Helping a child with Attention Deficit Hyperactivity Disorder at school. Attention Deficit Hyperactivity Disorder (ADHD) Psychological support for children with attention deficit hyperactivity disorder
CORRECTIONAL WORK WITH CHILDREN WITH ATTENTION DEFICIENCY AND HYPERACTIVITY
Work description: this program will be useful primarily for educational psychologists and kindergarten teachers when working with children from the eldest preschool age(6-7 years). Classes are preceded by psychological diagnostics and standardized observation. The purpose of the correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.Psycho tasks corrective work:
6. Removal of anxiety;
7. Development of communication skills.
Introduction
The need to study children with attention deficit hyperactivity disorder (ADHD) at preschool age is due to the fact that this syndrome is one of the most common reasons for seeking psychological help in childhood.
Most complete definition hyperactivity gives Monina G.N. in his book on working with children suffering from attention deficit: "A complex of deviations in the development of the child: inattention, distractibility, impulsiveness in social behavior and intellectual activity, increased activity during normal level intellectual development. The first signs of hyperactivity can be observed before the age of 7 years. The causes of hyperactivity may be organic lesions of the central nervous system(neuroinfections, intoxications, traumatic brain injuries), genetic factors leading to dysfunction of the neurotransmitter systems of the brain and dysregulation of active attention and inhibitory control.
According to various authors, hyperactive behavior is quite common: from 2 to 20% of children are characterized by excessive mobility, disinhibition. Among children with conduct disorder, physicians distinguish a special group of children suffering from minor functional disorders of the central nervous system. These children are not much different from healthy ones, except for increased activity. However, gradually deviations of individual mental functions increase, which leads to a pathology, which is most often called "mild brain dysfunction". There are other designations: "hyperkinetic syndrome", "motor disinhibition" and so on. The disease characterized by these indicators is called "attention deficit hyperactivity disorder" (ADHD). And the most important thing is not that a hyperactive child creates problems for the surrounding children and adults, but in the possible consequences of this disease for the child himself. Two features of ADHD should be emphasized. Firstly, it is most pronounced in children aged 6 to 12 years and, secondly, in boys it occurs 7-9 times more often than in girls.
In addition to mild brain dysfunction and minimal brain dysfunction, some researchers (I.P. Bryazgunov, E.V. Kasatikova) also name the causes of hyperactive behavior as temperamental features, as well as defects in family upbringing. Interest in this problem does not decrease, because if 8-10 years ago there were one or two such children in the class, now there are up to five people or more /
Prolonged manifestations of inattention, impulsivity and hyperactivity, the leading signs of ADHD, often lead to the formation of deviant forms of behavior (Kondrashenko V.T., 1988; Egorova M.S., 1995; Grigorenko E.L., 1996; Zakharov A.I., 1986, 1998;) . Cognitive and behavioral impairment continues to persist in up to 70% of adolescents and more than 50% of adults diagnosed with ADHD as children.) In adolescence, hyperactive children develop early cravings for alcohol and drugs, which contributes to the development of delinquent behavior (Bryazgunov I.P., Kasatikova E.V., 2001). For them, to a greater extent than for their peers, a tendency to delinquency is characteristic (Mendelevich V.D., 1998) .
Attention is also drawn to the fact that attention is paid to attention deficit hyperactivity disorder only when a child enters school, when there is school maladaptation and poor progress (Zavadenko N.N., Uspenskaya T.Yu., 1994; Kasatikova E.B. , Bryazgunov I.P., 2001) .
The study of children with this syndrome and the development of deficient functions is of great importance for psychological and pedagogical practice precisely at preschool age. Early diagnosis and correction should be focused on preschool age (5 years), when the compensatory capabilities of the brain are great, and it is still possible to prevent the formation of persistent pathological manifestations (Osipenko T.N., 1996; Litsev A.E.,).
Modern directions developmental and correctional work (Semenovich A.V., 2002; 1998; Semago N.Ya., 2000; Sirotyuk A.L., 2002) are based on the principle of replacement development. There are no programs that consider the multimorbidity of the developmental problems of a child with ADHD in combination with problems in the family, peer group and adults accompanying the development of the child, based on a multimodal approach.
