Prevention and overcoming of hyperactivity in younger schoolchildren. Hyperactivity in school-age children: treatment, symptoms, causes

AT recent times more and more often you can hear from doctors that your child has hyperactivity, with which something must be done. Such guys differ from their peers with great energy, which almost never dries up. They are constantly on the move, which makes it difficult, for example, to learn new material, it is difficult for them to concentrate for a long time on the same thing. The question arises: is this behavior the result of insufficient education or deviation? Let's try to understand what hyperactivity in children is school age. Is treatment required or not?

Scale of the problem

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

According to statistics, hyperactivity occurs almost everywhere in school-age children. Treatment and education play an important role in this problem. We'll talk about this a little further.

It is believed, and it has already been practically proven, that such kids are more difficult to adapt to teams, and in adult life also then there can be problems. Scientists have calculated that almost 80% of criminals suffered from hyperactivity in childhood.

In our country, the study of this pathology was taken up later, and even now one can note some ignorance of teachers and doctors in matters relating to this disease. That is why most children diagnosed with ADHD are left without the necessary treatment.

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

Causes of ADHD

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

1. Abnormal course of pregnancy:

• Insufficient supply of oxygen to the fetus.
• The threat of miscarriage at different times.
• Frequent stressful situations in an interesting position.
• Failure to follow dietary guidelines.
• Smoking.

2. Unfavorable delivery:

• Too long labor.
• Rapid childbirth.
• If you had to resort to drug induction of labor.
• Prematurity.

3. Other reasons:

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

Varieties of hyperactivity

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

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

Each of the cases needs its own approach to treatment, which is simply necessary.

What is the difference between activity and hyperactivity?

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

active kid	hyperactive
The child loves outdoor games, but if he is interested, he can listen to a fairy tale or collect puzzles for a long time.	The child does not control himself, he is constantly in motion. When his strength runs out, hysteria begins, crying.
Interested in everything, asks parents a lot of questions.	Fast speech, often interrupts during a conversation, asking a question, the answer to it may not be heard.
There are practically no disturbances in the digestive system, normal sleep.	Difficulty falling asleep, in a dream can talk, cry. Often there are digestive disorders, allergic reactions.
The child understands where you can show your activity, and where you need to behave calmly, for example, at a party.	The kid is practically uncontrollable, prohibitions do not apply to him, he behaves the same everywhere.
Does not provoke scandals, does not show aggressiveness.	The child himself often becomes a provocateur of conflicts, does not control his aggression, while he can fight, bite, use sticks, stones and other improvised means.

These signs of comparison will help parents suspect a developmental pathology in their child and make them see a doctor. To make the correct diagnosis (hyperactivity in a child of school age), only a competent specialist can prescribe treatment. Don't hesitate to visit him.

How does hyperactivity manifest itself?

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

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

But often it may be necessary, if there is hyperactivity in schoolchildren, treatment. And symptoms other than those listed , the following are added:

If hyperactivity is manifested in this way in children of school age, Dr. Komarovsky advises to undergo treatment without fail. It should be noted that all these signs do not affect mental abilities, but academic performance often suffers, even if the child is smart, so specialist help is needed.

Establishing diagnosis

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

Attention Deficit Hyperactivity Disorder is detected in several stages:

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

Hyperactivity Therapy

It will definitely be required if the diagnosis of "hyperactivity" in school-age children is confirmed, treatment. And the signs should reduce their manifestation. But therapy will be long and using many methods and directions.

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

Let us consider in more detail some areas of therapy.

Medical treatment

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

• "Dexedrine".
• "Fokalin".
• "Ritalin".
• "Methylin".
• "Vivans".

Specialists often also prescribe nootropic medications, such as:

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

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

ADHD treatment in Israel

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

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

Most of the children diagnosed with "hyperactivity" after osteopathy sessions are able to study in a regular school with other guys on an equal footing.

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

Traditional medicine against hyperactivity

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

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

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

It should be noted that in case of a diagnosis of "hyperactivity" in school-age children, treatment with traditional healers can help, but only if drug therapy is carried out, the baby visits a psychologist, his motor activity is corrected.

Psychological help

In the presence of hyperactivity, it is advisable not to refuse the help of a psychologist. The specialist has in his arsenal various techniques that help to remove anxiety, increase the sociability of the child, and reduce his aggressiveness.

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

Do not neglect the help of such narrow specialists, classes for a hyperactive baby will only benefit.

How to communicate with a hyperactive child

Treatment is important in the diagnosis of "hyperactivity" in school-age children. Prevention, meanwhile, is also essential. And it should begin even before the birth of the child. The expectant mother needs to provide all the conditions for the normal course of pregnancy.

To prevent exacerbations, if the baby is already diagnosed with hyperactivity, the following recommendations should be followed:

• Help your child learn techniques that help in the assimilation of school material.
• During class, remove all distracting objects, create a working environment.
• Support the child, increase motivation to continue classes.

In addition, parents should adhere to certain rules when dealing with a hyperactive child:

1. It is necessary to praise the baby even for the slightest success.
2. The child should have his own assignments, albeit small, but he must fulfill them himself and regularly.
3. You can practice keeping a diary in which all successes are recorded.
4. It is necessary to set such tasks that are feasible for the child.
5. It is necessary to clearly define all the boundaries of what is permitted and what is categorically impossible.
6. It is necessary to remove the orderly tone from the appeal.
7. The house must follow the daily routine.
8. Don't let your baby get stressed out.
9. TV viewing time should be kept to a minimum.
10. It is necessary to establish a sleep and wakefulness regimen.
11. Parents themselves must remain calm in any situation.
12. Parents should help the child choose a field of activity where he can show his abilities.

If your child is too hyperactive, then do not panic and put an end to it. With modern possibilities Medicine can cope even with such pathologies, you just need to pay attention to it in time and visit a doctor. Psychological help, drug therapy, psychotherapy sessions will do their job, and your child will be able to learn on an equal basis with other children and show all their talents and abilities.

This article gives practical advice parents of a hyperactive child. Be sure to remember that hyperactivity is not a behavioral problem, not the result of poor education, but a medical diagnosis that can be made based on the results of special diagnostics!

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Tips for parents

HYPERACTIVITY

Sineva O.G., teacher primary school

Any excited child should not be classified as hyperactive.

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

If you chatted with your girlfriend, and the child starts to get angry, cannot stand still, sit at the table - this is normal. Tire children and long journeys.

Every child has moments of anger. And how many children begin to "roam" in bed when it's time to sleep, or indulge in the store! The fact that the child becomes like clockwork, giving vent to boredom, is not at all a sign of hyperactivity.

A noisy child - a prankster or a baby who wakes up neither light nor dawn, full of strength and energy - is a joy, not a cause for concern.

And, finally, a child with motivated deviations in behavior also does not belong to the category of hyperactive.

SIGNS OF HYPERACTIVITY

Diagnostic criteria for attention deficit hyperactivity disorder have changed over the years. Symptoms almost always appear before age 7, usually at age four. The average age at the visit to the doctor is 8-10 years: at this age, study and housework begin to require independence, determination and concentration from the child. Children over early age the diagnosis is usually not made at the first visit, but several months are expected, during which the symptoms should persist. This avoids diagnostic errors.

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

Attention deficit hyperactivity disorder (ADHD) requires six of the nine features from the following categories to be diagnosed. Signs must be present for at least six months.

