Design

Psychological diagnosis and optimization of learning for children with ADHD. ADHD in children: treatment and learning features

Modern society concerned about the health of children entering school. Significantly increased the number of students experiencing difficulties in adapting to the educational process, among them a special group are children with attention deficit hyperactivity disorder (ADHD) . The World Association of Child Neurologists for the diagnosis of ADHD proposed well-known criteria today that describe the characteristics of a child's behavior: 18 characteristics of inattention, hyperactivity and impulsivity (R. Barclay, 2006). A clear diagnosis based on vague descriptions of behavior such as "easily distracted", "running and jumping excessively", "difficulty waiting for his turn" is difficult. The characteristics identified for the diagnosis of ADHD are typical for children of preschool and primary school age. Psychoneurologists who use a parental survey to make a diagnosis suggest observing the child for 2-3 months to make sure he has ADHD. The situation in our society is further complicated by the fact that parents do not immediately decide to seek help not only from a neurologist, but also from a psychologist. They take this step involuntarily, under the pressure of the growing educational problems of the child, which, due to the neglect of the situation, can already be quite difficult to correct.

We have developed on the basis of the stimulus material of the Toulouse-Pieron test psychological technique identification of children at risk for ADHD(L. Yasyukova, 1997). It is based on a quantitative assessment of voluntary attention, since it is inattention that is a key sign of the presence of a disease. The technique allows for screening examinations, because is actually an express method: group testing takes 15 minutes. Conducting group examinations in kindergartens and elementary grades makes it possible to reliably identify problem children and promptly refer them for a consultation with a neuropsychiatrist. The standards according to which children with a high probability of suffering from ADHD are distinguished were developed in cooperation with neurologists from the Children's Centers of the Primorsky and Central regions of St. Petersburg, as well as employees of the Yu. Kropotov laboratory of the Institute of the Human Brain of the Russian Academy of Medical Sciences. At present, our technique is widely used not only in Russia, but also in the CIS countries, the Baltic States and Israel.

According to foreign data, children with ADHD make up 3% - 5% of the population. Domestic specialists are also guided by these figures. However, the prevalence of the disease increases significantly depending on the unfavorable environmental situation, the lack of preventive work with pregnant women, complications in the course of childbirth and the poor quality of medical care for children. Annual surveys of students entering schools in Moscow, St. Petersburg and other cities of Russia, conducted by us and psychologists working according to our methodology, indicate that children with ADHD make up about 30% of the population. If you stick to Western statistics, then the situation does not look catastrophic: 3% - 5% is 1 child in the class. The behavior of one or two hyperactive children can be easily controlled and introduced into the educational framework by the teacher, but if a third of the class suffers from this disease, then the pedagogical process as a whole is disrupted. That's why ADHD problem reached the level of socio-pedagogical in Russia and ceased to be only a family problem.

Both in domestic and foreign psychological and pedagogical sciences there is no unity in understanding the methods that allow optimizing the education of children with ADHD. Our approach to their rehabilitation is based on the principle of raising children with developmental defects, developed by L.S. Vygotsky and not yet sufficiently mastered by the world scientific community. L.S. Vygotsky recommended selecting such teaching and upbringing methods that do not affect or reduce the load on injured functions, thereby minimizing the negative manifestations of the disease and the associated complications in learning. With ADHD, there is an immaturity of brain structures, a delay and an imbalance in their maturation, which leads to certain changes in the course of mental processes. If we take into account and bypass, as L.S. Vygotsky recommended, the primary defect (irritability, inattention, disorganization, fatigue), then the qualitative side of the psyche is unaffected, full learning is achieved, as well as the intellectual and personal development of the child. Domestic psychologists and teachers are recommended to adopt Western technologies for teaching children with ADHD, which are based on training attention and self-control education, take place within the framework of group game classes, involve tutoring, i.e., they load precisely deficit functions. Naturally, the effectiveness of such methods is not high, which is recognized by Western colleagues themselves.

From our practice, it follows that in order to optimize the education of hyperactive children, it is necessary to take into account the following features. Children with ADHD are characterized by increased mental fatigue, therefore, the time of continuous work should not exceed 5-7 minutes and should alternate with 5-minute breaks to restore performance. After 1-1.5 hours they need a break with a walk. Fatigue, as well as social and emotional activation, cheerful noisy games lead to the maximum manifestation of hyperactivity and disorganization of their activities. A child with ADHD can only work productively in a calm environment. Instability, weak concentration and distribution of attention, the impossibility of planning and self-control should be compensated for by external control and organization of activities carried out by parents. Teaching reading is carried out only by the visual method (the methods of N.A. Zaitsev are highly effective).

The use of programs used in modern elementary school (based on the phonemic method) makes it difficult to develop reading skills and leads to persistent dysgraphia. Defects in hand-eye coordination and inevitable copying errors are minimized by limiting the field of attention and preliminary analytical work with the material. Small capacity of operative memory, attention, thinking are compensated through the use of visual coding and external forms of information fixation. Difficulties in consolidating information, i.e. transferring it from short-term memory to long-term memory, are overcome by the system of passive repetition. (The use of traditional methods of memorization can lead to mental fatigue and the destruction of even partially learned information.) It is necessary to provide the child healthy lifestyle life, additional developmental activities are not recommended, tk. increases with fatigue motor disinhibition such children, and the acquired information is “erased”. The restoration of health and the normalization of their brain activity occurs more successfully if initial education carried out at home or in small study groups(5-7 people). We also identified indicators on the basis of which a referral to a neurologist is given. general type or to an orthopedic neuropathologist, internist, cardiologist, endocrinologist, etc., which achieves the quality of treatment. Our practice shows that this mode of interaction and the technologies used make it possible to successfully educate children and, at the same time, completely and permanently rid them of ADHD in 1.5-2 years.

ADHD: Methods of organizing activities

Methods of organizing educational and labor activities of children with ADHD

Space organization

Organization of the external environment

The external environment of a child with ADHD must be very well organized. All unnecessary stimuli are removed from the field of view. By reducing the number of stimuli in the room, we thus increase the intensity of their impact.

