Methods for correcting attention deficit hyperactivity disorder in preschool children. Methods for treating ADHD in children and adolescents Techniques for working with children ADHD

Sections: School psychological service

In recent years, attention deficit hyperactivity disorder (ADHD) has become increasingly relevant, which in the process of ontogenesis can frontally change into deviance or delinquency. Analysis of the literature revealed wide variability in data on the prevalence of ADHD. For example, in the USA there are 4–20% of hyperactive children, in the UK - 1–3%, in Italy - 3–10%, in China - 1–13%, Australia - 7–10%, Russia - 4–18%. over half a million children in Germany suffer from attention deficit hyperactivity disorder, with 9 times more boys than girls. Most often, girls suffer from a special form of attention deficit disorder without hyperactivity.

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

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

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

Weak sides:

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

Strengths:

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

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

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

A child with attention deficit hyperactivity disorder (ADHD), when performing any tasks, is greatly distracted by extraneous stimuli, for example, sounds. As a result, none of the cases is completed or is done superficially. Constantly jumps from one lesson to another, it is impossible to captivate him with something for a long time. This is the reason for the awkwardness, which is manifested in the fact that they are constantly dropping something, knocking down, bumping into furniture.

Behavior inadequacy, social maladjustment, personality disorders can cause failure in adulthood. Such people are fussy, easily distracted, impatient, impulsive, quick-tempered, it is difficult for them to concentrate on the subject of activity. Their mood often changes. Difficulties in planning activities and disorganization hinder them in promotion, in the organization of family life. Hyperactive manifestations of a strong degree of severity can, at a more mature age, be replaced by a number of affective and personality disorders. At the same time, timely medical and psychological assistance can compensate for this deficiency.

System treatment and observation of children with attention deficit has been insufficiently developed, due to the unclear pathogenesis of the disease. Non-drug and drug correction methods are distinguished.

Non-drug correction includes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. A gentle learning regime is recommended for the child - minimal amount children in the classroom (ideally no more than 12 people), shorter class duration (up to 30 minutes), the child's stay on the first desk (the contact of the teacher's eyes with the child improves concentration). From the point of view of social adaptation, the purposeful and long-term upbringing of socially encouraged norms of behavior in a child is also important, since the behavior of some children has features of asocial. Psychotherapeutic work with parents is necessary so that they do not regard the child's behavior as "hooligan" and show more understanding and patience in their educational activities. Parents should monitor the observance of the "hyperactive" child's daily routine (mealtime, homework, sleep), provide him with the opportunity to spend excess energy in physical exercises, long walks, and jogging. Fatigue during assignments should also be avoided, as this can increase hyperactivity. “Hyperactive” children are extremely excitable, therefore it is necessary to exclude or limit their participation in activities associated with the gathering of large numbers of people. Since the child has difficulty concentrating, you only need to give him one task for a certain period of time. The choice of partners for games is important - the child's friends should be balanced and calm.

Family play therapy is effective.

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

Corrective work with such children can be done within the framework of play therapy. It is useful to work with sand, clay, cereals, water.

Relaxation and body contact exercises are a potential help in working with a hyperactive child. They promote better body awareness and control.

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

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

The main development principle: "Timeliness is everything!"

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

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

The prognosis is relatively good, as in a significant proportion of children, symptoms disappear during adolescence. Gradually, as the child grows, disorders in the neurotransmitter system of the brain are compensated, and some of the symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit / hyperactivity disorder ( excessive impulsivity, irascibility, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, rapid and frequent mood swings) can also be observed in adults. Factors of an unfavorable prognosis of the syndrome are its combination with mental illness, the presence of psychopathology in the mother, as well as symptoms of impulsivity in the patient himself. Social adaptation of children with attention deficit / hyperactivity disorder can only be achieved with the commitment and cooperation of the family, school and society.

Help the teacher in teaching children with attention deficit hyperactivity disorder.

Helping such a child will consist in learning self-regulation and control over your own body. The child should be taught relaxation techniques, taught to enjoy the rest. This can be achieved through meditative fairy tales, breathing exercises, listening to relaxing music. It is also necessary to direct the child to learning the development of reaction speed and coordination of movements.

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

One of the biggest challenges for children with ADHD is the difficulty in organizing themselves. Such children are often late, cannot manage their time. Distracted by extraneous stimuli, they often do not have time to complete the test or test in a limited time, but the knowledge to successfully complete the test is quite enough. In such cases negative methods influences such as swearing or yanking do not work for children with ADHD and elicit protest and aggressive reactions.

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

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

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

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

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

If there is a child with ADHD in the classroom, he definitely needs to pay more attention, create a more pleasant atmosphere, and later he can be a very capable and bright student.

First of all, you should organize workplace so that the child is distracted as little as possible.

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

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

Literation

1. Bolotovsky, G.V. The hyperactive child / G.V. Bolotovsky, L. S. Chutko, I. V. Popova. - SPB: NPK "Omega". - 2010 .-- 160 p.
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M .: Publishing House of the Institute of Psychotherapy, 2001.
3. Gippenreiter, Yu.B. Communicate with your child. How? / Yu.B. Gippenreiter. - M .: ACT, Astrel. - 240 p.
4. Zmanovskaya E.V. Deviantology. - M .: ARKTI, 2004.
5. Oaklander, W. Windows to the world of the child. Guide to child psychotherapy / V. Oaklender. - M .: Class, 1997 .-- 336 p.

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Introduction

I. Theoretical block

II. Practical block

2.1 Diagnostic techniques aimed at detecting hyperactivity in children

Introduction

The problem of hyperactivity is currently acquiring special relevance, because the number of hyperactive children is increasing every year. According to different authors, from 2 to 20% of students show hyperactive disorders, characterized by excessive mobility, disinhibition. Teachers say: “One disinhibited child is a problem, two is a trouble”, because there is not enough time for the rest of the children.

The urgency of the problem is that hyperactivity is a disorder that has many different aspects: neurological, psychiatric, motor, linguistic, educational, social, psychological, etc.

Often, the journey of a child with symptoms of hyperactivity both in preschool and in school begins with failure. Lack of a sense of success causes secondary emotional distress and low self-esteem. Even the brightest children, with a high level of intelligence, show low academic performance. Although some of them still achieve good results, they do not fully realize their high intellectual capabilities.

Therefore, timely diagnosis of the manifestations and causes of hyperactivity in children is important, because, according to many psychologists and psychotherapists, the correction of hyperactivity in childhood is more effective. When working with such children, it is necessary to take into account the personality characteristics of the child, the style of family relationships, the reasons for the development of hyperactive behavior, etc.

I. Theoretical block

1.1 Characteristics of the behavior of hyperactive children

Often there are children who find it difficult to sit in one place for a long time, to be silent, to obey instructions. They create additional difficulties in the work of educators and teachers, because they are very mobile, quick-tempered, irritable and irresponsible. Hyperactive children often touch and drop various objects, push their peers, creating conflict situations. They often take offense, but they quickly forget about their grievances.

The well-known American psychologist V. Oaklander characterizes these children as follows: “It is difficult for a hyperactive child to sit, he is fussy, moves a lot, turns in place, is sometimes overly talkative, can irritate him with his demeanor. He often has poor coordination or lack of muscle control. He is clumsy, drops or breaks things. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks many questions, but rarely waits for answers. "

The behavior of hyperactive children can be outwardly similar to the behavior of children with increased anxiety, therefore, it is important for the teacher and parents to know the main differences in the behavior of one category of children from another socially not destructive, and hyperactive is often a source of various conflicts, fights and simply misunderstandings.

Speaking of hyperactivity, they do not mean pronounced pathology, but cases that fit well into the population distribution of normal traits and, therefore, into the idea of ​​a wide variability of forms of individual behavior and development. Practice shows that the majority of children of any age, designated by teachers as a “difficult” pupil, by their parents as a “difficult” child, and by sociologists as a minor from the “risk group”, belong to the category of “hyperactive”.

Some behavioral features are noted in hyperactive children:

Anxiety (69.7%),

Neurotic habits (69.7%),

Sleep disorders (46.3%) and appetite (35.9%),

Tics, annoying movements, physical activity and awkwardness, etc.

All this complicates the position of the child in the peer group and cannot but affect the success of mastering the program of a preschool institution and the formation of appropriate behavior. Fast and impulsive children do not know how to restrain their desires, organize behavior. In any situation, they cause a lot of trouble to others.

Hyperactive children are extremely "uncomfortable" for educators, teachers and even parents. This type of child development is becoming very common in preschool and school. The maladaptive features of the behavior of such children indicate insufficiently formed regulatory mechanisms of the psyche, and above all self-control as the most important condition and a necessary link in the genesis of arbitrary forms of behavior.

Thus, the assessment of the deviant behavior of the child actually proceeds according to the description of behavioral complexes - syndromes in which the same components are present, which, as a rule, are related to personal characteristics while the intellectual sphere is preserved.

The child becomes "difficult" not because his intellectual activity is reduced, but because the structure of temperament and, consequently, behavior is disturbed, the reason for which is in the peculiarities of his upbringing, relationships with parents, and above all with the mother.

An overactive child (and it happens that there are two, three or more in a group) can also be noticed if you observe how children begin the activities that the teacher offers them. Such a child begins to complete the task without having listened to the instruction to the end, but after a while, when other children are usually already actively involved in the work, he does not know what to do.

A hyperactive child either continues aimless actions, or annoyingly asks what to do and how to do it. Several times in the course of the task, he changes the goal, and in some cases he may completely forget about it. During work, he is often distracted, and often for reasons that are completely unrelated to the performance of the activity. The child does not try to somehow organize his work in order to facilitate the completion of the task, does not use the proposed means, therefore he makes many mistakes that he does not see and does not correct.

A hyperactive child is constantly on the move, regardless of what he is doing: math, physical education, or spending free time. In physical education classes, for example, in an instant he manages to draw a line with chalk for throwing the ball, build a group and stand in front of everyone to complete the task. However, the effectiveness of such "splashing" activity does not always have high quality, and much that has been started is simply not completed.

Outwardly, it seems that the child performs the task very quickly, and, indeed, every element of the movement is fast and active, but in general he has a lot of unnecessary, side, unnecessary and even obsessive movements.

The lack of attention, control and self-control is also confirmed by other behavioral features: jumping from one task to another, insufficiently clear spatial coordination of movements (drives over the contours of the drawing, touches when walking around corners). The child's body does not seem to "fit" into the space, touching objects, bumping into walls, doorways. Despite the fact that such children often have "live" facial expressions, quick speech, movable eyes, they often find themselves out of the situation: they freeze, turn off, "drop out" from the activity and from the whole situation, that is, "leave" it, and then, after a while, they "return" to it again.

However, the above-described features of behavior still do not give full characteristics of this type of children, although they lie on the surface in the form of increased motor activity and insufficiently formed actions of self-control. Perhaps not so brightly protruding, but extremely important for understanding the nature of hyperactive behavior in children, and for correcting its individual manifestations are various symptoms and disorders of the emotional sphere.

First, children of this type are often either excitable or internally tense. They are characterized by a change of mood, experience, feelings of fear, manifestations of anxiety, negativism.

Secondly, surveys confirm that these children are poor in emotional sensations: their drawings are not expressive in terms of color, images are stereotyped and superficial; poor emotional response to musical and artistic works; emotional manifestations in relation to other people are shallow.

Thirdly, which should be given special attention, such a picture of the emotional behavior of a preschooler can be substantially supplemented by the study of the emotional relationship between the child and a close adult, primarily between the child and the mother.

1.2 Methods and techniques for helping hyperactive children

With the advent of the hyperactive child in kindergarten teachers have many problems. Educators complain of ongoing anxiety emanating from him, notice that he interferes in all matters, talks incessantly, offends friends. It should be remembered that much depends on the behavior of the adults themselves, the strategy and tactics of communication with such a child.