An analysis of the literature on this issue showed that in most studies, observations were made on children of school age, i.e. during the period when the signs are most pronounced, and the conditions for development at an early and preschool age remain, for the most part, outside the field of view of the psychological service. Right now, the problem of early detection of attention deficit hyperactivity disorder, prevention of risk factors, its medical, psychological and pedagogical correction, covering the multimorbidity of problems in children, is becoming increasingly important, which makes it possible to make a favorable treatment prognosis and organize a corrective impact.
1. Attention deficit hyperactivity disorder in childhood
Attention deficit / hyperactivity disorder is a dysfunction of the central nervous system (mainly the reticular formation of the brain), manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and stimuli.
Syndrome (from the Greek syndrome - accumulation, confluence). The syndrome is defined as a combined, complex disorder of mental functions that occurs when certain areas of the brain are damaged and naturally due to the removal of one or another component from the normal functioning. It is important to note that the disorder naturally combines disorders of various mental functions that are internally interconnected. Also, the syndrome is a natural, typical combination of symptoms, the occurrence of which is based on a violation of the factor due to a deficiency in the work of certain brain areas in case of local brain damage or brain dysfunction caused by other causes that do not have a local focal nature.
Hyperactivity - "Hyper ..." (from the Greek. Hyper - above, above) - component complex words, indicating excess of the norm. The word "active" came into Russian from the Latin "activus" and means "effective, active." External manifestations of hyperactivity include inattention, distractibility, impulsivity, increased motor activity. Often hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed the age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than in girls. Hyperactivity occurring in childhood is a set of symptoms associated with excessive mental and motor activity. It is difficult to draw clear boundaries for this syndrome (i.e., the totality of symptoms), but it is usually diagnosed in children who are characterized by increased impulsivity and inattention; such children are quickly distracted, they are equally easy to please and upset. Often they are characterized by aggressive behavior and negativism. Due to such personality traits, it is difficult for hyperactive children to concentrate on performing any tasks, for example, in school activities. Parents and teachers often face considerable difficulties in dealing with such children.
The main difference between hyperactivity and just an active temperament is that this is not a trait of the child's character, but a consequence of impaired mental development of children. The risk group includes children born as a result of caesarean section, severe pathological childbirth, artificial babies born with low birth weight, premature babies.
Attention deficit hyperactivity disorder, also called hyperkinetic disorder, occurs in children between the ages of 3 and 15, but most often manifests itself in preschool and primary school age. This disorder is a form of minimal brain dysfunction in children. It is characterized by pathologically low levels of attention, memory, weakness of thought processes in general, with a normal level of intelligence. Arbitrary regulation is poorly developed, performance in the classroom is low, fatigue is increased. Deviations in behavior are also noted: motor disinhibition, increased impulsivity and excitability, anxiety, negative reactions, aggressiveness. At the beginning of systematic training, difficulties arise in mastering writing, reading and counting. Against the background of educational difficulties and, often, a lag in the development of social skills, school maladaptation and various neurotic disorders occur.
2. Psychological characteristics of children with attention deficit/hyperactivity disorder (ADHD)
The lag in the biological maturation of the CNS in children with ADHD and, as a result, the higher brain functions (mainly the regulatory component), does not allow the child to adapt to new conditions of existence and normally endure intellectual stress.
O.V. Khaletskaya (1999) analyzed the state of higher brain functions in healthy and sick children with ADHD at the age of 5-7 years and concluded that there were no pronounced differences between them. At the age of 6-7 years, the differences are especially pronounced in such functions as auditory-motor coordination and speech; therefore, it is advisable to conduct dynamic neuropsychological monitoring of children with ADHD from the age of 5 using individual rehabilitation techniques. This will make it possible to overcome the delay in the maturation of higher brain functions in this group of children and prevent the formation and development of a maladaptive school syndrome.