In such a specially organized space, a child with ADHD can better concentrate his attention on objects, understand their nature more deeply.

With the most positive outcome, the child may really be interested in something, want to do something, feel satisfaction from the work done or the game. This is already the basis for further development his independence.

Sustainability of the home world

The home world of a child with ADHD must be sustainable. The arrangement of furniture in the room, curtains, things, everything should remain in place. Such a child already has little “free energy” (energy of concentration), the mechanisms of concentration and inhibition work with difficulty. For this reason, a child's home world must be super predictable. Only from such a world will a child be able to make his forays into the big changing world and do little research.

Workplace organization

The workplace of a child with ADHD should be in a quiet place, away from the TV and constantly opening doors. All noise stimuli must be removed. The child needs a quiet and calm environment for classes.

There can be no trifles in the organization of the workplace. The table and chair should be of appropriate height so that the child's feet are on the floor, do not dangle or tuck under themselves, leading to a curvature of the spine, impaired blood circulation as a result of this, and an even greater deficit in concentration.

A child with ADHD lacks the mental energy that is so necessary for constructive activity. His stupid running around is a reaction to all sorts of emergency situations and external stimuli. By organizing a child's room well, making it familiar and predictable, you can significantly reduce the waste of energy and direct it in the right direction.

Organization of time

Daily regime

The whole life of a hyperactive child must obey a certain daily routine. The mode is important for all children, but for a hyperactive child it is doubly important. The rest of the regulatory mechanisms can work only under conditions of maximum orderliness.

Good habits are formed only when everything necessary is done at the same time, day in and day out.

Best time to work

Kindergarten teachers, school teachers, parents should remember that the child works best at the beginning of the day and at the beginning of the lesson or class, he learns the material worst at the end of the day or at the end of the lesson.

Schedule in pictures (daily schedule)

For effective time management, a schedule in pictures is well suited. It can be placed on a special stand in a group kindergarten, in class or at home. At home, you can also use a special album with velcro stripes. I will attach cards to these strips, with reverse side which is also glued a piece of Velcro. Thus, pictures and their sequence can be changed every day.

In such an album or on a stand, activities, games and classes are arranged in the desired sequence. In order to make it easier for children to perceive information, not only words are written on the cards, but also pictures or understandable symbols are drawn. The schedule in pictures very well organizes the activities of the child.

pre-agreed rules

State the rules of conduct.

When the teacher gives the class a task to complete, it is possible to ask the hyperactive child to “voice” what needs to be done and how. If the child already knows how to write, he can make a list of rules for completing the task. If in the process of completing this task some rule is violated, the teacher can point out these rules to him without unnecessary words and stress.

Rules before you start

Parents are advised not to read long lectures to their hyperactive children. These long notations will still not be heard to the end. It is better to explain to the child that he will be rewarded for following the established rules. For non-compliance with the rules, it will be most expedient to deprive the child of certain advantages or the opportunity to do what interests him.

Brief instructions

All instructions given to a hyperactive child should be clear and concise, no more than 10 words. Otherwise, the child will not understand this instruction, will not remember it, will not follow it.

When giving instructions, one must also take into account the child's inability to listen to the end, the inability to obey group rules for a long time, and rapid fatigue.

Algorithmic organization of educational activities

The systematic presentation of information creates a systematically organized memory, facilitates the search for the necessary information, and develops thinking. This presentation of information reduces the load on attention and systematization of the material when memorizing. Wording, illustrations, designs should not contain anything superfluous and distracting.

The proposed work should be a well-organized sequence of certain activities, between which you can take small breaks. Each such type of activity is represented by a short instruction reflected in a drawing or diagram. The drawing or diagram is in front of the child's eyes.

Instructions should be short or divided into short parts so that there is enough RAM, there is no loss, replacement, rearrangement of parts of information.

Go from the characteristics of the child

It is necessary not to break a hyperactive child, but to go from his features

Hyperactive children are not evil or malicious. As a rule, they are ready to cooperate with other people, but they do not know how to do this. No need to break them, you need to go from their features and give them a chance to prove themselves. Only in this case, relations with teachers and the educational activity itself can improve.

Sometimes the features of a hyperactive child are quite complex and can be very annoying for parents and teachers. Even in this case, it is possible to organize learning activities so that the child can express himself and succeed.

In each case, the situation should be carefully analyzed and an individual approach to the child should be selected. Choosing the right strategy is a big responsibility. If the situation with a particular child is analyzed incorrectly, his position in the family and in the children's team, as well as his behavior, can significantly worsen.

Alternative form of behavior

Constant shouting and punishment, for which adults are so generous, will not give the desired results. Moreover, they can contribute to the formation and consolidation negative qualities child, as well as a negative attitude to the educational process in principle.

When a child misbehaves and annoys everyone, you can try to offer an alternative form of behavior. For example: "You can't paint on the wallpaper, but if you want to paint on the wall, let's stick a piece of paper on it." Or: “In our group, you can’t throw toys. If you want to throw something, I'll give you a foam ball"

Combined with other behavior modification techniques, this can save a lot of nerves and precious time.

Instant nature of rewards

And in the reward system, you have to take into account the characteristics of a hyperactive child. He does not know how to wait long, so the rewards should be instantaneous and repeated every 15-20 minutes. Both in schools and at home, a system of issuing tokens can be practiced. Tokens are subsequently exchanged for something that the child is interested in.

Task execution sequence

Incorrect sequence of tasks

Teachers very often recommend doing the most difficult task first, and then something simpler and easier. This, of course, has its own logic. At the beginning of classes, the head thinks well and the child is not tired yet. This is absolutely true for any other children, but not for hyperactive ones. If a child is faced with a difficult task at the very beginning of work, he “gives up” and does nothing, having completely lost his concentration.

We start with an easy task, do a warm-up

Children with ADHD love to do what they are good at. They do not strive to overcome difficulties and difficult tasks do not inspire them. For this simple reason, at the beginning of the session it is necessary to give the easiest task, one that the child can handle without strain. For example, you can start by reviewing what you have already learned.