A. Attention Deficit:

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

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

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

4. Does not follow direct instructions or cannot complete them.

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

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

7. Often loses things he needs.

8. Easily distracted by extraneous noise.

9. Increased forgetfulness in daily activities.

B. Hyperactivity and impulsivity:

1. When excited, intense movements of the arms or legs or squirming in a chair.

2. Must get up often.

3. Sharp rises from a place and excessive running.

4. Difficulty participating in quiet leisure activities.

5. Acts as if "wound up".

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

7. Says the answers before the questions have been completed.

8. Inability to wait in line at games, during classes, etc.

9. Intervenes in the conversation or activities of others.

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

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

More than half of children with attention deficit hyperactivity disorder primary school, this syndrome persists in adolescence. Such teenagers are prone to drug addiction, they hardly adapt to the team. In about 60% of cases, symptoms continue into adulthood.

hyperactive children

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

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

Show enough firmness and consistency in education;

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

Control the child's behavior without imposing strict rules on him;

Do not give your child reactive instructions, avoid the words "no" and "no";

Build relationships with your child on mutual understanding and trust;

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

React to the child's actions in an unexpected way (joking, repeating the child's actions, take a picture of him, leave him alone in the room, etc.);

Repeat your request calmly with the same words many times;

Don't insist that the child be sure to apologize for the misbehavior;

Listen to what the child has to say;

Use visual stimulation to reinforce verbal instructions.

Changes in the psychological microclimate in the family:

Give your child enough attention;

Spend leisure time with the whole family;

- Do not quarrel in the presence of the child.

Organization of the daily routine and place for classes:

Set a solid daily routine for the child and for all family members;

Show your child more often how best to complete the task without being distracted;

Reduce the influence of distractions during the child's task;

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

Avoid large crowds if possible;

Remember that overwork leads to a decrease in self-control and an increase in hyperactivity;

Organize support groups of parents who have children with similar problems.

4. Special behavioral program:

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

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

Praise your child often. The sensitivity threshold for negative stimuli is very low, so hyperactive children do not perceive reprimands and punishments, but are sensitive to rewards:

Make a list of the child's responsibilities and hang it on the wall, sign an agreement for certain types of work;

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

Do not try to prevent the consequences of a child's forgetfulness;

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

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

Do not give your child assignments that do not correspond to his level of development, age and abilities;

Help the child to start the task, as for him this is the most difficult stage;

Do not give multiple directions at the same time. The task that is given to a child with impaired attention should not have a complex structure and consist of several links;

Explain to a hyperactive child his problems and teach him how to cope with them.

Remember that verbal means of persuasion, appeals, conversations are rarely effective, since a hyperactive child is not yet ready for this form of work.

Remember that for a child with attention deficit hyperactivity disorder, the most effective means of persuasion "through the body" will be:

Deprivation of pleasure, treats, privileges;

Prohibition on pleasant activities, telephone conversations, watching television;

Reception of "off time" (isolation, corner, penalty box, house arrest, early bedding);

An ink dot on a child's wrist (a "black mark*") that can be exchanged for 10 minutes in the penalty box;

Holding in the "iron embrace" (holding):

Extraordinary duty in the kitchen, etc.

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

If the parents of a younger student are worried that every morning their child wakes up reluctantly, dresses slowly and is in no hurry to go to school, then you should not give him endless verbal instructions, rush and scold. You can give him the opportunity to receive a "lesson of life." Being late for school for real and gaining the experience of explaining to the teacher and the principal of the school, the child will be more responsible for the morning preparations.

If a 12-year-old child broke the glass of a neighbor with a soccer ball, then you should not rush to take responsibility for solving the problem. Let the child explain himself to the neighbor and offer to atone for his guilt, for example, by washing his car daily for a week. The next time, choosing a place to play football, the child will know that he alone is responsible for the decision he makes.

If money has disappeared in the family, it is not useless to demand recognition of theft. Money should be removed and not left as a provocation. And the family will be forced to deprive themselves of delicacies, entertainment and promised purchases. Public condemnation in the family will have its educational impact.

If the child has abandoned his thing and cannot find it, then you should not rush to help him.

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

The school program for the correction of hyperactive children should rely on cognitive correction to help children cope with learning difficulties.

Environment change:

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

Build work with a hyperactive child individually. He should always be in front of the teacher's eyes, in the center of the class, right at the blackboard;

Change the lesson mode with the inclusion of physical education minutes;

Allow the hyperactive child to get up and walk at the end of class every 20 minutes;

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

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

Creating positive motivation for success:

Enter a sign-based scoring system;

Praise your child more often;

The lesson schedule should be constant;

Avoid over- or under-demanding a student with ADHD;

Use problem-based learning techniques;

Use the elements of the game and competition in the lesson;

Give tasks according to the abilities of the child;

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

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

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

Ignore negative actions and encourage positive ones;

Build the learning process on positive emotions; "- remember that it is necessary to negotiate with the child, and not try to break him!

Correction of negative forms of behavior:

Contribute to the elimination of aggression;

Teach necessary social norms and communication skills;

Manage his relationship with classmates.

Expectation regulation:

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

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

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

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

Federal Agency for Education of the Russian Federation

State educational institution

higher professional education

"Pomor State University named after M.V. Lomonosov"

Department of Physiology and Pathology of Human Development

Faculty of Correctional Pedagogy

Department of day education

Course work

"Peculiarities of attention in children with attention deficit hyperactivity disorder of primary school age"

Completed by student: Geronina E.A.,

course 4, specialty

oligophrenopedagogy

Scientific adviser: Pankov

Mikhail Nikolaevich Candidate of Medical Sciences, Associate Professor,

psychotherapist, psychiatrist - narcologist

Arkhangelsk

Introduction……………………………………………………………………....3 - 4

I. Chapter. Attention deficit hyperactivity disorder in childhood.

The history of the study of hyperactivity…………………………………5 - 6

Types of ADHD and diagnostic criteria…………………………..6 - 9

Etiology and pathogenesis of ADHD………………………………………..9 - 11

Age dynamics of hyperactive behavior………………...11 - 12

Manifestations of ADHD in junior schoolchildren……………………….12 - 14

Features of the attention of younger students with ADHD……………….15

Features of the attention of younger students……………………….. 16

II. Chapter. Study of the characteristics of attention in children with ADHD of primary school age.

Description of methods……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Ascertaining experiment………………………………………21 - 25

Conclusion………………………………………………………………….26 - 27

References………………………………………………………...28 - 29

Applications………………………………………………………………..........30

Introduction

One of the main problems modern society is the deterioration of children's health as a result of the adverse effects of environmental, socio-economic and other factors that in one way or another affect their development.

Among children with behavioral disorders, a special group can be distinguished without pronounced organic brain damage. Attention Deficit Hyperactivity Disorder (ADHD) is a relatively new diagnosis for children with significant attention deficits.

Often the reason for contacting a psychologist is the excessive physical activity of the child, impulsiveness, inability to concentrate. All these signs characterize hyperactive behavior. Children who are characterized by hyperactive behavior often cause criticism from teachers at school, because in the classroom, not knowing how to wait for their turn, they constantly shout; without listening to the question, they answer inappropriately. Often such children become the initiators of quarrels and fights, because they are often awkward, and as a result they hurt, drop the surrounding objects, and due to their impulsiveness they cannot always constructively resolve the situation that has arisen.

The relevance of studying this syndrome is currently due to the growing trend of parents turning to specialists in the problem of ADHD.

The purpose of the course work: to study the features of the attention of children with Attention Deficit Hyperactivity Disorder of primary school age.

Objectives of the course work:

To study the literature on the problem of manifestation of peculiarities of attention in children with ADHD.

To select methods for identifying the features of attention in children with ADHD of primary school age.

To analyze the features of attention in the examined group.

Subject of study: attentional features in children with ADHD of primary school age.

Object of study: attention in children with ADHD of primary school age.

I. Chapter. Attention deficit hyperactivity disorder in childhood

1.1 History of the study of hyperactivity

Speaking of hyperactive children, most researchers (V.M. Troshin, A.M. Radaev, Yu.S. Shevchenko, L.A. Yasyukova) mean children with attention deficit hyperactivity disorder. The history of the study of this disease is a short period of about 150 years. For the first time, the German neuropsychiatrist Heinrich Hoffmann described an extremely mobile child who could not sit still for a second.