There is a discrepancy between the actual level of development and the performance that can be expected based on the IQ. Quite often, hyperactive children are quick-witted and quickly "grasp" information, have extraordinary abilities. Among children with ADHD there are really talented children, but cases of mental retardation in this category of children are not uncommon. The most important thing is that the intelligence of children is preserved, but the features that characterize ADHD - restlessness, restlessness, a lot of unnecessary movements, lack of focus, impulsive actions and increased excitability, are often combined with difficulties in acquiring learning skills (reading, counting, writing). This leads to a pronounced school maladaptation.
Severe disorders in the field of cognitive processes are associated with disorders of auditory gnosis. Changes in auditory gnosis are manifested in the inability to correctly assess sound complexes consisting of a series of successive sounds, the inability to reproduce them and the shortcomings of visual perception, difficulties in the formation of concepts, infantilism and vagueness of thinking, which are constantly influenced by momentary impulses. Motor discordance is associated with poor eye-hand coordination and negatively affects the ability to write easily and correctly.
Research L.A. Yasyukova (2000) show the specifics of the intellectual activity of a child with ADHD, which consists of cyclicity: arbitrary productive work does not exceed 5-15 minutes, after which the children lose control of mental activity further, within 3-7 minutes the brain accumulates energy and strength for the next work cycle.
It should be noted that fatigue has a double biological action: on the one hand, it is a protective protective reaction against extreme exhaustion of the body, on the other hand, fatigue stimulates recovery processes, pushes the boundaries of functionality. The longer the child works, the shorter
productive periods become longer and the rest time is longer - until complete exhaustion occurs. Then sleep is necessary to restore mental performance. During the period of "rest" of the brain, the child ceases to understand, comprehend and process incoming information. It is not fixed anywhere and does not linger, so the child does not remember what he was doing at that time, does not notice that there were any breaks in his work.
Mental fatigue is more characteristic of girls, and in boys it manifests itself by the age of 7. Girls also have a reduced level of verbal-logical thinking.
Memory in children with ADHD may be normal, but due to the exceptional instability of attention, there are "gaps in well-learned" material.
Disorders of short-term memory can be found in a decrease in the amount of memorization, increased inhibition by extraneous stimuli, and slow memorization. At the same time, an increase in motivation or organization of the material gives a compensatory effect, which indicates the preservation of the cortical function in relation to memory.
At this age, speech disorders begin to attract attention. It should be noted that the maximum severity of ADHD coincides with the critical periods of psychoverbal development in children.
If the regulatory function of speech is impaired, the adult's speech does little to correct the child's activity. This leads to difficulties in the sequential execution of certain intellectual operations. The child does not notice his mistakes, forgets the final task, easily switches to side or non-existent stimuli, cannot stop side associations.
Especially frequent in children with ADHD are such speech disorders as delayed speech development, insufficiency of the motor function of the articulatory apparatus, excessively slow speech, or, conversely, explosiveness, voice and speech breathing disorders. All these violations determine the inferiority of the sound-producing side of speech, its phonation, the limited vocabulary and syntax, and the lack of semantics.
A tendency to a pronounced decrease in attention is observed in unusual situations, especially when it is necessary to act independently. Children do not show perseverance either during classes or in games, they cannot watch their favorite TV show to the end. At the same time, there is no switching of attention, therefore, types of activities that quickly replace each other are carried out in a reduced, poor quality and fragmentary way, however, when pointing out mistakes, children try to correct them.
Attention impairment in girls reaches its maximum severity by the age of 6 and becomes the leading disorder in this age period.
The main manifestations of hyperexcitability are observed in various forms of motor disinhibition, which is aimless, not motivated by anything, situationless and usually not controlled by either adults or peers.
Such increased motor activity, turning into motor disinhibition, is one of the many symptoms that accompany developmental disorders in a child. Purposeful motor behavior is less active than in healthy children of the same age.