"Warming up", the child acquires the necessary concentration and self-confidence. After the first task, he can do something more difficult or start familiarizing himself with new material. The child must be praised for completing the task. Children with ADHD need the praise and support of adults much more than their healthy peers.

Finish with something easy

You need to finish again with something light, because a hyperactive child quickly gets tired. It is necessary to give such a task that even a tired child can cope with. It is very important that the child has a general feeling of the success of the lesson.

Features of intellectual activity

Very often, children with ADHD have problems with fixing the material, that is, transferring what they have learned from short-term working memory into long-term memory, with the ability to retrieve the material at any desired moment. If there was a single session on a new topic, a hyperactive child may demonstrate understanding of the material and answer questions, but remember nothing the next day.

Some children need fewer repetitions of the material, some more. Parents who are unfamiliar with this feature of their hyperactive children often get angry and think that the child does not want to answer questions, does it on purpose. Such a child simply needs repetition, supported by visually different drawings and diagrams.

Cyclicity of intellectual activity

The intellectual activity of hyperactive children is cyclical. Such a child has intensive working periods, there are periods of "off". At the very least, homework should be adjusted to the rhythm of the child's brain. If he looks into space, sorts out pens, shifts pencils, he must be left alone, at least for 5-10 minutes. After a short recovery period, you can return to classes.

Features of thinking

Development of thinking. Features of thinking

In order for voluntary attention, memory and self-control to develop normally, it is necessary to train thinking. The thinking of a child with ADHD remains “linear” for a long time; intellectual analysis is possible in one parameter and in one direction. it salient feature thinking of preschoolers 5-7 years old, well described by Piaget. In children with ADHD, this characteristic of thought processes is present for a longer time. The good news here is that, unlike in the case of young children, relying on visualization and bringing out the intermediate results of thinking can be of great help.

visual thinking

With developed visual thinking, the child quickly learns to use various drawings, drawings, tables, that is, various reference diagrams. By doing this, he relieves the load on working memory and thinking, significantly increasing the overall efficiency of his own mental activity. Visual thinking develops well in games related to modeling, designing, laying out patterns, pictures according to samples (designers, mosaics, cubes, etc.). Visual thinking is likely to be a strong point for a child with ADHD. This must be used in working with him.

Development of Weak Functions

Development and training of weak functions

The organization of correctional and pedagogical work must comply with 2 main conditions:

Classes with a child should be held in an emotionally attractive form, thereby increasing the tolerance of the load, improving the quality of assimilation of the material and self-control.

The selection of such games that provide training for one functional feature, and would not impose a burden on all other deficient features.

Parallel compliance with two or three conditions at the same time causes significant difficulties for a child with ADHD. Even with all the desire, the child cannot be attentive, calm and restrained at the same time. Hence the basic rule of development necessary qualities in these children, when presenting a game to a child that requires tension, concentration, retention and arbitrary distribution of attention, one should minimize the load on self-control of impulsivity and not limit physical activity.

Computer games

Computer games successfully develop deficient functions of a hyperactive child. With the help of testing and training programs "Zoo" and "Attention" it is possible to test attention in terms of stability, distribution, retention, intensity. After testing, you can train weak functions using the same programs.

The programs of the "Zoo" and "Attention" packages are made in an interesting game form which significantly increases the motivation of the child and encourages him to continue training. Games evoke the normal healthy excitement of the child, allowing the hyperactive child to cope with the tasks.

What is tiring?

When overworked, the activity of the brain is disorganized

A hyperactive child is tired of monotonous monotonous work. However, he does not have so many internal reserves for any other work. When overtired, the activity of the brain can be so disorganized that already established connections are erased, the information that has already been learned.

Bad days and bad hours

A child with ADHD can have extremely bad days when he does not keep anything in his head and forgets the material he has already learned. There is no need to scold and shame him for this. It is better to give time to rest or even postpone everything for the next day, telling the child that it is not working now, next time he will definitely do everything well. The child will only be grateful to the parents for such understanding.

It is necessary to determine the periods of the greatest working capacity of a hyperactive child. Not only does he have bad days, but he also has bad hours or a bad time of day to work and learn new material. Forcing a child to do something difficult for him at such hours, for example, to write, means to destroy nerve cells both for him and for himself. Plus, it's practically a waste of time. It is good if the child learns to feel and control such states of his own. This is useful at any age. In the year of entering school, when the child goes to the first grade, this can be of great help in adapting to new conditions and the daily routine.

You don't have to put the baby

Classes with preschoolers do not have to be carried out at the desktop. Any place in the apartment can be suitable: a carpet in the hall, a sofa, kitchen table, bathroom. The child can walk, crawl and even run. In the latter case, mom will have to run with him. A small hyperactive child learns information better on the go. Fixing a posture takes a lot of strength from him, they no longer remain for classes.

Short lessons

Classes should be short, no more than 10 minutes. If the child does not hold attention for more than 2 minutes, do not get upset because of this. After some time, it will be possible to practice for 3 minutes, and then gradually increase the time of classes to 5-10 minutes.

Prepare everything in advance

All materials, visual aids, toys and pictures must be prepared in advance. Thinking on the go during class is not acceptable. You can waste time and attention of the child. Classes should be held in a "united impulse". This is possible only with careful preliminary consideration. If you start looking for the right objects or toys in the lesson itself, the child can actively join the search process, completely forgetting what was discussed.

Regularity of classes

The child must be taught to practice regularly. If classes are held every day after an afternoon snack, for example, then the child's brain will be adjusted accordingly by this time. It is better to do classes for five minutes 3 times a day and every day than for half an hour, but 2 times a week. Regular practice gives you much more results.

Literacy education

Development of writing skills

Fine motor skills necessary for developing writing skills and good handwriting are best developed by coloring according to the Montessori method. Children usually enjoy it more than struggling with prescriptions. If the child first engages in coloring, then writing letters will be much easier for him.

Learning to read

Teaching a hyperactive child to read should precede learning to write. If the child does not have a complex visual-sound image of the word, then when writing, he will somehow redraw the words letter by letter.

Typical errors, in this case, will be additions, omissions, omissions of elements and whole letters. It is very difficult to write correctly only with the help of visual control.

