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.
Today there are many polar points of view on the nature of origin, methods of diagnosis and methods of treatment of ADHD. However, most experts agree with each other that one of the most important ways to help hyperactive children is psychological and pedagogical correction. That is why we asked psychologists working with such children and their families to answer the main questions of parents.
The questions are answered:
Irina BARANOVA | pediatric pathopsychologist-diagnostician
Oksana ALISOVA | specialist in working with hyperactive children, educational psychologist of the highest qualification category, head of the psychological center “Light of the Mayak”
What is ADHD?
Irina Baranova: From the point of view of pathopsychology, attention deficit hyperactivity disorder (ADHD) is a special non-optimal state of the central nervous system (central nervous system - editor's note), in which the cortical part of the brain does not fully cope with its task: to exert a corrective influence on the subcortical part . Normally, the cortex inhibits the subcortex, which, figuratively speaking, encourages a person to “want everything at once,” to achieve his goal by force, without waiting for suitable conditions. In children with ADHD, this regulation process is disrupted.
What is the difference between an active, healthy baby and a child with attention deficit hyperactivity disorder?
I.B.: It is not always easy to distinguish between normal childhood activity and hyperactivity. Sometimes the following experiment can help: if you place a child in a limited space with a certain set of toys and objects, after some time an ordinary child will find something to do and focus on it. A hyperactive person most likely will not be able to do this - his attention will constantly slip away, and it will be difficult for him to concentrate on a certain type of activity.
The main method for diagnosing ADHD is observation, and the above example confirms this. If you notice that your child gets tired and distracted quickly, often gets into conflicts, or easily becomes hysterical, take your child to a specialist. Perhaps these are manifestations of ADHD.
Is it possible to suspect ADHD at an early age? What should parents of infants and young children pay attention to?
I.B.: I believe that it is possible to speak more or less confidently about the presence of ADHD in a child only by the age of seven. Previously, the child’s behavior and the characteristics of his development can be determined by the constitution and individual rates of maturation - in simple terms, the child still simply has an immature psyche. The use of serious drug treatment in this case may do more harm than good. In addition, it is worth remembering that most preschool children are active and inattentive - this in itself is not a pathology.
However, the above does not mean at all that a disinhibited preschool child should not be shown to specialists! Disinhibition (especially in combination with other disorders - motor, speech) is often a consequence of a neurological pathology that requires correction, and it will not necessarily be ADHD. Therefore, the specialist’s task is to qualify the type of central nervous system deficiency of a preschooler and find a way to help the child. However, a diagnosis such as ADHD may not appear on the chart until the patient reaches the age of seven. This is my opinion as a pathopsychologist.
What are the features of the development of the emotional-volitional sphere in ADHD?
I.B.: The emotional-volitional sphere of these children is characterized by instability of emotional states, emotional lability (quick change of one emotion by another), high readiness for any type of outburst, and impulsiveness. At the same time, one can often observe a high depletion of affect, which is already close to neurasthenia.
What are the diagnostic criteria for ADHD in Russia? It is known that abroad this diagnosis is made by a council of specialists, but what is the situation in our country? Is it necessary to undergo functional testing to confirm ADHD?
I.B.: In our country, they officially rely on the criteria described in section F9* of ICD-10. A consultation is also needed in Russia, as when making any other controversial diagnosis. Experts often recommend including functional tests (EEG, REG, Doppler of cerebral vessels, sometimes MRI in vascular mode) and an examination of the fundus by an ophthalmologist in the examination complex.
How to differentiate ADHD from other conditions with similar symptoms (ODD, bipolar disorder, anxiety disorder, etc.)?
I.B.: You can't describe it in a few words. This is exactly what is required from a specialist, and the level of his qualifications is determined, among other things, by the ability to differentiate various conditions with similar symptoms.
Does ADHD require medication treatment?
I.B.: It would be more accurate to talk not about treatment, but about maintenance therapy. And only the consequences of this syndrome or its complications require certain medical correction - for example, vascular or dehydration therapy. As a clinical psychologist, I can say that ADHD, as a rule, requires an integrated approach - a combination of drug treatment and psychological correction.