For a long time there was no single point of view regarding the name of this disease. The term "mild brain dysfunction" appeared in 1963 after a meeting of international experts in neurology, which took place in Oxford. It was understood as such clinical manifestations as dysgraphia (impaired writing), dysarthria (impaired speech articulation), dyscalculia (impaired counting), hyperactivity, lack of concentration, aggressiveness, clumsiness, infantile behavior and others.

Much later, domestic doctors began to study this problem. Yu.F. Dombrovskaya, in her speech at a symposium on the role of the psychogenic factor in the origin of somatic diseases, which took place in 1972, singled out a group of "difficult" children.

Further research in this area led scientists to the conclusion that in this case, the cause of behavioral disorders is an imbalance in the processes of excitation and inhibition in the nervous system. The "site of responsibility" for this problem was also localized - the reticular formation. This department of the central nervous system is "responsible" for motor activity and the expression of emotions. Due to various organic disorders, the reticular formation may be in an overexcited state, and therefore the child becomes disinhibited. The immediate cause of the disorder was called minimal brain dysfunction, that is, a lot of microdamage to brain structures (arising from birth trauma, asphyxia of newborns, and other similar causes).

After many changes in the terminology of the disease, experts finally settled on a name that most accurately reflects its essence: "Attention deficit hyperactivity disorder (ADHD)", which standardized the methodology and made it possible to compare data obtained by researchers in different countries.

1.2 Types of ADHD and diagnostic criteria

Children with Attention Deficit Hyperactivity Disorder (ADHD) represent a rather heterogeneous group that reflects significant variability in the severity and combination of symptoms.

According to the international psychiatric classification (DSM IV), there are three types of ADHD:

mixed type: hyperactivity combined with attention disorders. This is the most common form of ADHD.

inattentive type: attention disorders predominate. This type is the most difficult to diagnose.

hyperactive type: hyperactivity predominates. This is the rarest form of ADHD.

Diagnostic criteria for ADHD according to the DSM-IV classification:

A. (1) At least six of the following must be present in the child for at least 6 months:

inattention:

Often unable to pay attention to details; due to negligence, frivolity, makes mistakes in school assignments, in work performed and other activities.

Usually has difficulty maintaining attention when performing tasks or during games.

Often it seems that the child does not listen to the speech addressed to him.

Often fails to follow the instructions given and to complete the lessons, homework or duties at the workplace (which has nothing to do with negative or protest behavior, inability to understand the task).

Often experiences difficulties in organizing independent tasks and other activities.

Usually avoids involvement in completing tasks that require long-term maintenance of mental stress (for example, school assignments, homework).

Often loses things needed at school and at home (eg toys, school supplies, pencils, books, work tools).

Easily distracted by extraneous stimuli.

Often shows forgetfulness in everyday situations.

A. (2) Of the following signs of hyperactivity and impulsivity, at least six must persist in the child for at least 6 months:

Hyperactivity:

Restless movements in the hands and feet are often observed; sitting on a chair, spinning, spinning.

Often gets up from his seat in class during lessons or other situations where he needs to stay still.

Often shows aimless motor activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable.

Usually unable to play quietly, quietly, or engage in leisure activities.

Often located in in constant motion and behaves "as if a motor was attached to it."

Often talkative.

Impulsiveness:

Often answers questions without thinking, without listening to them to the end.

Usually with difficulty waiting for his turn in various situations.

Often interferes with others, interferes in conversations or games.

B. Some of the symptoms of impulsivity, hyperactivity, and inattention begin to disturb others before the age of seven.

C. Problems associated with the above symptoms occur in two or more settings (eg, school and home).

D. There is strong evidence of clinically significant impairments in social contact or schooling.

In cases of complete compliance of the observed clinical picture over the past six months simultaneously with sections (1) and (2) of the listed criteria, a diagnosis of a combined form of ADHD is made.

If, in the past six months, the symptoms fully met the criteria for section (1) but partially met the criteria for section (2), then ADHD with predominant attention deficits is diagnosed.

If over the past six months there has been a complete compliance of symptoms with the criteria for section (2) with partial compliance with the criteria for section (1), then the diagnostic wording is used: "ADHD with a predominance of hyperactivity and impulsivity" .

It's been a little over a month since school year, and in many classrooms, teachers have faced similar problems: children, usually boys, do not listen in class, do what they want, and have difficulty controlling themselves. Today, these children are called hyperactive. Can such a diagnosis be made at school? How can parents improve their child's school life?

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

Fully this diagnosis sounds like this: attention deficit hyperactivity disorder - ADHD. Children with this syndrome are not only very mobile, talkative and fussy; they have trouble concentrating, focusing. On average, there are about three percent of children with ADHD in the world, therefore, in a class of thirty students, there may well be such a child.

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

Pointy Temperament

In general, mindfulness and activity are properties of temperament, and in this sense, all people are divided into those who can be concentrated for a long time, who can do painstaking work, and those who cannot stand such work. The diagnosis of ADHD means that these properties of temperament are extremely sharp, so that a person cannot fit into a normal life, unable to fulfill the tasks that others and himself put before him, and this greatly interferes with full-fledged relationships with parents and friends.

Now often any impulsive, very mobile baby, without hesitation, is called hyperactive. However, only a doctor can diagnose ADHD. It is impossible to determine by eye whether a child has ADHD or just throws a tantrum. To make a diagnosis, it is necessary to carefully assess the life and development of the child, to trace how and in what situations his problems of attentiveness and activity manifest themselves.

The level of activity can be determined by special scales that parents fill out, and the doctor compares how much the indicators of a particular child differ from the standard ones. These scales are based on serious studies conducted in the US and Europe. The norms in them, however, are American and European. In my work, I rely on them, albeit with caution.

Not a personality disorder

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

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

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

props

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

The most effective thing you can do to make life easier for a child with ADHD is to build a system of external control for him.

1. Children with ADHD find it difficult to keep a large amount of information in their heads. This means that the tasks for them should break into pieces. Did one thing - get a new task.
2. Children with ADHD are known to have problems with sense of time. They are "short-sighted to the future." If we can plan our activities and roughly imagine what it will lead to, then children with ADHD have a “window in time” of ten minutes maximum. They live exclusively in the moment, they do not represent the consequences. Therefore, if “something not right” occurs as a result of their actions, this is not their choice, they did not want these consequences.
   At the same time, such a child is in dire need of immediate feedback from the parents. And in this case, he needs the consequences here and now. The approach will not work with him: “If you keep order in your room for a month, we will give you a bicycle” or “If you don’t sit down for lessons right away, your father will return in the evening and punish you.” Evening is a kind of vague future. It’s better to say this: “If you do this right now, you can get such and such immediately.”
   It is very difficult for such children at school. They have to sit for forty minutes without distraction and do classwork, and the mark will appear only two days later, when the teacher checks the notebooks. In such a situation, it is difficult to concentrate, because the result and the reward are very far away.
3. Works well with these kids "point" or "token" system. For the performance of daily activities, the child receives rewards in the form of points or tokens, which they then exchange for something. So he constantly sees the result of his actions, understands that his opportunities increase every time and with every deed.
4. Application of timers. They help children who have trouble keeping track of time. You can use an ordinary hourglass.
   There is another beautiful thing - a watch that has a colored circle on the dial, and along with the passing minutes, this circle disappears. With this watch you can see "live" how time passes. After all, the child himself does not feel that it is ending, and because of this he puts off things.
5. When visiting public places, for example, clinics, you need to think in advance what the child will do for an hour or two, especially if the mother is busy. Stock up on paper, felt-tip pens and toys. It would be useful to take a relative to help.
   Unfortunately, adults often react reactively: they put the child in a situation in which he is likely to have problems, and then they begin to scold him.
6. Should I take medication for ADHD? Parents should discuss this issue with a specialist. Certainly, medication use has its pros and cons, but in the vast majority of cases, I strongly advise you to at least try the treatment, because the effect can be significant. However, be sure to check with your doctor if the medicine he prescribes has undergone clinical trials for effectiveness. Unfortunately, the vast majority of drugs prescribed in our country for ADHD have not passed such tests.

