1. Changing the behavior of an adult and his attitude towards the child:
show sufficient firmness and consistency in upbringing;
remember that a child’s actions are not always intentional;
control your child’s behavior without imposing strict rules on him;
do not give your child reactive instructions, avoid the words “no” and “cannot”;
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 (make a joke, repeat the child’s actions, take a photo of him, leave him alone in the room, etc.);
repeat your request calmly in the same words many times;
do not insist that the child necessarily apologize for the offense;
listen to what the child has to say;
Use visual stimulation to reinforce verbal instructions.
2. Changing the psychological microclimate in the family:
give your child enough attention;
spend leisure time with the whole family;
do not allow quarrels in the presence of a child.
3. Organization of the daily routine and place for classes:
establish a firm daily routine for the child and for all family members;
show your child more often how best to complete a task without distractions;
reduce the influence of distractions while the child is completing a task;
protect hyperactive children from prolonged use of the computer and watching television;
If possible, avoid large crowds of people;
remember that overwork leads to a decrease in self-control and an increase in hyperactivity;
Organize support groups consisting of parents with children with similar problems.
4. Special behavioral program:
come up with a flexible system of rewards for well-done tasks and punishments for bad behavior. You can use a point or sign system, keep a self-control diary;
do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use a quiet sitting in a certain place after committing an act;
grab the child more often. The threshold of sensitivity to 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;
develop 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 until another time;
Do not give your child instructions that do not correspond to his level of development, age and abilities:
help your child begin the task, as this is the most difficult stage for him;
Do not give multiple instructions at the same time. The task given to a child with impaired attention should not have a complex structure and consist of several links;
Explain to the hyperactive child his problems and teach him to cope with them.
Remember that verbal means of persuasion, appeals, and 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” are:
deprivation of pleasure, delicacy, privileges;
ban on pleasant activities, telephone conversations, watching television;
reception of “off time” (isolation, corner, penalty box, house arrest, early bedtime);
an ink dot on a child's wrist (a "black mark"), which can be exchanged for a 10-minute sit in the penalty box;
holding in an “iron embrace” (holding);
extraordinary duty in the kitchen, etc.
Don't rush to get involved hyperactive child directives, prohibitions and reprimands. Yu.S. Shevchenko gives the following examples:
If the parents of a junior schoolchild are worried about... that every morning their child wakes up reluctantly, dresses slowly and is in no hurry to go to school, then there is no need to give him endless verbal instructions, rush him and scold him. You can give him the opportunity to learn a “life lesson.” Having been really late for school and having gained experience in explaining things to the teacher and the school principal, the child will be more responsible about getting ready in the morning.
If a 12-year-old child breaks a neighbor's glass with a soccer ball, then there is no need to 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 every day for a week. Next time, when choosing a place to play football, the child will know that only he himself is responsible for the decision he makes.
If money has disappeared from a family, there is no useless demand for confession of theft. You should remove the money and not leave it as a provocation. And the family will be forced to deprive themselves of treats, entertainment and promised purchases. Social condemnation in the family will have an educational effect.
If a child has abandoned his thing and cannot find it, then you should not rush to his aid. Let him search. Next time he will be more responsible about his things.
Remember that following punishment, positive emotional reinforcement and signs of “acceptance” are necessary. In correcting a child’s behavior, the “positive model” technique plays an important role, which consists in constantly encouraging the child’s desired behavior and ignoring the undesirable. A necessary condition success is the parents' understanding of the child's problems.
Remember that it is impossible to make hyperactivity, impulsivity and inattention disappear in a few months or even in a few years. Moreover, signs of hyperactivity disappear as they grow older, but impulsivity and attention deficit persist into adulthood.
Remember that attention deficit hyperactivity disorder is a pathology that requires timely diagnosis and comprehensive correction: psychological, medical, pedagogical. Successful rehabilitation is possible if it is carried out at the age of 5-10 years.
1. Changing the environment:
study neuro psychological characteristics children with attention deficit hyperactivity disorder;
Work with a hyperactive child individually. It should always be in front of the teacher’s eyes, in the center of the class, right next to the blackboard;
change the lesson mode to include physical education minutes;
Allow your hyperactive child to stand up and walk to the back of the class every 20 minutes;
give your child the opportunity to quickly turn to you for help in case of difficulty;
direct the energy of hyperactive children in a useful direction: wash the board, distribute notebooks, etc.
2. Creating positive motivation for success:
introduce a sign grading system;
Praise your child more often;
the lesson schedule must be constant;
Avoid setting too high or low expectations for a student with ADHD;
Use problem-based learning techniques;
use elements of games and competition in the lesson;
give tasks according to the child’s abilities;
break large tasks into successive parts, monitoring the implementation of each of them;
create situations in which a 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 the positive;
build the learning process on positive emotions;
remember that you need to negotiate with your child, and not try to break him!
3. Correction of negative behaviors:
contribute to the elimination of aggression;
teach necessary social norms and communication skills;
regulate his relationships with classmates.
4. Managing expectations:
explain to parents and others that positive changes will not come so quickly;
Explain to parents and others that improvement in 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 class and did not turn in their homework books. Five times a day, the teacher would casually encounter these students and touch them on the shoulder in encouragement, saying in a friendly manner, “I approve of you.” When they broke the rules of conduct, the teachers ignored it as if they didn't notice. In all cases, within the first two weeks, all students began to behave well and turn in their homework books.
Remember that hyperactivity is not a behavioral problem, not the result of poor upbringing, 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 willful efforts, authoritarian instructions and verbal persuasion. A hyperactive child has neurophysiological problems that he cannot cope with on his own. Disciplinary measures in the form of constant punishments, comments, shouts, lectures will not lead to an improvement in the child’s behavior, but rather will worsen it. Effective results in the correction of attention deficit hyperactivity disorder are achieved with an optimal combination of medicinal and non-medicinal methods, which include psychological and neuropsychological correction programs.
BBK 88.8 UDC 159.9
Yu.A. Clayburgh, Doctor of Pedagogical Sciences, Doctor of Psychological Sciences, Professor Reviewer. T.P. Khrizman, Doctor of Biological Sciences, Professor.
S40 Sirotyuk A.L. Attention deficit hyperactivity disorder. Diagnostics, correction and practical recommendations for parents and teachers. - M.: TC Sfera, 2002 - 128 p. (Series “Practical Psychology”.)
The book examines the causes and mechanisms of development of attention deficit hyperactivity disorder. The main manifestations of this condition and its age-related dynamics are described, diagnostic techniques and practical recommendations for teachers and parents of hyperactive children are provided.
The book is intended for teachers, psychologists, speech pathologists, preschool teachers and other specialists involved in educational, correctional and developmental work with children. The book is also recommended for parents
ISBN 5-89144-283-3© TC Sfera LLC, 2002
There are no difficult children.
It is we who make them difficult.