Can a child with mental retardation or mental retardation be diagnosed with ADHD? Or does this diagnosis presuppose the preservation of intelligence?
I.B.: This diagnosis is usually made with intact intelligence. In some cases, a child with ADHD may experience a delay in mental or psycho-speech development (ZPR or PDRD), but not mental retardation.
Of course, a child with mental retardation may be disinhibited and inattentive, and also prone to emotions - such manifestations are not uncommon with various disorders and deviations. However, the presence of individual symptoms does not give the right to talk about ADHD.
There is a point of view that ADHD children are the next stage in the development of humanity (indigo children). So, what should ADHD be considered - a disease or an individual personality trait?
I.B.: I am not strong in this “ideology”. Theoretically, it can be assumed that ADHD is a variant of a mutation that forms a “new type of person” with a special type of mental functioning. After all, there are many such children - they, of course, influence society and are themselves in constant intensive development “in the environment”. However, I have no information about the special achievements of such people.
What daily routine is recommended for a child with ADHD?
Oksana Alisova: Parents of children with ADHD are advised to maintain a clear daily routine at home. Meal times, homework, daytime and nighttime sleep - it is advisable to record in the schedule the main events that repeat day after day. For preschoolers, you can create a daily routine using colorful, attractive pictures and try to follow it. However, remember that the daily routine is a sequential alternation of different types of activities, and not blackmail (“if you have lunch, you will play on the computer”). If you plan to go somewhere with your child, tell him the route in advance, and also discuss all the details and rules of behavior in advance.
If a child with ADHD has abilities in one area or another (languages, mathematics, etc.), how can they be developed? After all, such a child often cannot cope with the loads and demands of special schools.
O.A.: If a child with ADHD has abilities, they, of course, should be developed in the same way as any other child. It is important to remember that for hyperactive children, the correct organization of classes is important - that is, it is not the large study load in itself that is harmful, but some methods of learning.
A child with ADHD finds it difficult to sit still for 45 minutes - maintaining discipline is a difficult task for him. However, if you do not focus on the “problem of discipline,” the child usually works quite productively and behaves more calmly. Therefore, it is recommended not to pay attention to minor disciplinary violations - for example, you can sit with your legs crossed, “dangle” them under the table, stand next to your desk, etc.
Is exercise good for a child with ADHD? If yes, what sport do you prefer? And what to do if the child is not able to maintain discipline during training?
O.A.: Playing sports is certainly beneficial for a child with ADHD, but not all sports are suitable for him. Preference should be given to swimming, athletics, cycling, and martial arts. Regular sports will help your child develop self-discipline skills. This is the most important task for children with ADHD, and it’s not so much about maintaining “external discipline” during training, but about developing self-control skills (of course, in this case, a lot depends on the coach).
As for the requirements of strict discipline in training, they are usually put forward when a child is professionally involved in sports and the main goal of the coach is to achieve high results. Parents of children with ADHD should have another task - to direct the child’s activity in a controlled, constructive direction, so small deviations from disciplinary requirements are acceptable. If a particular child with ADHD has serious discipline problems, a coach can use a system of rules and sanctions to help regulate relationships within the group.
What should rehabilitation for ADHD include? Which activities are required and which are desirable? Please list a set of measures, activities and general recommendations for parents of a child with ADHD.
O.A.: Accompanying a family in which a hyperactive child is growing up includes two main areas - influencing the child himself and working with his environment (parents, caregivers, teachers). I will try to briefly characterize these areas.
Psychological work with a child with ADHD includes several areas: therapy of the affective-personal sphere (play therapy, art therapy, etc.); behavioral therapy, the main methods of which are operant, cognitive-behavioral, and the formation of social skills.
Operant methods are the reinforcement of desired behavior patterns with the help of material incentives (chips, tokens) or the attitude of others (attention, praise, encouragement or joint activity), i.e. social reinforcement. The penalties used are “time-out” and confiscation of chips (tokens).