ADHD and others

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

Just saying to a teacher, “You know, my child has ADHD,” is like saying nothing. It is necessary to describe the behavior of the child very specifically, for example: “It is very difficult for my son to sit still, it is difficult to restrain himself, he has had this for a long time, we have tried a lot of things, now we go to the doctor, we are doing this, but I am afraid that he will fidget during the lessons and even talk ... I really want him to have good behavior. Let's agree: I will come up to you for a minute every day after the lessons, and you will tell me what and how he did it.

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

As they grow older, the ability to self-control, the ability to manage their behavior in any child improves. Fussiness, mobility, talkativeness usually decrease by the end of elementary school. Slightly slower impulsiveness decreases.

Of course, people learn to restrain themselves, but they continue to be impulsive and quick-tempered. Problems associated with a lack of attention and concentration usually remain and accompany these people into adulthood. But then at least there is an opportunity to choose what to do.

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

On the one hand, it is difficult to blame the parents, because you would not wish anyone to be in such a situation. It's a lot of work raising children with ADHD. But it’s better not to forget: complex behavior is by no means a free choice of a child. Not so long ago, I was approached by a married couple who had already raised two children. The third, born much later, was diagnosed with ADHD. And the husband and wife said to me: “You know, for a long time we considered ourselves wonderful parents and took credit for raising wonderful children. Only now we have understood: it is easy to bring up "light" children, but try to bring them up.

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Course work

Training correction of attention deficit hyperactivity disorder in younger schoolchildren

attention deficit hyperactivity disorder

• Introduction
• Chapter 1. Theoretical analysis Problems of Attention Deficit Hyperactivity Disorder in Psychological Literature
• 1.1 Theoretical rationale for the concept of ADHD
• 1.2 Understanding Hyperactivity Disorder and Attention Deficit Disorder
• 1.3 Signs and causes of ADHD
• Chapter 2. Correctional work with children with ADHD
• 2.1 Program for neuropsychological development and correction of children with attention deficit hyperactivity disorder

2.2 Timing of the ADHD correction program

• Bibliography
• Introduction
• • The relevance of the work due to the fact that attention is mental condition a person on whose characteristics success depends learning activities schoolboy. According to the outstanding domestic psychologist L.S. Vygotsky, "... the degree of development of attention in pathological cases can serve as a criterion of intelligence and one of the indicators of a child's readiness for schooling." The main feature of a preschooler is that his voluntary attention is quite unstable. The child is easily distracted by extraneous stimuli. His attention is overly emotional - he still has poor control over his feelings. At the same time, involuntary attention is quite stable, long-lasting and concentrated. Gradually, through exercises and volitional efforts, the child develops the ability to control his attention. The school is of particular importance for the development of voluntary attention. In the process of schooling, the child is taught to discipline. He develops perseverance, the ability to control his behavior. With the development of voluntary attention, new internal actions are formed that begin to control attention from the inside, keep it on objects that may not be of interest to a person in this moment, barely noticeable by the strength of their irritation. Such attention begins to form at the end preschool age, and the most favorable period for this is primary school age. Attention is of particular importance in the perception, understanding and assimilation by schoolchildren of what is being studied in the lesson. educational material. Many of the problems that arise in learning are directly related to the lack of attention development.
  • aim course research is to study the correction of attention deficit hyperactivity disorder in younger students.
  • To achieve this goal, it is necessary to solve the following tasks:

1. To study Attention Deficit Hyperactivity Disorder in children;

2. Define the main concepts studied in the work, such as "syndrome", "hyperactivity", "attention", "attention deficit" and so on;

3. To study the signs and causes of Attention Deficit Hyperactivity Disorder;

4. Select a training program for the correction of ADHD in younger students;

object course research is attention deficit hyperactivity disorder in younger students.

Thing course research - the study and correction of attention deficit hyperactivity disorder in younger students.

The practical significance of the study lies in the possibility of using the developed program for correction in the work of teachers - psychologists of a general educational institution with children of primary school age.

Chapter 1. Theoretical analysis of the problem of attention deficit hyperactivity disorder in the psychological literature

1.1 Theoretical substantiation of the concept of ADHD

The first mention of hyperactive children appeared in the special literature about 150 years ago. The German physician Hoffman described the extremely active child as "Fidget Phil". The problem became more and more obvious and by the beginning of the 20th century caused serious concern among specialists - neuropathologists, psychiatrists.

In 1902, a rather large article was devoted to her in the Lancet magazine. Information about a large number of children whose behavior goes beyond the usual norms began to appear after the epidemic of Economo lethargic encephalitis. This is probably what led to a closer study of the connection: the behavior of the child in the environment and the functions of his brain. Since then, many attempts have been made to explain the cause, and various methods have been proposed for treating children who have observed impulsiveness and motor disinhibition, lack of attention, excitability, and uncontrollable behavior.

So, in 1938, after long-term observations, Dr. Levin came to the unexpected conclusion that the cause of severe forms of motor restlessness is an organic brain lesion, and the basis of mild forms is the incorrect behavior of parents, their insensitivity and violation of mutual understanding with children. By the mid-1950s, the term “hyperdynamic syndrome” appeared, and doctors began to say with increasing confidence that the main cause of the disease was the consequences of early organic brain lesions.

In the Anglo-American literature in the 1970s, the definition of "minimal brain dysfunction" is already clear. It is applied to children with learning or behavioral problems, attention disorders, who have a normal level of intelligence and mild neurological disorders that are not detected by standard neurological examination, or with a sign of immaturity and delayed maturation of certain mental functions. To clarify the boundaries of this pathology in the United States, a special commission was created that proposed the following definition of minimal brain dysfunction: this term refers to children with an average level of intelligence, with learning or behavioral disorders that are combined with pathology of the central nervous system.

Despite the efforts of the commission, there was still no consensus on concepts.

After some time, children with such disorders began to be divided into two diagnostic categories:

1) children with impaired activity and attention;

2) children with specific learning disabilities.

The latter include dysgraphia(isolated spelling disorder), dyslexia(isolated reading disorder), dyscalculia(counting disorder), as well as a mixed disorder of school skills.

In 1966 S.D. Clements defined this disease in children as follows: “A disease with an average or near average intellectual level, with a mild to severe behavioral disorder, combined with minimal abnormalities in the central nervous system, which can be characterized by various combinations of speech, memory, attention control disorders , motor functions. In his opinion, individual differences in children may be the result of genetic abnormalities, biochemical disorders, strokes in the perinatal period, diseases or injuries during periods of critical development of the central nervous system, or other organic causes of unknown origin.

In 1968, another term appeared: "hyperdynamic syndrome of childhood." The term was adopted in the International Classification of Diseases, however, it was soon replaced by others: "attention impairment syndrome", "impaired activity and attention" and, finally, Attention Disorder with Hyperactivity Disorder (ADHD), or "Attention Deficit Hyperactivity Disorder" (ADHD)". The last, as the most fully covering the problem, and enjoys domestic medicine currently. Although there are and may be found in some authors such definitions as "minimal brain dysfunction" (MMD).

In any case, no matter how we call the problem, it is very acute and needs to be addressed. The number of such children is growing. Parents give up, kindergarten teachers and teachers in schools sound the alarm and lose their temper. The very environment in which children grow up and are brought up today creates exceptionally favorable conditions for the increase in their various neuroses and mental deviations.

