motor) corrections, or body-oriented method: including neuropsychological correction methods. They are aimed at overcoming not only violations attention, but also memory, visual-figurative thinking, spatial perception, insufficiency of visual-motor coordination and fine motor skills characteristic of these children, often observed in them difficulties in developing school skills - writing, reading, counting. In this regard, it seems particularly relevant to further develop approaches to corrections insufficiently formed functions of organization, programming and control of mental activity (or executive functions, for which the frontal structures of the brain are responsible. With concomitant disorders of speech functions (delayed speech development, articulation defects, stuttering) Speech therapy classes are recommended for children with ADHD.

Methods family and individual psychotherapy for ADHD are aimed at reducing psychological tension in the family and creating an environment favorable to the child. An integral part of psychotherapy is explaining to the child, in a language he understands, the reason for his failures. In addition, psychotherapy is indicated in the presence of concomitant syndrome secondary disorders - low self-esteem, anxiety, fears, oppositional behavior, aggressiveness. Group psychotherapy is aimed at developing hyperactive children communication skills, social interaction.

Gives a good effect methods game behavioral therapy and psycho-gymnastics aimed at the development and correction various aspects of the child’s psyche (both cognitive and emotional-personal spheres, as well as his motor functions.

Art therapy methods. The arts help meet skill development needs that can support the development of new behavioral coping and problem-solving strategies, further helping the child develop self-control and meaningful self-expression. Incorporating elements of fairy tale therapy into the work "built-in" reportedly has a good therapeutic effect. There are two ways "built-in" messages for hyperactive children. These are fairy tales and stories that give direct instructions on what and how to do. They are addressed to consciousness and presuppose a clear strategy of behavior. And fairy tales and stories containing "secret" message. Hypnotherapists call these messages "indirect influence".

Drug therapy plays an important role in treatment syndrome. It is prescribed according to individual indications only by a psychoneurologist in cases where cognitive and behavioral disorders in a sick child cannot be overcome only with the help methods behavior modification, psychological and pedagogical correction and psychotherapy. As a rule, the most optimal results can be achieved with a combination of medications and the non-drug treatments described above. ADHD treatment methods.

Bibliography:

1. Zavadenko N. N. How to understand baby: children with hyperactivity and attention deficit. – M.: Shkola-Press, 2000. (Therapeutic pedagogy and psychology. Supplement to the journal "Defectology". Vol. 5).

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

3. Kuchma V. R., Platonova A. G. Attention deficit with hyperactivity in Russian children: prevalence, risk factors and prevention. – M, 1997.

4. Semenovich A. V. Neuropsychological diagnostics and correction in childhood: Textbook. Allowance for higher education textbook establishments. – M.: Publishing Center "Academy", 2002.

Publications on the topic:

“Development of attention in preschool children” Municipal budgetary educational institution "Elementary school - kindergarten No. 1 of compensatory type" Consultation.

Teacher interaction with children with attention deficit hyperactivity disorder (ADHD) Recently, inattentive, disorganized, restless, and internally restless children have become increasingly common in kindergartens and schools.

Games for the development of visual attention and memory in children of primary preschool age Game "Let's Play Hide and Seek" The teacher begins a conversation with the children. - Toys came to visit us, let's get to know them. The teacher lays it out.

Games for the development of visual attention in children of senior preschool age Game “Find a Pair” You can mix different pairs of socks, you can cut out pairs of strips of different lengths from paper, you can match pairs.

Consultation “Children with attention deficit hyperactivity disorder” Children with attention deficit hyperactivity disorder. Experts diagnosed the child with attention deficit hyperactivity disorder.

Attention deficit hyperactivity disorder (ADHD). Consultation for parents in a compensatory group Recently, we have increasingly encountered children whose physical activity goes beyond the usual concepts. Majority.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

CORRECTION OF HYPERACTIVITY IN PRESCHOOL CHILDREN

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

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

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

By adolescence, increased motor activity usually disappears, but impulsivity and attention deficit remain. Behavioral disorders persist in almost 70% of adolescents and 50% of adults who were diagnosed with hyperactivity syndrome in childhood.