Coordinating disorders are found in the field of motor abilities. In addition, general difficulties in perception are noted, which is reflected in mental capacity children, and, consequently, on the quality of education. The most commonly affected are fine motor skills, sensorimotor coordination, and manual dexterity. Difficulties associated with maintaining balance (when standing, skating, rollerblading, bicycling), impaired visual-spatial coordination (inability to sports games especially with the ball) - the causes of motor awkwardness and an increased risk of injury.
Impulsivity manifests itself in sloppy performance of the task (despite the effort, do everything right), in restraint in words, deeds and actions (for example, shouting from a place during class, inability to wait for your turn in games or other activities), inability to lose, excessive perseverance in defending their interests (despite the requirements of an adult). With age, the manifestations of impulsivity change: the older the child, the more pronounced impulsivity and more noticeable to others.
One of the characteristic features of children with ADHD is violations of social adaptation. These children typically have a lower level of social maturity than is usually the case for their age. Affective tension, a significant amplitude of emotional experience, difficulties in communicating with peers and adults lead to the fact that a child easily develops and fixes negative self-esteem, hostility to others, and neurosis-like and psychopathological disorders occur. These secondary disorders aggravate the clinical picture of the condition, increase maladjustment and lead to the formation of a negative "I-concept".
Children with the syndrome have impaired relationships with peers and adults. In mental development, these children lag behind their peers, but they strive to lead, behave aggressively and demandingly. Impulsive hyperactive children quickly react to a ban or a sharp remark, respond with harshness, disobedience. Attempts to contain them lead to actions on the principle of a "released spring". Not only others suffer from this, but also the child himself, who wants to fulfill a promise, but does not keep it. Interest in the game in such children quickly disappears. Children with ADHD love to play destructive games, during the game they cannot concentrate, they conflict with their comrades, despite the fact that they love the team. The ambivalence of forms of behavior is most often manifested in aggressiveness, cruelty, tearfulness, hysteria, and even sensual dullness. In view of this, children with attention deficit hyperactivity disorder have few friends, although these children are extroverts: they look for friends, but quickly lose them.
The social immaturity of such children is manifested in the preference for building play relationships with younger children. Relationships with adults are difficult. It is difficult for children to listen to the explanation to the end, they are constantly distracted, especially in the absence of interest. These children ignore both adult rewards and punishment. Praise does not stimulate good behavior, in view of this encouragement must be very reasonable, otherwise the child will behave worse. However, it must be remembered that a hyperactive child needs praise and approval from an adult to strengthen self-confidence.
Harmonization of the development of the personality of children with ADHD depends on the micro_and macrocircle. If mutual understanding, patience and a warm attitude towards the child are preserved in the family, then after curing ADHD, everything negative sides behaviors disappear. Otherwise, even after the cure, the pathology of the character will remain, and perhaps even intensify.
The behavior of such children is characterized by a lack of self-control. The desire for independent action (“I want it that way”) turns out to be a stronger motive than any rules. Knowing the rules is not a significant motive for one's own actions. The rule remains known but subjectively meaningless.
It is important to emphasize that the rejection of hyperactive children by society leads to the development of a sense of rejection in them, alienates them from the team, increases imbalance, irascibility and intolerance of failure. Psychological examination of children with the syndrome in most of them reveals increased anxiety, anxiety, internal tension, a sense of fear. Children with ADHD are more likely than others to depressive state are easily frustrated by failures.
The emotional development of the child lags behind normal indicators this age group. Mood changes rapidly from elated to depressed. Sometimes there are unreasonable bouts of anger, rage, anger, not only in relation to others, but also to oneself. Ignorance that a child has functional deviations in the work of brain structures, and the inability to create an appropriate mode of learning and life in general for him at preschool age, give rise to many problems in elementary school.
3. Correction of ADHD
The goal of therapy is to reduce behavioral disturbances and learning difficulties. To do this, first of all, it is necessary to change the environment of the child in the family, school and create favorable conditions for correcting the symptoms of the disorder and overcoming the lag in the development of higher mental functions.
Treatment of children with Attention Deficit Hyperactivity Disorder should include a complex of methods, or, as experts say, be “multimodal”. This means that a pediatrician, a psychologist, teachers and parents should participate in it. Only the collective work of the above-mentioned specialists will achieve a good result.
