Attention Deficit Hyperactivity Disorder(abbreviated ADHD) is a complex symptom complex that has multi-level causes and, accordingly, a multi-level solution

• On a medical level
• At the level of the brain
• On a psychological level
• At the pedagogical level

From here it becomes clear why only psychologists and speech therapists, only neurologists and pediatricians cannot solve your child’s problem, and the problem itself may be beyond the competence of psychiatrists.

We, understandingThus, the problem of ADHD - we have clear algorithms for diagnosing and correcting the behavior of a child with ADHD.

We undertake the correction of psychological and psychophysiological disorders in a child. And we work in close collaboration with an osteopath, kinesiologist, homeopath, neurologist, neuropsychologist, educational psychologist and other specialists as necessary, depending on the specific situation. And - most importantly: this problem is completely solvable.

ADHD is a complex symptom complex that actually has multi-level causes and, accordingly, requires a multi-level solution.

So, ADHD is curable, Here is a strategy to solve the problem:

On a medical level

We see 98% of children with ADHD with cervical spine injuries during childbirth. In the form of hypermobility of the 2-4 (2nd–4th) cervical vertebrae [more details here:] . The situation is so typical that some radiologists perceive these symptoms as the norm.

Solution:

• Changing technologies of obstetric care in Russia. [More details here: Ratner A.Yu. Neurology of newborns: Acute period and late complications / A.Yu. Ratner. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2008. - 368 p. ISBN 978-5-94774-897-0]
• Correction of the consequences of birth injuries of the cervical spine and restoration of blood circulation to the brain. Work with the neck by a chiropractor, osteopath. (Ideally, such a correction must be carried out during the neonatal period). In Southeast Asia and China, obstetricians perform correction of the child’s cervical spine immediately, right at the mother’s feet. Midwives in Rus' did the same. (The author discovered these technologies in the 50s of the last century).

At the level of the brain

In recent years, our research has shown a slowdown in brain maturation in modern children. A more advanced brain began to mature more slowly.

If 100 years ago children’s brains matured at 9 years old and children were sent to gymnasium at 9-10 years old, today we see maturation no earlier than 15.5-16.5 years old. (Suffice it to say that children increasingly begin to speak only at 3.5-4.5 years old).

Among children born after 2000, in approximately 98% we see ambidexterity (ambi-double, dextrum - right hand). That is, these children are not right-handed or left-handed, but “two-handed.” Accordingly, their brain works differently.

Features of brain function in new children:

Solution:

Helps accelerate brain maturation

Restoration of blood circulation in the child’s brain vessels damaged during childbirth.

• Release of compressed large vessels of the neck and nerve endings of the cervical spine that were damaged during childbirth.
• Stimulating the development of capillaries and precapillaries in the child’s brain.
• Stimulating the maturation of nervous tissue in your child's brain.

Release of large vessels of the cervical spine

It is advisable to undergo a course of corrective work with the neck and head from an osteopath. Here is the address of reliable certified specialists: “Unified National Register of Osteopaths of Russia”: http://www.enro.ru/

The goal is to release constricted large vessels that supply the child’s brain.

This cannot be achieved with pills.

Stimulating the development of capillaries and precapillaries for nutrition and respiration of the child’s brain

For example , Ginkgo Biloba + Magnesium B 6 [Methodology developed by Israeli colleagues].

• Ginkgo biloba, having a mild nootropic effect, improves interneuronal regulation of brain cells; the mild fibrinolytic effect opens the thinnest microcapillaries, like a spider's web, providing access of oxygen and nutrients to the maturing areas of the brain].

Stimulating the maturation of nervous tissue in the brain

• Magnesium B 6 By approximately the fourth or fifth month of therapy, immature neurons (nerve fibers) of the child’s brain are covered with a protein myelin sheath. It turns out to be a kind of “cable”. The signal travels more accurately and economically. Outwardly, this looks like “more mature” behavior from your child. .

At the psychological and psychophysiological levels we see

• general infantilism in the child’s behavior, that is, a pronounced lag in behavior and reactions to the environment;
• rapid depletion of brain function and hence difficulty maintaining attention;
• reduced motivation to learn;
• rapid depletion of the auditory channel, the child “does not hear” requests addressed to him;
• spontaneous actions: “first he does, then he thinks”

In our opinion, such behavioral disorders are primarily due to immaturity of the brain due to birth damage many years ago. A feature of psychophysiological immaturity is pronounced external signs of infantilism. And also thanks to the unique adaptive properties of the child’s central nervous system. Hence the peculiarities of correction methods.