Hyperactivity is not a behavioral problem, not the result of poor parenting, but a medical and psychological diagnosis that can be made:

1) specialists;

2) upon reaching the age of 8 by the child;

3) based on the results of special diagnostics and observation of the child for 6 months.

The problem of hyperactivity cannot be solved by volitional efforts, authoritarian instructions and beliefs. A hyperactive child has neurophysiological problems that he cannot cope with on his own. Disciplinary measures in the form of constant punishments, remarks, shouts, lectures will not lead to an improvement in the child's behavior, but rather worsen it.

Effective results of correction are achieved with an optimal combination of medical, psychological and pedagogical methods, one of which is exercises, games, and other psychotherapeutic means.

All methods and techniques for helping hyperactive children should help relieve stress, excessive physical activity, reduce aggressiveness, develop the ability to concentrate, follow the teacher's instructions.

One of the important tasks of working with hyperactive children is to create a comfortable psychological atmosphere in which the child not only feels safe, but also successfully realizes his potential. Therefore, the efforts of specialists should be aimed at identifying strengths child - his skills, skills, personality traits. Games and exercises will help the child feel successful, increase self-esteem and motivation for achievement.

The game has ample opportunities in helping hyperactive children, significantly smoothing out their motor restlessness and fussiness, allowing them to control their actions and deeds with the help of a certain game plot and related rules and roles. In this regard, collective games of a rhythmic nature, conducted under the guidance of an adult, are especially useful.

For a restless disinhibited child, play is the only real opportunity to actively immerse himself in a play situation, to focus on it at least for a short time. However, it should be remembered that in the case of hypermobile children, such immersion can take place only if a sufficiently optimal level of motor activity is ensured in the game, when the transition to a calm rhythm is carried out gradually and unobtrusively, manifests itself as a natural and necessary element of the game plot. In other words, in order to achieve a therapeutic effect, it is important to maintain a rhythm in which intense and energetic actions are replaced by moments of calm and relaxation.

When working with hyperactive children, it should always be remembered that the child's forcibly restrained desire for movement finds its manifestation in violent tantrums and destructions. Therefore, the task of a specialist is to find an opportunity for the positive use of the motor energy and activity of such children, which is especially successfully carried out in collective plot rhythmic games, accompanied by a poetic text and calm singing.

Carrying out such games with preschoolers, it is necessary to use their fine motor skills as much as possible, and therefore an obligatory element of joint play action is finger games... In addition, play plots are introduced in which it is necessary to maintain balance and perform mirror symmetrical actions, which, according to the testimony of some specialists, have a therapeutic effect on children with motor disinhibition.

Psychocorrectional work begins with individual lessons based on positive reinforcement. Against the background of pleasant sensory impressions, a game plot is built, which is transferred into a drawing, a game at the table, which allows you to keep the child in a certain place and gradually move on to the formation of self-control and cognitive motivation. Active attention is stimulated through the child's hobbies. Classes are conducted using psychological games and exercises (outdoor games: "Pass the ball", "Listen to the command", "Place the posts"; psycho-gymnastics: "Parrot" (E. A. Alyabyeva "Psycho-gymnastics in kindergarten" p. 38), " A journey to the emerald city "(E. A. Alyabyeva" Psycho-gymnastics in kindergarten "p. 43), free and thematic drawing:" Butterflies "," Cats "(using non-traditional techniques: drawing with palms, method" poke ", drawing with fingers ), writing stories: "Talking with hands", "Affectionate paws"; fairy tale therapy "Two greedy bears", "Kicking horse"; relaxation exercises "Sea wave", "Flower", "Light breeze", which help to improve attention, development self-control, increasing the self-esteem of such children.An important point is the psychologist's regulation of the time spent by such a child in the group, the creation of a flexible working regime.

Thus, to work with hyperactive children, it is necessary to use a set of games and exercises aimed at the implementation of the following tasks:

· Develop communication skills;

II. Practical block

2.1 Diagnostic techniques aimed at detecting hyperactivity in children

The most pronounced hyperactivity is manifested in children in senior preschool and primary school age. During this period, a transition to the leading - educational - activity is carried out and in this regard, intellectual loads increase: children are required to be able to concentrate attention on a longer period of time, to bring the work started to the end, to achieve a certain result. It is in the conditions of prolonged and systematic activity that hyperactivity manifests itself very convincingly.

To establish whether a child is really hyperactive or an anxious child, or other causes of behavioral disturbances are possible, a clear diagnostic system must be applied.

1. Supervision of the child.

2. Anamnesis data.

3. Questioning parents.

4. Questioning of teachers.

5. Diagnostics of cognitive processes (memory, thinking, perception, performance).

6. Diagnostics of the mobility of the nervous system.

7. In-depth diagnostics of attention.

When diagnosing a child's hyperactivity, the psychologist offers parents and teachers a list of symptoms of hyperactivity developed by the World Health Society.

Diagnostic symptoms of hyperactive children.

1. Restless movements in the hands and feet. Sitting on a chair, writhing, writhing.

2. Cannot sit still when required of him.

3. Easily distracted by outside stimuli.

4. With difficulty waiting for his turn during games and in various situations in a team (in the classroom, during excursions and holidays).

5. He often answers questions without hesitation, without listening to them to the end.

6. When performing the proposed tasks, experiences difficulties (not associated with negative behavior or lack of understanding).

7. Has difficulty retaining attention when completing assignments or playing games.

8. Frequently moves from one unfinished activity to another.

9. Cannot play quietly, calmly.

10. Chatty.

11. Often interferes with others, sticks to others (for example, interferes with the games of other children).

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

13. Often loses things necessary in kindergarten, school, at home, on the street.

14. Sometimes he commits dangerous actions without thinking about the consequences, but does not specifically look for adventures or thrills (for example, he runs out into the street without looking around).

The diagnosis is considered valid if at least eight of all symptoms are present. If the child is really recognized as hyperactive, in order to develop corrective measures, the psychologist needs to find out possible reasons hyperactive behavior of the child.

Often, adults believe that a child is hyperactive, only on the basis that he moves a lot, is restless. This point of view is erroneous, since other manifestations of hyperactivity (lack of active attention, impulsivity) are not taken into account in this case. Especially often, teachers and parents do not pay due attention to the manifestation of impulsiveness in a child.

You can identify impulsivity using the "Signs of impulsivity" questionnaire. It is designed for teachers, does not contain special medical and psychological terms, and therefore will not cause difficulties in its completion and interpretation.

Signs of impulsivity (questionnaire)

Impulsive child:

1. Always quickly finds an answer when asked about something (possibly wrong).

2. His mood often changes.

3. Many things annoy him, annoy him.

4. He likes work that can be done quickly.

5. Touchy, but not vindictive.

6. He often feels that he is tired of everything.

7. Quickly, without hesitation, makes decisions.

8. Can abruptly refuse food that he does not like.

9. Often distracted in the classroom.

10. When one of the guys shouts at him, he shouts back.

11. Usually confident that he will cope with any task.

12. Can be rude to parents, educator.

13. At times it seems that he is overflowing with energy.

14. This is a man of action, does not know how to reason and does not like.

15. Demands attention to himself, does not want to wait.

16. In games does not obey the general rules.

17. Gets hot during a conversation, often raises his voice.

18. Easily forgets the assignments of elders, is fond of the game.

19. Likes to organize and lead.

20. Praise and censure affect him more than others.

To obtain objective data, it is necessary that 2-3 adults who know the child well assess the level of his impulsivity with

using this questionnaire. Then you need to summarize all the scores in all studies and find the average score. The result of 15-20 points indicates high impulsivity, 7-14 - about average, 1-6 points - about low.

Also, when diagnosing hyperactivity, a child observation scheme is used according to P. Baker and M. Alvord

Active attention deficit:

1. Inconsistent, it is difficult for him to hold attention for a long time.

2. Doesn't listen when spoken to.

3. Takes on the task with great enthusiasm, but never completes it.

4. Has difficulty organizing.

5. Loses things often.

6. Avoids boring and mentally demanding tasks.

7. Often forgetful.

Motor disinhibition:

1. Constantly fidgets.

2. Shows signs of anxiety (drumming with fingers, moving in a chair, running, climbing somewhere).

3. Sleeps much less than other children, even in infancy.

4. Very talkative.

Impulsiveness:

1. Begins to answer without hearing the question.

2. Unable to wait for his turn, often interferes, interrupts.

3. Poor attention.

4. Cannot wait for a reward (if there is a pause between the action and the reward).

5. Cannot control and regulate his actions. Behavior is poorly governed by rules.

6. When performing tasks, it behaves differently and shows very different results. (In some lessons the child is calm, in others he is not, in some lessons he is successful, in others he is not).

If at least six of the listed signs appear before the age of 7, the teacher may assume (but not diagnose!) That the child he is watching is hyperactive.

Competent, thorough diagnosis is an extremely important prerequisite effective assistance a child with hyperactivity. It is not only about confirming the diagnosis of the disorder, but also about a complex, deep understanding of each individual situation - without achieving this, no successful therapeutic program is possible.

2.2 Games aimed at overcoming hyperactivity in children

As we have already noted, to work with hyperactive children, it is necessary to use a set of games and exercises aimed at the implementation of the following tasks:

· Teach children to regulate physical activity;

· Develop arbitrariness and self-control of behavior;

· Develop attention and imagination;

· Contribute to the development of coordination of movements;

· Help relieve psychoemotional stress in children;

· Development of communication skills;