"Multimodal" treatment includes the following steps:
enlightening conversations with the child, parents, teachers;
training parents and teachers in behavioral programs;
expanding the child's social circle through visiting various circles and sections;
special education in case of learning difficulties;
drug therapy;
At the beginning of treatment, the doctor and psychologist must carry out educational work. Parents and the child must be explained the meaning of the upcoming treatment.
Adults often do not understand what is happening to the child, but his behavior annoys them. Not knowing about the hereditary nature of ADHD, they explain the behavior of their son (daughter) with “wrong” upbringing and blame each other. Specialists should help parents understand the behavior of the child, explain what can really be hoped for and how to behave with the child.
Behavioral Psychotherapy
Among the psychological and pedagogical methods of correction of attention deficit disorder, the main role is given to behavioral psychotherapy. The key point of the behavioral correction program is to change the environment of the child at home in order to create favorable conditions for overcoming the lag in the development of mental functions.
Home correction program includes:
* changing the behavior of an adult and his attitude towards the child (demonstrate calm behavior, avoid the words “no” and “not allowed”, build relationships with the child on trust and mutual understanding);
* change in the psychological microclimate in the family (adults should quarrel less, devote more time to the child, spend leisure time with the whole family);
* organization of the daily routine and places for classes;
* a special behavioral program that provides for the prevalence of support and reward methods.
The program of the environment (kindergarten) correction includes:
* changing the environment (the place of the child in the group is next to the teacher, changing the mode of the lesson with the inclusion of minutes of active rest,);
* creation of positive motivation, situations of success;
* correction of negative forms of behavior, in particular unmotivated aggression;
* regulation of expectations (also applies to parents), since positive changes in the behavior of the child do not appear as quickly as others would like.
Behavioral programs require considerable skill, adults have to use all their imagination and experience with children in order to keep the constantly distracted child motivated during classes.
Success in treatment will be guaranteed if uniform principles are maintained in relation to the child at home and in the garden: the “reward” system, help and support from adults, participation in joint activities. Continuity of medical therapy is the main guarantee of success.
Corrective programs should be focused on the age of 5-7 years, when the compensatory capabilities of the brain are great and the pathological stereotype has not yet formed.
Based on the literature data, we have developed specific recommendations for parents and teachers on working with hyperactive children.
It must be remembered that negative parenting methods are ineffective in these children. The peculiarities of their nervous system are such that the threshold of sensitivity to negative stimuli is very low, so they are not susceptible to reprimands and punishment, and do not easily respond to the slightest praise.
The home reward and promotion program includes the following points:
1. Every day, the child is given a specific goal that he must achieve.
2. The efforts of the child in achieving this goal are encouraged in every possible way.
3. At the end of the day, the child's behavior is evaluated according to the results achieved.
4. When a significant improvement in behavior is achieved, the child receives a long-promised reward.
Examples of goals set for a child can be: good homework, good behavior, cleaning your room, cooking dinner, shopping, and others.
In a conversation with a child, and especially when you give him tasks, avoid directives, turn the situation in such a way that the child feels: he will do a useful thing for the whole family, he is completely trusted, hoped for. When communicating with your son or daughter, avoid constant pulling like "sit still" or "don't talk when I'm talking to you" and other things that are unpleasant for him.
A few examples of incentives and rewards: allow the child to watch TV in the evening for half an hour longer than the allotted time, treat him with a special dessert, give him the opportunity to participate in games with adults (lotto, chess).
If the child behaves approximately during the week, at the end of the week he should receive an additional reward. It can be some kind of trip with your parents out of town, an excursion to the zoo, to the theater and others.
For unsatisfactory behavior, a light punishment is recommended, which should be immediate and unavoidable. It can be just verbal disapproval, temporary isolation from other children, deprivation of "privileges".
Parents are encouraged to write a list of what they expect from their child in terms of behavior. This list is explained to the child in an accessible manner. After that, everything written is strictly observed, and the child is encouraged for success in its implementation. Physical punishment must be refrained from.