Solution:

• Neuropsychological correction;
• Defectological correction;
• Corrective work of a speech therapist.
• BFB – biofeedback;
• Transcranial micropolarization;
• Method TOMATIS et al.

In addition, there are currently several non-pharmacological approaches to the treatment of ADHD, which can be combined with pharmacological correction or used independently.

For example:

• Training Your Brain and Triple Inventions I.S. Bach
• Psychological correction of the child through the mother
• This is a “well-being meditation” for the child through the mother. You need to turn on this audio recording and just lie down for 30 minutes with your eyes closed. Afterwards, everyone experiences a feeling of relaxation and a surge of strength, a brighter world and a good mood. Works! :-)) Practice about 1-2 times a week. Or whatever you remember.
• Visual simulator “18 spinning girls”
• Neuropsychological correction (using various exercises).
• Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either shaping or extinguishing them through reward, punishment, coercion and inspiration. It can be used only after neuropsychological correction and maturation of brain structures, otherwise behavioral therapy is ineffective.
• Work on personality. Family psychotherapy, which shapes personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).
• Nutritional. Replenishment of deficiencies of certain micronutrients that are involved in the synthesis and secretion of serotonin and catecholamine neurotransmitters. ADHD is known to be characterized by disturbances in the levels of these neurotransmitters [Wikipedia]

At the pedagogical level

Formation of internal control in a child. This complex of methods of pedagogical correction, psychocorrection and drug treatment, with timely diagnosis, helps hyperactive children compensate for violations in time and be fully realized in life.

Make an appointment

* * *

Basic methods of drug correction ADHD

An approach common in ADHD is nootropic drugs, substances that, according to some experts, improve brain function, metabolism, energy, and increase the tone of the cortex. Also prescribed are drugs consisting of amino acids, which, according to manufacturers, improve brain metabolism.

There is no evidence of the effectiveness of such treatment[Wikipedia "Attention Deficit Hyperactivity Disorder"].

ABOUT with new correction methods in the USA:

In the USA and Western Europe, this problem is seen somewhat one-sidedly - only from a psychiatric and neurological point of view. They consider ADHD as a persistent and chronic syndrome for which no cure has been found. It is believed that children “outgrow” this syndrome or adapt to it in adulthood.

Is it any wonder that a lack of understanding of the causes of ADHD has led to the prescription of such children only with psychostimulants that modify only external, hyperactive behavior, such as Ritalin, Strattera, Concerta, etc. (ignoring pathogenetic reasons).

IN THE WORLD:

The United Nations Committee on the Rights of the Child has issued recommendations stating the following: “The Committee is concerned at reports that attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (ADD) are being misdiagnosed and that psychostimulants are being overprescribed as a result, despite increasing evidence of the harmful effects of these drugs. The Committee recommends that further research be conducted into the diagnosis and treatment of ADHD and ADD, including the possible negative effects of psychostimulants on the physical and psychological well-being of children, and that other forms of intervention and treatment be used to the greatest extent possible when addressing behavioral disorders."

So, as Friedrich Engels noted

in his book "Dialectics of Nature"

- "Only practice"

is the criterion of truth."

Including in approaches to the diagnosis and correction of attention deficit disorder...

Good luck to everyone!

Vladimir Nikolaevich Pugach, Candidate of Medical Sciences, Associate Professor in Social and Engineering Psychology,

“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.

Annex 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.
• 12. Do not read notations (the child still does not hear them).

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

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.

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 considered 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.

Agree: calm, quiet and obedient children are scary! You immediately start to think: “Oh, what’s wrong with him?” But is it normal if a child jumps over the heads of his stunned parents 24 hours a day? And where is the border between normal and “overkill”?

An active child is good, it means that, firstly, he is healthy (a sick person would jump on the sofa!), and secondly, he has at his disposal quite adequate parents who do not put pressure on him with upbringing, etiquette and other harmful things. For a child's psyche it is nonsense. He runs and jumps, breaks and folds, scatters and collects, destroys and builds, and also fights, bites, dances, sings, screams - and all this almost simultaneously. Only when you become the mother of such a treasure do you understand the true meaning of the good old saying: “How good you are when you sleep!”