This problem is currently relevant and widespread. Why? The problem of the prevalence of attention deficit hyperactivity disorder is relevant not only because it is one of the modern characteristics of the health status of the child’s body. This is the most important psychological problem of the civilized world, evidence of which is that:

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

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

Thirdly, they are 3 times more likely to experience various accidents, in particular, they are 7 times more likely to get into car accidents;

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

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

All active children should not be classified as hyperactive (table)

Most researchers note three main blocks of hyperactivity: attention deficit, impulsivity, and increased motor activity (ADHD). ADHD is diagnosed by a doctor.

Very often, teachers ask themselves the question: “What to do if a child shows signs of hyperactivity? There is no diagnosis in the medical record, and parents do not attach importance to the problems that have arisen, hoping that everything will go away with age.”

Corrective and developmental work must be carried out with children with ADHD. In order for this activity to be effective, it must meet certain conditions, namely:

1. Participation of a neurologist, teachers and parents in the preparation of this program.

2. A combination of correctional and pedagogical influence on the child with medical treatment.

3. Compliance with the tactics of uniform educational influences on the child in the family and in the kindergarten.

4. Organizing proper nutrition (reducing carbohydrate intake).

5. Creation of uniform favorable conditions for organizing the correctional pedagogical process in the family and in kindergartens:

o Maintaining a daily routine;

o Prevention of exhaustion, decreased performance, timely switching from one type of activity to another, offering to rest;

o Creating psychological comfort;

o Creation of motivational coloring of classes;

o Drawing up clear, specific instructions (no more than 10 words);

o Reinforce verbal instructions with visual stimulation.

6. When organizing classes, it is important to give:

o Choose a seat in front, separate from others (minus distractions);

o Do not require the child to complete a complex task (be attentive and diligent). First, we train one function: if it is perseverance, then we do not require concentration;

o When forming arbitrary forms of activity at the initial stage, do not require accuracy in execution;

o Have a flexible system of rewards and punishments (praise for the slightest manifestation of volitional efforts, use incentives according to the methods of Yu. Shevchenko, punishments according to the recommendations of E. Mastyukova);

o To achieve results, be persistent and demanding of the child;

o At the initial stage, carry out constant monitoring of the child’s activities;

o Ensure proper organization of physical activity (the ability to expend excess energy). Organize games with rules. Stages of inclusion in the game: individual work, small subgroup and at the last stage - in a team with clear rules.

7. The teacher uses methods and techniques:

o Dosed assistance (stimulates, guides);

o Actions of imitation (do as I do), showing, following gestural and verbal instructions, as well as transferring the task to a visual and actionable level;

o Indirect techniques (advice, hint, approval).

8. Inclusion in the lesson: music therapy (light music balances the processes of excitation and inhibition), musical rhythm (promotes concentration), relaxation techniques, auto-training. You cannot play games that evoke strong emotions.

How to identify a hyperactive child?

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

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

behavior hyperactivity anxiety children

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

STAGES OF THE CORRECTION PROGRAM

1. Teach to focus attention on performing a specific task using verbal instructions. Goal: DEVELOPMENT OF VISUAL ATTENTION

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

2. Listen to speech, respond to words, develop cognitive activity. Goal: development of visual attention and its volume.

Tasks: “Do it like me”, “Assemble it correctly”, looking at the drawings “Store window”, “In the doctor’s office”, “Whose house is this?”

3. Teach to follow certain rules and follow the instructions of adults, act according to instructions with visual stimulation. Goal: development of concentration and concentration of visual attention. Exercises: games with cubes, mosaics, “Labyrinths”, drawing on dotted dots.