Physical activity
Treatment of children with ADHD must necessarily include physical rehabilitation. These are special exercises aimed at recovery. behavioral responses, the development of coordinated movements with voluntary relaxation of the skeletal and respiratory muscles.
Most of the experiments performed have shown that the mechanism for improving well-being is associated with increased production during prolonged muscle activity of special substances - endorphins, which have a beneficial effect on the mental state of a person.
These data allow us to develop recommendations for classes. physical education children with attention deficit hyperactivity disorder.
* Motor activity can be prescribed in the same volume as healthy children.
* Keep in mind that not all types of physical activity may be beneficial for hyperactive children. For them, games where the emotional component is strongly expressed (competitions, demonstration performances) are not shown. Recommended physical exercises that are aerobic in nature, in the form of a long, uniform training of light and medium intensity: long walks, jogging, swimming, skiing, cycling and others.
Particular preference should be given to a long, even run, which has a beneficial effect on the mental state, relieves tension, and improves well-being.
Before a child begins to exercise, he must undergo a medical examination in order to exclude diseases, primarily of the cardiovascular system.
Psychotherapy
Attention deficit hyperactivity disorder is a disease not only of a child, but also of adults, especially the mother, who is most often in contact with him.
Doctors have long noticed that the mother of such a child is overly irritable, impulsive, her mood is often lowered. To prove that this is not just a coincidence, but a pattern, special studies were conducted, the results of which were published in 1995 in the journal Family Medicine. It turned out that the frequency of the so-called major and minor depression occurs among ordinary mothers in 4-6% and 6-14% of cases, respectively, and among mothers who had hyperactive children, in 18 and 20% of cases, respectively. Based on these data, scientists concluded that mothers of hyperactive children must undergo a psychological examination.
Often, mothers with children with the syndrome have an asthenoneurotic condition that requires psychotherapeutic treatment.
There are many psychotherapeutic techniques that can benefit both the mother and the child. Let's dwell on some of them.
Visualization
Experts have proved that the reaction to the mental reproduction of an image is always stronger and more stable than to the verbal designation of this image. Consciously or not, we are constantly creating images in our imagination.
Visualization is understood as relaxation, mental fusion with an imaginary object, picture or process. It is shown that the visualization of a certain symbol, picture, process has a beneficial effect, creates conditions for restoring mental and physical balance.
Visualization is used to relax and enter a hypnotic state. It is also used to stimulate the body's defense system, increase blood circulation in a certain area of the body, to slow down the pulse, etc. .
Meditation
Meditation is one of the three main elements of yoga. This is a conscious fixation of attention at a moment in time. During meditation, a state of passive concentration occurs, which is sometimes called the alpha state, since at this time the brain generates predominantly alpha waves, just like before falling asleep.
Meditation reduces the activity of the sympathetic nervous system, promotes anxiety reduction and relaxation. At the same time, the heart rate and breathing slow down, the need for oxygen decreases, the picture of brain tension changes, the reaction to stressful situation balanced.
Autogenic training
AT includes a series of exercises with which a person consciously controls the functions of the body. You can master this technique under the guidance of a doctor.
Muscle relaxation achieved with AT affects the functions of the central and peripheral nervous system, stimulates backup capabilities the cerebral cortex, increases the level of voluntary regulation of various body systems.
The self-regulation of emotional-vegetative functions achieved with the help of AT, optimization of the state of rest and activity, increasing the possibilities for the implementation of the psychophysiological reserves of the body make it possible to use this method in clinical practice to enhance behavioral therapy, in particular for children with ADHD.
Hyperactive children are often tense, internally closed, so relaxation exercises must be included in the correction program. This helps them to relax, reduces psychological discomfort in unfamiliar situations, and helps them to cope with various tasks more successfully.
The relaxation training model is an AT model redesigned specifically for children and used for adults. It can be used both in preschool and school educational institutions, and at home.
Teaching children to relax their muscles can help relieve general tension.