Name and purpose of the game	Description of the game
"Talking with hands" Target. Teach children to control their actions.	The child is offered to circle his palms on a sheet of paper and revive them - draw eyes, a mouth, paint with colored pencils. After that, you can start a conversation with your hands: "Who are you, what is your name?", "What do you like to do?", "What do not you like?", "What are you?" If the child does not join the conversation, speak the dialogue yourself, emphasizing that the hands are good, they can do a lot (list what exactly), but sometimes they do not obey their master. You need to finish the game by "concluding a contract" between the hands and the owner. Let the hands promise that for two or three days they will try to do only good deeds: tinker, greet, play and will not offend anyone. If the child agrees to such conditions, then after a predetermined period of time it is necessary to play this game again and conclude a contract for a longer period, praise and obedient hands and their owner
"Pass the ball" Purpose: To remove excessive physical activity.	In a circle, sitting on chairs or standing, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball as quickly as possible or pass it with your back in a circle and with your hands behind your back. You can complicate the exercise by inviting children to play with their eyes closed or with several balls at the same time.
Target. Develop quick reaction, develop the ability to control your body and follow instructions.	All the players walk in a circle holding hands. At the signal of the presenter (the sound of a bell, rattles, clap of hands, some word) they stop, clap their hands four times, turn and walk in the other direction. Those who did not have time to complete the task are eliminated from the game. The game can be played with music or a group song. In this case, children should clap their hands when they hear a certain (agreed in advance) word of the song.
"My triangular cap" Target. Promote awareness of the child's body, teach how to control movements and control their behavior.	The players sit in a circle. All in turn, starting with the presenter, pronounce one word from the phrase: “My triangular cap, my triangular cap. And if not triangular, then this is not my cap. " After this, the phrase is repeated again, but the children who get to say the word "cap" change it with a gesture (for example, two light slaps with a palm on their head). Next time, two words are already replaced: "kol pak" and "mine" (to show one hand at oneself). In each subsequent round, the pro players will wear out one word less, and “show” one more. In the final repetition, children signify the entire phrase with gestures. If such a long phrase is difficult to reproduce, you can shorten it.
"Chants - whispers - silent" Target. Develop observation, the ability to act according to the rule, volitional regulation.	Three palm silhouettes should be made from multi-colored cardboard: red, yellow, blue. These are signals. When an adult raises a red palm, a "chant", one can run, scream, make a lot of noise; yellow palm, "whisper", means that you can quietly move and whisper; blue palm, "silent", encourages children to freeze in place or lie on the floor and not move. The game should end in silence.
"Speak" Target. Develop the ability to control impulsive actions.	Tell the children this: “I will ask you simple and difficult questions... But you can only answer them when I give the command: "Speak!" Let's practice. "What time of year is it? (The teacher pauses.) Speak!", "What color is the ceiling in our group (in the classroom)? ... Speak!" two plus three? "" Etc. The game can be played both individually and with a group of children.
"Listen to the command" Target. To develop attention, arbitrariness of behavior.	The music sounds calm, but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stops, listens to the presenter's whispered command (for example: “Put right hand on the shoulder coce ") and immediately perform it. Then the music plays again, and everyone continues to walk. Commands are given only to perform calm movements. The game is played as long as the group is able to listen well and complete the task. The game will help the teacher to change the rhythm of the actions of the naughty children, and the children to calm down and easily switch to another, calmer type of activity.
"Arrange posts" Target. Develop the skills of volitional regulation, the ability to concentrate attention on a specific signal.	Children march to music one after another. Ahead is the commander, who chooses the direction of movement. As soon as he claps his hands, the last one walking must stop immediately. Everyone else continues to march and listen to commands. This is how the commander arranges all the children in the order he intended (in a line, in a circle, in corners, etc.). Children must move silently to hear commands.
"Listen to the claps" Target. Train attention and control of motor activity.	Everyone walks in a circle or moves around the room in a free direction. When the presenter claps their hands once, the children should stop and take the stork pose (stand on one leg, arms out to the sides) or some other pose. If the leader slaps twice, the players should take the frog pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). With three claps, the players resume walking.
"Let's say hello" Target. Take off muscle tension, develop the ability to switch attention.	At the signal of the presenter, children begin to randomly move around the room and greet everyone who meets on their way (perhaps one of the children will want to say hello to the one who usually does not pay attention to him). To greet each other in a certain way: one clap shake hands; two - say hello; three claps - say hello backs. The variety of tactile sensations accompanying this game will give the hyperactive child the opportunity to feel his body and relieve muscle tension. Changing playmates can help relieve feelings of alienation. For completeness of tactile sensations, it is advisable to prohibit conversations during this game.
"Slalom Giant" Purpose: development of attention and control of motor activity.	The chairs make two parallel "slalom tracks", which the competing teams must overcome, moving in two directions backwards. Anyone who, while maneuvering between the chairs, touches one of them, returns to the start for a second attempt. The first team to complete the course without errors wins.
"Affectionate paws" Target. Relieve tension, muscle clamps, reduce aggressiveness, develop sensory perception, harmonize the relationship between a child and an adult.	An adult picks up six to seven small objects of various textures: a piece of fur, a tassel, a glass bottle, beads, cotton wool, etc., and puts them on the table. The teacher offers the child to bare his arm to the elbow, explains that the "animal" will walk on it and touch it with affectionate paws. It is necessary with closed eyes to guess which "animal" touched the hand - to guess the object. The touch should be stroking, pleasant. Variants of the game: “the animal can touch the cheek, knee, palm; you can change places with the child.
"Forbidden traffic" Target. Teach games with clear rules that organize, discipline, unite, develop responsiveness and generate emotional uplift.	Children are facing the presenter. To the music with the beginning of each bar, they repeat the movements shown by the presenter. Then a movement is selected that cannot be performed. Anyone who violates this prohibition leaves the game. Instead of showing movement, you can say numbers aloud. The participants in the game repeat in chorus all the numbers, except for one forbidden, for example, the number 5. When the children hear it, they will have to clap their hands (or spin in place).
Hour "Silence" and hour "You can" Target. Give the child the opportunity to dump the accumulated energy, and the adult - to learn how to control his behavior.	Agree with the children: when they get tired or do something important for them, the hour of "Silence" will come in the group. Children will behave quietly, play calmly, draw. As a reward for this comes the hour called "You can", when it is allowed to jump, shout, run, etc. "Hours" can be alternated within one day, or they can be arranged on different days, the main thing is that they become familiar to children. It is better to stipulate in advance which actions are allowed and which are prohibited. With the help of this game, you can avoid the endless stream of remarks that the adult addresses to the hyperactive child (and he "does not hear" them).
"Find differences" Target. Develop the ability to concentrate on details.	The child draws any simple picture (cat, house, etc.), transfers it to an adult and turns away. An adult finishes a few details and returns a picture. The child should notice what has changed in her. Then the adult and the child can switch roles. The game can also be played with a group. In this case, the children take turns drawing on the board and turning away (the possibility of movement is not limited). An adult finishes a few details. Children, looking at the drawing, should say what changes have occurred.
Target. Develop concentration of attention.	One of the participants (optional) becomes the driver and goes out the door. The rest choose some phrase or line from the well-known song and distribute it like this: one word to each. Then the driver enters, and all the children simultaneously begin to loudly repeat each of their words in chorus. The driver must guess what kind of song it is, collecting it by word. It is advisable that before the driver appears, each child repeats aloud the word he has inherited.
"Brownian motion" Purpose: To develop the ability to distribute attention.	Children stand in a circle. The leader rolls tennis balls into the center of the circle one by one. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with their foot or hand. If the participants successfully fulfill the rules of the game, the presenter rolls in an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.
"The king said ..." Target. To teach to switch attention from one type of activity to another, to overcome motor automatism.	All participants in the game, together with the leader, stand in a circle. The presenter says that he will show different movements (physical, dance, comic), and the players should repeat them only if he adds the words "The King said." Anyone who makes a mistake goes to the middle of the circle and performs some task of the participants in the game, for example, smile, jump on one leg, etc. Instead of the words "The king said" you can add others, for example: "Please" or "The commander ordered."
"Changers" Target. Develop communication skills, activate children.	The game is played in a circle. Participants choose a driver - he carries his chair outside the circle. It turns out that there are one fewer chairs than those who play. Then the presenter says: "Those who have ... (blond hair, watches, etc.) change places." After that, those with the named sign quickly get up and change places, and the driver tries to take an empty seat. The participant of the game, who is left without a chair, becomes the driver.
"Siamese twins" Target. Teach flexibility in communicating with each other, contribute to the emergence of trust between children.	Tell the children the following: “Break into pairs, stand shoulder to shoulder, wrap one arm around each other's waist, and place your right leg next to your partner's left leg. You are now conjoined twins: two heads, three legs, one torso, and two arms. Try to walk around the room, lie down, get up, shove, jump, clap your hands. " Etc. In order for the "third leg" to act "amicably", it can be fastened with either a string or an elastic band. In addition, twins can "grow together" not only with their legs, but also with their backs, heads, etc.

hyperactive kids game

To solve the tasks set, it is also necessary to apply work with sand, water, soft materials (clay, plasticine), which helps to relieve the child's stress.

For teachers and parents of a hyperactive child, the help of a psychologist is needed (in a preschool and family setting). He must direct the work with the hyperactive child in the right direction. This is necessary for the child to achieve subsequent success in school. Also, parents are consulted by a psychologist about all kinds of techniques aimed at correcting behavior.

hyperactive kids game

Bibliography

1. Belousova E.D., Nikiforova M.Yu. Attention deficit / hyperactivity disorder. / Russian Bulletin of Perinatology and Pediatrics. - 2000. - No. 3. - p. 39-42

2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M .: Publishing house of the Institute of Psychotherapy, 2001. - 96 p.

3. Drobinsky A.O. Attention deficit hyperactivity disorder // Defectology. - 1999. - No. 1. - with. 31-36.

4. Kosheleva A.D., Alekseeva L.S. Diagnostics and correction of the child's hyperactivity. - M.: Research Institute of the Family, 1997 .-- 64 p.

5. Kuchma V.R., Platonova A.G. Attention Deficit Hyperactivity Disorder in Children in Russia. - M .: RAROG, 1997 .-- 67 p.

6. Rubinstein S.L. Problems general psychology... - M., 1973 .-- 423 p.

7. Dictionary of a practical psychologist / Comp. S.Yu. Golovin. - Minsk: Harvest, 1997 .-- 800 p.

8. Shevchenko Yu.S. Correction of behavior in children with hyperactivity and psychopathic syndrome. - Samara, 1997 .-- 58 p.

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Theoretical analysis of attention deficit hyperactivity disorder. The role of play in correcting the development of children with mental retardation. Organization of psychocorrectional work aimed at reducing hyperactivity. Analysis of work results.

Target of this methodological development - to formulate general practical recommendations for parents and teachers working with hyperactive children, and to acquaint them with methods of correcting the manifestations of attention deficit hyperactivity disorder.
To achieve this goal, the the following tasks:

1. Consider the characteristics of a hyperactive child.
2. To study modern approaches to the correction of hyperactivity.
3. Formulate general practical guidelines for parents and educators working with hyperactive children.
4. To acquaint parents and teachers with the main available methods for correcting manifestations of hyperactivity.

In recent years, great progress has been made in the study of attention deficit hyperactivity disorder in children. The urgency of the problem is determined by the high frequency of this syndrome in the child population and its great social significance. According to the data of domestic doctors, about a fifth of the younger schoolchildren in our country (boys are twice as likely as girls) are hyperactive.

Children with attention deficit disorder have normal or high intelligence, but tend to do poorly in school. In addition to learning difficulties, attention deficit disorder is manifested by motor hyperactivity, defects in concentration, distraction, impulsive behavior, and problems in relationships with others. As you grow older, hyperactivity can fade away in a "natural" way, but you should not rely only on this. Statistics show that 70% of children whose hyperactivity was detected in preschool and primary school years retain similar qualities in adolescence, and the risk of socially dangerous behavior among such teenagers is very high, a little less than half of them have in their "track record" facts of aggressive behavior and violence, detention by the police, attempts to commit suicide. Therefore, the parental diagnosis "ah, nothing, will pass with age" in this case absolutely not applicable, the development of a hyperactive child needs to be monitored and corrected.

The modern view on the problem of correcting the manifestations of attention deficit and hyperactivity disorder provides for an integrated approach, including medication and non-medication methods, which, in particular, include behavior modification, psychotherapy, pedagogical and neuropsychological correction techniques, etc.

The appendices give a set of psychocorrectional games and two models of autogenic training most often used in the correction of hyperactivity.

Psychological portrait of a hyperactive child

Attention deficit hyperactivity disorder is manifested by excessive motor activity unusual for normal age indicators, defects in concentration, distraction, impulsive behavior, problems in relationships with others and learning difficulties.

Disturbance of attention manifests itself by premature interruption of tasks and activities started. Children easily lose interest in the task as 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 place, as well as in pronounced talkativeness and noisy behavior, swaying and fidgeting. This is primarily observed in structured situations that require a high degree of self-control.

Impulsiveness , or a tendency to act too quickly, rashly, manifests itself both in everyday life and in a learning situation. At school and at any learning activities these children have an “impulsive type of work”: they hardly wait for their turn, interrupt others and shout out their answers without answering the question completely. Some children, due to their impulsivity, easily fall into dangerous situations without thinking about the consequences. This propensity to take risks often leads to injuries and accidents. In most cases, impulsivity is not a transient symptom; it persists in the process of development and maturation of children for the longest time. Impulsiveness, often combined with aggressive and oppositional behavior, leads to communication difficulties and social isolation.

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

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

A portrait of a hyperactive child implies the following features:

He is in constant movement and simply cannot control himself, that is, even if he is tired, he continues to move, and when he is completely exhausted, he cries and hysteria. The child's motor activity, as a rule, does not have a specific goal. He just runs, spins, climbs, tries to climb somewhere, although sometimes it is far from safe.