1.2 Understanding Hyperactivity Disorder and Attention Deficit Disorder

attention deficit disorder/ hyperactivity- this is a dysfunction of the central nervous system (mainly the reticular formation of the brain), manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and stimuli. 7

Syndrome(from the Greek syndrome - accumulation, confluence). The syndrome is defined as a combined, complex disorder of mental functions that occurs when certain areas of the brain are damaged and naturally due to the removal of one or another component from the normal functioning. It is important to note that the disorder naturally combines disorders of various mental functions that are internally interconnected. Also, the syndrome is a natural, typical combination of symptoms, the occurrence of which is based on a violation of the factor due to a deficiency in the work of certain brain areas in case of local brain damage or brain dysfunction caused by other causes that do not have a local focal nature.

Hyperactivity -"Hyper..." (from the Greek. Hyper - above, above) - an integral part compound words indicating an excess. The word "active" came into Russian from the Latin "activus" and means "effective, active." External manifestations of hyperactivity include inattention, distractibility, impulsivity, increased motor activity. Often hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed the age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than in girls. Hyperactivity , occurring in childhood is a set of symptoms associated with excessive mental and motor activity. It is difficult to draw clear boundaries for this syndrome (i.e., the totality of symptoms), but it is usually diagnosed in children who are characterized by increased impulsivity and inattention; such children are quickly distracted, they are equally easy to please and upset. Often they are characterized by aggressive behavior and negativism. Due to such personality traits, hyperactive children find it difficult to concentrate on performing any tasks, for example, in school activities. Parents and teachers often face considerable difficulties in dealing with such children. 7

The main difference between hyperactivity and simply active temperament is that this is not a trait of the child's character, but a consequence of impaired mental development of children. The risk group includes children born as a result of caesarean section, severe pathological childbirth, artificial babies born with low birth weight, premature babies.

Attention deficit hyperactivity disorder, also called hyperkinetic disorder, occurs in children between the ages of 3 and 15, but most often manifests itself in preschool and primary school age. This disorder is a form of minimal brain dysfunction in children. It is characterized by pathologically low levels of attention, memory, weakness of thought processes in general, with a normal level of intelligence. Arbitrary regulation is poorly developed, performance in the classroom is low, fatigue is increased. Deviations in behavior are also noted: motor disinhibition, increased impulsivity and excitability, anxiety, negative reactions, aggressiveness. At the beginning of systematic training, difficulties arise in mastering writing, reading and counting. Against the background of learning difficulties and, often, a lag in the development of social skills, school maladaptation and various neurotic disorders. fourteen

Attention- this is a property or feature of a person's mental activity, providing the best reflection of some objects and phenomena of reality while simultaneously abstracting from others. one

Main functions of attention:

Activation of necessary and inhibition of currently unnecessary psychological and physiological processes;

Contribute to the organized and targeted selection of incoming information in accordance with current needs;

Ensuring selective and long-term concentration of mental activity on the same object or type of activity. Human attention has five main properties: stability, concentration, switchability, distribution and volume.

1. Sustainability of attention manifests itself in the ability for a long time to concentrate on any object, subject of activity, without being distracted.

2. attention span(opposite quality - absent-mindedness) is manifested in the differences that exist when attention is concentrated on some objects and distracted from others.

3. Switching attention is understood as its transfer from one object to another, from one type of activity to another. Two multidirectional processes are functionally connected with the switching of attention: inclusion and distraction of attention.

4. Distribution of attention consists in the ability to disperse it over a significant space, in parallel to perform several types of activities.

5. attention span is determined by the amount of information that can simultaneously be stored in the sphere of increased attention (consciousness) of a person. one

attention deficit- inability to keep attention on something that needs to be learned within a certain period of time. fourteen

1.3 Psigns and causesADHD

As an infant, such a child unwinds in the most incredible way from the diapers. The child had just been packed, put in a neatly made bed, covered with a blanket. Like fell asleep. In less than an hour, the blanket is crumpled and crumpled, the diapers are lying on the side, and the child himself, naked and contented, lies either across the bed, or even with his feet on the pillow.

Not always, but quite often, hyperdynamic children have some kind of sleep disturbance. The child can scream all night, demanding motion sickness, although the diapers seem to be dry, and he has eaten recently, and there is no temperature ... He can calmly “walk” from three in the morning until eight in the morning, and then sleep until six in the evening.

Sometimes the presence of hyperdynamic syndrome (attention deficit hyperactivity disorder - ADHD) can be assumed in an infant by observing its activity in relation to toys and other objects (although this can only be done by a specialist who knows well how ordinary children of this age manipulate objects) . The study of objects in a hyperdynamic infant is intense, but extremely undirected. That is, the child discards the toy before exploring its properties, immediately grabs another (or several at once) only to discard it a few seconds later. The attention of such an infant is very easy to attract, but absolutely impossible to keep. 26

As a rule, motor skills in hyperdynamic children develop in accordance with age, often even ahead of age. Hyperdynamic children earlier than others begin to hold their heads, roll over on their stomachs, sit, stand on their feet, walk, etc. Usually, such a child cannot be kept in an arena. It is these children who stick their heads between the bars of the crib, get stuck in the playpen, get tangled in duvet covers and quickly and dexterously learn to take off everything that caring parents put on them. 26

Such children aged from one to two - two and a half years old pull tablecloths with table service to the floor, drop TVs and Christmas trees, fall asleep on the shelves of empty wardrobes, endlessly, despite prohibitions, turn on gas and water, and also overturn on themselves pans with contents of different temperatures and consistency.

Such a child is immediately noticeable in a group of other children. He, like a spinning top, does not sit still for a minute, turns his head in all directions, responds to any noise. He does not complete any task and is already taken to the second. He does not listen to adults and peers, it seems that everything flies past his ears. In everyday life, such children are given the nicknames "difficult", "uncontrollable". They have ADHD (Attention Deficit Hyperactivity Disorder) on their medical records. 26

For many parents, this abbreviation is not an empty phrase. Problems begin from the moment their child enters Kindergarten. With a large number of groups, even in modern kindergartens, the teacher simply does not have enough patience for a child with ADHD. At school, troubles only increase, and if psychodiagnostic and corrective work is not started with the child, then it will be difficult for him in later life. A child is born in the family, and adults dream: now he will start walking, now they will do interesting things together, tell him about the world, show him everything that they themselves know. Time runs. The child is already walking and talking. But he does not sit still. He cannot listen for a long time, cannot remember the rules of the games. He starts one thing and quickly gets distracted by another. Then he drops everything and grabs the third one. He cries, he laughs. Often fights, breaks something for no reason. And parents, exhausted, go to psychologists, doctors. She is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).

Now this diagnosis is becoming more and more common. Statistics (Zavadenko N.N.) suggests that in Russia there are 4 - 18% of such children, in the USA - 4 - 20%, in Great Britain - 1 - 3%, in Italy - 3 - 10%, in China - 1 - 13 %, in Australia - 7 - 10%. There are 9 times more boys among them than girls.

When a child with ADHD is left alone, he becomes lethargic, as if half asleep or wanders around doing nothing, repeating some monotonous actions. These children need external activation. However, in the group with excessive "activation" they are overexcited and lose their efficiency.

When a child lives in a family where there is an even, calm relationship, then hyperactivity may not manifest itself. But getting into school conditions, where there are a lot of external stimuli, the child begins to show the whole set of signs of ADHD.

According to the statistics of Zavadenko N.N. 66% of children with ADHD have dysgraphia and dyslexia, 61% have dyscalculia. Mental development lags behind by 1.5-1.7 years.

Also, with hyperactivity in children, poor motor coordination is characterized by awkward erratic movements. They are characterized by constant external chatter, which happens when the internal speech that controls social behavior is unformed.