Descriptions of restless, inattentive, disobedient, impulsive children who cause a lot of trouble for adults appeared in the clinical literature more than a century ago. Such children were called hyperactive, hyperkinetic, suffering from minimal brain dysfunction.
Recently, due to the widespread prevalence of attention deficit1 and hyperactivity disorder2 (ADHD), it has been the object of research by specialists in the field of medicine, psychology and pedagogy. A review of the literature revealed wide variability in the prevalence of ADHD. So, for example, in the USA there are 4-20% of hyperactive children, in the UK - 1-3%, in Italy - 3-10%, in China - 1-13%, in Australia - 7-10%, in Russia - 4-18%. Currently in Germany, more than half a million children suffer from attention deficit hyperactivity disorder, and among them there are 9 times more boys than girls. Girls are more likely to have a special form of attention deficit disorder without hyperactivity.
1 Attention deficit - inability to maintain attention on something,
what needs to be learned within a certain period of time.
1 Hyperactivity - excessive activity, poor control
Attention deficit hyperactivity disorder is accompanied by a delay in the maturation of higher mental functions and, as a consequence, specific learning difficulties. Children with ADHD exhibit difficulties with planning and organization complex species activities. Most of them are characterized by weak psycho-emotional stability in the event of failures, low self-esteem, stubbornness, deceit, hot temper, aggressiveness, lack of self-confidence and problems in communications. Adolescents with ADHD are characterized by denial of authority, immature and irresponsible behavior, and violation of family and social rules. They cannot maintain a certain behavioral response for a long time. They are characterized by destructive, oppositionally defiant, and sometimes destructive behavior. Due to misunderstanding on the part of others, a hyperactive child develops an aggressive pattern of defensive behavior that is difficult to correct.
2.4. Diagnosis of children with attention deficit hyperactivity disorder
The manifestations of ADHD are very diverse, but observation and diagnosis are carried out in three main areas: attention deficit and hyperactivity and impulsivity.
The American Psychiatric Association has developed criteria for diagnosing ADHD. According to the principles of the DSM-IV classification, published in 1994, there are three main forms of the syndrome: attention deficit hyperactivity disorder (ADHD/HD), attention deficit hyperactivity disorder with predominant attention disorder (ADHD/AD), and attention deficit hyperactivity disorder with predominant hyperactivity. and impulsivity (ADHD/H)-
When diagnosing, it should be remembered that all children are generally characterized by high physical activity. Children's attention becomes relatively stable by the age of 4-5 years. For children up to school age characterized by involuntary attention and poorly developed distribution of attention. U junior schoolchildren attention span is 2-3 times less than that of adults. Children can maintain full attention during the lesson and during examination for no more than 12-15 minutes. In addition, it should be remembered that the process of maturation of the frontal structures in ontogenesis continues until 12-15 years. It should also be borne in mind that the syndrome occurs so often within the framework of mental retardation that it is not diagnosed as an independent pathology. To make a diagnosis, symptoms of ADHD must be followed for at least
6 months. Symptoms must appear before age 8 and be accompanied by psychological maladjustment. Only a doctor can make a diagnosis and determine an individual medication form of treatment. Psychological and neuropsychological correction can be carried out by appropriate specialists.
Diagnostic criteria for attention deficit hyperactivity disorder according to the DSM classification - IV.
A. To make a diagnosis, the following symptoms listed in sections 1 and 2 must be present:
1) Six or more of the following symptoms of inattentiveness that persist in the child for at least 6 months and are severe enough to indicate poor adaptation and nonconformity with normal age characteristics.
1.Often unable to pay attention to details; due to negligence and frivolity, he makes mistakes in school assignments, in completed tasks and other activities.
Usually has difficulty maintaining attention when completing tasks or playing games.
Often it seems that the child is not listening to the speech addressed to him.
4 It often turns out to be unable to adhere to the proposed instructions and complete the lessons, homework or duties in the workplace (which has nothing to do with negative or protest behavior, or inability to understand the task).
Often has difficulty getting organized self-execution assignments and other activities.
Typically avoids, expresses dissatisfaction with, and resists performing tasks that require prolonged mental stress
Often loses things needed at school and at home (for example, toys, school supplies, pencils, books, work tools).
Easily distracted by extraneous stimuli.
Often shows forgetfulness in everyday situations.
2) Six or more of the listed symptoms of hyperactivity and impulsivity, which persist in the child for at least six months and are so severe that they indicate insufficient adaptation and inadequacy
vii normal age characteristics.
1. Restless movements of the hands and feet are often observed; sitting on a chair, spinning, spinning.
Frequently gets up from his seat in the classroom during lessons or in other situations where he must remain seated.
Often exhibits aimless motor activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable.
Usually cannot play quietly, calmly, or do anything in his spare time.
He is often in constant motion and behaves “as if he had a motor attached to him.”
Often talkative.
Often answers questions without thinking, without listening to them to the end.
Usually has difficulty waiting his turn in various situations.
Often interferes with others, pesters others (for example, interferes with conversations or games).
B. Some symptoms of impulsivity, hyperactivity, and inattention begin to cause concern to others. children under 7 years of age.
C. Problems caused by the above symptoms occur in two or more areas surrounding both
new things (for example, at school and at home).
A. There is convincing evidence of clinically significant impairments in social contacts or school learning.
The most common methods for diagnosing attention are the methods of Schult, Anfilov-Krepilin, Toulouse-Pieron.
One of the psychophysiological methods for studying the properties of attention (concentration, stability, switchability), psychomotor tempo, volitional regulation, and the dynamics of performance over time is the Toulouse-Pieron test, which allows you to quickly and initially examine children 6 years of age and older. It is one of the options for a “proofreading” test, general principle which was developed by Bourdon in 1895. The essence of the task is to differentiate stimuli that are similar in formula and content over a long, precisely defined time. In relation to the problem under consideration in children with ADHD, it is possible to use a test to study attention and determine minimal brain dysfunction.
For students in grades 1-3, a simplified version of the method is used - 10 lines on a test form. The lines consist of various squares. The subject needs to find and cross out squares similar to the samples. Children must work with two types of sample squares (they are shown in the upper left corner of the form). Working time with one line - I minute,
The examination can be carried out either in a group or individually. During group testing, children first listen to instructions, accompanied by a demonstration of sample squares. When demonstrating on the chalkboard, sample squares and a part of the training line (at least 10 squares) are drawn, necessarily containing all possible types squares.
Instructions:"Attention! At the top left of your answer sheets are two sample squares. All other squares drawn on the form must be compared with them. The line located immediately below the samples and does not have a number is a training line (draft). On it you will now try how to complete the task. It is necessary to sequentially compare each square of the training line With samples. In the event that the square of the training line matches With any of the samples, it should be crossed out with one vertical line. If there is no such square among the samples, then it should be emphasized (the speaking of the instructions must be accompanied by a demonstration of the corresponding actions). Now you will sequentially process all the squares of the training
lines, crossing out those that match the patterns and underlining those that do not match. You must work strictly according to the instructions. It is forbidden:
1. First cross out all the squares that match the samples, and then underline the remaining ones.
2. Limit yourself to only crossing out squares.
Underline with a solid line if there are squares in a row that do not match the patterns.