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

It is impossible to put him to sleep, and if he sleeps, then in fits and starts, restlessly.

He has frequent intestinal disorders and all kinds of allergies.

The child is uncontrollable, while he absolutely does not react to prohibitions and restrictions. And in any conditions (house, shop, kindergarten, playground) behaves equally actively.

Often provokes conflicts. Does not control his aggression - fights, bites, pushes, and uses improvised means: sticks, stones. Imbalance, irascibility, and low self-esteem are characteristic features of ADHD. Outbursts of anger and irritation happen quite often and sometimes even out of the blue. Many children become isolated and begin to live their own separate inner life.

The child is fussy, he never sits calmly. You can often see how he moves his hands and feet for no reason, crawls on a chair, constantly turns around.

The child cannot play quiet games, rest, sit quietly and calmly, or do something specific.

The child is always focused on movement.

Often chatty.

It is very important to remember that these children tend to have no feelings of fear. They can, without hesitation, jump out onto the road in front of a racing car, jump from any height, dive into the depths, unable to swim, etc.

Many children with attention deficit hyperactivity disorder complain of frequent headaches (aching, pressing, squeezing), drowsiness, and increased fatigue. Some people experience enuresis (urinary incontinence), and not only at night, but also during the day.

Often such children develop twitching and tics.

Modern approaches to the correction of hyperactivity

The system of treatment and follow-up of children with hyperdynamic syndrome has been insufficiently developed, which is due to the unclear pathogenesis of the disease. There are non-drug and drug correction methods.

Some doctors insist on a primate drug therapy, believing that taking appropriate drugs will improve metabolic processes in the brain tissues and accelerate the maturation of its higher functions (such as logical thinking, abstract thinking, voluntary attention, etc.). For this, drugs of several pharmacological groups are used. Abroad, drugs from the group of amphetamines are mainly used in drug therapy of hyperdynamic syndrome. Various bromides, tinctures of motherwort, valerian or peony root are used as sedatives. According to research data, the use of complex drug therapy makes it possible to satisfactorily compensate for the manifestations of syndromes in 50-60% of cases.

Another group of doctors recognizes the limited efficacy of drug therapy, but rightly points out that the effect of drugs on the syndrome is possible only in conditions of their continuous use. If the medication is stopped, then all manifestations of the syndrome immediately return. Consequently, if the diagnosis of "hyperdynamic syndrome" is established at the age of five, and the conditional compensation of the syndrome occurs at the age of fifteen, then it turns out that the child must take the appropriate drugs for ten years. Even if the side effects of the drug are minimized, it still seems too long and unsafe for all metabolic processes. Therefore, this group of doctors proposes to focus on non-drug correction... She, in their opinion, should be purely individual, depending on the nature of the existing disorders, the age of the child and the presence of concomitant diseases.

Non-drug correction includes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. The child is recommended a sparing learning regime - the minimum number of children in the classroom (ideally no more than 12 people), the shorter duration of classes (up to 30 minutes), the child's stay in the first class (the contact of the teacher's eyes with the child improves concentration).

From the point of view of social adaptation, the purposeful and long-term upbringing of socially encouraged norms of behavior in a child is also important, since the behavior of some children has features of asocial. Psychotherapeutic work with parents is necessary so that they do not regard the child's behavior as "hooligan" and show more understanding and patience in their educational activities. Parents should monitor the observance of the "hyperactive" child's daily routine (meal times, homework, sleep), provide him with the opportunity to spend excess energy in physical exercises, long walks, and jogging. Fatigue during assignments should also be avoided, as this can increase hyperactivity.

"Hyperactive" children are extremely excitable, so it is necessary to exclude or limit their participation in activities associated with the gathering of large numbers of people. Since the child has difficulty concentrating, you only need to give him one task for a certain period of time.

Non-drug therapy must necessarily be comprehensive and usually also includes massage, physiotherapy exercises and manual therapy of the spine. The latter, according to doctors, is necessary because many manifestations of the hyperdynamic syndrome are associated with impaired cerebral circulation.

Neuropsychological approach is a method of correction, when, with the help of various exercises, we return to the previous stages of ontogenesis and re-build those functions that were formed archaically incorrectly and have already been fixed. To do this, they need, like any other ineffective pathological skill, to purposefully disclose, disinhibit, destroy and create a new skill that is more consistent with effective work. And this is carried out on all three levels of mental activity. This is a time-consuming, months-long work. The baby is born for 9 months. And neuropsychological correction is designed for this period. And then the brain begins to work more efficiently, with less energy consumption. There is currently no convincing evidence for the effectiveness of this approach.

Another very modern method of treating hyperdynamic syndrome is associated with the use of biofeedback(Biofeedback), the so-called "neurofeedback". With the help of special equipment, a child or adolescent gets the opportunity to monitor his electroencephalogram (EEG) on the screen and somehow change it. By changing the EEG, he thereby changes the electrical activity of his brain. Proponents of this method of treatment argue that with the help of biofeedback, permanent improvement and even complete correction of the neurophysiological defect can be achieved. According to them, the use of neurofeedback allows approximately 60 percent of patients to achieve an improvement in the ability to plan, organize their activities, and understand the consequences of unacceptable behavior. Basically, this method is used in the West, but in recent years in our country, in St. Petersburg, there have appeared groups of research doctors dealing with this problem and developing biofeedback techniques for various disorders and diseases. The undoubted advantage of biofeedback is that when it is applied, nothing from the outside interferes with the body. A person actually helps himself and himself evaluates and controls the achieved result. It is clear, however, that in the case of displaced vertebrae, no biological feedback will help the child.

It is also used to treat attention deficit hyperactivity disorder. behavioral therapy... In our country, this method is practically not developed and is used quite rarely. Some people think that behavioral therapy is in some sense outdated (but since we have not really used it, it is difficult for us to judge). The ideology of behavioral therapy is that no one goes into any subtle causes and mechanisms of the phenomenon. No one cares about the origins and consequences of what is happening. There is an unacceptable behavior of a hyperactive child, there are some flaws in his contacts with others, and they work with this, that is, the child is simply taught to behave correctly using the classical method of Academician Pavlov. Correct behavior is positive (pleasant) reinforcement. Inappropriate behavior is negative (unpleasant) reinforcement. According to Western behavioral therapists, improvement occurs in 40-60 percent of cases, depending on the intensity of manifestation and concomitant diseases.

Thus, the picture seems to be quite satisfactory. Each of the above methods works for about half (or slightly more) of children with hyperdynamic syndrome. It is clear that the total number of children for whom you can find "your" method will be much larger - two-thirds or even three-quarters. The problem seems to be almost solved. However, in reality, almost all of these methods are not available. Based on this, in practice, it turns out that from 70 to 90% of children with attention deficit disorder are left without any treatment at all, alone with their problems, since the hyperdynamic child does not receive support either in the family or at school. Is there any other way to help these children and their families? Fortunately, there is.

This is, first of all, proper upbringing in the family taking into account the peculiarities of hyperactive children, psychological correction, nutritional therapy (diet) and physiotherapy exercises. Only a specialist can correctly diagnose and prescribe individual treatment (correction), however, general recommendations can be made to parents of hyperactive children.

First of all, it is necessary to pay attention to the environment that surrounds the child at home, at school, kindergarten. Parents should consider changing their own behavior and character. You need to deeply, with your soul, understand the misfortune that befell the little person.

What should be done specifically? First of all, remember that children with ADHD have a very high threshold of sensitivity to negative stimuli, and therefore the words "no", "not allowed", "do not touch", "forbid" are, in fact, an empty phrase for them. They are not susceptible to reprimands and punishment, but they respond very well to praise and approval. Physical punishment should be abandoned altogether.

We recommend that from the very beginning build your relationship with your child on the basis of agreement and mutual understanding. Of course, children should not be allowed to do whatever they want. Try to explain why it is harmful or dangerous. If it does not work, try to distract, turn your attention to another object. You need to speak calmly, without unnecessary emotions, best of all, using a joke, humor, some funny comparisons. Emotionally support the children in all attempts at constructive, positive behavior, no matter how small.

The system of prohibitions must necessarily be accompanied by alternative proposals. For example, a child starts tearing up the wallpaper (a fairly common occurrence). Of course, you should stop him and give instead some unnecessary piece of paper: "Try to tear this, and when you stop, collect all the pieces in a bag ...". Or he starts throwing toys, and in response: "You can't throw toys. If you want to throw something, I'll give you a foam ball."

Physical contact with the child is also very important. Hug him in a difficult situation, hug him, calm him down - in dynamics this gives a pronounced positive effect, but constant shouts and restrictions, on the contrary, widen the gap between parents and their children.

It is also necessary to monitor the general psychological microclimate in the family. Try to protect the child from possible conflicts between adults: even if some kind of quarrel is brewing, the child should not see it, much less be a participant. Parents should spend as much time as possible with the baby, play with him, ride all together out of town, come up with general entertainment.

If possible, try to allocate a room or part of it for the child for classes, games, solitude, that is, his own "territory". In the design, it is advisable to avoid bright colors, complex compositions. There should be no distracting objects on the table and in the immediate environment of the child. A hyperactive child himself is not able to do so that nothing outsider does not distract him.

The organization of the whole life should have a calming effect on the child. To do this, together with him, make up a daily routine, following which, show flexibility and perseverance at the same time. Day in and day out, eating, sleeping, doing homework, playing should be consistent with this routine. Define a range of responsibilities for the child, and keep them under constant supervision and control, but not too harshly. Celebrate and praise his efforts often, even if the results are far from perfect.

Any activity that requires the child to concentrate (reading, playing with blocks, painting, cleaning the house, etc.) must be followed by an encouragement: a small gift, kind word... In general, you should not skimp on praise. Which, however, is suitable for any child. If the child behaves approximately during the week, he should receive additional rewards at the end of the week. It can be some kind of trip out of town with you, an excursion to the zoo, to the theater, etc.

In case of completely unsatisfactory behavior, one should, of course, be punished - not too much, but in order to remember, and most importantly, immediately. It can be just verbal disapproval, temporary isolation from other children, deprivation of "privileges".

A hyperactive child does not tolerate large crowds. Therefore, it is useful for him to play with one partner, not to go often to visit, as well as to large stores, markets, cafes, etc. All this extremely excites the fragile nervous system.

But long walks in the fresh air, exercise, jogging are very useful. They allow you to dump excess energy. But again, in moderation, so that the child does not get tired. In general, it is necessary to monitor and protect children with ADHD from overwork, since overwork leads to a decrease in self-control and an increase in hyperactivity.

It should be remembered that a lot depends on nutrition... In some cases, it can even cause the development of the syndrome, and in others, exacerbate the course of the disease. However, one cannot rely entirely on dietary treatment, as the scientists of the Institute for Nutritional Problems of the University Clinical Hospital in Giessen write: “Diet helps many children to lead a normal life, but not all. syndrome ".

Particular attention should be paid to nutritional issues for those patients in whom hyperactivity is a consequence of allergies. Here, of course, there should be no general recommendations, since different children may not tolerate different foods. But when it is possible to identify specific "pathogens" and exclude them from the diet, then things are quickly on the mend. Intolerance to certain products is determined in allergy centers using special techniques and tests.

In general, the nutrition of children with attention deficit hyperactivity disorder should consist mainly of vegetables and salads prepared with cold-pressed vegetable oils, sour butter or margarine and consumed mainly raw. White wheat flour must be replaced with wholemeal flour with bran. Try to cook delicious dishes from these products and distract children from chocolates, cola, chips.

Specialists have also developed a system of a kind of "ambulance" when working with a hyperactive child. Here are its main postulates.