But if this is so natural, why do neurologists unanimously call hyperactivity a pathology and strive to prescribe sedatives to fidgets? It turns out that there is a big difference between simply being active and obsessively overexcited.

Hyperactivity test

Looks like a children's game from the "Find the 5 differences" series... So,

Active child :

Most of the day he “doesn’t sit still”, prefers active games to passive ones (puzzles, construction sets), but if he is interested, he can read a book with his mother and put together the same puzzle.

He talks quickly and a lot, asks an endless number of questions.

For him, sleep and digestive disorders (intestinal disorders) are rather an exception.

It is not active everywhere. For example, he is restless and restless at home, but calm in the kindergarten, visiting unfamiliar people.

He is non-aggressive. That is, by accident or in the heat of conflict, he can kick in at a “colleague in the sandbox,” but he himself rarely provokes a scandal.

Hyperactive child :

He is in constant motion and simply cannot control himself, that is, even if he is tired, he continues to move, and when completely exhausted, he cries and becomes hysterical.

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

It is impossible to put him to sleep, and if he sleeps, it is in fits and starts, restlessly. He often has intestinal disorders. For hyperactive children, all kinds of allergies are not uncommon.

The child is uncontrollable, and he does not react at all to prohibitions and restrictions. And in any conditions (home, store, kindergarten, playground) he behaves equally actively.

Often provokes conflicts. He does not control his aggression - he fights, bites, pushes, and uses improvised means: sticks, stones...

Where do legs come from?

The main difference between hyperactivity and simply active temperament is that this is not a character trait of the child, but a consequence of a not too smooth birth and disturbances in infancy. The risk group includes children born as a result of cesarean section, severe pathological births, artificial babies born with low birth weight, and premature babies. Considering that the environment and the pace of modern life now leave much to be desired, it is not surprising why hyperactive children are not uncommon, but rather the norm of our lives today. And it’s worth making a reservation: not all children at risk are necessarily hyperactive! And subsequently, if all the “misunderstandings” (restlessness, hysteria, colic, sleep disturbances) have not disappeared before the baby’s first birthday, then it is not too late to normalize them after.

Calm, just calm!

What needs to be done so that the baby gets rid of “excess” activity? Create certain living conditions for him. This includes a calm psychological environment in the family, a clear daily routine (with mandatory walks in the fresh air, where there is the opportunity to have fun). Parents will also have to work hard. If you yourself are very emotional and unbalanced, are constantly late everywhere, are in a hurry, then it’s time to start working on yourself. We no longer rush headlong into the garden, constantly hurrying the child, we try to be less nervous and less likely to change plans “on the fly.” Tell yourself: “Have a clear daily routine” and try to become more organized yourself.

It is not the kid’s fault that he is such a “live”, so it is useless to scold him, punish him, or organize humiliating silent boycotts. By doing this you will achieve only one thing - a decrease in his self-esteem, a feeling of guilt that he is “wrong” and cannot please mom and dad.

Teaching your child to control himself is your first priority. “Aggressive” games will help him control his emotions. Everyone has negative emotions, including your child, just a taboo, tell him: “If you want to hit, hit, but not at living beings (people, plants, animals).” You can hit the ground with a stick, throw stones where there are no people, or kick something. He just needs to splash out his energy, teach him to do this.

In education, it is necessary to avoid two extremes - the manifestation of excessive gentleness and the presentation of increased demands on him. Permissiveness should not be allowed: children must be clearly explained the rules of behavior in various situations. However, the number of prohibitions and restrictions should be kept to a reasonable minimum.

The child needs to be praised in every case when he managed to complete the task he started. Using the example of relatively simple cases, you need to teach how to correctly distribute forces.

It is necessary to protect children from overwork associated with an excessive amount of impressions (TV, computer), and avoid places with large crowds of people (shops, markets, etc.).

In some cases, excessive activity and excitability may be the result of parents presenting too high demands to the child, which he simply cannot meet due to his natural abilities, as well as excessive fatigue. In this case, parents should be less demanding and try to reduce the load.

- “Movement is life,” lack of physical activity can cause increased excitability. You cannot restrain a child’s natural need to play noisy games, frolic, run, jump.

Sometimes behavioral disorders may be a child’s reaction to mental trauma, for example, to a crisis situation in the family, divorce of parents, bad attitude towards him, assignment to an inappropriate class at school, conflict with a teacher or parents.