Behavioral therapy using operant methods suggests the following rules for a consistent approach to children with hyperkinetic behavior disorder:
1) Instructions and directions for hyperactive children should be formulated clearly and concisely, and, if possible, clearly demonstrated.
2) The consequences of the child’s action should occur quickly - as close as possible in time to the target behavior.
3) Penalties must be combined with a system of positive consequences.
4) It is necessary to change the system of incentives and rewards from time to time, because In children, the addictive effect quickly sets in.
5) Planning and structuring the time of a hyperactive child is recommended.
Operant principles can be expressed in writing, setting out a system of rewards and penalties. A similar approach can be used not only by parents, but also by school teachers - as instructions for responding to certain behaviors.
Cognitive-behavioral methods, in contrast to operant methods based on external control, are aimed at developing self-control skills in a hyperactive child. The goal is to teach the child to regulate his own behavior, to see himself from the outside, and to become less dependent on the situation. The main method is self-observation, self-instruction. The task is to change the perception of your own behavior.
An example is self-instruction training for impulsive children according to Meikhenbaum. The basis of this method is self-verbalization (pronunciation) and self-instruction. “What people tell themselves determines everything they do,” Meikhenbaum believed.
Therapy using this method has a certain sequence:
1) Definition of the problem (≪stop, first let’s think about what we’re talking about).
2) Attention management and planning (≪what can I do? how should I act?≫).
3) Reaction management - self-instructions are formulated, which, in essence, are a guide to action (“I’ll do this first, and then like that”).
4) Correcting errors (≪I made a mistake, but you can try to do it differently≫).
5) Positive self-esteem (≪I managed to do it well≫).
Another important aspect of psychocorrectional work with a hyperactive child is the formation of social skills in a group. It is necessary and mandatory to work with the affective-personal sphere (anxiety, fears, low self-esteem, aggressiveness, etc.). These problems can be solved with the help of play therapy, art therapy, sand therapy. In the process of therapy, it becomes possible to teach the child to differentiate his feelings and find a socially acceptable way of expressing them, to promote the formation (development) of new personal qualities (for example, empathy).
Other methods of psychological and pedagogical correction are aimed at developing the deficit functions of a hyperactive child. A psychologist can help a child overcome attention and memory disorders, promote the development of visual-figurative thinking and spatial perception, improve hand-eye coordination and fine motor skills, and help develop school skills.
An important component of supporting a family with a hyperactive child is working with his environment. This includes:
— work with parents of a hyperactive child, aimed at correcting relationships in the family and forming an adequate upbringing system;
— informing teachers and caregivers of hyperactive children about the essence of ADHD;
— training parents and teachers in effective ways to communicate with their children; assistance in developing rules and sanctions for their violation, defining responsibilities and prohibitions; establishing feedback between the psychologist and participants in the pedagogical process.
It is important that parents make as few mistakes as possible when raising children with ADHD (replacing emotional attention with medical care, “extremes of education” - total control or connivance), and teach the child anger management skills. Therefore, the help of a psychologist is important and necessary for families of hyperactive children.
The forms of work may be different in each specific case: group or individual therapy, as well as joint activities with the child. The most effective is family psychotherapy, which should be the basis of psychocorrectional work. And not just in the case of ADHD.
How to explain to teachers (kindergarten teachers, school teachers, sports coaches) that the child is not spoiled and ill-mannered, but has objective problems in the emotional-volitional sphere?
O.A.: Psychological education is provided to educators, teachers, and trainers about the nature and symptoms of attention deficit hyperactivity disorder. While explaining the peculiarities of the manifestation of the syndrome during the child’s stay in an educational institution, they simultaneously carry out psychological work to change the preconceived position of an adult who believes that the child’s behavior is conscious, that he “does everything for evil.” Teachers should remember that the difficulties that arise when communicating with hyperactive children and teaching them are not the child’s problems, but the adult’s. And it is adults who must organize the environment so that the child can successfully adapt and socialize.