Follow the instructions in reverse: underline the squares that match and cross out the squares that do not match the patterns.”
Only after the children have understood everything can they begin to independently process the training lines on their forms. Those who do not understand must be shown individually on a form how to work. Such children usually include kinesthetic learners, for whom verbal-visual instructions are not enough, as well as children with mild parietal or frontal organicity. To understand, they need to practically try out the work under the supervision of an adult. Children with mild frontal organics are, in principle, unable to perform inverted actions, so they cross out the squares that do not match the patterns and underline the ones that match, i.e. They act according to the logic of “remove what is not similar”, but cannot work according to the instructions. Difficulties in working with parietal pathology are associated with impaired visual-motor coordination, for the diagnosis of which the Bender graphic test can be used.
When performing the test, it is necessary to ensure that all children, while underlining and crossing out, change the orientation of their movements from horizontal to vertical. To simplify the work, children may unconsciously bring horizontal and vertical lines closer to each other.
Continuation of the instructions: “Now we will all work together and exactly on time. Each line is given 1 minute. On the command “Stop!” you need to move on to processing the next line. No matter where the signal finds you, you must immediately move your hand to the next line and continue working without interruption. We need to work as quickly as possible and as carefully as possible.”
The examination results are processed by placing a key made of transparent material on the form. On the key, the markers highlight the places within which the crossed out squares should appear. Outside the markers, all squares must be underlined.
For each line the following is calculated:
The total number of squares processed (including errors).
Incorrect processing, corrections and omissions are considered an error. Then the values are transferred to the Results Record Form.
Attention Deficit Disorder
Attention Deficit Disorder, or ADD, is a biological immaturity of a child's brain by the time a child enters first grade. This immaturity is characterized by increased distraction, lack of concentration, impulsivity and hyperactivity. Therefore, when talking about attention deficit disorder in children, they also add hyperactivity. Most psychiatrists and psychotherapists are working on this problem, recognizing that indigo children are endowed with these signs and qualities. It is believed that indigo children have extraordinary sensitivity, a high level of intelligence, telepathic abilities, and also have a special indigo aura. So, attention deficit hyperactivity disorder is a neurological-behavioral personality disorder that begins in infancy. Attention deficit hyperactivity disorder is not classified as mental disorders. ADD symptoms may continue throughout adolescence and into adulthood.
If you do not take care of the child, do not carry out correction and do not treat, then attention deficit disorder will lead to a sharp deterioration in school performance, disruption of social relationships with peers and adults, as well as a drop in personal self-esteem
Attention deficit disorder symptoms
Symptoms of behavioral disorder include increased distractibility, inattention, hyperactivity (overactivity), impulsivity in behavior, difficulty concentrating and paying attention, difficulty reading text (dyslexia), and difficulty reading comprehension (alexia). According to statistics, up to 17% of seven-year-old children are endowed with symptoms of this syndrome, and in each class there are a couple of such children
Attention deficit disorder causes
The causes of this neurological disorder have not been fully established. Scientists tend to believe that these are cumulative factors. First of all, these are birth injuries of the cervical vertebrae and brain, neuroses, hatred of learning due to overload; psychosomatic diseases, biological as well as functional immaturity of the brain if present high level intelligence. As for genetics and heredity, these are only risk factors
Diagnosis of attention deficit disorder
Abroad, psychiatrists diagnose attention deficit hyperactivity disorder and the disease is classified as a mental disorder. Russian doctors tend to classify this syndrome as a functional disorder due to the immaturity of certain parts of the brain. Thanks to the developed neuropsychological and psychological methods and techniques it became possible to carry out effective correction of the child’s behavior, as well as attention disorders.
All children with attention deficit disorder are diagnosed with impaired perception of 3D volumetric spaces (both near and far space). Indigo children have noticed the effect of perceiving space in the form of a “window”. The indigo child's brain perceives space as a mirror (reverse perspective, where the right and left sides are reversed). Therefore, an indigo child writes a letter, number or syllable in a mirror manner, and rearranges the syllables when reading. Losing lines while reading or slipping their gaze forces children to follow the reading process with their fingers.
When diagnosing the syndrome, attention is paid to the auditory channel, which at times does not hear spoken speech. Indigo children may lose attention for a short period of time. At the same time, the child’s gaze rushes into space and seems to freeze. More than half of children have hidden left-handedness or “two-handedness” (ambidexterity)
Attention deficit disorder treatment
Medical specialists, along with psychologists, have developed a set of psychotherapeutic techniques to smooth out some manifestations of hyperactivity. Until 2003, indigo children were prescribed the drug Ritalin, but due to its narcotic effects, it became banned. The drug remarkably modified the behavior of the indigo child, but did not eliminate the cause of hyperactivity. In this way, the parents solved their problems, not the child's. Moreover, the baby’s condition stabilized on the background of medications, and in case of withdrawal, hyperactivity resumed. And one of the reasons for its ban was a sudden “withdrawal syndrome” due to the forgetfulness of adults, after which the child became uncontrollable.
Legally, the parent is responsible for his child and makes decisions in the choice of treatment, as well as the choice of methods of psychological correction. Correction of hyperactivity in indigo children using neuropsychological as well as kinesiological methods, which includes body-oriented therapy, is effective.
Since 2006, the herbal medicine Ginkgo Biloba has been registered in Russia. The drug has the following actions: normalizes cerebral and coronary circulation, restores hearing, memory, vision, motor and speech functions, eliminates circulatory failure, has antioxidant properties, etc. Israeli doctors using a combination medicinal product with magnesium B6, we obtained remarkable results in hyperactive indigo children.
If you refuse treatment, the child’s brain activity will mature by the age of 16, and the child’s problem will last with him throughout his adolescence. He will have difficulty primary school by doing standard requirements, when adapting to society. Where to start and how to treat attention deficit disorder?
Start initially by restoring blood circulation in the brain. This way you will help it ripen faster. Effectively use manual therapy and massage of the cervical vertebrae. According to statistics, up to 90% of newborns have minor injuries to the cervical spine, so it is necessary to free the pinched vessels that supply the brain. The tablet method is powerless here, and a children's chiropractor working with the neck will solve your problem. Correction of hyperactivity in indigo children using neuropsychological as well as kinesiological methods, which includes body-oriented therapy, is effective.
The next stage will be limiting sweets in the diet and eliminating carbonated drinks such as Fanta and Coca-Cola. Scientists have proven that such drinks provoke hyperactivity in children. The combination of dyes with preservatives based on benzoate leads to increased activity indigo children. But you shouldn’t limit yourself to one diet. Listen to the advice of specialists and follow all their instructions
How to treat attention deficit disorder in children: modern treatment methods
Attention deficit in children is a condition in which a child has an immature brain when entering first grade. This suggests that a child with this disease has difficulty concentrating and is often distracted.