Without fluent reading, there will be no competent writing. The process of learning to read fluently can take years if the child is offered too large or too complex texts. A hyperactive child is completely unprepared to overcome such difficulties and will try to avoid these difficulties by all possible means.

When teaching a hyperactive child to read, reading comprehension should be the primary goal. First, the child is given the opportunity to understand the text, parsing it to himself, then this text is read aloud. When a child immediately reads aloud, he performs 2 operations simultaneously. This requires the distribution of attention, which is just not enough. Hyperactive children voice the text as best they can, not understanding the meaning of what they read. As a result, children may not be able to retell or answer questions well. The child may develop a persistent negative attitude towards the process of reading.

Mathematics teaching

As a rule, hyperactive children enjoy math much more than reading and writing. If the mathematical material is given in an algorithmic, structured way, the essence is highlighted, then it is absorbed very quickly. Graphical representations of the algorithm of each topic, printed on cards, can help here. In elementary grades, playing algorithms is used. Children build a "snake" or "train" to play a sequence of actions or events that need to be learned.

The situation at the lesson

You can not demand impossible things from hyperactive children. Self-control and discipline are extremely difficult for children with ADHD. If a child is personally mature and tries to sit still, not to turn around, to listen carefully, while worrying that he is not doing very well, then this means that he spends too much of his energy, overworks and loses his ability to work. If the teacher does not focus too much on strict discipline, and the lessons are played in a playful way, hyperactive children behave more calmly and work more productively. In any case, the atmosphere in the lesson should be easy and relaxed.

It has also been noted that the more dramatic and emotional the material is presented by the teacher, the easier it is for a hyperactive child to learn it. A hyperactive child is attracted to everything new, unexpected, emotional, therefore, when the teacher adds more expression to his explanations, this attracts the child and helps to better learn the material.

Homework

At the very beginning, you need to forget about independence

Teachers, of course, insist on the development of independence. If parents are seriously concerned about the development of their child, then they will need to forget about it for the first time. With the child it will be necessary to "sit" and engage. The most that can be expected from a child is the independent performance of those tasks that he loves very much and which he does well.

Proactive familiarity with information

The systematization of any material in such children is slower than in other children. It is very useful for a hyperactive child to familiarize himself in advance with the material that he will take in the classroom in the next lesson. This will allow him to learn at least the main supporting points of the upcoming lesson.

Also, at home it will be necessary to do not only homework, but also to repeat what was done in class. Parents of a child with ADHD should be prepared for this.

Design work

The first years at school it is necessary to free the child from any design work. Parents themselves can draw the margins and put a dot in the notebook with which to start writing. Any design work, cell counts tire the child so much that he does not have the strength left for the main work.

Mobile activities and training

Beneficial activities for a hyperactive child

Instead of suppressing excessive activity, expansion, aggressiveness, it is better to translate all these qualities of a child with ADHD into a reasonable and useful channel. hyperactive child can engage in any kind of sport, but not traumatic. The propensity for injury is already very large, the child commits dangerous actions for himself, without thinking about the consequences.

Rhythm is suitable for young children, dances, tennis, running, swimming are suitable for older children. Outdoor games or training in general organize all the movements of the child, including fine motor skills. Regular physical education not only trains, but also disciplines the child.

Sports and outdoor games according to the rules

Such games require sufficient organization and submission to a precise goal. Goal setting, actions according to a plan for a hyperactive child are difficult, but extremely developing activities. In such a game, aimless mobility is transformed into purposeful activity. The main task of such games is to develop the habit of purposeful activity.

In winter, when the load on the nervous system is especially great and the ability to move and run is limited, it is very useful to ski and skate. You can also let your child ride the ice slide all the way until they get tired.

Projectiles you can hang on

It’s good when there are shells at home on which you can climb, hang, and tumble. Even in the cramped apartment, you can hang a crossbar with retractable rings and a rope in the doorway. For a hyperactive child, this is a great opportunity to discharge in a non-destructive way for the whole family. Such projectiles also develop strength, agility, flexibility, and reduce the tendency to injury.

Children with ADHD are children with their own characteristics. For each such child, you can pick up a key and give him the opportunity to develop correctly. Parents and teachers need to know very well the characteristics of hyperactive children, what they can do relatively easily, and what is given to them with great difficulty. Given the peculiarities of thinking, intellectual activity and emotional development, it is quite realistic to help a hyperactive child realize the abilities inherent in him and make him feel successful.

Out of ignorance, a hyperactive child can be mistaken for a naughty, hooligan, stubborn, or simply ill-mannered, that is, inconvenient for a caregiver or teacher. However, it is not.

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

Weak sides:

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

Strengths:

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

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

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

child with and hyperactivity(ADHD) when performing any task, he is strongly distracted by extraneous stimuli, such as sounds. As a result, none of the cases is brought to the end or done superficially. He constantly jumps from one activity to another, it is impossible to captivate him with something for a long time. This is also the reason for the clumsiness, which is manifested in the fact that they constantly drop something, knock down, stumble upon furniture.

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

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

One of the biggest challenges for children with ADHD is the difficulty in self-organization. Such children are often late, they cannot allocate their time. Being distracted by extraneous stimuli, they often do not have time to complete a test or a test in a limited time, however, knowledge is enough to successfully complete the control. In such cases negative methods stimuli, such as swearing or pulling, do not work on children with ADHD and cause a protest and aggressive reaction.

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

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

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

Leading role in correcting ADHD take away behavioral psychotherapy, including education of children and their environment. Often in families in which a hyperactive child grows, the psychological microclimate is disturbed, quarrels occur between parents about the upbringing of such a baby. Therefore, the emphasis should be placed on the development of the emotional stability of the parents themselves and the development of a unified upbringing strategy with a predominance of support and encouragement methods. In addition, the family must maintain a clear regimen for the life of the child.

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

If there is a child with ADHD in the class, he should definitely be given more attention, create a more pleasant atmosphere, and subsequently he may turn out to be a very bright and bright student.

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

    Sit the student at the front or center of the class, away from distractions.

    Place him next to a student who can serve as a positive role model.

    Use as many visual teaching aids as possible.