I.B.: In turn, I can say that professional psychologists who accompany a family with such a child, on their own initiative, meet with teachers and explain to them the essence of the problem. Parents are not always able to do this confidently and concisely.
What problems are possible in primary school and adolescence?
O.A.: As for possible problems, at primary school age the main difficulties are associated with increased physical activity - it can be difficult for parents and teachers to “calm down” such children. A hyperactive child’s academic performance often suffers - the problem is not in intelligence, but in a violation of voluntary attention. It can be difficult for a small schoolchild to concentrate on a certain type of activity.
In adolescence, difficulties in relationships with peers and adults come to the fore - such children have a high risk of developing asocial and antisocial behavior.
Is it possible to compensate and overcome ADHD? What is the future forecast for such children?
O.A.: Compensation is quite possible with a properly organized environment and timely correction. The forecast for the future is quite favorable.
Parents of children with ADHD often feel helpless, guilty, ashamed, and hopeless. What advice can you give them?
I.B.: As a young mother, I also experienced all these feelings. One day I came across Eda Le Chan's book “When Your Child Drives You Crazy,” which helped me a lot at that moment. Chapters from this book were reprinted in a newspaper article under the telling title “Parenthood is not for the cowardly.” My advice is to take courage))))). And... just love your children no matter what. This is probably the hardest thing for most of us sometimes.
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* F9- behavioral and emotional disorders that usually begin in childhood and adolescence: |
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What is important to know about raising a hyperactive child |
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.
“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 requirement 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
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Signs |
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Restless, squirming like crazy. |
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Restless, cannot stay in one place. |
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The child's demands must be met immediately. |
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Hurts and bothers other children. |
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Excitable, impulsive. |
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Easily distracted, maintains attention for a short period of time. |
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Doesn't finish the work he starts. |
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The child’s behavior requires increased attention from the teacher. |
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Not diligent in class. |
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Demonstrative in behavior (hysterical, whiny). |
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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.
TASKS AND MEANS OF CORRECTION OF CHILDREN'S HYPERACTIVITY.
- Normalization of the situation in the child’s family, his relationships with parents and other relatives. It is important to teach family members to avoid new conflict situations.
- Achieve obedience in a child, instill in him neatness, self-organization skills, the ability to appease and finish things he has started. Develop in him a sense of responsibility for his own actions.
- Teach your child to respect the rights of people around him, correct verbal communication, and control his own emotions and actions.
- To achieve self-esteem and self-confidence in the child by learning new skills, achieving success in school and everyday life.
- It is necessary to identify the strengths of the child’s personality in order to rely on them in overcoming existing difficulties: o Development of the child’s attention (concentration, switchability, distribution)
o Training of psychomotor functions
o Reduced emotional stress
o Training to recognize emotions from external signals
o Teaching children expressive movements
o Formation of moral ideas in children
o Behavior correction using role-playing games
o attention deficit,
o impulsiveness,
o very high activity,
o inability to obey group rules for a long time, listen and follow instructions (focus on details),
o rapid fatigue.
o in the game it is difficult for them to wait their turn and take into account the interests of others. It is advisable to include such children in collective work in stages. STAGE 1 - Start with individual work, STAGE 2 - Involve the child in games in small subgroups STAGE 3 - Move on to group games. It is advisable to use games with clear rules that promote attention development.
Training of weak functions should also be carried out in stages. STAGE 1 - It is necessary to select exercises and games that would contribute to the development of only one function. For example, games aimed at developing attention or games that teach the child to control his impulsive actions. STAGE 2 - Using games that will help the child acquire motor control skills. STAGE 3 - Select games to train two functions at once. STAGE 4 - Move on to more complex forms of work to simultaneously practice (in one game) all 3 functions.
Correctional work for ADHD
When working with a child with serious attention disorders, it is imperative that he has positive motivation. Such motivation can arise if there is a good and understanding teacher in the class, if parents are really interested in helping their child. Collaborative work between parents and teachers, built on the emotional interest of parents, is definitely needed.