Distract the child from whims.

Maintain a clear daily routine at home.

Offer a choice (another possible activity at the moment).

Ask an unexpected question.

React in a way that is unexpected for the child (joke, repeat the child's actions).

Do not prohibit the child's action in a categorical manner.

Not to order, but to ask (but not to curry favor).

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

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

Take a picture of the child or take him to the mirror at a time when he is naughty.

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

Do not insist that the child apologize at all costs.

Since children with ADHD experience the greatest difficulties at school, in addition to their homework, a school program of psychological correction has been developed. It helps the child to join the team, to learn more successfully, and also gives teachers the opportunity to normalize relations with the "difficult" student.

First of all, the teacher must have all the information about the nature and causes of ADHD, understand how children behave with such a disease, know that they are often distracted, do not respond well to general organization, etc., which means they require a special, individual approach. Such a child should be constantly under the supervision of the teacher, that is, sit in the center of the class, opposite the blackboard. And in cases of any difficulties, be able to immediately seek help from a teacher.

Classes for him should be built according to a clearly planned schedule. In this case, the hyperactive student is advised to use a diary or calendar. The tasks offered in the lessons should be written by the teacher on the blackboard. For a certain period of time, only one task is given, and if a large task is to be completed, then it is divided into parts, and the teacher periodically monitors the progress of work on each of the parts, makes adjustments.

A hyperactive child physically cannot listen attentively to a teacher or teacher for a long time, sit quietly and restrain his impulses. At first, it is advisable to train only one function. During the learning process, especially at first, it is very difficult for a hyperactive child to complete the task and monitor accuracy at the same time. Therefore, at the beginning of work, the teacher can lower the requirement for accuracy. This will create a sense of success in the child (and, as a result, increase learning motivation). Children need to enjoy the task, and their self-esteem needs to increase.

If the child has a high need for physical activity, there is no point in suppressing it. It is better to give the opportunity to throw out energy, allow to run, play in the yard or gym.

The programs in which modern children study are becoming more complicated from year to year. The load on children is growing, the intensity of the classes increases. Sometimes during a lesson, students have to change their occupation 10-15 times. For children without deviations, this has a positive meaning, since monotonous, repetitive work is boring. But it is more difficult for hyperactive children to switch from one activity to another, even if it is required by a teacher or caregiver. Therefore, an adult needs to negotiate with a child in advance, preparing him for a change in occupation. A teacher at school, a few minutes before the end of the time for completing an assignment, can warn: "There are three minutes left."

In general, the individual approach, which is so necessary for these children, is a rather complicated matter and requires great efforts from teachers, flexibility, and patience. It happens that teachers try, it would seem, a hundred options, and the child is still "difficult". Hence, we must look for the one hundred and first option.

The main methods of correcting manifestations of hyperactivity

It is well known, and not only to doctors, that physical education strengthen human health, and often even relieve him of various diseases. Physical exercises improve the work of the cardiovascular and respiratory systems, improve metabolism, strengthen muscles and tissues, increase oxygen metabolism, remove toxins, relieve muscle fatigue, and saturate a person with additional energy.

But what about children who have or are suspected (at an early age) of attention deficit hyperactivity disorder? After all, they are already moving beyond measure. Will additional physical activity become a "heavy burden" for them? Studies of domestic and foreign experts show that it will not. Moreover, the treatment of children with ADHD must necessarily include physical rehabilitation. Systematic gymnastics helps the child become calmer. He develops the correct coordination of movements, restores behavioral reactions, normalizes sleep, and develops the musculoskeletal system. In addition, gymnastics has a general strengthening effect on the entire body, which is also extremely important. Of course, not all physical education activities are useful for such children.

First, they should be carried out under the supervision of a pediatrician, neuropathologist and exercise therapy doctor. Secondly, it must be borne in mind that hyperactive children cannot participate in games where emotions are strongly expressed: competitions, team games (football, basketball). Thirdly, before starting classes, the child must undergo a medical examination in order to know if the additional load will not be harmful to other organs and systems. Fourthly, it is worth remembering that this is still physiotherapy exercises, and it has a specific focus. It is very good to combine it with swimming or individual sports (if the child himself is interested in them).

Both toddlers and schoolchildren with ADHD should not be offered emotional games, participation in competitions, or Olympiads. You cannot overload them physically, therefore, tasks associated with high mobility should be limited (at least after them, it is imperative to do a short rest or alternate them with abdominal breathing exercises).

Any effort, any achievement - the most minimal - must be noticed, noted, encouraged. Considering that children with ADHD have an underestimated reaction to noise and visual images, one should speak with them clearly, concisely, touching, stroking, etc. more often.

Autogenic training- This is an independent method of psychotherapy, it has been popular for more than a decade. Having no side effects, it allows you to restore some functions of the central and peripheral nervous system, stabilizes the reserve capacity of the cerebral cortex, restores vascular patency, relieves muscle and emotional stress. The latter is especially important for hyperactive children who are often tense and internally withdrawn.

What is autogenic training? It is a method by which a person consciously controls the physical and mental functions of the body. Based on maximum muscle relaxation combined with self-hypnosis.

A person learns the techniques of autogenous training in the process of training, which is carried out by a specialist. After that, you can apply them yourself at any convenient time. If the child learns how to relax properly, he can do it at school, at home, anywhere he feels the need for it. This does not require any special conditions - just a few minutes of rest. By the way, autogenic training techniques very often give excited children the opportunity to rest, focus on their studies, or fall asleep in the evening.

Note that this useful method should in no way replace other forms of treatment. But combining them is quite realistic and useful.

There are several models of autogenous training. Here are two: for children 4-9 years old, developed by Schultz, the founder of the method, and for children 8-12 years old, proposed by A.V. Alekseev (see Appendix 1).

According to psychologists, specially selected games - the most effective, and sometimes the only method of corrective work with young children. For the first time, play therapy began to apply 3. Freud. Developing his method, M. Klein began to use a special material for the treatment of children: small toys that the child could identify with family members. She argued that "in free play, the child symbolically expresses his unconscious hopes, fears, pleasures, worries and conflicts."

It is known that in any game there are rules that each participant must obey. And even throwing the ball to each other, if it is done for a reason, but according to the conditions you have invented and taking into account some commands, can serve the set goal. The first step towards overcoming difficulties will be the assimilation by the child of the program of action that the adult will offer him. The task of the latter is to monitor the child's actions, to prevent chaotic movements and to subordinate them to some kind of sequence. After you have passed this stage, invite your child to plan the game himself and come up with some rules. However, do not insist too much, wait until he "matures" to this himself. The main thing is that the game captivates him, then the child will definitely learn to plan it and come up with simple rules. Do not forget: when the child learns to regulate his own activity, it will be much easier for him to communicate with peers. After all, if children do not know how to follow the rules and constantly break them, there are few who want to play with them.

Try to create a positive emotional mood at the beginning of the game and maintain it throughout the entire interaction with the child. Sit next to each other, do not forget to look each other in the eyes, be sincerely surprised, rejoice, use gentle touches. What should be the content of the games? First of all, these are games directly aimed at enriching emotional sensations, designed to make you laugh, surprise, soothe, etc.

For example, you can use the game "Tell the verses with your hands", when the mother and the child take turns and together try to show the content of the poem using various hand movements using facial expressions. Or games for the consistency of joint movements - "Firewood saw", "Pump", "Forge". You can use game exercises like "Try to show, try to guess", the main content of which is the image of various objects and actions with them (for example, eat a sour lemon, melting ice cream, lift a heavy suitcase, etc.). These exercises will not only enrich the child with a variety of emotional sensations, but will also contribute to the development of imagination. The joint composition of fairy tales, poems, stories is also very useful. Since hyperactive children are also characterized by impaired attention and self-control, it is important to conduct simple games with them to develop these functions, for example, "Labyrinth", "What has changed", "What are similar, what are dissimilar", "Find superfluous", etc.

All these recommendations are very important, as they help relieve stress in both the child and the adult, bring them closer to each other, feel the desire and needs of each other - in other words, establish a normal emotionally rich life of the child in the family.

V Annex 2 several versions of games developed by psychologists specifically for children with attention deficit hyperactivity disorder are given. They are suitable both for homework and for classes in kindergarten, school. Just remember that such a child feels less protected than an ordinary child, and needs a special play space. First, it should be as safe as possible (exclude sharp corners, unstable objects, close electrical outlets, etc.), secondly, to create a feeling of comfort, and thirdly, to have a special "corner of privacy". We have already said that a hyperactive child, although it gives the impression of a perpetual motion machine, is actually very tired. And excessive emotional stress in him can cause an even greater surge of overexcitement. Therefore, when you see that the child is tired, be sure to invite him to the "privacy corner". Sit together, stroke him, talk softly. In addition, a special set of furniture and toys is needed for games, for example, cabinets with open and closed shelves, sets of doll furniture and dishes, a container with sand, a container with water, etc.

Working with sand, cereals, water, clay, drawing with fingers is extremely useful for hyperactive children. All this helps to relieve tension. In general, according to psychologists, work here should be built in several directions: relieve tension and excessive motor activity, train attention and follow the interests of the child, that is, try to penetrate into his world and analyze it together. As W. Oaklender wrote: "When such children are paid attention, listen to them, and they begin to feel that they are being taken seriously, they are able to somehow minimize the symptoms of their hyperactivity."

With attention deficit hyperactivity disorder, treating only a child is perhaps not worthwhile. After all, no matter how much the specialist works with the child, if the situation is not changed, the world around him - the result will still not be achieved. That is why modern medicine for the rehabilitation of children with ADHD provides for the mandatory family psychotherapy, during the sessions of which parents begin to understand that the health of their child largely depends on the kind, calm and consistent attitude of adults towards him.

Parents are taught to avoid two extremes: on the one hand, the manifestation of excessive pity and permissiveness, on the other hand, making excessive demands that the child is not able to fulfill, combined with excessive punctuality, cruelty and sanctions (punishments).

Parents are taught that frequent changes in directions and fluctuations in their moods have a much deeper negative impact on these children than on others, and are taught how to deal with it.

It has been noticed that family psychotherapy sessions are useful not only for parents, but also for the children themselves. Together they are trying to solve a problem that the child himself is not aware of. Indeed, in the classroom, it is not just said what to do, how to behave, but a situation is created that highlights the conflict from the inside and looks at it with different eyes. New opportunities are opening up that make it possible to solve this problem, which has now become not so difficult.

We emphasize once again that there is no universal method of treatment for any disease that is suitable for any category of patients. Even the most impeccable method still needs to be "customized" for a specific person.

The attention deficit hyperactivity disorder all the more requires individual treatment. In this case it comes about dysfunctions of the brain, about neurological problems. Naturally, it is better not to rely on any one methodology, but to choose with the help of a specialist a set of measures, which should include psychological correction, and rehabilitation with the help of special physical education, and a properly selected diet, and pedagogical techniques. The main thing is to see a doctor in time. Remember that ADHD, unlike many other neurological diseases, responds well to treatment and has a more optimistic prognosis, but provided that therapy and rehabilitation is carried out in a timely manner: at the age of 5-10 years.

Bibliography:

1. Belousova E.D., Nikanorova M.Yu. Attention deficit / hyperactivity disorder. // Russian Bulletin of Perinatology and Pediatrics. No. 3.2000
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M .: Publishing house of the Institute of Psychotherapy, 2001.
3. Lyutova E.K., Monina G.B. Cheat Sheet for Adults: Correctional work with hyperactive, aggressive, anxious and autistic children. - M .: Genesis, 2000.
4. Monina G., Lyutova E. Working with a "special" child // School psychologist. - No. 4. - 2000.