When talking about attention deficit disorder, doctors often mention hyperactivity. This problem worries many psychiatrists and other doctors, who often say that indigo children often have such signs. After all, they are too sensitive, emotional, intellectual, and also have a special aura.
But before starting treatment, you need to figure out whether the child has this disease or not. After all, it is possible that the child is simply energetic and active, too inquisitive, wants to know everything and be interested in everything. But sometimes he can be disobedient and stubborn, this is typical for all children, without exception, especially in childhood, so this does not mean that the child is sick and hyperactive.
Attention deficit in children, the treatment of which is long-term, begins at a young age and continues until adolescence. If you leave everything as it is and do not treat the child, then the attention deficit will take its toll, the child will become too far behind his peers in learning. In addition, his relationships with others will develop poorly, and his self-esteem will plummet.
As for the symptoms of the disease, every mother can notice them. The child suffers from increased distraction, he is inattentive and too active, cannot concentrate his attention, it is difficult for him to both read the text and retell it.
The age at which attention deficit disorder can be observed is up to 7 years, and begins to appear at 4 years. Parents of children of primary school age often turn to the doctor, since it is at this age that the child must carefully prepare for school, be responsible and focused.
Often, doctors do not immediately make such a diagnosis. In order to confirm it, it takes several months, during which the above symptoms persist. In addition to the already known symptoms, a decrease in attention is added. This indicates that it is difficult for the student to complete the task to the end; sometimes teachers get the impression that he does not hear what they are telling him.
It is also difficult for a child to organize his daily routine; if he starts one activity, he immediately switches to another without finishing the previous one. He does not want to perform tasks that require mental effort.
A child with such a disease often does not remember where he put this or that thing; in addition, such forgetfulness is also present in everyday life.
In addition to all of the above, a child may often, when performing a particular task, wave his arms or legs at the slightest excitement; he cannot sit still and constantly moves. The same applies to playing with children; he cannot wait for his turn, and often interferes in the affairs and conversations of adults.
It is especially difficult for children with this disease to complete homework. They may even forget to write it down in their diary, and it is generally difficult for them to concentrate on it. It will only take a couple of minutes before they want to do something else. Therefore, parents should pay enough attention at this stage.
For example, you can learn one subject, give your child time to rest and take on another. It is important that parents do not force hyperactive children to do homework immediately after coming home from school. You need to give your child time to rest, and only then start studying.
As practice shows, about 17% of first-graders have symptoms of this disease, in every class you can meet such a student.
The causes of attention deficit are still unknown. Perhaps he is influenced by birth injuries to the vertebrae, as well as neuroses, hatred of learning, immaturity of the brain in the presence of a fairly high level of intelligence.
Attention deficit disorder, the treatment of which is carried out by specialists, must be carried out immediately if the child has the above symptoms. Nowadays, psychologists have developed a whole range of techniques that help cope with this disease.
Psychologists bring a questionnaire to the class, filling which will show whether the child has such a diagnosis or not, and whether the results of the questionnaire differ from the results of his peers. The specialist will also talk with the child’s parents and teachers who know the child in order to better understand the situation. They will be asked to describe the child's behavior in various situations.
Specially prepared tests will help determine the level of intellectual and mental development of a student in order to see whether he has difficulties in learning, in what subjects, or whether they are absent.
Once the surveys and tests have been analyzed, a picture of the child's behavior will be visible and it will be clear what to do next. Having made the correct diagnosis, it will be possible to get rid of various difficulties in treatment, both the specialist and the parents will know what to do next, what exactly needs to be corrected and what to provide assistance with. Teachers should also be aware that the child has been diagnosed with attention deficit disorder, they will know that it is not the child’s fault that he does not keep up with his peers in learning, and they should not scold him for this.
Treatment should begin with restoring blood circulation in the child’s brain. In this case, it will be possible to help the child mature. A good effect is obtained from manual therapy, as well as from massage of the cervical vertebrae. Massage will help release constricted blood vessels and nourish the brain.
As for pill treatment, it is powerless here, since after taking the medicine the child will still be poorly controlled.
Doctors also recommend using neuropsychological methods. After this stage, the student’s diet should be reviewed. First of all, it is worth eliminating harmful sweet carbonated drinks from the child’s diet, and also significantly limiting the amount of sweets, because all this leads to excessive activity in children. But following a diet alone will not help, you need to consult a doctor and listen to his recommendations.
As for the child’s mental problems, parents cannot protect them from them, but symptoms such as contradiction and disobedience must be dealt with. The child must understand that elders must be obeyed and do what they say.
Children need to be guided in the right direction when it comes to health. First of all, it is worth organizing them correct mode day so that she must be present in it morning work-out, as well as a lunchtime nap. Even school-age children should rest while sleeping; it is not necessary to force them to settle, it is enough to lie down in silence or read a favorite fairy tale.
The daily routine should include both physical exercise and active games, because hyperactive children do not like “sedentary” games too much; they like to run, jump and frolic. Therefore, you just need to direct them in the right direction.
Another important stage in the treatment of the disease is the emotional state of the parents. It is necessary to punish a child only when the parents are calm and balanced; in no case should you take it out on him, because in response you can get aggression and complete contradiction.
It is important not to use physical force, because a child who is already overexcited can receive serious mental trauma. It is better to ask the child why he did this and what he learned from this bad act.
In this case, the student will understand his mistake and will not make it. It is advisable to praise more often than to punish, all children love praise, they will be very pleased to be good in the eyes of their parents, it will be easier for them to endure this period.
It is worth remembering that children who have hyperactivity and attention deficit disorder have special creative skills; they are brighter, more cheerful, gentle and open. These qualities definitely need to be celebrated.
It should be remembered that if a child sleeps poorly, consumes a lot of sweets and does not move enough, then the symptoms of attention deficit will manifest themselves much more. But when the baby constantly feels the emotional balance of mom and dad, when he is secure and comfortable, the symptoms are sure to decrease.
Another stage of treatment is teaching the child to social environment. Since children with this disease have difficulty communicating with peers, they need help with this. First of all, it is worth assessing his behavior in society. We need to constantly have conversations on different topics. For example, if a child hit or insulted a friend, you need to ask how he thinks the friend felt at that moment.
Hyperactive children have a very difficult time thinking before saying something, and they often express themselves with not-so-nice comments. The difficult thing is that teenagers who have this disease often do not understand that they make many mistakes with their peers; their excessive impulsiveness prevents them from achieving something that is important to them.
Several such conversations - and the child will understand how to correctly express their emotions and feelings towards other people. The main thing is to give your child as much attention as possible, since his lack of attention can cause protest and great discontent.
You need to be prepared for the fact that this is a disease as serious as diabetes, so it requires treatment as well as support. You should not blame the baby for his behavior, the main thing is to be patient and calm.