4. Develop regulatory-dynamic components of activity (goal retention, planning, self-control). Goal: expanding the volume and developing the concentration of visual attention on one thing, then on 2, etc. Exercises: “Find the differences”, “Missing parts”.

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

Assignments: “Where is it ringing?” “Who called”, “Find out what it sounds”, “What animals live in this house”, “What sounds in the orchestra” (several sounds).

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

Exercises: “Cross out the named figures”, “Graphic dictation”, outdoor games with different tempos and rhythms.

3. Formation of cognitive interest, the ability to independently carry out control and evaluation actions. Teach how to complete tasks without step-by-step adult supervision.

4. Development of self-regulation. Form mental actions without a visual basis.

5. Tasks: mentally decompose the whole into parts, turn an object over, increase or decrease a thing.

USED BOOKS

1. Drobinskaya A.O. Hyperactive child. How can I help him? // Education and training of children with developmental disorders - 2004 - No. 2.

2. Zavadenko N.N., Suvorina N.Yu., Rumyantseva M.V. Attention deficit hyperactivity: risk factors, age dynamics, diagnostic features

Defectology - 2003 - No. 6.

3. Ignatova L.V. Individual correctional and developmental program for hyperactive children. // Management of preschool educational institutions, 2004. No. 3.

4. Komeleva A.D., Alekseeva L.S. Diagnosis and correction of child hyperactivity. M., 1997.

5. Kryazheva N.L. “The cat and the dog are rushing to the rescue” M., 2000.

6. Rogov E.I. Handbook for a practical psychologist in education. - M., 1996. - 528 p.

7. Sirotyuk A.L. Attention deficit hyperactivity disorder. M., 2003.

8. Shevchenko Yu. S. Behavior correction in children with hyperactivity and psychopathic-like syndrome. - M., 1997.

Application 1

“AMBULANCE” WHEN WORKING WITH A HYPERACTIVE CHILD

1. Distract the child from his whims.

2. Offer a choice (another currently possible activity).

3. Ask an unexpected question.

4. React in a way that is unexpected for the child (make a joke, repeat the child’s action).

5. Do not categorically prohibit the child’s actions.

6. Don’t order, but ask (but don’t curry favor).

7. Listen to what the child wants to say (otherwise he will not hear you).

8. Automatically repeat your request many times in the same words (in a neutral tone).

9. Take a photo of the child or bring him to the mirror at the moment when he is capricious.

10. Leave him alone in the room (if it is safe for his health).

11. Do not insist that the child apologize at all costs.

PREVENTIVE WORK WITH HYPERACTIVE CHILD

1. Agree in advance with the child about the time of play, the duration of the walk, etc.

2. The child is informed about the expiration of time not by an adult, but by an alarm clock or kitchen timer set in advance, which will help reduce the child’s aggression.

3. Together with the child, develop a system of rewards and punishments for desirable and undesirable behavior.

4. Develop and place in a place convenient for the child a set of rules of behavior in the kindergarten group, in the classroom, at home.

5. Ask the child to recite these rules out loud.

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

Appendix 2

RULES FOR WORKING WITH HYPERACTIVE CHILDREN

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

2. Reduce the child's workload.

3. Divide work into short but frequent periods. Use physical education minutes.

4. Be a dramatic, expressive teacher.

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

6. Have the child sit down during activities with an adult.

7. Use tactile contact (Elements of massage, touching, stroking).

8. Agree with your child about certain actions in advance.

9. Give clear, short instructions.

10. Use a flexible system of rewards and punishments.

11. Encourage your child right away, without delaying it for the future.

12. Give the child the opportunity to choose.

13. Stay calm. No composure - no advantage!

Questionnaire for teachers

To what extent are the child’s symptoms expressed?