    If the child loses attention and starts to interfere, occupy him (let him read aloud part of the training paragraph or the condition of the problem).

    If the child is distracted, imperceptibly signal to him to return to the task, or simply go up to him and touch his shoulder, making it clear that he is behaving incorrectly, without swearing or shouting at the same time.

    Encourage the desire to learn (board of the best students of the day, week, month).

    Create a list of rules that students must follow. Formulate a list in a positive way: what should be done, not what should not be done. Make sure children know what behavior is expected of them.

    Tell your parents not only about negative aspects baby, but about the positive.

    Reduce the number of time-limited exams and test papers. These exams are of little educational value and prevent many children with ADHD from demonstrating their knowledge.

    Always write instructions on the board for completing assignments. Leave directions on the board until the end of class. There are students who cannot write down or memorize verbal instructions on their own.

    Allow yourself to joke, be original. This can defuse the situation.

    If classmates disrespect a child with ADHD and make fun of him, give him important tasks in front of other children and explain how important it is to do it well. This will increase self-esteem and responsibility.

    Organize creative classes where a child with ADHD can show their creativity.

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

LITERATURE

  1. Bolotovsky, G.V. Hyperactive child / G.V. Bolotovsky, L.S. Chutko, I.V. Popova. - St. Petersburg: NPK "Omega". - 2010. - 160s.
  2. Gippenreiter, Yu. B. Communicate with the child. How? / Yu.B. Gippenreiter. - M.: ACT, Astrel. - 240 s.
  3. Oaklander, V. Windows on the child's world. Guide to child psychotherapy / V. Oklander. - M.: Klass, 1997. - 336s.

Given the steady increase in the number of children and adolescents with attention deficit disorder around the world and the opinion of experts that students with this diagnosis often suffer from school maladjustment, now there is an acute question about the specifics of teaching such children, about training psychologists and teachers to work with them.

Unique characteristics of students with may make it difficult for them to learn and develop positive self-esteem and the ability to express themselves and acquire certain learning skills. At the same time, taking into account such features can become the basis for effective learning (Mamaychuk I.I., 2003; Sirotyuk A.L., 2001), and the responsibility for finding teaching methods that help unlock the potential of these students lies with adults who, according to their activities interact with hyperactive children. To do this, it is desirable for teachers to either have additional psychological education (retraining courses), or cooperate with a psychologist who will guide the work of the teacher and help develop methods of interaction in the kindergarten group or in the classroom. Moreover, it is also desirable for psychologists, as part of advanced training (at least once every five years), to take not only a theoretical course, including information about the physiological and psychological characteristics of children with ADHD, but also methodological training that will help them work effectively with children and teachers in the future. and parents.

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LLC Training Center

"PROFESSIONAL"

Abstract by discipline:

"Psychology"

On this topic:

“Peculiarities of organizing the education of children withattention deficit hyperactivity disorder (ADHD)»

Executor:

Rodionova Alexandra Alexandrovna

Moscow 2017

Introduction 3

1. Etiology and classification of ADHD 4

2. Symptoms of ADHD 6

3. Correctional and developmental education for children and adolescents with ADHD 10

Conclusion 14

References 15

Introduction

Given the steady increase in the number of children and adolescents withattention deficit disorderaround the world and the opinion of experts that students with this diagnosis often suffer from school maladjustment, now there is an acute question about the specifics of teaching such children, about training psychologists and teachers to work with them.

Unique characteristics of students withattention deficit hyperactivity disordermay make it difficult for them to learn and develop positive self-esteem and the ability to express themselves and acquire certain learning skills. At the same time, taking into account such features can become the basis for effective learning (Mamaychuk I.I., 2003; Sirotyuk A.L., 2001), and the responsibility for finding teaching methods that help unlock the potential of these students lies with adults who, according to their activities interact with hyperactive children. To do this, it is desirable for teachers to either have additional psychological education (retraining courses), or cooperate with a psychologist who will guide the work of the teacher and help develop methods of interaction in the kindergarten group or in the classroom. Moreover, it is also desirable for psychologists, as part of advanced training (at least once every five years), to take not only a theoretical course, including information about the physiological and psychological characteristics of children with ADHD, but also methodological training that will help them work effectively with children and teachers in the future. and parents.

The purpose of this essay is to determine the features of the organization of education for children with attention deficit hyperactivity disorder.

  1. Etiology of Attention Deficit Hyperactivity Disorder

The etiology is not well understood. Most researchers suggest the genetic nature of the syndrome. Families of children with attention deficit hyperactivity disorder often have close relatives who had similar disorders at school age. To identify hereditary burden, a long and detailed questioning is necessary, since the difficulties of learning at school by adults are consciously or unconsciously "amnesiac". Pedigrees of children with attention deficit hyperactivity disorder also often show a burden of obsessive-compulsive disorder (obsessive thoughts and compulsive rituals), tics, and Gilles de la Tourette's syndrome. Probably, there is a genetically determined relationship of neurotransmitter disorders in the brain in these pathological conditions.

Along with genetic factors, family, perinatal and perinatal risk factors for the development of attention deficit hyperactivity disorder are distinguished. Family factors include the low social status of the family, the presence of a criminal environment, severe disagreements between parents. Neuropsychiatric disorders, alcoholism and behavioral abnormalities in the mother are considered especially significant. Perinatal and perinatal risk factors for the development of attention deficit disorder include neonatal asphyxia, mother's use of alcohol during pregnancy, certain drugs, and smoking.

The term "attention deficit disorder" was isolated in the early 80s from the broader concept of "minimal brain dysfunction".

The history of the study of minimal brain dysfunction is associated with the studies of E. Kahn et al. (1934), although separate studies have been carried out earlier.

Observing school-age children with such behavioral disorders as motor disinhibition, distractibility, impulsive behavior, the authors suggested that the cause of these changes is brain damage of unknown etiology, and proposed the term "minimal brain damage". Later, learning disorders (difficulties and specific impairments in learning writing, reading, counting skills; disorders of perception and speech) were included in the concept of "minimal brain damage". Subsequently, the static "minimal brain damage" model gave way to a more dynamic and more flexible "minimal brain dysfunction" model. According to the American classification of diseases DSM-IV, there are 3 variants of this disorder:

  • a syndrome that combines attention deficit hyperactivity disorder;
  • attention deficit disorder without hyperactivity;
  • attention deficit hyperactivity disorder.