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"Attention Deficit Hyperactivity Disorder in
Description of the presentation “Attention deficit hyperactivity disorder in slides”
“Attention deficit hyperactivity disorder in children of preschool and school age: myth and reality”
Factors influencing the occurrence and characteristics of manifestation. Genetic factors (Example: excess dopamine); — Pregnancy and childbirth of the mother (mother’s lifestyle, pathological childbirth, negative effects in the postnatal period); — Other factors (Neurological diseases, peculiarities of the family situation and interaction with family members, poisoning, etc.)
The role of organic components in the formation of the ADHD phenomenon. Deficiency and immaturity of brain structures. Influence and their manifestation in the development of the child. Types of deficiency (according to Semenovich A. V): Functional deficiency of the subcortical formations (basal ganglia) of the brain. Functional deficiency of brain stem formations. Dysgenetic syndrome.
Types of unformation (according to Semenovich V.A.) Functional immaturity of the prefrontal (frontal) parts of the brain. Functional immaturity of the left temporal lobe. Functional immaturity of interhemispheric interactions at the transcortical level (corpus callosum). Functional immaturity of the right hemisphere.
Psychological and socio-psychological factors of ADHD Emotional characteristics of children with ADHD: weak psycho-emotional stability in the face of failures; low self-esteem, stubbornness, deceit, hot temper, aggressiveness, lack of self-confidence; emotional lability.
ADHD phenomenon. The view of a Gestalt therapist. Field and exploratory behavior. Comparison. Etiology of field behavior in ontogenesis. Field activity of a child in normal and pathological conditions. Mechanisms that trigger the transition from one behavior model to another (the problem of transition, the role of an adult, stages of transition)
Disturbances at the stage of transition from field behavior to research behavior (improper handling of the child’s excitement) Mechanisms of suppression of excitement (shame, fear, guilt) How and why adults are frightened by the child’s excitement Examples of suppression of excitement.
Non-drug methods of working with ADHD. Neuropsychological method - complex correction (model of replacement ontogenesis) - sensorimotor correction, - educational and game programs for the correction of congenital disorder
Non-drug methods of working with ADHD. Psychotherapy – Behavioral – Family – Analytical therapy(e.g. sand) - Gestalt approach
Features of accompanying children with ADHD in mass educational institution. * Features of work in the lesson ( workplace child, instructions and tasks, features of handling the child in case of violation of instructions and behavior). * Advice for parents and teachers during extracurricular time (making plans, developing speech, forming cause-and-effect relationships, properly handling agitation)
Literature Altherr P., Berg L., Wölfl A., Passolt M. Hyperactive children. Correction of psychomotor development. - M.: Publishing Center "Academy", 2004 Bryazgunov I.P., Kasatikova E.V. A restless child or everything about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2002 Bryazgunov I.P., Kasatikova E.V. Attention deficit with hyperactivity in children. - M.: Medpraktika-M, 2002 Goryacheva L., Kruglyak L. Children are “catastrophes”. How to help a hyperactive child. - St. Petersburg. : Krylov, 2008 Zavadenko N. N. Hyperactivity and attention deficit in childhood. - M.: Publishing Center "Academy", 2005 Zavadenko N. N. How to understand a child: children with hyperactivity and attention deficit. — School-Press,
Literature Zavadenko N. N., Suvorinova N. Yu., Rumyantseva M. V. Attention deficit hyperactivity: risk factors, age dynamics, diagnostic features. - Defectology, 2003, No. 6 Monina G. B., Lyutova-Roberts E. K., Chutko L. S. Hyperactive children. Psychological and pedagogical correction. - St. Petersburg. : Speech, 2007 Murashova E. V. Children are “mattresses” and children are “catastrophes”. Hypodynamic and hyperdynamic syndrome" - Ekaterinburg: U-Factoria, 2004 Russell A. Barkley, Christina M. Benton. Your naughty child. - St. Petersburg. : Peter, 2004 Sirotyuk A. L. Attention deficit hyperactivity disorder. Diagnostics, correction and practical recommendations parents and teachers - M.: Sfera,
Literature Chutko L. S., Palchik A. B., Kropotov Yu. D. Attention disorder with hyperactivity syndrome in children and adolescents. - St. Petersburg. : St. Petersburg Publishing House. MAPO, 2004 Chutko L. S. Attention deficit hyperactivity disorder and related disorders. - St. Petersburg. : Khoka, 2007 Yaremenko B. R., Yaremenko A. B., Goryainova T. B. Minimal brain dysfunction in children. – St. Petersburg. : Salit-Medkniga, 2002 Lyutova E.K., Monina G.B. Cheat sheet for adults: Psychocorrectional work with hyperactive, aggressive, anxious and autistic children. Lyutova E. K., Monina G. B. - M., 2000 A. V. Semenovich. Neuropsychological correction in childhood. Method of replacement ontogenesis. - M. 2007 Semago N. Ya., Semago M. M. Problem children. Fundamentals of diagnostic and correctional work of a psychologist, M, 2000 Manuals for the development of children by Akhutina and Pylaeva.
Sirotyuk A.L.. Books online
Sirotyuk Alla Leonidovna - doctor psychological sciences, Head of the Department of Psychology, Tverskoy Professor state university.
In 1999, she defended her Ph.D. thesis “Psychological conditions for a teacher’s activity in developing the thinking of younger schoolchildren, taking into account the age-related dynamics of functional asymmetry of the cerebral hemispheres” at the dissertation council of Tver State University.
In 2004, she defended her doctoral dissertation “Differentiated education of younger schoolchildren, taking into account individual psychological characteristics” at the dissertation council of Moscow State University. M.V. Lomonosov.
Specialist in the field of child psychology, psychology of individual differences, psychology of learning. Developed and tested the concept of differentiated education for schoolchildren, taking into account individual psychological characteristics; typology of schoolchildren with different individual lateral profiles, including interhemispheric, motor and sensory asymmetries.
She has developed several correctional and developmental programs for children of senior preschool and primary school age. She introduced the concept of the “fan effect”, which describes the dependence of the levels of success in learning and the development of higher mental functions on the type of individual lateral profile and the level of development of interhemispheric interaction among schoolchildren (together with Duminica Yu.S.).
Adaptation of a left-handed child, kinesiology in physical education lessons, training of interhemispheric interaction.
The book contains exercises that improve mental activity and develop visual and auditory memory. Exercises that improve the adaptation of a “left-handed” child in a “right-handed” world.
The purpose of classes for the development of arm muscles is the development of interhemispheric specialization and interhemispheric interaction (synchronization of the work of the cerebral hemispheres, development of abilities, memory, attention, speech, thinking).
The proposed method includes exercises that develop fine motor skills of the hands of children of different ages, breathing exercises, exercises that develop the muscles of the tongue and eyes, etc. It is known that the development of intellectual and thinking processes must begin with the development of finger and body movements. The development of the hand plays an important role in the formation of the brain and the development of speech, since the hand has the largest representation in the cerebral cortex.