ADHD is one of the manifestations of minimal brain dysfunction (MCD), that is, a very mild brain insufficiency, which manifests itself in a deficit of certain structures and a violation of the maturation of higher levels of brain activity. MMD is classified as a functional disorder that is reversible and normalizes as the brain grows and matures. MMD is not a medical diagnosis in the truest sense of the word; rather, it is only a statement of the fact of the presence of mild disorders in the brain, the cause and essence of which have yet to be clarified in order to begin treatment. Children with a reactive type of MMD are otherwise called hyperactive.

Hyperactivity, or excessive motor activity, after which severe fatigue appears. Fatigue in a child is not the same as in an adult who controls this state and will rest in time, but in overexcitation (chaotic subcortical excitation), his weak control. 17

Active attention deficit, i.e. distractibility - the inability to keep attention on something for a certain period of time. This voluntary attention is organized by the frontal lobes. He needs motivation, an understanding of the need to concentrate, that is, sufficient maturity of the individual.

Impulsivity is the inability to inhibit one's immediate urges. Such children often act without thinking, do not know how to obey the rules, wait. Their mood changes frequently. 17

There are many theories about what causes attention deficit hyperactivity disorder in a child, hundreds of thousands of patients have been tested and analyzed, but it is not yet possible to say that the picture is completely clear. White spots still remain. But doctors in Europe and America are working on solving the problem, they are working successfully, and many reasons can already be named.

1. Heredity

According to some experts, 57% of parents whose children suffer from this disease had the same symptoms in childhood. Many at the doctor's appointment talk about their difficult childhood: how difficult it was for them at school, how much they had to be treated, and now their own children have the same problems.

And something is already known. For example, there is evidence of the presence of genetic changes in ADHD, localized in the 11th and 5th chromosomes. Great importance attached to the dopamine D4 receptor gene and the dopamine transporter gene. Experts put forward a hypothesis about the cause of the disease, which is based on the interaction of the above genes. And it causes a decrease in the functions of the neurotransmitter system of the brain. eleven

2. Pregnancy and childbirth

According to one theory, it is believed that ADHD is associated with organic brain damage that can occur during pregnancy, childbirth, and also in the first days of a child's life.

Great danger in this case causes intrauterine hypoxia ( oxygen starvation fetus), to which the developing brain is particularly sensitive. That is why it is very important that the pregnancy proceeds normally, without pathologies, so that future mother complied with all the requirements of the doctor. After all, these requirements were invented not just to complicate the life of a young woman. It is known that the need for oxygen in pregnant women increases by 25-30% due to the fact that the child takes it from the mother's blood. Therefore, you need to walk a lot, breathe fresh air, go to nature for all nine months. And most importantly - give up cigarettes and alcohol.

Nicotine, spasming the arteries of the uterus, deprives the child of nutrition and oxygen, in addition, it is extremely harmful to nerve cells. Alcohol, penetrating through the placenta into the blood, deals a powerful blow to the emerging brain. How not to violate its functions here! Some medications also pose a serious threat, especially in the first half of pregnancy, and therefore, before taking any, even the most harmless drug, you should consult your doctor. It is also very important to eat right.

In general, any problems during pregnancy and childbirth - no matter how insignificant they may seem to an unenlightened person - can have various negative consequences, which usually do not appear immediately after the birth of the child, but after some time. It's about about the threat of miscarriage, toxicosis, exacerbations of chronic diseases in the mother, past infections.

It has been noticed that if a child behaves very violently in the womb, then this may be a sign of future hyperactivity, which, in general, is understandable: usually babies make noise when they lack oxygen. In the language of medicine, this is called "chronic intrauterine hypoxia."

Injuries in the abdomen are very dangerous during pregnancy. However, not only physical injuries are terrible, but also psychological, various stresses, and also, as many experts note, the mother’s unwillingness to have this child. We are not talking about failed attempts to terminate a pregnancy.

Immunological incompatibility by the Rh factor and the age of the parents are also of great importance. Studies have shown that the risk of developing pathology is high if the mother's age during pregnancy was less than 19 or more than 30 years old, and the father's age exceeded 39 years.

Complications during childbirth also affect the development of the disease: premature, transient or protracted labor, stimulation of labor, anesthesia poisoning during cesarean section, and a long (more than 12 hours) anhydrous period. Birth complications associated with the incorrect position of the fetus, its entanglement with the umbilical cord, in addition to asphyxia, can lead to internal cerebral hemorrhages, various injuries, including poorly diagnosed mild displacements of the cervical vertebrae. eleven

3. Dangers of the first years of life

The human brain is formed during the first 12 years of his life, and, naturally, during this period he is most vulnerable. Any seemingly insignificant blows, bruises can subsequently affect the health of the child. Therefore, we urge parents to be particularly vigilant in this regard. In practice, there are many cases when a mother turns to her about the general ill health of the child: she cries all the time, sleeps poorly, refuses to eat. When examining the baby, it would seem that everything is in order: no signs of a cold, stomach, heart - everything is normal. After asking questions - where he walked, with whom, how he plays, etc. - it turns out that a few days ago (she usually doesn’t even remember exactly when) the baby fell and, apparently, hit his head hard. This is followed by immediate hospitalization, numerous diagnostic tests and long-term treatment. Not always, unfortunately, it brings the maximum effect. But everything could be much easier, contact the parents immediately to the doctor.

It should be remembered that head injuries can disrupt brain activity at any age, but during puberty, that is, up to 12 years, they are especially dangerous. Negatively affect the formation of the brain and any diseases in infancy, if they pass with a prolonged high temperature, as well as taking certain potent drugs. Neurologists believe that a number of chronic diseases, such as bronchial asthma (severe), metabolic disorders, heart failure, as well as frequent pneumonia, nephropathy, often become factors that negatively affect the normal functioning of the brain.

Western scientists R. A. King and D. Noshpic came to an interesting conclusion. It turns out that material security and living conditions play an important role in how a child overcomes the problems that have emerged in his psyche. They found that for many children from families where the wealth is higher, the consequences of the pathology that arose during pregnancy or during childbirth disappear by the time they enter school, while for children from disadvantaged families in this regard, they continue to persist. eleven

4. Nutrition

In modern pediatrics, there is a point of view that one of the causes of hyperactivity can be malnutrition of the child. And you don’t have to go far for examples, it’s enough to analyze the current increase in the incidence of ADHD and the products that today fall on the child’s table. After all, as you know, most of them contain various preservatives, flavorings, artificial fillers, food colorings, which negatively affect neurochemical processes. And hyperactivity, impaired attention, anxiety - all these are manifestations of a chemical imbalance in the brain. In addition, any product that causes an allergy in a child can become dangerous in this case.

Modern children are inseparable from bottles of cola, fanta, sprite and other "wonderful" drinks. In addition to a large amount of sugar (the dangers of which will also be discussed), they contain so many food colors and flavors that they simply do not have time to be excreted naturally. This causes a large accumulation of toxins, biochemically poisoning the body. And the child is daily subjected to a prolonged attack of toxic substances - toxicosis. It is good if his detoxification mechanisms (toxin removal) work normally. And if not? This is where the failures of all systems begin. Even seemingly harmless canned orange juice can cause a serious blow to the body. eleven

5. Environment

The ecological situation worsening every year leads to various health disorders, including mental ones.

Children especially suffer from bad ecology. Their health is destroyed at the very initial stage of its formation. Modern industry literally saturates environment salts of heavy metals such as cadmium, molybdenum, chromium, lead, aluminum. Each of them is destructive in its own way. Salts of cadmium and molybdenum lead, for example, to severe disorders of the central nervous system. But cadmium is always nearby. It is widely used in various electrical appliances and mechanisms, batteries, rubber, plastics, pesticides, photography. eleven

ADHD is based on a violation of the cortex and subcortical structures and is characterized by a triad of signs: hyperactivity, attention deficit, impulsivity.