The most common is the first variant of the disease - a combination of hyperactivity and inattention. The second most common is the inattentive variant without hyperactivity. It occurs much more often in girls than in boys and is distinguished by a kind of withdrawal into one's fantasies and dreams, that is, a child can periodically soar in the clouds during the day. Finally, the third hyperactive variant without impaired attention can be equally likely to be a manifestation of certain disorders of the central nervous system and also individual properties

temperament. In addition, children with neurosis and neurotic reactions suffer from impaired attention. Other diseases may also be accompanied by similar disorders.

Many parents and educators believe that the main problem is the over-mobility of the child. There is no doubt that a hyperactive child makes even the most calm and balanced parents and caregivers lose patience, disrupts order in a class or a kindergarten group, annoys not only adults, but even peers with his gushing nervous energy.

  1. Symptoms of Attention Deficit Hyperactivity Disorder

Attention deficit symptoms that persist for at least 6 months in a child and are severe enough to indicate a lack of adaptation and incongruity with normal age characteristics (six or more of the following symptoms must be present):

1. Often the child is not able to pay attention to details; due to negligence, frivolity, makes mistakes in school assignments, in work performed and other activities.

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

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

4. 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).

5. Often experiences difficulties in organizing independent tasks and other activities.

6. Usually avoids, displeases, and resists engaging in tasks that require prolonged mental effort (eg, schoolwork, homework).

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

8. Easily distracted by extraneous stimuli.

9. Often shows forgetfulness in everyday situations.

Symptoms of hyperactivity that persist for at least 6 months and are severe enough to indicate a lack of adaptation and incongruity with normal age characteristics (six or more of the following symptoms are required):

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

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

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

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

5. Is often in constant motion and behaves "as if he had a motor attached to him."

6. Often talkative.

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

8. Usually hardly waits for his turn in various situations.

9. Often interferes with others, sticks to others (for example, interferes in conversations or games).

Poor academic performance is a typical phenomenon for hyperactive children. Meanwhile, the general level of intellectual development of such students in most cases corresponds to age standards. However, certain disorders are noted for such functions as attention and memory, and insufficient formation of the functions of organization, programming and control of mental activity is also characteristic.

These psychological features hinder the full inclusion of the child in educational activities. During the lesson, it is difficult for these children to cope with tasks, as they experience difficulties in organizing and completing work, they quickly turn off the process of completing the task. The reading and writing skills of these children are significantly lower than those of their peers.

Their written works look sloppy and are characterized by errors,

which are the result of inattention, failure to follow the instructions of the teacher or guesswork.

Behavioral disorders in hyperactive children not only affect school performance, but also largely determine the nature of their relationships with other people. In most cases, such children have problems in communication: they cannot play with their peers for a long time, establish and maintain friendly relations, among children they are a source of constant conflicts and quickly become outcasts. They are characterized by impulsiveness and infantilism in social behavior. In adolescence, it can become antisocial.

In the family, these children usually suffer from constant comparisons with brothers and sisters, whose behavior and studies are set as an example for them. They are undisciplined, disobedient, do not respond to comments, which greatly irritates parents who are forced to resort to frequent, but ineffective punishments. Most of these children have low self-esteem. They often have aggressiveness, stubbornness, deceit, a tendency to steal and other forms of antisocial behavior.

  1. Correctional and developmental education for children

And teenagers with ADHD

AT different countries approaches to the treatment and correction of ADHD and available methods may differ. However, despite these differences, most experts consider the most effective integrated approach, which combines several methods, individually selected in each case.

Work on the correction of attention deficit hyperactivity disorder should be timely and must include:

  • family and behavioral therapy techniques that provide better interaction in families with children suffering from ADHD;
  • formation of social interaction skills in the course of special remedial classes;
  • plan correction schooling- through a special feed educational material and creating an atmosphere in the classroom that maximizes the chances of successful learning for children;
  • drug therapy, which is prescribed according to individual indications when cognitive and behavioral disorders cannot be overcome only with the help of methods of behavioral therapy, psychological and pedagogical correction and psychotherapy.

neuropsychological

When, with the help of various exercises, we return to the previous stages of ontogenesis and rebuild those functions that were formed archaically incorrectly and have already been fixed. ten

To do this, they need, like any other ineffective pathological skill, to purposefully reveal, disinhibit, destroy and create a new skill that is more consistent with effective work. And this is carried out on all three floors of mental activity. This is a laborious, multi-month job. The child is born for 9 months. And neuropsychological correction is designed for this period. And then the brain begins to work more efficiently, with less energy costs. Old archaic connections, relations between the hemispheres are normalizing.

syndromic

Let's imagine that a personally mature child wants to behave in accordance with the norms, wants to learn, to perceive knowledge. His parents raised him well. He must sit quietly in class. Must be attentive and listen, control yourself. Three difficult tasks at the same time. Not a single adult person is able to perform three tasks that are difficult for him. Therefore, syndromal work consists in giving the child interesting activity(arbitrary). But in this activity there is post-voluntary attention (when we become interested in something and delved into it, we already strain without additional costs). Therefore, when they say that children with ADHD are able to sit at the computer for a very long time, then this is a completely different attention.

There are outdoor games that require only the tension of attention. The child moves according to the conditions of the game, he can be explosive, impulsive. This may help him win. But the game is about attention. This function is being trained. Then the restraint function is trained. However, he can be distracted. Each task is solved as it arrives. This improves each feature individually.

But no medicine teaches how to behave, so two more directions are added:

Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either shaping or extinguishing them with the help of reward, punishment, coercion and inspiration.

Work on personality. Family psychotherapy, which forms the personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).

All this complex of methods of psychocorrection and drug treatment with timely diagnosis will help hyperactive children to compensate for violations in time and fully realize themselves in life.