Enter the appropriate numbers:

0 - no sign

1 - present to a small extent

2 - moderate presence

3 - presence to a pronounced degree

	Signs
	Restless, squirming like crazy.
	Restless, cannot stay in one place.
	The child's demands must be met immediately.
	Hurts and bothers other children.
	Excitable, impulsive.
	Easily distracted, maintains attention for a short period of time.
	Doesn't finish the work he starts.
	The child’s behavior requires increased attention from the teacher.
	Not diligent in class.
	Demonstrative in behavior (hysterical, whiny).
	Total points

Posted on Allbest.ur

Similar documents

Attention deficit hyperactivity disorder in preschool children, factors and prerequisites for its development, directions of regulation, features of motor activity. Development of games to correct the behavior of children with attention deficit disorder.

course work, added 04/17/2015

Determination of child hyperactivity. Reasons for the formation of hyperactivity. Play as a means of correcting hyperactivity in children. Experimental work on the correction of hyperactivity in children of primary school age through play activities.

course work, added 01/23/2015

General information about attention deficit and hyperactivity disorder. Difficulties in relationships with peers and adults. Medicinal and psychological support aimed at acquiring physical and mental self-control skills for a child with ADHD.

article, added 09/07/2013

The essence and age-related dynamics of childhood hyperactivity. Criteria for assessing the manifestation of hyperactivity in a child. Reasons for the formation and manifestation of hyperactive behavior. Managing the adaptation process of hyperactive children as a condition for successful learning.

course work, added 11/11/2014

Determination and justification of the pedagogical possibilities of moral education in the correction of the motor sphere of preschool children with attention deficit hyperactivity disorder. The main manifestations of hyperexcitability. The difference between a rigid and harmonious child.

course work, added 02/01/2014

The effectiveness of pedagogical influence on a child during preschool childhood. Psychological and methodological possibilities of using pedagogical assessment in educating the behavior of 5-6 year old children. The culture of behavior of preschoolers, their age characteristics.

test, added 04/10/2009

Patterns of working with children suffering from attention deficit hyperactivity disorder, risk factors and causes. Portrait of a hyperactive child. The influence of minor brain dysfunctions on the learning process and development of children, diagnostic methods.

thesis, added 10/17/2011

Formation of a child’s personality in the process of correctional influence. Correction of developmental deviations. Features of the learning process. Teaching writing to children with intellectual disabilities. Correctional and educational work with schoolchildren with speech impairments.

course work, added 10/28/2012

Approaches to the study of the characteristics of the emotional states of junior schoolchildren with hyperactivity syndrome, the historical aspect of this process and its modern achievements. Analysis and assessment of the level of hyperactivity of a child in elementary school, its reduction.

course work, added 11/06/2016

Psychological and pedagogical characteristics of children of senior preschool age. Comparison of the level of creativity in apparently healthy children and children with attention deficit disorder (ADHD) and hyperactivity. Correctional classes to develop creativity in children with ADHD.

Kopylova L.E.

Correction of behavior of children with attention deficit hyperactivity disorder at school.

Recently, attention deficit hyperactivity disorder (ADHD), which in the process of ontogenesis can facade change into deviance or delinquency, has become increasingly relevant. An analysis of the literature 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% Currently Currently, in Germany, more than half a million children suffer from attention deficit hyperactivity disorder, and among them there are 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 the event of failures, low self-esteem, stubbornness, deceit, hot temper, and aggressiveness. In addition, they experience self-doubt and communication problems. Adolescents with ADHD are characterized by denial of authority, immature and irresponsible behavior, and violation of family and social rules. They cannot maintain a certain behavioral response for a long time. They are characterized by destructive, oppositional, and sometimes destructive behavior. Due to misunderstanding on the part of others, a hyperactive child develops an aggressive model of defensive behavior that is difficult to correct.

The manifestations of ADHD may change with age. If in early childhood there is immaturity of motor and mental functions, then in adolescence disturbances in adaptation mechanisms appear, which can lead to delinquency. It is known that hyperactive children develop early cravings for alcohol and drugs. In this regard, this pathology represents a serious social problem. To prevent teenage crime, alcoholism, and drug addiction, it is necessary to promptly identify and correct children with attention deficit disorder and hyperactivity disorder.