The book presents scientific and experimental developments of domestic and foreign neuropsychologists and psychophysiologists, including the author of the book.
The reader will be able to get acquainted with the characteristics of children with different individual lateral profiles and its influence on the learning process. Published theoretical and practical materials will allow us to deepen and expand our understanding of the psychophysiological and neuropsychological mechanisms of normal and deviant mental development of children, and take a fresh look at the features of their upbringing and education.
A practical guide for teachers and parents.
The book introduces the reader to the features of the cognitive processes of children with different psychophysiological profiles (right-hemisphere and left-hemisphere, boys and girls, right-handed and left-handed), mainly of senior preschool and primary school age.
The book examines the issues of differentiated teaching of children depending on the type of their mental processes. Diagnostic techniques and development programs are provided.
Diagnostics, correction and practical recommendations for parents and teachers.
The book examines the causes and mechanisms of development of attention deficit hyperactivity disorder.
The main manifestations of this condition and its age-related dynamics are described, diagnostic techniques and practical recommendations for teachers and parents of hyperactive children are provided.
The manual includes exercises: for the development of fine motor skills, articulation, interhemispheric interaction; oculomotor, bodily, etc.
A separate section is massage and self-massage of the hands, feet, head, face and its importance for the psychomotor development of the child. Each group of exercises is preceded by a brief psychological rationale.
The value of the proposed manual lies in its practical orientation for psychologists, speech therapists, teachers, preschool teachers, as well as parents.
Sirotyuk A.L. Children's hyperactivity: causes, recommendations // Preschool education. 2007. No. 8. P.44-50.Sirotyuk Alla Leonidovna,
Doctor of Psychology, Professor,
Head of the Department of Psychology, TOIUU
Childhood hyperactivity: causes, recommendations
Recently, the problem of hyperactive children, or the so-called attention deficit hyperactivity disorder (ADHD), which is often accompanied by a delay in mental development processes and, consequently, specific learning difficulties, has become increasingly relevant. Statistics show that in the USA there are 4-20% of hyperactive children, in the UK - 1-3%, in Italy - 3-10%, in China - 1-13%, in Australia - 7-10%, in Russia - 4-18%. . In addition, there is a steady trend towards an increase in the number of children with ADHD.
Most researchers note three main blocks ADHD manifestations: hyperactivity, attention deficit and impulsivity(Shevchenko Yu.S., 1997; Zavadenko N.N., 2000, etc.).
Hyperactivity manifested by excessive motor activity, restlessness and fussiness, numerous extraneous movements that the child often does not notice. Children with the syndrome are characterized by excessive talkativeness, inability to sit in one place, and their sleep duration is always less than normal. In the motor sphere, disturbances in motor coordination and immaturity of fine motor skills are usually detected (inability to tie shoelaces, fasten buttons, use scissors and a needle; immature handwriting). Modern studies have shown that the motor activity of children with ADHD is 25-30% higher than that of other children (even during sleep).
Attention disorders may manifest itself in difficulties in maintaining it, in decreased selectivity and severe distractibility with frequent switching from one activity to another. Such children are characterized by inconsistency in behavior, forgetfulness, inability to listen and concentrate, and frequent loss of personal belongings. They try to avoid tasks that require prolonged mental effort.
Impulsiveness is expressed in the fact that the child often acts without thinking, interrupts others, and can get up and leave the group without permission. In addition, such children do not know how to regulate their actions and obey rules, do not know how to wait, often raise their voices, and are emotionally labile (mood often changes).
The external manifestations of attention deficit hyperactivity disorder may change with age. If in early childhood there is immaturity of motor and mental functions, then in adolescence disturbances in adaptation mechanisms appear, which can lead to delinquency and crime. It is known that hyperactive children develop early cravings for alcohol and drugs. In this regard, this pathology represents a serious social problem. However, to adolescence increased motor activity in most cases disappears, but impulsivity and attention deficit remain. According to the results of the study by N.N. Zavadenko (2000) behavioral disorders persist in almost 70% of adolescents and 50% of adults who were diagnosed with ADHD in childhood.
Hyperactivity and attention deficit in children contribute to difficulties in learning to read, write, and count. In mental development, delays of 1.5 - 1.7 years are observed. In addition, hyperactive children are characterized by poor development of fine motor coordination; erratic, awkward movements; constant external “chatter” indicating a lack of development inner speech, which should control social behavior; planning difficulties; weak psycho-emotional stability in case of failures; low self-esteem; stubbornness, deceit, hot temper and aggressiveness. Due to misunderstanding on the part of others, hyperactive children develop an aggressive model of defensive behavior that is beneficial to them and therefore difficult to correct.
A characteristic feature of the mental activity of hyperactive children is cyclicality. Children can work productively for 5-15 minutes, then the brain rests for 3-7 minutes, accumulating energy for the next cycle. At this moment, the child is distracted and does not respond to the teacher. Then mental activity is restored, and the child is ready to work within 5-15 minutes. They have a kind of “flickering” consciousness, they can “fall in” and “fall out” of it, especially in the absence of motor stimulation. With insufficient development of the vestibular apparatus, they need to move, twist and constantly turn their heads in order to remain “conscious”. In order to maintain concentration, children use an adaptive strategy: they activate their balance centers with the help of physical activity.
An analysis of the age-related dynamics of ADHD showed two bursts of activity: the first is observed at 5-7 years old and occurs when children are preparing for school, the second at the age of 12-15 years (puberty).
The causes of ADHD have not been fully elucidated, despite a large number of studies in this direction. However, on modern stage There are three dominant groups of causes for the development of the syndrome: damage to the central nervous system during pregnancy and childbirth; genetic factors; negative impact of intrafamily factors.
According to the results of the study by N.N. Zavadenko (2000), the occurrence of ADHD due to early damage to the central nervous system during pregnancy and childbirth occurs in 84% of cases, genetic causes - in 57% of cases, negative effects of intrafamilial factors - in 63% of cases.
The causes of early damage to the central nervous system during pregnancy and childbirth may include: malnutrition mothers, lead poisoning, intrauterine defects, drug poisoning (for example, cocaine), oxygen deficiency, prematurity, etc. A.V. Semenovich calls the 3rd-4th months of intrauterine development a “critical point” of development, in which “ functional organization brain radically changes its dynamic and static characteristics” (Semenovich A.V., 2001. P.88).
According to the results of numerous studies, one of the most common causes of deviant mental development is birth trauma. cervical regions spine (Efimov O.I., 2004; Ratner A.Yu., 1985, 1990, 2005, etc.).
The high incidence of the syndrome in boys is due to the higher vulnerability of the male fetal brain to damaging influences during pregnancy and childbirth. Girls' brains have a greater reserve of compensatory capabilities compared to boys.