A child can hold attention for a long time if the task or game is interesting and gives him pleasure. If a child is interested and is good at it, he will sit at this game for hours.
Computer games
Computer games are extremely attractive to children. If you observe basic health hygiene and allow your child to play no more than 1 hour a day, then it is quite possible to use computer games to develop various qualities of attention.
In each game, only one separate function is trained - this is the golden rule that must be followed both in computer games and in ordinary outdoor games for children with ADHD. It is also difficult for an adult to simultaneously train and monitor, for example, 3 functions: restraint, concentration and perseverance. Therefore, only one functional feature is trained at a time.
The need for training
Concentration of attention, its stability and intensity, as well as memory and the ability to foresee the results of one’s activities must begin to be trained from childhood, without putting it on the back burner. For this purpose, special outdoor, group and computer educational games are used.
NEUROPSYCHOLOGICAL CORRECTION OF CHILDREN
WITH ATTENTION DEFICIT HYPERACTIVITY SYNDROME
Neuropsychological correction of children with attention deficit hyperactivity disorder should include:
- stretch marks,
- breathing exercises,
- oculomotor exercises,
- exercises for the tongue and jaw muscles,
- cross (reciprocal) bodily exercises,
- exercises for developing fine motor skills of the hands,
- relaxation and visualization exercises,
- functional exercises,
- exercises for the development of communication and cognitive spheres,
- exercises with rules.
Stretching normalizes muscle hypertonicity and hypotonicity. Optimizing tone is one of the most important tasks of neuropsychological correction. Any deviation from the optimal tone is both a cause and a consequence of changes in the child’s mental and motor activity and negatively affects the overall course of his development. The presence of hypotonicity is usually associated with a decrease in the mental and motor activity of the child, with a high threshold and a long latent period for the occurrence of all reflex and voluntary reactions. Hypotonicity combined with slow switching of nervous processes, emotional lethargy, low motivation and weakness of volitional efforts. Presence of hypertension manifests itself in motor restlessness, emotional lability, sleep disturbance. Such children are characterized by a lag in the formation of voluntary attention, differentiated motor and mental reactions, which gives psychomotor development a peculiar unevenness and can provoke the occurrence of attention deficit hyperactivity disorder. All motor, sensory and emotional reactions to external stimuli in a hyperactive child arise quickly, after a short latent period, and fade away just as quickly. Such children find it difficult to relax. That is why, at the very beginning of classes, it is necessary to let the child feel his own tone and show options for working with him using the most clear and simple examples. Regulation of the strength of muscle tone should take place in accordance with the laws of movement development: from the head and neck to the lower extremities (cephalocaudal law), from the neck and shoulders to the hands and individual fingers, and, accordingly, from the knees to the toes (proximodistal law). Breathing exercises improve the rhythm of the body, develop self-control and volition. The only rhythm that a person can arbitrarily control is the rhythm of breathing and movement. Neuropsychological correction is based on automation and rhythmization of the child’s body through basic multi-level techniques. Disturbance of the body's rhythm (electrical activity of the brain, breathing, heartbeat, intestinal peristalsis, vascular pulsation, etc.) certainly lead to disruption of the child’s mental development. The ability to voluntarily control breathing develops self-control over behavior. Breathing exercises are especially effective for correcting children with attention deficit hyperactivity disorder. It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause in the breathing cycle and waiting for the moment when the desire to inhale appears, take a deep breath through your mouth or nose so that there is a pleasant, light, tension-free feeling of inhalation. Care must be taken to ensure that the diaphragm moves and the shoulders remain calm, although the upper part of the chest will certainly move when inhaling deeply.