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

Weak sides :

Difficulties in concentrating (the child is not able to concentrate on details, for example, does not pay attention to changes in instructions in the process of completing a task);

Cannot concentrate on tasks that require sustained attention (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 needed to complete tasks and daily activities;

May be sloppy (both in completing school assignments and in relation to his 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 turns around in the chair or gets up from the chair;

The child stands up when he should be sitting (walks around the classroom during the lesson);

Talkative;

Begins to answer a question without listening to the end;

The child cannot wait for his turn when the situation demands it;

The child disturbs others by interfering in their conversation or play (may irritate other children).

Strengths:

Generous (even to their detriment);

Responsive (can be a helper both at home and at school);

Energetic (active in sports and physical education);

Kind;

Brave;

Creative;

Cheerful (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 “swings of academic performance.” Today a child “brings” home only nines and tens, but tomorrow he can get two in the same subjects. This is very frustrating for parents and surprising for teachers. Teachers assume that the child was not prepared 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 routine and the child simply did not get enough sleep. An ordinary student, even if he hasn’t gotten enough sleep, can pull himself together and answer by the middle of the lesson, but a child with hyperkinetic disorder will be uncollected, impulsive and capricious throughout the day. As a result, it shows results worse than it could.

A child with attention deficit hyperactivity disorder (ADHD) is greatly distracted by extraneous stimuli, such as sounds, when performing any tasks. As a result, none of the tasks are completed or are done superficially. He constantly jumps from one activity to another, it is impossible to captivate him with anything for a long time. This is also the reason for their clumsiness, which manifests itself in the fact that they constantly drop something, knock it over, or bump into furniture.

Inappropriate behavior, social maladjustment, and personality disorders can cause failures in adult life. Such people are fussy, easily distracted, impatient, impulsive, hot-tempered, and find it difficult to concentrate on the subject of their activity. Their mood changes often. Difficulties in planning activities and disorganization interfere with their career advancement and family life. Hyperactive manifestations of a strong degree of severity can be replaced in later life by a number of affective and personality disorders. At the same time, timely medical and psychological assistance makes it possible to compensate for this deficiency.

Treatment system and observation of children with attention deficit has not been sufficiently developed, due to the unclear pathogenesis of the disease. Non-medicinal and medicinal methods of correction are distinguished.

Non-drug correctionincludes behavior modification methods, psychotherapy, pedagogical and neuropsychological correction. The child is recommended to have a gentle teaching regime - a minimum number of children in the class (ideally no more than 12 people), a shorter duration of classes (up to 30 minutes), the child staying 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 instill in a child socially encouraged norms of behavior, since the behavior of some children has antisocial features. Psychotherapeutic work with parents is necessary 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 “hyperactive” child’s daily routine (meal times, homework, sleep), and provide him with the opportunity to expend excess energy in physical exercise, long walks, and running. You should also avoid becoming fatigued while performing tasks, as this may increase hyperactivity. “Hyperactive” children are extremely excitable, so it is necessary to exclude or limit their participation in activities involving large crowds 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 play partners is important - the child’s friends should be balanced and calm.

Family play therapy is effective.

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

Corrective workwith such children can be done as part of play therapy. Working with sand, clay, cereals, and water is useful.

Relaxation exercises and body contact exercises can potentially help when working with a hyperactive child. They promote greater body awareness and control.

Corrective – developmental 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 for 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 and facilitate the child’s entry into a normal social environment. The most correct age is from 5 to 12 years.

The main principle of development: “Timeliness is everything!”

Drug therapyattention deficit/hyperactivity disorder is advisable if non-drug correction methods 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 group of amphetamines.