When considering your child’s diet, give preference to proper nutrition, which will not lack vitamins and microelements. A hyperactive child, more than other children, needs to adhere to the golden mean in nutrition: less fried, spicy, salty, smoked, more boiled, stewed and fresh vegetables and fruits. Another rule: if a child doesn’t want to eat, don’t force him!

Prepare a “field for maneuver” for your fidget: active sports are simply a panacea for him.

Teach your baby to passive games. We read, and also draw and sculpt. Even if your child has difficulty sitting still and is often distracted, follow him (“Are you interested in this, let’s see…”), but after satisfying his interest, try to return with your child to the previous activity and bring it to the end.

Teach your baby to relax. Perhaps your and him’s “recipe” for finding inner harmony is yoga. For some, other relaxation methods are more suitable. A good psychologist will tell you what it could be: art therapy, fairytale therapy, or maybe meditation.

And don't forget to tell your child how much you love him.

And that’s it, you ask, what about the pathologies and abnormalities that they intimidated you with in the neurologist’s office? There is a risk, but sedatives will not solve the problem. After all, what do drugs do? They suppress the child’s activity, seem to slow him down, but the reason remains. Hyperactivity is not a disease, it is a slight deviation from the norm, but at the same time, giving up on it, saying it will go away on its own, is also not an option. Alas, it may not work. And then the grown-up child will begin to experience problems at school, it will be difficult for him to build relationships with peers and elders, and it is unlikely that he will be able to keep him under his mother’s caring wing.

Game psychocorrection when working with children with ADHD

Shevchenko M.Yu.

Attention deficit hyperactivity disorder (motor disinhibition syndrome, hyperactivity syndrome, hyperkinetic syndrome, hyperdynamic syndrome) is a very common childhood disorder and represents a complex and highly relevant multidisciplinary problem. Based on biological mechanisms, it manifests itself in violations of the cognitive, emotional and volitional spheres of the child and is realized in the school and social adaptation of the developing personality.

Hyperkinetic disorder is characterized by an early onset (before 7 years of age), and a combination of hyperactivity, uncontrollable behavior with severe inattention, lack of sustained concentration, impatience, a tendency to impulsiveness and a high degree of distractibility. These characteristics appear in all situations and do not change over time.

The causes of ADHD are complex and remain poorly understood despite a large amount of research. Genetic, neuroanatomical, neurophysiological, biochemical, psychosocial and others are being studied as possible causative factors. There are opinions that genetic predisposition still plays a decisive role in the pathogenesis of these disorders, and the severity, concomitant symptoms and duration of the course are closely related to environmental influences (Barkley, 1989).

Psychological portrait of a hyperactive child

ADHD is manifested by excessive motor activity, defects in concentration, distractibility, impulsive behavior, problems in relationships with others, and learning difficulties that are unusual for normal age indicators.

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

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

Impulsiveness , or the tendency to act too quickly, thoughtlessly, manifests itself both in everyday life and in learning situations. At school and in any educational activity, such children exhibit an “impulsive type of work”: they have difficulty waiting their turn, interrupting others, and shouting out their answers without fully answering the question. Some children, due to their impulsiveness, easily find themselves in dangerous situations without thinking about the consequences. This tendency to take risks often causes injuries and accidents.

In most cases, impulsivity is not a transient symptom; it persists for the longest time during the development and maturation of children. Impulsivity, often combined with aggressive and oppositional behavior, leads to difficulties in contacts and social isolation.

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

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

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

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

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

Organization of correctional pedagogical process with hyperactive children must meet two mandatory conditions:

1. The development and training of weak functions should be carried out in an emotionally attractive form, which significantly increases the tolerance of the imposed load and motivates self-control efforts. The game form of classes meets this requirement.
2. Selection of games that, while providing training for one functional ability, would not simultaneously place a burden on other deficient abilities, because it is known that parallel compliance with two, and even more so three, conditions of activity causes significant difficulties for the child, and sometimes is simply impossible.

Even with all the desire, a hyperactive child cannot comply with the rules of behavior in the lesson, which require him to sit calmly, be attentive and at the same time restrained for a sufficiently long time.