At the stage of mastering deep breathing the child is also asked to place his hand on the area of movement of the diaphragm, feeling how, as he inhales, the hand rises up, and as he exhales, it goes down. Breathing (its various stages) can be combined with a variety of eye and tongue exercises. An effective technique is to connect the visual and sensory systems to breathing exercises ("inflating" colored balls in the stomach, "inhaling" sunlight and golden energy, etc.). Oculomotor exercises allow you to expand your field of vision and improve perception. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interaction and increase the energy level of the body. It is known that multidirectional eye movements activate the learning process. The fact is that many cranial nerves coming from the medulla oblongata, including trigeminal, facial, abducens, oculomotor and trochlear, connect to the eye. They activate the movement of the eyeball in all directions, contract or relax the pupil muscles to regulate the vibrations of the retina, and change the shape of the lens to see near and far. In a 3D environment, the eyes are constantly moving, collecting sensory information and constructing complex patterns of images necessary for learning. The brain combines them with other sensory information to build a visual perceptual system. Three-dimensional visual perception is a prerequisite for successful learning. Unfortunately, in educational activities, two-dimensional space is most often used (book, table, notebook, computer, etc.), which significantly reduces the quality of learning. Much of the motor cortex is involved in the muscular movements of the larynx, tongue, mouth, jaw, and eyes that produce speech.
Corrective movements of the body and fingers ensure the development of interhemispheric interaction, the removal of synkinesis and muscle tension. In addition, the development of “feeling” of one’s body contributes to the enrichment and differentiation of sensory information from the body itself (additional afferentation of the body). It is known that the center of fine motor coordination is the frontal lobe of the brain, which is also responsible for internal speech and self-control. During the development of children, myelination of nerve networks occurs under the condition of their high motor activity. Children who miss the vital developmental stage of crawling are known to have learning difficulties. The fact is that during crawling, cross movements of the arms, legs and eyes are used, activating the development of the corpus callosum. With regular performance of reciprocal movements, a large number of nerve pathways connecting the hemispheres of the brain are formed and myelinated, which ensures the development of mental functions. Slowly performing cross movements helps activate the vestibular apparatus and frontal lobes of the brain. In musicians, especially cellists and pianists, due to the great mobility of their fingers, fine motor coordination and, consequently, the corpus callosum develop. It is known that music lessons stimulate the development of mathematical abilities. In addition, expressive movements are an integral component of the emotional, sensory sphere of a person, since there is no emotion or experience that is not expressed in bodily movement. As a result, children feel and become more aware of their body, their feelings and experiences, and can more adequately express them. Understanding oneself also gives an understanding of the bodily expression of others, i.e. the development of a child’s expressive movements as a means of self-expression and communication also affects his general communication skills, creating additional conditions for development. It is more expedient to carry out functional exercises in three main areas:
- development of attention, arbitrariness and self-control;
- elimination of hyperactivity and impulsivity;
- elimination of anger and aggression.
When sustainable positive results are achieved in the development of one function, you can move on to developing two functions simultaneously, and then three. For example, by developing voluntary distribution of attention, it is necessary to reduce the load on self-control of impulsivity and not limit motor activity. When reducing impulsivity, you should not work on concentration and limit mobility. By developing perseverance, you can allow impulsiveness and absent-minded attention.
Exercises for the development of voluntariness include movements that are carried out according to a verbal command and must be comprehended in a certain way, “recoded” by the child, on the basis of which he gives the command to perform this or that action. During classes, the degree of arbitrariness may vary. Thus, instructions for solving a problem like “do as you want” do not require a program. The execution of actions here is mechanical in nature, and the degree of arbitrariness is reduced. Optimal for the development of arbitrariness are detailed instructions, implying the gradual formation in the child of the ability to build his own program. A clear repeating structure of classes, a constant arrangement of objects, which is an additional organizing moment in the formation of arbitrariness. Another condition for the development of voluntariness is children’s observance of rules, rituals and time regulations. Besides, alternately assigning the role of leader to each group member automatically increases the degree of his dominance, and therefore the level of his voluntary self-regulation, programming and control over himself and what is happening around him. Communication exercises are divided into three stages:
- Individual exercises are aimed at restoring and further deepening contact with one’s own body, non-verbal expression of states and relationships.