List of used Internet resources

1. Bolotovsky G.V., Chutko L.S., Kropotov Yu.D. General advice for parents of a child with ADHD. Games for children with ADHD http://www.rebyonok.ru/
2. E.V. Murashova Hyperactivity: How Do Experts Fight It? http://www.rebyonok.ru/
3. Shevchenko M.Yu. Game psychocorrection when working with children with ADHD http://www.igra-msk.ru/publications-2.htm
4. Bolotovsky G.V. The child is active and hyperactive. What is the difference? http://adalin.mospsy.ru/l_02_00/l_02_07a.shtml

1. Borodulina S.Yu. Correctional pedagogy: psychological and pedagogical correction of deviations in the development and behavior of schoolchildren.-Rostov n / a: Phoenix, 2004.
2. Drobinsky A.O. Attention deficit hyperactivity disorder // Defectology. - No. 1. - 1999.
3. Zavadenko N.N. Diagnosis and differential diagnosis of attention deficit hyperactivity disorder in children // School psychologist. - No. 4. - 2000.
4. Zinkevich-Evstigneeva T.D., Nisnevich L.A. How to help a "special" child. - SPb: Sphere, 1998.
5. Kosheleva A.D., Alekseeva L.S. Diagnostics and correction of the child's hyperactivity. - M.: Research Institute of the Family, 1997.
6. Kuchma V.R., Platonova A.G. Attention Deficit Hyperactivity Disorder in Children in Russia. - M .: RAROG, 1997.
7. Psychology of children with deviations and mental disorders / Comp. and general edition Astapov V.M., Mikadze Yu.V. - SPb: Peter, 2001.
8. Shevchenko Yu.S. Correction of behavior in children with hyperactivity and psychopathic syndrome. - S., 1997.
9. Shishova T. Hyperactive child // Be healthy, no. 12, 2005.
10. Yasyukova L.A. Optimizing the learning and development of children with minimal brain dysfunctions. - SPB .: IMATON, 1997.
11. Tatyana Lomteva Correctional games for hyperactive children. Tatiana Lomteva http://www.rebyonok.ru/
12. Marina Ozerova Hyperactivity, correction methods for parents http://marinaozerova.ru/rus/deti/0-detskom-zdorov_e/giperaktivnost_/giperaktivnost_-metodqi-lecheniya.html

Annex 1

Autogenic training

Schultz model (conducted on behalf of the teacher)

Introduction

Today we are going to do some exercises called relaxation exercises. They will help you learn how to relax when you feel stiff and will help you get rid of many unpleasant sensations in your body. These exercises are quite short and simple - you can do them without being noticed by others, for example in class.

But there are some rules that you must follow in order for these exercises to be beneficial. First, you must do exactly what I say, even if it seems wrong to you. Secondly, you must do it very diligently, applying all your strength. Third, you must listen to the sensations of your body. As we do the exercises, pay attention to how your muscles feel when they are tense and when they are relaxed. And finally, fourth, you must practice. The more you repeat these exercises, the better you will learn to relax. Anyone have any questions?

Are you ready to start? Good. First, make yourself as comfortable as possible in your seat. Sit back in your chair, lower your legs to the floor, let both of your arms hang freely. Perfectly. Now close your eyes and don't open them until I ask you to. Remember that you must follow my instructions very accurately, exert all your strength, listen to your body. So, let's begin.

Hands

Imagine that you have a whole lemon in your left hand. Squeeze it as tightly as possible. Try to squeeze all the juice out of it. Do you feel how your arm and palm tighten when you squeeze it? Now drop it. Pay attention to how you feel when your arm is relaxed. Now take another lemon and squeeze it. Try to squeeze it even harder than the first one. Perfectly. You are doing your best. Now drop that lemon and relax. How much better does your hand and palm feel when they are relaxed? And again take the lemon with your left hand and try to squeeze all the juice out of it, to a drop. Don't leave a single drop. Squeeze harder. Perfectly. Now relax, let the lemon fall out of your hand. (Repeat the entire process for the right hand.)

Arms and shoulders

Imagine that you are lazy fluffy cats and cats. Imagine wanting to stretch. Stretch your arms forward. Raise them high above your head. Now fold back. Feel your shoulders tighten. Stretch as hard as you can. Now drop your hands at your sides. Well done, kittens, let's stretch some more. Stretch your arms out in front of you, lift them up, above your head, throw them back as far as possible. Stretch harder. Now drop your hands quickly. Good. Notice how much more relaxed your arms and shoulders feel. Now let's stretch like real cats. Let's try to reach the ceiling. Stretch your arms straight out in front of you. Pull them as high as possible, lifting them above your head. Now throw them back, pull them back. Do you feel the tension in your arms and shoulders? Stretch, stretch. Muscle tension increases. Perfectly! Now quickly drop your hands, let them fall on their own. Isn't it how good it is to feel relaxation! You feel good, cozy, warm and lazy, like kittens.

Shoulders and neck

Now imagine that you are little turtles. You are sitting on a pebble, on the bank of a pretty, peaceful pond and basking yourself, relaxing in the sun. You are so pleased, so warm, so calm. But what is it? You have felt the danger. Turtles quickly hide their heads under their shells. Try to lift your shoulders up to your ears, and pull your head into your shoulders. Pull in harder. It's not so easy to be a turtle and pull your head under the shell. But at last the danger was over. You can pull your head out, relax again and bliss in the warm sun. But beware, an even greater danger is approaching. Hurry up, quickly hide in your house, pull your head harder. Try to draw it in as much as possible, otherwise you may be eaten ... But now the danger has passed, and again you can relax. Pull your neck out, lower your shoulders, relax. Feel how much better this wonderful feeling of relaxation than when you are all shrinking. But again the danger. Pull the head in, bring your shoulders straight to your ears and hold them firmly. Not a single millimeter of your head should show through the shell. Retract the head more. Feel your shoulders and neck tighten. Good. The danger is over again, and you can stick your head out again. Relax, you are now completely safe. No one else will appear, there is nothing to worry about, and there is no one to be afraid of. You feel good and calm.

Jaws

Now imagine that you are trying to chew a very stringy large gum. It is very difficult for you to chew it, your jaw moves with difficulty, but you are trying to bite it. Press harder. You try so hard to grip it with your teeth that even your neck tenses. Now stop, relax. Feel how your lower jaw hangs freely, how pleasant it is to relax. But let's get down to this gum again. Move your jaws, try to chew it. Squeeze it harder so that it squeezes through your teeth. OK! You managed to push it through your teeth. Now relax, open your mouth, let your jaw rest. How good it is to rest like this and not fight this gum. But it's time to end it. We'll chew it this time. Move your jaws, squeeze it as hard as possible. You try your best. Well, that's it, you finally got it over with! You can rest. Relax, let your whole body rest. Feel all your muscles relax.

Face

And here came an annoying fly. It drops right on your nose. Try to chase her away without using your hands. That's right, wrinkle your nose, make as many nose wrinkles as you can. Twist your nose up to the sides. OK! You drove the fly away! Now you can relax your face. Notice that when you twisted your nose, both the cheeks and the mouth and even the eyes helped you, and they tensed too. And now that you have relaxed your nose, your whole face has relaxed - this is such a pleasant sensation. Oh, this annoying fly comes back again, but now it sits on its forehead. Wrinkle it up well, just try to squeeze this fly between the wrinkles. Wrinkle your forehead even more. Finally! The fly flew out of the room completely. Now you can calm down and relax. The face relaxes, becomes smooth, every wrinkle disappears. You feel how smooth, calm, relaxed your face is. What a pleasant feeling!

Stomach

Wow! A cute little elephant is approaching us. But he does not look at his feet and does not see that you are lying in his way in the tall grass. Just about now it will step on your stomach, do not move, there is no time to crawl to the side. If the baby elephant steps on a hard belly, you will not feel pain. Just get ready: make your belly very firm, tighten all the muscles as you should. Stay there. But he seems to be turning to the side ... now you can relax. Let your belly become soft like dough, relax it properly. How much better is that, right? .. But the elephant again turned in your direction. Beware! Tighten your belly. Stronger. If the baby elephant steps on a hard belly, you will not feel pain. Turn your belly to stone. Phew, he turned again, you can relax. Calm down, lie back, relax. Do you notice the difference between a tight and relaxed belly? How good it is when your stomach is relaxed. But the baby elephant stopped spinning and headed straight for you! Now it will definitely come! Tighten your stomach as much as possible. Now he is already raising his leg over you, now he will come! .. Ugh, he stepped over you and is already leaving here. You can relax. All is well, you are relaxed and you feel good and calm.

Now imagine that you have to squeeze through a very narrow gap in the fence, between two planks with so many splinters. You have to become very thin in order to squeeze through and not get a splinter. Pull in your stomach, try to make it stick to your spine. Get thinner, thinner, because you really need to get through the fence. Now take a break, you no longer need to thin out. Relax and feel the belly "open", it becomes warm. But now it's time to wade through the fence again. Pull in your stomach. Pull it up to the very spine. Become very thin, strain. You really need to squeeze through, and the gap is so narrow ... Well, everything, you made your way, and not a single splinter! You can completely relax. Lie back, relax your stomach, let it become soft and warm. How well you feel. You did everything great.

Legs

Now imagine that you are standing barefoot in a large puddle with a muddy bottom. Try to press your toes deep into the silt. Try to reach the very bottom where the silt ends. Tighten your legs to push your feet into the mud. Spread your toes and feel the silt push up between them. Now get out of the puddle. Let your feet rest and warm up in the sun. Let your toes relax ... Isn't it what a pleasant feeling? .. Step into the puddle again. Press your toes into the silt. Tighten your leg muscles to intensify this movement. Press your feet into the silt more and more, try to squeeze all the silt out. OK! Now get out of the puddle. Relax your legs, feet, and toes. How pleasant it is to feel dry and warm from the sun. Everything, the tension is gone. You feel a slight pleasant tingling sensation in your legs. Feel the warmth spreading over them.

Conclusion

Stay relaxed. Let the whole body become weak and weak-willed, feel how each muscle "unravels". In a few minutes I will ask you to open your eyes and this will be the end of the session. Recall how pleasant this feeling of relaxation is throughout the day. Sometimes, of course, you need to strain yourself a little before you relax - we just did this in the exercises. By the way, try to repeat these exercises yourself, while learning to relax more and more. It is best, of course, to do this in the evening, when you have already gone to bed, the lights have already been turned off and no one is going to bother you anymore. This will help you fall asleep faster. And then, when you learn how to relax, you can practice it elsewhere, even at school. Think, for example, a baby elephant, or gum, or a muddy puddle - these exercises can be performed in such a way that no one will notice.

Today turned out to be a good day, and now, rested and relaxed, you can return to your business as usual. You have worked very hard here, you are great. Now slowly, very slowly open your eyes, slightly tense your muscles. Perfectly. You did a very good job today. You can now perfectly master these exercises.

Model A.V. Alekseeva

It is based on four components.

1. Ability to relax muscles.

2. The ability to represent the content of self-hypnosis formulas as brightly as possible, but without stress.

3. Ability to keep attention on the chosen object.

4. Ability to influence oneself with the necessary verbal formulas.

For the convenience of teaching psychomuscular training, all the muscles of the body are divided into five groups: muscles of the arms, legs, trunk, neck, face.

You must imagine that you are in a room with five large lamps and a small night light in the corner. Lamps are muscle groups, and a night light is the control of a calm, focused mind.

You relaxed one of the groups, turned off the muscles of your arms from the tension (as if you put out one of the lamps) - it became somewhat darker. Then they turned off the muscles of the legs - the second lamp went out, it became even darker. Slowly, consistently relaxing the muscles of the torso, neck, face, we kind of extinguish lamp after lamp and plunge into pleasant darkness - drowsiness, which is controlled by a calm consciousness - a small non-extinguishing night lamp.