Hence, the main condition for the development of deficit functions in these children is that by presenting the child with a game that requires tension, concentration, retention and voluntary distribution of attention, the load on self-control of impulsivity should be reduced to a minimum and motor activity should not be limited. When developing perseverance, you should not simultaneously strain active attention and suppress impulsiveness. Controlling your own impulsiveness should not be accompanied by a limitation on the ability to receive “muscular joy” and may allow for a certain amount of absent-mindedness.

The psychocorrectional and correctional-pedagogical work we carry out is a complex of developmental games that allow us to separately influence individual components of the hyperactivity syndrome (Shevchenko Yu.S., 1997; Shevchenko Yu.S., Shevchenko M.Yu., 1997). Thus, we have identified several groups of educational games for children with hyperactivity syndrome, which can alternate in the structure of a single game plot of specially organized classes, and also be included in the content of free time at school and at home:

• Games to develop attention , differentiated by the involved orientation analyzers (visual, auditory, vestibular, cutaneous, olfactory, gustatory, tactile) and by individual components of attention (fixation, concentration, retention, switching, distribution); (stability, switching, distribution, volume).
• Games to overcome disinhibition and train perseverance (not requiring active attention and allowing manifestations of impulsiveness).
• Games to train endurance and control impulses (while allowing you to be inattentive and active).
• Three types of games with a dual task (requiring to be both attentive and restrained, attentive and motionless, motionless and non-impulsive);
• Games with a triune task (with a simultaneous load on attention, perseverance, restraint).

It seems promising to select appropriate computer games, very attractive for children, which can be used both for dynamic diagnosis of various characteristics of attention (Tambiev A.E. et al., 2001) and for its development.

The games we developed were offered to children with ADHD, taking into account a qualitative analysis of their cognitive, behavioral and personality characteristics. That is, in fact, each child was offered his own set of games, most adequate to his impairments. The games are designed in such a way that if a child fails to complete a game task, it can be facilitated, changed, and made more accessible for completion at this stage. The same thing happens when a child plays the game well: the game can be complicated, new rules and game conditions can be added. Thus, on the one hand, the game becomes familiar and understandable for children, and on the other hand, it does not become boring over time. When children begin to successfully cope with each individual type of game (games for attention, games for overcoming motor disinhibition, games for perseverance), the psychologist (teacher, educator, parent) introduces games with a dual task, and then with a triune task. Games are first performed individually with each child; later, it is preferable to use group play tasks, in which children not only continue to develop all impaired components of attention, overcome impulsivity and restrain motor disinhibition, but also learn to interact with other people and take into account their personal characteristics.

These games can be carried out both in special classes by a psychologist and by a teacher in class during the so-called “physical education”, as well as by parents of a hyperactive child at home.

Examples of psychocorrectional games

Uproar

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

Mill

Target:
Conditions of the game. All players stand in a circle at a distance of at least 2 meters from each other. One of the players receives the ball and passes it to another, who passes it to the third, etc. Gradually the transmission speed increases. A player who misses the ball or throws it incorrectly is eliminated from the game. The winner is the one who remains in the game last.
Note. The game can be complicated by having someone beat out a rhythm to which the players will throw the ball to each other, i.e. using auditory attention. In addition, this rhythm can change (sometimes faster, sometimes slower).

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

Target: development of the ability to concentrate attention on details, development of visual attention.
Conditions of the game. The child draws any simple picture (a cat, a house, etc.) and passes it to an adult, while he turns away. The adult completes a few details and returns the picture. The child should notice that the drawing has changed. Then the adult and child can switch roles.
Note. The game can also be played with a group of children. In this case, the children take turns drawing a picture on the board and turning away (the possibility of movement is not limited). The adult completes the drawing. Children must say what changes have occurred.

Silence

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

Cinderella

Target: development of attention distribution.
Conditions of the game. The game involves 2 people. There is a bucket of beans (white, brown and colored) on the table. On command, you need to disassemble and arrange the beans into 3 piles according to color. The one who completes the task first wins.

Beans or peas?

Target: development of tactile attention, distribution of attention.
Conditions of the game. The game involves 2 people. There is a plate of peas and beans on the table. On command, you need to separate and arrange the peas and beans on two plates.
Note. In the future, the game can be complicated by blindfolding the players.

The most attentive

Target: development of attention and visual memory.
Conditions of the game. The participants of the game stand in front of the presenter in different poses (possible by topic: “Animals in the Zoo”, “Children on a walk”, “Professions”, etc.). The presenter must remember the order and poses of the players. Then the leader turns away. At this time, the players change places and change poses. The presenter must say who stood where.