Drug Therapy for ADHD

Domestic specialists in the treatment of ADHD traditionally use nootropic drugs. Their use is pathogenetically justified, since nootropic drugs have a stimulating effect on the higher mental functions that are not sufficiently formed in this group of children (attention, memory, speech, praxis, organization, programming and control of mental activity). The positive effect of stimulant drugs on patients with hyperactivity should not be taken as a paradox. On the contrary, the high effectiveness of nootropics seems to be natural, because. hyperactivity is only one of the manifestations of ADHD and is itself caused by violations of higher mental functions. In addition, these drugs have a positive effect on metabolic processes in the central nervous system and contribute to the maturation of the inhibitory and regulatory systems of the brain.

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

  • Distract the child from whims.
  • Maintain a clear daily routine at home.
  • Suggest a choice (another possible this moment activity).
  • Ask an unexpected question.
  • React in a way that is unexpected for the child (joking, repeating the actions of the child).
  • Do not prohibit the child's action in a categorical manner. Do not order, but ask (but do not fawn). Listen to what the child wants to say (otherwise he will not hear you).
  • Automatically, with the same words, repeat your request many times (in a neutral tone). Take a picture of the child or bring him to the mirror at the moment when he is naughty.
  • Leave alone in the room (if it is safe for his health).
  • Do not insist that the child apologize at all costs
  • Do not read notations (the child still does not hear them).

Important: It is impossible to shout and physically punish such children, since the opposite effect will be achieved, the child will not calm down, but will only become more excited and completely lose self-control.

Conclusion

Early detection of ADHD in children and immediate implementation of corrective measures using a complex of effective modern methods allow to achieve significant results and overcome the difficulties of adaptation characteristic of them. Hyperactivity Disorder and Attention Deficit Disorder - minimal organic brain damage. This is a mental illness that often occurs in childhood. It manifests itself in constant inattention, hyperactivity and impulsivity. The child does not appear ill in the traditional sense of the condition, but leaving the hyperactive disorder unaddressed may create significant learning difficulties for the child in the future. interpersonal relationships, in social and emotional development which in turn can lead to antisocial behaviour. Therefore, early detection of attention deficit hyperactivity disorder and the organization of a plan to help such children with the involvement of pediatricians, neurologists, psychologists, psychiatrists, teachers and parents is necessary.

Bibliography

1. "Children's pathopsychology" compiled by N.L. Belopolskaya. Moscow. 2004.

2. M.N. Fishman "Neurophysiological mechanisms of deviations in mental development in children" Moscow. 2006

3. T.G. Wiesel Fundamentals of Neuropsychology. Moscow. 2006

4. "Children with ADHD: Causes, Diagnosis, Comprehensive Care", ed. M. M. Bezrukikh. Moscow. year 2009.

5. V.V. Lebedinsky "Violation mental development in children." Moscow. 1985

6. A.I. Zakharov "How to prevent deviations in the behavior of the child." Moscow. 1986

7. Borodulina S.Yu. "Correctional pedagogy: psychological and pedagogical correction of deviations in the development and behavior of schoolchildren." - Rostov N.D.: Phoenix, 2004.-352p.

8. Bryazgunov I.P., Kasatikova E.V. "A restless child, or everything about hyperactive children". - M .: Publishing house. Institute of Psychotherapy, 2001.-96s.

9. Drobinsky A.O. "Attention deficit hyperactivity disorder Defectology" -1999.-No. 1.-S.31-36.

10. Shishova T. “Hyperactive child. Be healthy.”-2005.-No.12.-S.72-76.

Attention deficit hyperactivity disorder (ADHD) is a disorder that causes problems concentrating, hyperactivity, and impulsive behavior. Its first signs are often found in childhood. ADHD can affect a child's thinking, school performance, behavior, feelings, and relationships with other people. It often persists into adulthood. Read more about the symptoms of ADHD and how to recognize the syndrome.
Treatment for ADHD includes medications, behavioral therapy, psychological counseling and various changes at school and/or at home. These therapies can be used individually or in combination with each other. best method or a combination of treatments depends on your child's condition. A doctor or nurse can accompany you and your child when treatment begins.

DOES MY CHILD WITH ADHD NEED TREATMENT?

Some parents wonder: Should ADHD be treated? Most experts agree that unrecognized or untreated ADHD can cause serious consequences, including school failure, dropping out of school, depression, bad behavior, failed relationships, low productivity at work, and an increased risk of accidents. Treatment can help your child:
●improve relationships with parents, teachers, siblings, peers (for example, play without fighting during recess)
●learn better at school (for example, finish school assignments to the end)
● follow the rules (for example, obey the teacher)

What is the best treatment?- Behavioral therapy is usually recommended for children preschool age. Sometimes medications are added as needed. by the most effective method The treatment for most schoolchildren with ADHD is stimulant medications. Behavioral therapy and psychological counseling are sometimes added as needed.
Parents who prefer their school-age child not to take medication should actively interact with their pediatrician or nurse. And while behavioral therapy alone seems reasonable enough, it may not work as well as medication alone.
The American Academy of Child and Adolescent Therapy, in collaboration with the American Psychiatric Association, has developed a health guide for parents
Treating other disorders - Some children with ADHD have other problems, including problems with learning, anxiety, mood, or sleep. Treating related problems can help reduce ADHD symptoms and/or improve school and community functioning. However, treatment of related problems cannot replace the need for medical and behavioral interventions. treatment for ADHD.

STIMULATOR MEDICINES FOR THE TREATMENT OF ADHD

Stimulant medications are the first line of treatment for ADHD in school-age children. However, before considering the use of drugs, indications for their use must be present. In addition, parents (and, if possible, the child) should understand the need for constant monitoring during treatment.
Despite their name, stimulants do not make a child more aroused; on the contrary, they improve connections between several areas of the brain. It helps improve focus, concentration and self-control. However, medications do not cure ADHD and do not teach a child how to behave, work well in a team, follow school rules, or be motivated. Behavioral therapy can be added to address these issues.
Two drugs, methylphenidate and amphetamines, are the most commonly used stimulants for the treatment of ADHD.
●Methylphenidate - Methylphenidate (examples of brand names: Concerta, Focalin, Metadate, Methylin, Ritalin) is available as tablets, capsules and liquid.
Short-acting formula medications are usually started at once a day and then increased to two or three times a day.
Long-acting formula medications are usually taken once a day.
Methylphenidate is also available as a patch (trade name Deitran); The child wears the patch up to 9 hours a day.
● Amphetamines - Amphetamines also come in short and long acting formulas (brand examples: Adderall, Dexedrine, Dextrostat, Vyvans).