From the very first session, muscle relaxation training should be combined with exercises aimed at generating warmth. In the latter case, it is recommended to use figurative representations of warm water flowing through the hands.

After mastering the exercises for the arms, you should move on to the muscles of the legs, neck, face, trunk.

Exercise is based on a similar principle. Subsequently, training is carried out to achieve general relaxation: "I relax and calm down." At the same time, when "I" is pronounced, you need to take a breath with tension of all muscles and hold your breath for 2-3 seconds, then with an exhalation pronounce "ras-weak-la-yus", on the next short breath - "and", on exhalation - "us-by-ka-and-va-yus".

All psycho-muscle training consists of 12 formulas.

1. I relax and calm down ...

2. My hands are relaxing and warm ...

3. My hands are completely relaxed ... warm ... motionless ...

4. My legs are relaxing and warm ...

5. My legs are completely relaxed ... warm ... motionless ...

6. My torso relaxes and warms ...

7. My torso is completely relaxed ... warm ... motionless ...

8. My neck is completely relaxed and warm ...

9. My neck is completely relaxed ... warm ... still ...

10. My face relaxes and warms ...

11. My face is completely relaxed ... warm ... still ...

Target:

Game conditions. All players stand in a circle at a distance of at least 2 meters from each other. One of the players receives the ball and passes it to another, the third, etc. gradually the transmission speed increases. A player who missed the ball or threw it incorrectly is out of the game. The winner is the one who remains in the game last.

Note. The game can be complicated by the fact that someone will hit the rhythm, under which the players will throw the ball to each other, i.e. not use auditory attention. In addition, this rhythm can change (sometimes faster, sometimes slower).

"Find the Difference" (Lyutova E.K., Monina G.B.)

Target: the development of the ability to concentrate on details, the development of visual attention.
Game conditions. The child draws any simple picture (cat, house, etc.) and passes it on to an adult, while he turns away. An adult finishes a few details and returns a picture. The child should notice that the drawing has changed. Then the adult and the child can switch roles.
Snowball

Target: development of attention, memory, overcoming impulsivity.

Game conditions. The theme of the game is selected: cities, animals, plants, names, etc. players sit in a circle. The first player names a word on the 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 are not mistaken. And so on until there is only one winner.

Note... Similarly, you can come up with "Detective", adding a plot one word at a time. For example: “Night”, “Street”, “Footsteps”, “Shout”, “Hit”, etc. children can be allowed to prompt each other, but only using gestures.

Siamese twins

Target: control of impulsivity, flexibility of communication with each other, contribute to the emergence of trust between them.

Game conditions. Children are instructed: “Break into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, put your right leg next to the partner's left leg. Now you are conjoined twins: two heads, three legs, one torso and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc. "

Notes. To make the “third” leg work together, it can be fastened with either a string or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

Bears and cones

Target: endurance training, impulsivity control.

Game conditions. Cones are scattered on the floor. Two players are asked to collect them with the paws of large teddy bears. The one who collects more wins.

Notes. Instead of toys, you can use the hands of other players, but, for example, with the back of your hand turned. Instead of cones, you can use other objects - balls, cubes, etc.

“Speak” (Lyutova E.K., Monina G.B.)

Target: control of impulsivity.

Game conditions. Children are given instructions: “Guys, I will ask you simple and difficult 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?" (there is a 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.

Game conditions. Children are divided into pairs, each pair has a ball. One sits, the other stands at a distance of 2-3 meters. The seated person pushes the ball to his partner, gets up quickly and catches the ball thrown to him. After a few repetitions, the players switch places.

Pass the ball

Target: development of attention, control of motor activity.

Game conditions. Children are divided into 2 equal groups, stand in 2 columns and pass the ball on signal. 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 leader of the link is in front with the ball.
Ball passing options: overhead; right or left (you can alternate left-right); below between the legs.

Note. All this can be done with energetic music.

Storks - frogs

Target: training of attention, control of motor activity.

Game conditions. All players walk in a circle or move around the room in a free direction. When the leader claps their hands once, the children should stop and take the stork pose (stand on one leg, arms out to the sides). When the leaders are slapped twice, the players assume a frog pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). With three claps, the players resume walking.

Note... You can think of other poses, you can use a lot more poses - this makes the game more difficult. Let the children come up with new poses for themselves.

Broken phone

Target: development of auditory attention.

Game conditions. 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 (in a whisper, in the ear) until it returns to the first player. It is impossible to repeat the transmitted word or sentence to the neighbor if he did not hear it. Then the received message is compared with the original one and the player who distorted it is found.

Let's play with objects

Target: development of attention, its volume, stability, concentration, development of visual memory.

Game conditions. The facilitator selects 7-10 small items.

1. Place items in a row and cover them with something. Having opened them 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 what sequence they were in.
3. After swapping two items, show all items again for 10 seconds. Invite the child to catch which two objects are shifted.
4. Without looking at the objects anymore, say what color each of them is.
5. Putting several objects on top of one another, 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 should name these groups.

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

"Affectionate paws"

Target: relieve tension, muscle clamps, reduce aggressiveness, develop sensory perception, harmonize the relationship between a child and an adult.

An adult picks up 6-7 small items of various textures: a piece of fur, a tassel, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow; the teacher explains that the "animal" will walk on the hand and touch it with tender paws. It is necessary with closed eyes to guess which "animal" touches the hand - to guess the object. The touch should be stroking, pleasant.

Variant of the game: the "animal" will touch the cheek, knee, palm. You can change places with your child.

"Brownian motion"

Target: develop the ability to distribute attention.

All children stand in a circle. The presenter rolls tennis balls into the center of the circle one by one. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with their foot or hand. If the participants successfully follow the rules of the game, the presenter rolls in an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.

"Pass the ball"

Target: remove excessive physical activity.

Sitting on chairs or standing in a circle, the players try to pass the ball to a neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it by turning your back in a circle and putting your hands behind your back. You can complicate the exercise by asking the children to play with their eyes closed, or by using several balls in the game at the same time.

"Prohibited traffic"

Target: play with clear rules organizes, disciplines children, unites the players, develops responsiveness and induces a healthy emotional uplift.

Children are facing the presenter. To the music with the beginning of each bar, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. Anyone who repeats the prohibited move is out of the game.

Instead of showing movement, you can say numbers aloud. The participants in the game repeat well all the numbers, except for one forbidden, for example, the number "five". When the children hear it, they will have to clap their hands (or spin in place).

Target: to develop attention, quickness of reaction, the ability to follow the instructions of an adult, teach the skills of interaction with children.

The teacher puts on the chicken's hat and says that all the children - "chickens" - live with their mother-hen in the chicken coop. The chicken coop can be designated with soft blocks or high chairs. Then the "chicken" with the "chickens" walk (walk around the room). As soon as the teacher says: "Kite" (a conversation is held with the children beforehand, during which they are explained who the kite is and why the chickens should avoid it), all the children run back to the "chicken coop". After that, the teacher chooses another "chicken" from among the playing children. The game repeats itself.

In conclusion, the teacher invites all children to get out of the "chicken coop" and take a walk, gently waving their hands like wings, dance together, jump. You can invite children to look for a "chicken" that is lost. The children, together with the teacher, are looking for a previously hidden toy - a fluffy chicken. The kids, together with the teacher, examine the toy, iron it, regret it and take it to its place.

Note: In order to develop motor skills, the game can be made more difficult as follows. In order to get into the chicken coop house, children should not just run into it, but crawl under the rail, which lies at a height of 60-70 centimeters.

Agree: calm, quiet and obedient children are scary! Immediately you start thinking: "Oh, what's wrong with him?" But is it okay for a child to bounce over the heads of their crazed parents 24 hours a day? And where is the border between the norm and "brute force"?

An active child is good, this means that, firstly, he is healthy (the patient would have jumped on the sofas!), And secondly, he has at his disposal quite adequate parents who do not put pressure on upbringing, etiquette and other harmful for the child's psyche is nonsense. He runs and jumps, breaks and folds, scatters and collects, destroys and builds, and also fights, bites, dances, sings, shouts - and all this almost simultaneously. Only when you become the mother of such a treasure, you understand the true meaning of the good old adage: "You are so good when you sleep!"

But if this is so natural, why do neurologists unanimously call hyperactivity a pathology and still strive to prescribe sedatives to the fidget? It turns out that there is a big difference between just being active and obsessive overexcitation.

Hyperactivity test

It looks like a child's game from the series "Find 5 Differences" ... So,

Active child :

Most of the day he "does not sit still", prefers outdoor games to passive ones (puzzles, constructors), but if he is interested, he can read a book with his mother and put together the same puzzle.

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

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

He is not active everywhere. For example, restless and restless at home, but calm - in the garden, visiting unfamiliar people.

He is non-aggressive. That is, by chance or in the heat of a conflict, it can kick a "sandbox colleague", 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 he is completely exhausted, he cries and hysteria.

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

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

The child is uncontrollable, while he absolutely does not react to prohibitions and restrictions. And in any conditions (house, shop, kindergarten, playground) behaves equally actively.

Often provokes conflicts. Doesn't control his aggression - fights, bites, pushes, and uses improvised means: sticks, stones ...

Where do legs grow from?

The main difference between hyperactivity and just an active temperament is that it is not a character trait of a child, but a consequence of a not too smooth birth and violations in infancy. The risk group includes babies born as a result of caesarean section, severe pathological childbirth, artificial babies born with low weight, premature babies. Considering that the ecology and pace of modern life now leave much to be desired, it is not surprising why hyperactive children are not uncommon, but rather the norm in our life today. And it is worth making a reservation: not all children at risk are necessarily hyperactive! And later, if all the "misunderstandings" (anxiety, hysteria, colic, sleep disturbances) did not disappear before the baby's first birthday, then it is not too late to bring them back to normal after.

Calm, only calm!

What needs to be done so that the baby gets rid of the "excess" of activity? Create certain living conditions for him. This includes a calm psychological environment in the family, a clear daily routine (with obligatory walks in the fresh air, where there is an opportunity to frolic). Parents will have to work hard. If you yourself are very emotional and unbalanced, you are constantly late everywhere, in a hurry, then it's time to start working on yourself. We no longer rush headlong into the garden, constantly rushing the child, we try to be less nervous and less often to change plans "along the way." Tell yourself, "A clear daily routine," and try to be more organized yourself.

The kid is not to blame that he is such a "lively", therefore it is useless to scold him, punish him, arrange 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 manage themselves is your first priority. "Aggressive" games will help him to control his emotions. Everyone, including your child, has negative emotions, only 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, kick something with your feet. He just needs to throw energy out, teach him how to do it.

In upbringing, it is necessary to avoid two extremes - the manifestation of excessive softness and the presentation of increased demands on him. Permissiveness should not be allowed: the rules of behavior in various situations should be clearly explained to children. 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 bring the work started to the end. Using the example of relatively simple things, you need to teach how to properly distribute forces.

It is necessary to protect children from fatigue associated with an excessive amount of impressions (TV, computer), avoid places with an increased concentration of people (shops, markets, etc.).

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

- "Movement is life", lack of physical activity can cause increased excitability. Can't be held back natural need child to play noisy games, frolic, run, jump.

Sometimes behavioral disorders can be a child's reaction to mental trauma, for example, to a crisis in the family, parental divorce, bad attitude towards him, placing him in an inappropriate school class, conflict with a teacher or parents.

When considering the child's diet, give preference to proper nutrition, in which there will be no lack of vitamins and minerals. An overactive baby, 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 the child does not want to eat - do not force him!

Prepare your fidget "field for maneuvers": active sports for him - just a panacea.