Hyperactivity, or excessive motor disinhibition, is a manifestation of fatigue. Fatigue in a child is not the same as in an adult who controls this state and will rest in time, but in overexcitation (chaotic subcortical excitation), his weak control. nineteen

Active attention deficit is the inability to keep attention on something for a certain length of time. This voluntary attention is organized by the frontal lobes. He needs motivation, an understanding of the need to concentrate, that is, sufficient maturity of the individual.

Impulsivity is the inability to inhibit one's immediate urges. Such children often act without thinking, do not know how to obey the rules, wait. Their mood changes frequently. 5

A characteristic feature of the mental activity of hyperactive children is cyclicity. At the same time, the brain works productively for 5-15 minutes, and then accumulates energy for the next cycle for 3-7 minutes. At this moment, the child "falls out" and does not hear the teacher, can perform any actions and not remember about it. To remain conscious, such children need to constantly keep their vestibular apparatus in activity - turn their heads, move, spin. If the head and body are motionless, then the level of brain activity in such a child decreases. 28

The hyperactivity of children is due to organic damage to the brain. As a result, schoolchildren show specific changes in the neurodynamics of nervous processes. Hyperactivity, which manifests itself in the first half of the day, indicates a high excitability of nervous processes, and in the second half - about the insufficiency of inhibitory processes. fifteen

Many people often wonder if hyperactive children are just the antipodes of calm and quiet, adaptable and accommodating children? Children with an irrepressible thirst for movement. Children who move more than others. Maybe their restlessness is just a sign of liveliness?

Very often, hyperactivity is confused with activity. The main difference between hyperactivity and just an active temperament is that this is not a character trait of a child, but a consequence of a not too smooth birth and disorders in infancy. The risk group includes children born as a result of caesarean section, severe pathological childbirth, artificial babies born with low birth weight, premature babies. Given 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 of our lives today. And it is worth mentioning: not all children at risk are necessarily hyperactive! And later, if all the "misunderstandings" (restlessness, 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. 23

Among these children may be gifted, with extraordinary abilities. Hyperactive children may have good general intelligence, but developmental disabilities prevent its full development. The uncompensated discrepancy between the level of development and intellect is manifested on the one hand in the somatic sphere, on the other hand in the characteristics of behavior. Since the fixed patterns of such deviant behavior (due to the imperfection of the restraining centers) lead to the fact that these children retain them in adulthood, although they cease to be disinhibited and can already concentrate their attention.

Deviant behavior is manifested in the fact that children are aggressive, explosive, impulsive. Impulsivity remains a pervasive feature. These children are prone to delinquency various forms grouping, since bad behavior is easier to imitate than good behavior. And since the will, higher emotions and higher needs have not matured, life develops in such a way that personal problems are already on the way.

What disorders in the brain cause hyperactivity syndrome?

This is a deficiency of energy supply, which can be observed during an encephalographic examination. child sitting with open eyes, performs a specific activity in accordance with the instructions. And in the electrical activity of his brain, the alpha rhythm absolutely dominates, that is, the brain is “sleeping”. The alpha rhythm normally occurs at rest, when the eyes are closed, external stimulation and some kind of response are absent. Naturally, in such a state, the quality of the activities performed is extremely low. With this mechanism, the child compensates for the lack of energy supply.

It is also archaic and immature ties that have a sensitive period in their development. If the sensitive period is over and the synkinesis is not disinhibited, then the child will simultaneously write and move the tongue chaotically, which will distract attention and be ineffective. To compensate for such archaic mechanisms, additional energy is needed again.

These are matters of personal maturity. And here comes the paradox. If such a deficient child is personally mature. And he forces himself for the sake of his parents and the teacher to sit back and look at the teacher carefully, try to follow the progress of the case and not let himself twitch and shout, then he has various disorders that are associated with the somatic sphere (he gets sick more often, allergies occur) . That is, in each painful manifestation, there are often more symptoms of compensation than the initial insufficiency. 31

Teachers say: "One disinhibited child is a problem, two is a trouble in the classroom." That is, there is not enough time for the rest of the children. Since children with ADHD are inattentive, simply reprimanding them is not enough. The teacher is forced to raise his voice until the child pays attention to him. Then the child comes home and complains that the teacher yelled at him the whole lesson, because that's all he remembered. And he does not remember all previous appeals. This means that he either becomes neurotic, or begins to take revenge and defend himself with those forms of behavior that he has. 29

The occurrence of ADHD due to early damage to the central nervous system during pregnancy and childbirth occurs in 84% of cases, genetic causes - 57%, negative effects of family factors - 63%. (Zavadenko N.N.) In the family, children unconsciously begin to copy the behavior of their own parents. Well, if the parenting models were similar. If not, then pathological forms of upbringing arise, which affect not only the psychology of the child, but also his psychophysiology. This happens in the development of acquired hyperactivity and hereditary. Although the underlying psychological causes are very similar. eleven

Chapter2. Tocorrectional work with childrenADHD

2.1 Program for neuropsychological development and correction of children with attention deficit hyperactivity disorder

The correctional and developmental program is designed for specialists (psychologists, teachers, defectologists, as well as parents) working with hyperactive children.

The program can consist of 12 - 16 lessons. They need to be carried out until the result is achieved.

Subject to the regimen - 2 classes per week, the cycle is designed for 2 months.

The duration is 50-60 minutes.

The optimal number of group members is 4-6 people. Age - 6-12 years.

Classes can be held both in small groups and individually.

AT difficult cases it is possible to increase the number of classes until the complete correction of ADHD.

The program uses exercises developed by B.A. Arkhipov, E.A. Vorobieva, I.G. Vygodskaya, Yu.V. Kasatkina, N.V. Klyueva, E.K. Lyutova, G.B. Monina, E. V. Pellinger, A. Remeeva, A. S. Sirotyuk, A. S. Sultanova, L. P. Uspenskaya, K. Foppel and others.

Lesson structure:

stretching - 4-5 minutes;

breathing exercise - 3-4 minutes;

oculomotor exercise - 3-4 minutes;

exercises for the development of fine motor skills of hands - 10 minutes;

functional exercises (development of attention, arbitrariness, self-control), communicative and cognitive exercises, elimination of anger and aggression - 20-25 minutes;

relaxation - 4-5 minutes.

Lesson 1

1. Stretch "Half"

Target: optimization of muscle tone.

I.p. - sitting on the floor. General body tension. Relaxation. Tension and relaxation along the axes: top-bottom (tension of the upper half of the body, tension of the lower half of the body), left-sided and right-sided (tension of the right and then the left halves of the body), tension of the left arm and right leg, and then the right arm and left leg.

2. Breathing exercise

Target: the development of arbitrariness and self-control, the rhythm of the body.

I.p. - sitting on the floor. Inhale. Children are invited to relax the abdominal muscles, start inhaling, inflating a balloon in the stomach, for example, red (colors must be changed). Pause (breath holding).

Exhalation. Children are encouraged to draw in the stomach as much as possible. Pause. Inhale. When inhaling, the lips stretch out with a tube and “drink” the air with noise.

3 . oculomotor exercise

4. Exercises d

Target:

"Ring"

Alternately and as quickly as possible, the child goes through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the technique is performed with each hand separately, then together.

"Fist-rib-palm"

The child is shown three positions of the hand on the floor plane, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the floor, the palm is straightened on the floor. The child performs the test together with the instructor, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in performing, the instructor offers the child to help himself with commands ("fist-rib-palm"), spoken aloud or to himself.

5. Functionallyexercise "Listen to silence"

Target: the formation of arbitrary regulation of one's own activity, the development of auditory gnosis.

I.p. - sitting on the floor. Close your eyes and consistently listen to the sounds on the street outside the window, then in the room, your breathing, heartbeat.

6. Functionalexercise with the rules "Bonfire"

Target: formation of attention and arbitrary regulation of one's own activity.

Children sit on the carpet around the "bonfire" and follow the instructions of the instructor.