Snowball

Target: development of attention, memory, overcoming impulsiveness.
Conditions of the game. The theme of the game is selected: cities, animals, plants, names, etc. players sit in a circle. The first player names a word on a given topic, for example “elephant” (if the topic of the game is “Animals”). The second player must repeat the first word and add his own, for example, “elephant”, “giraffe”. The third says: “elephant”, “giraffe”, “crocodile”. And so on in a circle until someone makes a mistake. Then he drops out of the game and makes sure that the others do not make mistakes. And so on until there is only one winner left.
Note. In a similar way, you can come up with a “Detective”, putting together a plot one word at a time. For example: “Night”, “street”, “steps”, “scream”, “blow”, etc. You can allow children to prompt each other, but only using gestures.

It's boring to sit like this

Target: development of attention.
Conditions of the game. There are chairs along the opposite walls of the hall. Children sit on chairs near one wall and read the rhyme:
It's boring, it's boring to sit like this,
Everyone looks at each other.
Isn't it time to go for a run?
And change places?
As soon as the poem is read, all the children run to the opposite wall and try to occupy the free chairs, which are one less than the number of participants in the game. The one who remains without a chair is eliminated.
Everything is repeated until the winner takes the last remaining chair.

Don't miss the ball

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

Siamese twins

Target: control impulsivity, flexibility of communication with each other, promote the emergence of trust between them.
Conditions of the game. Children are given instructions: “Get into pairs, stand shoulder to shoulder, hug each other with one arm around the waist, place your right leg next to your partner’s left leg. Now you are conjoined twins: two heads, three legs, one torso and two arms. Try walking around the room, doing something, lying down, standing up, drawing, jumping, clapping your hands, etc.”
Notes In order for the “third” leg to act together, it can be fastened with either a rope or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

Bears and cones

Target: endurance training, impulse control.
Conditions of the game. Cones are scattered on the floor. Two players are asked to collect them with the paws of large teddy bears. The one who collects the most wins.
Notes Instead of toys, you can use the hands of other players, but, for example, turned with the back of your hand. Instead of cones, you can use other objects - balls, cubes, etc.

“Speak” (Lyutova E.K., Monina G.B.)

Target: impulse control.
Conditions of the game. The children are given instructions: “Guys, I will ask you simple and complex questions. But it will be possible to answer them only when I give the command - “Speak”! Let's practice: “What time of year is it now?” (pause). “Speak!” “What color is the ceiling in our classroom?” “Speak!” “What is two plus two?” “Speak!” “What day of the week is it today?” “Speak!” Etc

Push - Catch

Target: development of attention, control of motor activity.
Conditions of the game. Children are divided into pairs, each pair has a ball. One sits, the other stands at a distance of 2-3 meters. The person sitting pushes the ball to his partner, quickly stands up and catches the ball thrown to him. After several repetitions, players change places.

Pass the ball

Target: development of attention, control of motor activity.
Conditions of the game. Children are divided into 2 equal groups, stand in 2 columns and, at a signal, pass the ball. The last one standing in each column, having received the ball, runs, stands in front of the column and passes the ball again, but in a different way. The game ends when the line leader is in front with the ball.
Passing options:

• above the head;
• right or left (you can alternate left-right);
• down between the legs.

Note. All this can be done to energetic music.

Storks - frogs

Target: attention training, control of motor activity.
Conditions of the game. All players walk in a circle or move around the room in a free direction. When the leader claps his hands once, the children should stop and take the “stork” pose (stand on one leg, arms to the sides). When the presenters clap twice, the players take the “frog” pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). After three claps, the players resume walking.
Note. You can come up with other poses, you can use a much larger number of poses - this makes the game more complicated. Let the children come up with new poses themselves.

Broken phone

Target: development of auditory attention.
Conditions of the game. The game involves at least three players. A verbal message consisting of one to several words is transmitted by the players to each other in a circle (whispering, in the ear) until it returns to the first player. You cannot repeat the transmitted word or sentence to your neighbor if he did not hear it. Then the received message is compared with the original one and the player who distorted it is found.

Let's play with objects

Target: development of attention, its volume, stability, concentration, development of visual memory.
Conditions of the game. The presenter selects 7-10 small items.

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

Note.

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