Teach your toddler to play passively. We read, and also draw, sculpt. Even if it is difficult for your child to sit still, he is often distracted, follow him ("You are interested in this, let's see ..."), but after satisfying the interest, try to return with the baby to the previous lesson and bring it to the end.

Teach your toddler to relax. Perhaps your "recipe" for finding inner harmony is yoga. For some, other relaxation methods are more suitable. A good psychologist will tell you what it can be: art therapy, fairy tale therapy, or maybe meditation.

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

And that's all, you ask, but what about the pathologies and abnormalities with which you were intimidated in the neurologist's office? There is a risk, but sedatives cannot solve the problem. After all, what do drugs do? They suppress the child's activity, as it were, inhibit him, but the reason remains. Hyperactivity is not a disease, it is a slight deviation from the norm, but at the same time, waving at it, they say, will pass by itself, 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 the caring mother's wing.

or ADHD is the most common cause of behavioral disturbances and learning problems in children before school age and schoolchildren.

Attention deficit hyperactivity disorder in a child- a developmental disorder manifested in behavioral disturbances. A child with ADHD is restless, shows "stupid" activity, cannot sit still in school or kindergarten, and will not engage in activities that are not interesting to him. He interrupts the elders, plays in class, goes about his business, can crawl under the desk. In this case, the child correctly perceives the environment. He hears and understands all the instructions of the elders, but cannot follow their instructions due to impulsiveness. Despite the fact that the child understood the task, he cannot complete what he started, he is not able to plan and foresee the consequences of his actions. This is associated with a high risk of getting a domestic injury, getting lost.

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

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

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

Types of ADHD

• Attention deficit and hyperactivity disorder are equally expressed;
• Attention deficit predominates, and impulsivity and hyperactivity are insignificant;
• Hyperactivity and impulsivity predominate, attention is slightly impaired.

Treatment... The main methods are pedagogical measures and psychological correction. Drug treatment is used when other methods have proven ineffective because the drugs used have side effects.
If you leave attention deficit hyperactivity disorder in a child without treatment, the risk of developing:

• dependence on alcohol, narcotic substances, psychotropic drugs;
• difficulties in assimilating information that disrupt the learning process;
• high anxiety, which replaces physical activity;
• tics - repetitive muscle twitching.
• headaches;
• antisocial changes - a tendency to hooliganism, theft.

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

Attention deficit hyperactivity disorder in a child, causes

The cause of attention deficit hyperactivity disorder in a child cannot be installed. Scientists are convinced that the disease is provoked by a combination of several factors that disrupt the functioning of the nervous system.

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

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

1. Factors that interfere with brain function in infancy

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

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

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

Attention deficit hyperactivity disorder in a child, symptoms

A child with ADHD is equally hyperactive and inattentive at home, in kindergarten, and visiting strangers. There are no situations in which the baby would behave calmly. In this he differs from an ordinary active child.

Early signs of ADHD

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

• They begin to hold their heads early, sit, crawl, walk.
• Have trouble falling asleep, sleep less than normal.
• If they get tired, do not engage in a calm activity, do not fall asleep on their own, but fall into hysterics.
• They are very sensitive to loud sounds, bright light, strangers, change of scenery. These factors cause them to cry loudly.
• Throw away toys, even before they had time to examine them.

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

The main symptoms

1. Disturbance of attention

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

1. Hyperactivity

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

It was found that in children with ADHD, physical activity stimulates the brain structures responsible for thinking and self-control. That is, while the child is running, knocking and taking apart objects, his brain is improving. New neural connections are established in the cortex, which will further improve the functioning of the nervous system and relieve the child of the manifestations of the disease.

1. Impulsiveness

• Driven solely by their desires and executes them immediately. Acts on the first impulse, without considering the consequences and without planning. For a child, there are no situations in which he should sit still. In kindergarten or school, he jumps up and runs to the window, into the corridor, makes noise, shouts from his place. Takes away the thing they like from their peers.
• Can't follow instructions, especially those with multiple items. The child constantly has new desires (impulses) that prevent him from completing the work he has begun (doing his homework, collecting toys).
• Unable to wait or endure... He must immediately get or do what he wants. If this does not happen, he scandals, switches to other affairs or performs aimless actions. This is clearly noticeable in class or while waiting for your turn.
• Mood swings happen every few minutes. The child goes from laughing to crying. Hot temper is especially common in children with ADHD. When angry, the child throws objects, may start a fight, or ruin the offender's belongings. He will do it right away, without pondering or hatching a plan of revenge.
• The child does not feel the danger. He can commit acts dangerous to health and life: climb to a height, walk through abandoned buildings, go out on thin ice, because he wanted to do it. This property leads to high injury rates in children with ADHD.

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

Additional symptoms

• Learning difficulties with normal intelligence. The child may have difficulty writing and reading. At the same time, he does not perceive individual letters and sounds or does not fully master this skill. Failure to learn arithmetic can be an independent disorder or accompany problems with reading and writing.
• Communication disorders. A child with ADHD may be obsessive about peers and unfamiliar adults. He can be too emotional or even aggressive, which makes it difficult to communicate and establish friendships.
• Emotional delays. The child behaves too capriciously and emotionally. He does not tolerate criticism, failures, behaves unbalanced, "childish". A regularity has been established that with ADHD there is a 30% lag in emotional development. For example, a 10-year-old child behaves like a 7-year-old child, although he is intellectually developed no worse than his peers.
• Negative self-esteem. The child hears a huge number of comments in a day. If at the same time he is also compared with his peers: "Look how well Masha behaves!" this aggravates the situation. Criticism and complaints convince the child that he is worse than others, bad, stupid, restless. This makes the child unhappy, detached, aggressive, instills hatred towards others.

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

Positive qualities of children with ADHD

• Active, active;
• Easily read the mood of the interlocutor;
• Are willing to sacrifice themselves for the people they like;
• Not vindictive, unable to harbor resentment;
• Fearless, they are not inherent in most childhood fears.

Attention deficit hyperactivity disorder in a child, diagnosis

Diagnosis of attention deficit hyperactivity disorder can include several stages:

1. Collection of information - interviews with a child, a conversation with parents, diagnostic questionnaires.
2. Neuropsychological examination.
3. Pediatrician consultation.

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

1. Collection of information

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

Diagnostic questionnaire Is a list of questions designed in such a way as to collect the maximum amount of information about behavior and mental state child. It usually takes the form of a multiple choice test. The following are used to detect ADHD:

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

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

• Adaptation disorder. It is expressed by the inconsistency with the characteristics normal for this age;
• Disturbance of attention, when the child cannot concentrate his attention on one subject;
• Impulsivity and hyperactivity;
• The development of the first symptoms before the age of 7 years;
• Adaptation disorders are manifested in various situations (in kindergarten, school, at home), while the child's intellectual development corresponds to age;
• These symptoms persist for 6 months or more.

The doctor has the right to diagnose attention deficit hyperactivity disorder if a child has at least 6 symptoms of inattention and at least 6 symptoms of impulsivity and hyperactivity found and traced for 6 months or more. These signs appear constantly, and not from time to time. They are so pronounced that they interfere with the child's learning and daily activities.

Signs of inattention

• Doesn't keep attention to details. In her work, she makes a large number of mistakes due to negligence and frivolity.
• Easily distracted.
• Has difficulty concentrating while playing and completing assignments.
• Does not listen to speech addressed to him.
• Not able to complete the assignment, do homework. Can't follow instructions.
• Has difficulty doing independent work. Needs guidance and supervision from an adult.
• Resists completing tasks that require prolonged mental stress: homework, teacher or psychologist tasks. Avoids such work under various pretexts, shows dissatisfaction.
• Loses things often.
• In daily activities, he shows forgetfulness and absent-mindedness.

Signs of impulsivity and hyperactivity

• Performs a large number of unnecessary movements. Cannot sit quietly on a chair. Turns, makes movements, with feet, hands, head.
• Cannot sit or stay still in situations when it is necessary to do this - in a lesson, at a concert, in transport.
• Shows rash motor activity in situations where this is unacceptable. He gets up, runs, turns, takes things without asking, tries to get somewhere.
• Can't play calmly.
• Excessively mobile.
• Too talkative.
• Answers without hearing the question to the end. Doesn't hesitate before giving an answer.
• Impatient. He can hardly wait for his turn.
• Hinders others, sticks to people. Interferes with a game or conversation.

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

1. Neuropsychological evaluation for ADHD

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

1. Pediatrician consultation

Symptoms similar to ADHD can be caused by anemia, hyperthyroidism, and other medical conditions. They can be confirmed or excluded by a pediatrician, after a blood test for hormones and hemoglobin.
Note! As a rule, in addition to the diagnosis of ADHD in the child's medical record, the neurologist indicates a number of other diagnoses:

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

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

Attention deficit hyperactivity disorder in a child, treatment

1. Medication Treatment for ADHD

Medicines are prescribed according to individual indications only if, without them, it is not possible to improve the child's behavior.

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

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

1. Physiotherapy and massage for ADHD

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

• Physiotherapy, aimed at strengthening the muscles of the neck and shoulder girdle. Should be performed daily.
• Neck massage courses of 10 procedures 2-3 times a year.
• Physiotherapy... Infrared irradiation (warming up) of spasmodic muscles is applied using infrared rays. Heating with paraffin is also used. 15-20 procedures 2 times a year. These treatments work well with a collar massage.

Please note that this procedure can only be started after consultation with a neurologist and orthopedist.
You should not resort to the services of chiropractors. Treatment by an unqualified specialist, without prior x-ray of the spine, can cause serious injury.

Attention deficit hyperactivity disorder in a child, behavior correction

1. Biofeedback therapy (biofeedback method)

Biofeedback therapy- a modern method of treatment that normalizes the bioelectric activity of the brain, eliminating the cause of ADHD. It has been effectively used to treat the syndrome for over 40 years.

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

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

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

1. Psychotherapeutic techniques

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

1. Cognitive behavioral methods

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

• Skills for managing anger and expressing emotions in an acceptable way. What do you feel? What do you want? Now say it politely. What we can do?
• Constructive conflict resolution. The child is taught to negotiate, look for a compromise, avoid quarrels or get out of them in a civilized way. (If you do not want to share, suggest another toy. You are not accepted into the game - think of an interesting activity and offer it to others). It is important to teach the child to speak calmly, listen to the interlocutor, clearly articulate what he wants.
• Adequate ways of communicating with the teacher and with peers. As a rule, the child knows the rules of behavior, but does not follow them due to impulsiveness. Under the guidance of a psychologist, the child improves communication skills in the game.
• The correct methods of behavior in public places - in kindergarten, in the classroom, in the store, at the doctor's appointment, etc. mastered in the form of "theater".

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

1. Play therapy

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

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

1. Art therapy

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

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

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

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

1. Family therapy and work with teachers.

The psychologist informs adults about the developmental characteristics of a child with ADHD. Tells about effective methods of work, forms of influence on the child, how to form a system of rewards and sanctions, how to convey to the child the need to fulfill duties and comply with prohibitions. This makes it possible to reduce the number of conflicts, to make learning and upbringing easier for all its participants.
When working with a child, a psychologist draws up a psychocorrection program for several months. In the first sessions, he establishes contact with the child and conducts diagnostics to determine how expressed inattention, impulsivity and aggressiveness. Taking into account individual characteristics, he draws up a correction program, gradually introducing various psychotherapeutic techniques and complicating the tasks. Therefore, parents should not expect drastic changes after the first meetings.

1. Pedagogical measures

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

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

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

Remember, if your child has been diagnosed with attention deficit hyperactivity disorder, this does not mean that he is lagging behind peers in intellectual development. The diagnosis only indicates a borderline state between norm and deviation. Parents will have to make more efforts, show a lot of patience in education, and in most cases, after the age of 14, the child will "outgrow" this state.

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