- Pair exercises help expand “openness” towards your partner - the ability to feel, understand and accept him.
- Group exercises through the organization of joint activities give the child the skills to interact in a team.
Relaxation can be carried out both at the beginning of the lesson for the purpose of adjustment, and at the end - for the purpose of integrating the experience acquired during the lesson. Integration in the body (relaxation, introspection, recollection of events and sensations) is part of a single process. This is followed by integration in movement (non-verbal component) and in discussion (verbal component). These three components create the necessary conditions for the child to reflect on the sensations and skills acquired during the lesson. Corrective work should include various types of massages(additional afferentation of the body). Massage of the fingers and ears is especially effective. Experts count 148 points located on the ear, which correspond to various parts of the body. The points on the top of the ear correspond to the legs, and on the lobe to the head. A necessary condition for any correction process is system of punishments and rewards, which is developed by the whole group at the beginning of classes. The punishment can be elimination from the game to the “bench”, deprivation of the role of leader, etc. Various prizes, the choice of favorite music to accompany classes, a leading role in the game, etc. can serve as incentives.
When corrective work, it is also necessary to take into account that hyperactive children cannot obey group rules for a long time, get tired quickly, and do not know how to listen and follow instructions.
It is recommended to start working with them with individual lessons, gradually including them in group activities. In addition, each child requires an individual strategy and tactics of interaction.
In addition to the neuropsychological correctional and developmental program proposed below with elements of psychotherapy for children with attention deficit hyperactivity disorder, it is possible to use the following techniques in working with children with ADHD:
- Exercising control over other children by a hyperactive child (classroom attendant, game leader, assistant instructor, etc.).
- Using a clock in class and controlling time by a hyperactive child (time keeper).
- Using rhythms with long pauses or rhythmic music.
- Rhythmization of the right hemisphere - rhythm classes, choreography, skiing, tennis, horse riding.
- Activation of the brain stem sections - swimming, diving, trampoline jumping, breathing exercises.
- Development of interhemispheric interaction - martial arts (especially wushu-taolu), kinesiological exercises, knitting.
- Relieving impulsiveness and hyperactivity - exercises with sand, water and clay; contrast shower, dousing.
- Development of attention stability: o long-term sorting and stringing of beads;
o development of the ability to voluntarily switch attention - reading the alphabet interspersed with counting;
o tracing a line from beginning to end as it intertwines with other lines.
NEUROPSYCHOLOGICAL DEVELOPMENT PROGRAM
AND CORRECTIONS FOR CHILDREN WITH ATTENTION DEFICIT SYNDROME
AND HYPERACTIVITY
The correctional and developmental program is designed for specialists (psychologists, teachers, defectologists, as well as parents) working with hyperactive children.
The program may consist of 12 - 16 lessons. They need to be carried out until the result is achieved.
If you follow the regimen - 2 classes per week, the cycle is designed for 2 months.
Time: 50-60 minutes.
The optimal number of group members is 4-6 people.
Age - 6-12 years.
Classes can be held in small groups or individually.
In difficult cases, it is possible to increase the number of classes until ADHD is completely corrected. The program uses exercises developed by B. A. Arkhipov, E. A. Vorobyova, I. G. Vygodskaya, T. G. Goryacheva, V.I. Zuev, P. Dennison, Yu.V. Kasatkina, N.V. Klyuevoy, L.V. Konstantinova, E.K. Lyutovoy, G.B. Monina, E.V. Pellinger, A. Remeeva, A.L. Sirotyuk, A.S. Sirotyuk, A.S. Sultanova, L.P. Uspenskaya, K. Foppel and others.
Lesson structure:
- stretching - 4-5 minutes;
- breathing exercise - 3-4 minutes;
- oculomotor exercise - 3-4 minutes;
- exercises for developing fine motor skills of the hands - 10 minutes;
- functional exercises (development of attention, arbitrariness, self-control), communication and cognitive exercises, elimination of anger and aggression - 20-25 minutes;
- relaxation - 4-5 minutes.