How well do stimulants work?- If the dose of a short-acting stimulant is chosen correctly, then it will start working within 30-40 minutes. If the dose is wrong (for example, if it is too low, which is common at the beginning of treatment), then most experts recommend waiting 3 to 7 days before increasing the dose. Your doctor or nurse will tell you when and if you need to increase your child's stimulant dose.
At least 80% of children respond to stimulant treatment. However, it is not clear whether stimulants benefit thinking, school performance, behavior, or feelings in the long term.
Side Effects - Stimulant medications have a long history of being safe and effective work when used properly, and only a small number of children have serious side effects. Stimulants are not addictive. The likelihood of side effects for methylphenidate and amphetamines is the same. Some of the most common include:
●Loss of appetite
●Sleep problems
●Weight loss
Less common side effects include heart palpitations, high blood pressure, headache, social exclusion, nervousness, irritability, stomach pain, poor circulation in the arms and legs, mood swings.
Many of these side effects are mild and temporary. Decreased appetite can be improved by taking medication after a meal, or by eating food no later than 30-40 minutes after taking the medication.
Serious side effects are rare. These include:
● Cardiovascular effects - Stimulants are not recommended for children with severe heart problems. Rarely, serious side effects, such as sudden unexpected death, have been reported in children taking stimulant medications. However, it is not clear if the stimulant was the cause of death. Millions of children have taken stimulants, and very few have had serious side effects.
● Psychiatric effects - There have been occasional reports that children taking stimulants develop suicidal tendencies, hallucinations, and violent behavior.
Call your doctor or nurse if you notice irritability, anxiety, panic, sleep problems, hostility, suicidal thoughts or behavior, or other unusual changes in behavior. In addition, the child should regularly visit a doctor or nurse during the period of taking stimulant drugs.
Dosage - Stimulants are usually started with a small dose on weekends so that parents can more closely monitor the child. The dosage and timing of the medication can be adjusted as needed (this is called titration).
Your child may need to try more than one drug at different dosages to find the one that works best and has the fewest side effects. As a rule, only one stimulant is used in the course of treatment.
If a child needs to take medicine at school, he or she should have a separate bottle. The school nurse or teacher should keep this medicine with them and give it to the child at the right time. To avoid misuse and loss, the child should not keep the medicine in his backpack or on his desk.
Medication Holiday - "Medicine Holiday" is the time when the drug is not taken on weekends or during school holidays. If your child would like to participate in a drug holiday, talk to the doctor or nurse about it.
Certain groups of children may consider participating in a drug holiday, including those who:
●needs ADHD treatment only on school days
●has trouble losing weight due to ADHD medication
Stopping stimulants - The duration of treatment with stimulant medications depends on the condition of the child. For some children with ADHD, it makes sense to consider a drug-free trial period. Talk to your pediatrician or nurse about the risks and benefits of stopping treatment.

ATOMOXETINE
Atomoxetine (Stratter's brand name) is a non-stimulant medication used to treat ADHD. It is more expensive than stimulant drugs. Atomoxetine is an alternative to stimulants and can be used by patients who have used drugs in the past or those whose family members have used drugs. It can also be used in children who develop intolerable side effects when taking stimulants.
Atomoxetine is usually taken 1-2 times a day and is only available in capsule form. Capsules should not be opened or chewed. When taking atomoxetine, medicinal holidays are not recommended.
Atomoxetine has the same effect in the treatment of ADHD as methylphenidate.
Side effects - Side effects of atomoxetine may include: weight loss, decreased appetite, vomiting, nausea, indigestion, and trouble sleeping. Serious liver damage has been reported in children and adults treated with atomoxetine. Call your child's doctor if your child develops jaundice (yellowing of the skin or whites of the eyes), which is a sign of liver damage.
There is also a slightly increased risk of suicidal thoughts with atomoxetine, just as with stimulants. medicines. (See side effects above.)
Other Medications - There are other medications available to treat ADHD if stimulants or atomoxetine do not work or have unacceptable side effects. In such cases, consultation with a behavioral and developmental pediatrician, a child psychiatrist, or a psychopharmacologist is usually required.

BEHAVIORAL THERAPY FOR ADHD

Behavioral therapy for ADHD involves changes in the child's environment to help them change their behavior.
Behavioral therapy is used to address problems in the following areas:
●Behavior and learning at school

●Relationships with friends, parents, siblings
●Following the requests of adults
For parents, a vocational training program is recommended because learning these techniques and applying them effectively without support can be difficult. Adults can influence the behavior of a child with ADHD in the following ways:
● Follow the daily routine
●Minimize distractions
●Give your child specific and logical places to store school supplies, toys and clothes
●Set small, achievable and clear goals
●Reward good behavior (such as a sticker table with more rewards for a certain number of stickers)
●Use diagrams and reminders to help your child focus on the task.
●Offer physical activity breaks during tasks that require concentration
●Limit your choice
●Find activities in which the child can be successful (for example, drawing, sports)
●Use calming practices (e.g. taking a break, distracting, removing the child from the problem)

ADHD AND SCHOOL

Children who are diagnosed with ADHD may need changes in how they are taught, including extra help with work in and out of class. This help can be provided in the classroom or in the practice room.
In addition, the following is offered:
●Write down homework assignments (on paper or send by email)
●Place your child in the front of the classroom
●Give your child extra time to complete schoolwork
●Give the child a sign when he or she "does not complete the task"
●Use a daily report card to help parents keep track of their child's symptoms, how well the current ADHD treatment plan is working

Sometimes children with ADHD also have learning disabilities. If attention and behavior improve with treatment, but the child still has difficulty with certain activities in school (for example, reading comprehension or math), it may be necessary to conduct research to identify specific learning disabilities.

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