Characteristic manifestations of the genetic factor can be traced in several generations of the same family, much more often among male relatives. The influence of biological factors plays a significant role at a young age, then the role of socio-psychological factors, especially intra-family relationships, increases.
Children with hyperactivity syndrome have fairly high compensatory mechanisms, for the inclusion of which certain conditions must be met: provision of emotionally neutral education without intellectual overload; adherence to a daily routine and sufficient time for sleep; appropriate drug support; development of individual assistance to the child from neurologists, psychologists, educators, parents; timely and complete neuropsychological correction.
Changing the behavior of an adult and his attitude towards a child:
show sufficient firmness and consistency in upbringing;
remember that the child’s actions are not intentional;
do not give your child reactive instructions, avoid the words “no” and “cannot”;
build relationships with your child on mutual understanding and trust;
react to the child’s actions in an unexpected way (make a joke, repeat the child’s actions, take a photo of him, leave him alone in the room, etc.);
repeat your request automatically with the same words many times;
do not insist that the child necessarily apologize for the offense;
listen to what the child has to say;
Use visual stimulation to reinforce verbal instructions.
Changing the psychological microclimate in the family:
Give your child enough emotional attention;
spend leisure time with the whole family;
do not allow quarrels in the presence of a child.
Organization of the daily routine and place for classes:
establish a firm daily routine for the child and for all family members;
show your child more often how best to complete a task without distractions;
reduce the influence of distractions while the child is completing a task;
protect hyperactive children from prolonged use of the computer and watching television;
Avoid large crowds of people whenever possible;
remember that overwork contributes to a decrease in self-control and an increase in hyperactivity.
come up with a flexible system of rewards for well-done tasks and punishments for bad behavior. You can use a point or sign system, keep a self-control diary;
do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use quiet sitting for a certain time (5-10 minutes) in a specially designated place (chair, chair) after committing the act. Don't punish your child by depriving them of walks or food;
Praise your child more often. The threshold of sensitivity to 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 the sheet on the wall, sign a bilateral agreement (child-parents) for certain types of work;
develop anger and aggression management skills in children;
do not try to prevent the consequences of a child’s forgetfulness;
gradually expand responsibilities, having previously discussed them with the child;
do not allow the task to be postponed until another time;
do not give your child assignments that do not correspond to his level of development, age and abilities;
help your child begin the task, as this is the most difficult stage;
Do not give multiple instructions at the same time. The task given to a child with impaired attention should not have a complex structure and consist of several links;
Tell your hyperactive child about his problems and teach him to cope with them.
Following the punishment, positive emotional reinforcement, signs of “acceptance” and forgiveness are necessary. In correcting a child’s behavior, the “positive model” technique plays an important role, which consists in constantly encouraging the child’s desired behavior and ignoring the undesirable. A necessary condition for success is that parents understand their child’s problems.
It is impossible to make ADHD disappear in a few months or even in a few years. Moreover, signs of hyperactivity disappear as they grow older, but impulsivity and attention deficit persist into adulthood.
Attention deficit hyperactivity disorder is a pathology that requires timely diagnosis and comprehensive correction: psychological, medical, pedagogical. Successful rehabilitation is possible if it is carried out before the age of 9 years.
Changing the environment:
study the psychological characteristics of children with attention deficit hyperactivity disorder;
Work with a hyperactive child individually. He should always be in front of the teacher’s eyes;
change your exercise routine to include physical education minutes;
give your child the opportunity to quickly turn to you for help in case of difficulty;
direct the energy of hyperactive children in a useful direction: wash the board, water the flowers, etc.
Creating positive motivation for success:
introduce a sign grading system;
Praise your child more often;
the daily routine should be constant;
avoid placing too high or low demands on a child with ADHD;
use elements of games and competition in classes;
give tasks in accordance with the child’s capabilities;
break large tasks into successive parts, controlling each of them;
create situations in which a hyperactive child can show his strengths;
ignore negative behaviors and encourage positive ones;
build the educational process on positive emotions;
remember that you need to negotiate with your child, and not try to break him!
Correction of negative behaviors:
contribute to the elimination of aggression;
patiently teach necessary social norms and communication skills;
Professionally manage his relationships with other children.
Managing Expectations:
explain to parents and others that positive changes will not come so quickly;
Explain to parents and others that improvement in the child’s condition depends not only on special treatment and correction, but also on a calm and consistent attitude towards him.
Hyperactivity is not a behavioral problem, not the result of poor upbringing, but a medical and psychological diagnosis that can be made by: 1) specialists; 2) after the child is 8 years old; 3) based on the results of special diagnostics and observation of the child for 6 months.
The problem of hyperactivity cannot be solved by willful efforts, authoritarian instructions and beliefs. A hyperactive child has neurophysiological problems that he cannot cope with on his own. Disciplinary measures in the form of constant punishments, comments, shouts, lectures will not lead to an improvement in the child’s behavior, but rather will worsen it.
Effective results in ADHD correction are achieved with an optimal combination of medication, psychological and pedagogical methods.
Exercises to develop volition and self-control
To form voluntariness and self-control It is necessary, first of all, to develop in children an understanding of the purpose of the activity (what to do), an understanding of the activity program (how to do it), an understanding of the significant conditions of the activity (break the program into stages), and the ability to correct mistakes (self-control). At first, you can use samples, standards, and the child pronouncing all actions out loud. Optimal for the development of voluntariness are detailed instructions, implying the gradual formation in schoolchildren of the ability to build their own program.
"Turtle". The teacher stands at one wall of the room, the children stand at the other. At the teacher’s signal, the children begin to slowly move on all fours towards the opposite wall, pretending to be little turtles. No one should stop and rush. After 2-3 minutes, the teacher gives a signal for all participants to stop. The one who is the last one wins. The exercise can be repeated several times. Then the teacher discusses with the group the difficulties in performing the exercise.
"Shouters - whisperers - silencers" . To carry out the exercise, you need to prepare three silhouettes of a palm from multi-colored cardboard: red, yellow, blue. These are signals. When the presenter raises his red palm - the “chant”, you can run, shout, make noise; yellow palm - “whisper” is a signal that you need to move quietly and whisper; blue palm - “silent” means that children should freeze in place or lie on the floor and not move. The game should end in silence. After the children lie down on the floor at the end of the game, you can turn on calm music.
"Forbidden Movement" The teacher shows various movements. Children should repeat them if the word “please” is added to the demonstration or if the movement shown is not prohibited. Instead of a forbidden movement, it is suggested, for example, not to move, or to make a movement in the opposite direction - a step back if it was taken forward, or to lower your hands if the teacher raised them up.
"Speak." The teacher asks the children questions, but they can only be answered when the command is given: “Speak!”
"Princess Nesmeyana" . One of the participants sits in the center of the circle, and the rest should try to make him laugh. The child sitting in the center can be conventionally called “Princess Nesmeyana.” The winner is the one who manages to hold out longer than others without laughing. In order to avoid prolongation of the exercise, i.e., in order not to get stuck on one unlaughable participant, you can assign a limit to the time spent in the role of “Unlaughable”.