At the command (verbal instruction) “it’s hot”, the children should move away from the “bonfire”,

at the command "hands are frozen" - stretch your hands to the "bonfire",

at the command "oh, what a big fire" - stand up and wave your arms,

on command "sparks flew" - clap your hands,

at the command "the fire brought friendship and fun" - join hands and walk around the "bonfire". The game is then played with the lead child.

7. Functional exercise "The sea worriesXia..."

Target:

Children are invited to move intensively around the room, taking various poses. The instructor says the rhyme:

The sea is worried - time!

The sea is worried - two!

The sea is worried - three!

Marine figure - freeze!

Children freeze in one of the poses. At the command of the instructor "Otomri!" the exercise continues.

8. Relaxation "Pose of rest"

Target:

It is necessary to sit closer to the edge of the chair, lean on the back, put your hands freely on your knees, legs slightly apart. The general rest formula is pronounced by the instructor slowly, in a quiet voice, with long pauses.

Everyone can dance

jump, run, draw,

But not everyone is able to

Relax, rest.

We have a game like this

Very light, simple

Movement slows down

Relieves stress...

And it becomes clear

Relaxation is nice!

Lesson 2

1. Stretching "Rays"

I.p. - sitting on the floor. Alternate tension and relaxation:

Neck, back, buttocks;

right shoulder, right hand, right hand, right side, right thigh, right leg, right foot;

Left shoulder, left arm, left hand, left side, left thigh, left leg, left foot.

2. Breathing exercise

I.p. - sitting on the floor. Inhale, pause, exhale, pause. The child is invited to vocalize on the exhale, singing individual sounds("a", "o", "y", etc.) and their combinations.

3. Eyemotor exercise

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements begins in four main (up, down, right, left) and four auxiliary directions (along the diagonals); bringing the eyes to the center. Each of the movements is made first at arm's length, then at the distance of the elbow and, finally, near the bridge of the nose.

Movements are performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions; moreover, the retention should be equal in duration to the previous movement. When practicing oculomotor exercises, it is recommended to use any bright objects, small toys, etc. to attract the child's attention. At the beginning of mastering these exercises, the child must follow the object being moved by an adult, and then move it independently, holding it first in the right, then in the left hand, and then with both hands together. Those areas in the child's field of vision where the "slip" of the gaze occurs should be given additional attention, "drawing" them several times until the hold becomes stable.

4. Exercises dfor the development of fine motor skills of the hands

Exercise "Ring" (see above)

Exercise "Fist-rib-palm" (see above)

Exercise "Lezginka"

The child folds his left hand into a fist, puts his thumb aside, turns the fist with his fingers towards himself. With the right hand, with a straight palm in a horizontal position, touches the little finger of the left. After that, he simultaneously changes the position of the right and left hands for 6-8 position changes. It is necessary to achieve a high speed of change of positions.

5. Functional exercise "My triangular cap"(old game)

Target: development of concentration of attention and motor control, elimination of impulsivity.

Participants sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase:

"My cap is triangular,

My triangular cap.

And if not triangular,

That is not my hat."

Then the phrase is repeated, but the children who fall out to say the word "cap" replace it with a gesture (a light clap on the head with the palm of their hand).

Then the phrase is repeated once more, but at the same time two words are replaced with gestures: the word "cap" (a light clap on the head with the palm of your hand) and "my" (point to yourself).

When repeating the phrase for the third time, three words are replaced by gestures: "cap", "mine" and "triangular" (image of a triangle with hands).

6. Cognitive exercise"Bowl of Kindness" (visualization)

Target: emotional development.

I.p. - sitting on the floor. Instructor: "Sit comfortably, close your eyes. Imagine your favorite cup in front of you.

Mentally fill it to the brim with your kindness. Imagine next to another someone else's cup, it is empty.

Pour into it from your cup of kindness.

Next to it is another empty cup, another and another...

Pour kindness from your cup into empty ones. Don't be sorry!

Now look into your cup. Is it empty or full? Add your kindness to it.

You can share your kindness with others, but your cup will always be full.

Open your eyes. Calmly and confidently say, "It's me! I have such a cup of kindness!"

7. Cognitivecolor visualization exercise

Target: development of interhemispheric interaction.

I.p. - sitting on the floor. Children are invited to fill the brain with any color (red, blue, green) of their choice. The focus should be on keeping the color clear and pure. You can concentrate on the similarity or difference of colors, then they will become clearer. For each color, you can choose a bodily pose that will help visualize the color.

8. Relaxation "Cams"

Target: mastering and fixing the posture of rest and relaxation of the muscles of the hands.

I.p. - sitting on the floor. Instructor: "Squeeze your fingers into a tight fist. Put your hands on your knees. Squeeze them very, very hard so that the bones turn white. Hands are tired. Relax your hands. Rest. Inhale - pause, exhale - pause!This and each subsequent exercise is repeated 3 times

Hands on my knees

fists clenched,

Strong, tense

Fingers pressed (squeeze fingers).

We squeeze our fingers harder -

Let go, let go. (It is easy to pick up and drop a relaxed hand.)

Know, girls and boys,

Resting our fingers.

Lesson 3

1. Stretching

The child is invited to sit comfortably, close his eyes and focus on his body; perform 3-4 cycles of deep breathing at an individual pace, paying attention only to breathing.

Then he should strain the whole body as much as possible, after a few seconds, release the tension, relax; do the same with each part of the body (the instructor calls the parts of the body in turn, stopping at each segment separately - right arm, left arm, neck, chest, back, abdomen, lower back, right leg, left leg); by the posture of the child and the "wave" of his breathing, you can easily determine the "squeezed" places.

It is necessary to teach the child to listen to his body and additionally work with tense areas of the body, for example, make a few slow circular movements of the head or “stretch” the calves, etc.

2. Breathing exercise

I.p. - sitting on the floor. Breathing only through the left, and then only through the right nostril (at the same time, the thumb of the right hand is used to close the right nostril, the remaining fingers look up, and the little finger of the right hand is used to close the left nostril). Breathing is slow, deep.

Breathing only through the left nostril activates the work of the right hemisphere of the brain, promotes calm and relaxation.

Breathing only through the right nostril activates the work of the left hemisphere of the brain, contributes to the solution of rational problems.

3. Eye movement exercise

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements continues in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center.

4. Exercises dfor the development of fine motor skills of the hands

I. p. - sitting on the floor.

Exercise "Ring" (see above).

Exercise "Fist-rib-palm" (see above).

Exercise "Lezginka" (see above).

Exercise "Ear-nose".

Grasp the tip of the nose with your left hand, and the opposite ear with your right hand. Simultaneously release the ear and nose, clap your hands, change the position of the hands "exactly the opposite."

5. Functional exercise"Teapot with lid"

Target: development of concentration of attention and motor control, elimination of impulsivity. Participants sit in a circle. Each of them sings a song, accompanying it with certain manual gestures:

"Teapot (vertical movements with the edges of the palms)

Lid (the left hand folds into a fist, the right hand makes circular movements over the fist with the palm).

Lid - knob (vertical movements with fists).

There is a hole in the bump (forefinger and thumb of both hands make rings).

Steam comes out of the hole (spirals are drawn with index fingers).

Steam go - a hole,

hole in the stump,

lid cap,

The lid is a teapot.

With the subsequent repetition of the song, one word must be changed to "Gu-gu-gu", the gestures are saved:

"Gu-gu-gu - lid, etc."

6. FunctionIonic exercise "Turtle"

Target : development of motor control.

The instructor stands at one wall of the room, the players at the other. At the signal of the instructor, the children begin to slowly move towards the opposite wall, depicting little turtles. No one should stop and rush. After 2-3 minutes, the instructor gives a signal by which all participants stop. The one who is the last one wins. The exercise can be repeated several times. Then the instructor discusses with the group the difficulties in performing the exercise.

7. Kognitive exercise "Movement"

Target: formation of motor memory.

...

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