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

Forecast relatively favorable, since in a significant proportion of children the symptoms disappear during adolescence. Gradually, as the child grows, disturbances in the neurotransmitter system of the brain are compensated, and some symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit/hyperactivity disorder (excessive impulsiveness, short temper, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, rapid and frequent mood swings) can also be observed in adults. Unfavorable prognosis factors for the syndrome are its combination with mental illness, the presence of psychopathology in the mother, as well as 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 family, school and society.

Helping teachers teach children with attention deficit hyperactivity disorder.

Help for such a childwill consist of learning self-regulation and control over one’s own body. The child should be taught relaxation techniques and taught to enjoy relaxation. This can be achieved through meditative stories, breathing exercises, and listening to relaxing music. It is also necessary to direct the child to learn how to develop 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 experiences insufficient mastery of the school curriculum, low self-esteem, and social isolation. In such situations, you should contact specialists as soon as possible: neurologists, psychiatrists, psychologists, speech therapists and defectologists.

One of the biggest difficulties for children with ADHD is difficulty in self-organization. Such children are often late and cannot manage their time. Being distracted by extraneous stimuli, they often do not have time to complete a test or test in a limited time, but the knowledge to successfully complete the test is quite enough. In such cases, negative methods of influence, such as swearing or pulling back, have no effect 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 a child to change the type of activity, then you should warn him about this 5-10 minutes in advance.

Many parents turn to specialists due to difficulties in adapting their child to the team; teachers refer most of these children to a child psychiatrist, and in some cases this decision is made by the teacher council. Parents give up and lose hope, becoming aggressive. Desperate parents use harsh disciplinary measures against their children in the form of punishments, yelling, spanking, etc. All this does not give a positive result, but on the contrary causes aggression.

The leading role in the correction of ADHD is given to behavioral psychotherapy, including training for children and their environment. Often in families in which a hyperactive child is growing up, the psychological microclimate is disturbed, and quarrels occur between parents over the upbringing of such a child. Therefore, emphasis should be placed on developing the emotional stability of the parents themselves and developing a unified upbringing strategy with a predominance of methods of support and encouragement. In addition, the family must maintain a clear routine for the child’s life.

More and more hyperactive children are being taught in schools, and it is not at all easy to find an approach to 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, find themselves among the underachievers by the end of the first grade.

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

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

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

2.Sit him near 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, keep him busy (let him read aloud part of a teaching paragraph or the condition of the problem).

5. If the child is distracted, without others noticing, give him a sign to return to the task or simply go up to him and touch him on the shoulder, making it clear that he is behaving incorrectly, without swearing or screaming.

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. State the list in a positive way: things to do, not things not to do. Make sure children know what behavior is expected of them.

8. Inform parents not only about the negative aspects of the child, but also about the positive ones.

9.Reduce the number of time-limited exams and tests. Such exams have little educational value and do not allow many children with ADHD to demonstrate their knowledge.

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

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

12. If classmates do not respect a child with ADHD and laugh at 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 lessons where a child with ADHD can show his 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 be even more careful in choosing a teacher who can understand and be patient in teaching him. A constant dialogue between parents and teachers is necessary for a quick and high-quality response to changes in the child’s behavior and educational results. This will facilitate timely correction of the child’s behavior and help him build good relationships with classmates.

LITERATURE

1. Bolotovsky, G. V. Hyperactive child / G. V. Bolotovsky, L. S. Chutko, I. V. Popova. - St. Petersburg: NPK "Omega". - 2010. - 160 p.

2. Bryazgunov I. P., Kasatikova E. V. Restless child, or everything about hyperactive children. – M.: Publishing house – Institute of Psychotherapy, 2001

3. Gippenreiter, Yu. B. Communicate with the child. How? / Yu.B. Gippenreiter. - M.: ACT, Astrel. - 240 s.

4. Zmanovskaya E. V. Deviantology. – M.: ARKTI, 2004

5.Oklander, V. Windows into the world of a child. Guide to child psychotherapy / V. Oaklander. - M.: Class, 1997. - 336 p.