"Naughty people." The teacher, at a signal (strumming a tambourine, bell, etc.), invites the children to play pranks: run, jump, tumble. At the second signal, all pranks must stop. The exercise is repeated several times.
Exercises to eliminate (disappear) aggressiveness and impulsivity
"A Cry in the Desert" Participants sit in a circle, cross-legged, and, at the teacher’s signal, begin to shout loudly. In this case, you need to lean forward, reaching the floor with your hands and forehead.
"Karateka". Participants form a circle, in the center of which there is a gym hoop on the floor. One of the participants stands in a hoop and turns into a “karateka”, performing sharp movements with his arms and legs. The rest of the children, together with the teacher, say in chorus: “Stronger, even stronger...”, helping the player throw out aggressive energy with intense movements.
"Chopping wood." Each participant should imagine that he is chopping wood from several logs. He must pantomimically place the block of wood on the stump, raise the ax high above his head and forcefully lower it onto the block of wood. Every time he lowers the ax, he must shout loudly: “Ha!” Then place the next log in front of you and chop again. After 2 minutes, each participant says how many logs he cut.
Exercises to develop concentration
"Teapot with a lid." Participants sit in a circle. Each of them sings a song, accompanying it with gestures:
"Teapot" (vertical movements with the edges of the palms)!
There is a lid on the teapot (the left hand forms a fist, the right hand makes circular movements over the fist with the palm),
There is a lump on the lid (vertical movements with fists),
There is a hole in the cone (index and thumb make rings with both hands)
Steam comes out of the hole (spirals are drawn with the index fingers).
Steam comes from the hole,
Hole in the bump
Lump on the lid
The lid on the teapot."
The next time the song is repeated, one word needs to be changed to “Gu-gu-gu”, the gestures remain the same:
“Goo-goo-goo!
There is a lid on the teapot, etc.”
“What disappeared?” Objects are laid out in front of each child one by one. He is asked to look at them carefully and remember. Then the child closes his eyes, and the teacher removes one object. The child's task is to name the missing object.
"Who flies?" Children sit on the floor in a semicircle, the teacher names objects. If the object flies, the children raise their hands; if it does not fly, the children’s hands are lowered. When a teacher deliberately makes a mistake, children need to restrain themselves in a timely manner and not raise their hand. A child who could not resist must pay the forfeit and redeem it at the end of the game by completing some task.
"Someone else's knees." Children are asked to sit in a close circle. Each participant places their hands on their neighbors' laps. Moreover, everyone’s right hand is on the left knee of the neighbor on the right, and the left hand is on the right knee of the neighbor on the left. As a result, each participant has the hands of his neighbors in the circle on his own knees: on the left knee - right hand the neighbor on the left, and on the right - the left hand of the neighbor on the right. Having dealt with this, you can begin the exercise. The exercise is a knockout exercise. The one who made a mistake removes the hand that made the mistake. The exercise is to have your hands clap your neighbors' knees sequentially, without overtaking each other. At first, this is not as easy as it seems, since all the hands are located on other people's knees and you need to carefully watch when the turn comes to your own hand, and not to your own knee. The exercise requires constant concentration. As soon as concentration drops, the participant makes a mistake.
“Santiki-candy wrappers-limpopo.” The volunteer walks out the door. His task is to guess who is leading in the circle (who starts the movement). Participants agree on who will set the character of the movement and move in a circle, loudly repeating: “santiki-candy wrappers-limpopo.” Note to participants: it is better to repeat the movements of the person in front, rather than look at the pacemaker. The “solved” presenter walks out the door.
"Delayed movements." Children are invited to stand, looking at the back of each other's heads. The leader stands first. He performs simple movements, pausing between them. The child standing behind him repeats the movements behind him, but one movement late (the leader makes the second movement, and the one standing behind him performs the first). The child behind the second one is also delayed by one movement, but relative to the second player, etc. When the leader's first movement reaches the last player, the leader changes.
“Counting and muttering little rhymes.” The teacher asks the children to repeat the phrase: “The bull goes, it swings.” They must say this phrase several times in a row. The first time they say all three words out loud, the second time they say out loud only the words “It’s coming - a bull,” and say the word “swings” “to themselves,” clapping their hands once. The third time they say out loud only the word “Going”, and pronounce the words “bull - swings” to themselves, accompanying each word with a clap of their hands. For the fourth time, children say all three words “to themselves,” replacing them with three claps. So it looks like this:
Option 1.
The bull walks and sways.
There goes - goby - (cotton).
It goes - (clap) - (clap).
(Cotton) - (clap) - (clap).
Greek rode across the river.
I was driving - the Greek - through - (cotton).
I was driving a Greek - (clap) - (clap).
I was driving - (clap) - (clap) - (clap).
(Cotton) – (clap) – (clap) – (clap).
Gave – a duckling – a hedgehog – a pair of – leather – boots.
Gave – a duckling – a hedgehog – a pair of – leather – (cotton).
Gave - a duckling - a hedgehog - a couple - (cotton) - (cotton).
Gave - duckling - hedgehog - (cotton) - (cotton) - (cotton).
Gave - to the duckling - (cotton) - (cotton) - (cotton) - (cotton).
Gave - (cotton) – (cotton) – (cotton) – (cotton) – (cotton).
(Cotton) - (cotton) - (cotton) - (cotton) - (cotton) - (cotton).
"Development of the ability to voluntarily switch attention." Children are asked to follow the lines of the sheet line by line and sequentially cross out predetermined letters, for example, “k” and “r”:
a s h k l d r k b u j h r o a u y h b h b h h z r s y r b u j w h s h e m a v h
ts b r t i a s k l r u d z r t m k l u e z m k u f r n k r t c h y z e y r
k i r r e k u y r b d t u h z k r t v s h k i t b j z h s h r o k t d z r n k m a s b l d j u r k a m b u j s h g n k ptra a s s m z h e z r ti m k v a k r t i o r k m i t b l r k r a k l sh o r y c f f r k m i t o rne
Literature
Bryazgunov I.P., Kasatikova E.V. Restless child. M., 2001.
Efimov O.I. School problems. M., St. Petersburg, 2004.
Zavadenko N.N. How to understand a child: children with hyperactivity and attention deficit disorder. M., 2000.
Ratner A.Yu. Neurology of newborns. M., 2005.
Ratner A.Yu. Late complications of birth damage to the nervous system. Kazan, 1990.
Ratner A.Yu. Birth damage to the nervous system. Kazan, 1985.
Semenovich A.V. Actual problems neuropsychological qualification of deviant development / Current problems of neuropsychology childhood/Ed. L.S. Tsvetkova. M., 2001.
Sirotyuk A.L. Attention deficit hyperactivity disorder. M., 2003.
Shevchenko Yu.S. Correction of behavior in children with hyperactivity and psychopathic-like syndrome. M., 1997.