Relaxation training can be carried out during individual and group psychological work, in gyms or in a regular classroom. Once children learn to relax, they can do it on their own (without a teacher), which will increase their overall self-control. Successful mastery of relaxation techniques (like any success) can also increase their self-esteem.
Of all the psychotherapeutic techniques, autogenic training is the most accessible in mastering and can be used independently. It has no contraindications in children with Attention Deficit Hyperactivity Disorder.
We have described many techniques that can be used in the treatment of attention deficit hyperactivity disorder. As a rule, these children have a variety of disorders, so in each case it is necessary to use a whole range of psychotherapeutic and pedagogical techniques, and in case of a pronounced form of the disease, medications.
It must be emphasized that the improvement in the behavior of the child will not appear immediately, however, with constant training and following the recommendations, the efforts of parents and teachers will be rewarded.
4. Program of remedial classes for children with Attention Deficit/Hyperactivity Disorder
The purpose of the correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.
Tasks of psychocorrectional work:
1. Development of the child's attention (the formation of its properties: concentration, switchability, distribution);
2. Training of psychomotor functions;
3. Reduced emotional stress;
4. Training to recognize emotions by external signals;
5. Correction of behavior with the help of role-playing games;
6. Removal of anxiety;
7. Development of communication skills.
Means of correction:
games for the development of psychomotor functions and the correction of behavior in a team.
Exercises and games aimed at developing the child's stability, concentration, switching and distribution of attention.
Exercises and games aimed at overcoming motor automatism.
A complex of psycho-gymnastics classes.
The program is designed for children of middle and senior preschool age.
Program construction principles:
1. Availability of the proposed material, compliance with the age characteristics of children;
2. Systematic and consistent in corrective work;
3. Personally-oriented approach to children.
The program provides for the possibility of implementing individual approach to the child, work with various subgroups of children, takes into account their age characteristics.
Classes are held once every 2 days.
Thematic planning of correctional and developmental work with children:
Lesson #1
Lesson objectives:
Acquaintance.
Correction of the key components of ADHD
Tasks:
Familiarization with the rules of behavior in the group;
Development of interest in joint activities.
Formation of self-control skills.
"Carousel"
Purpose: group building exercise.
An adult takes the child by the hand, and begins to collect all the children in one chain, forming a circle.
The adult says:
Movement Words
Now we will ride on the carousel. Repeat the words after me and move together in a circle so that the carousel does not break. Words: “Fire-ate-ate-ate, the carousels spun. And then run, run, run, run. Hush, hush, don't rush, stop the carousel. One-two. One-two (pause). So the game is over. The carousel moves slowly to the right. The pace of speech and movements gradually accelerates. On the words “run”, the carousel changes the direction of movement. The pace of movement gradually slows down and everyone stops at the words “one or two”.
"Catch - don't catch"
The rules of this game are similar to the well-known way to play "Edible - inedible". Only the condition when the child catches the ball, and when not, can change in each horse of the game. For example, now you agree with him that if the driver throws the ball, saying a word related to plants, then the player catches him. If the word is not a plant, then it hits the ball. For example, one round of the game could be called "Furniture is not furniture." Similarly, you can play such options as "Fish - not fish", "Transport - not transport", "Flies - does not fly" and many others. The number of game conditions you can choose depends only on your imagination. If it suddenly runs out, invite the child to choose the condition of the game himself, that is, the category of words that he will catch. Kids sometimes come up with completely fresh and creative ideas!
Note. As you probably noticed, this game develops not only attention, but also the ability to generalize, as well as the speed of processing the information heard. Therefore, for the purpose of the intellectual development of the child, try to make the categories of these generalized concepts varied and affect different areas, and not limited to everyday and frequently used words.
"Headball"
In this game, in order to be successful, the child will have to take into account the pace and nature of the movements of the other person. In general, his usual impulsiveness will not help the cause.
It's good if you connect a few more children to this game. Firstly, it is with peers that the child most of all needs to learn how to get along well, and secondly, it is, of course, possible to perform these game tasks with an adult, but not very convenient. So, let your child, along with his mate, stand at the line under code name"start" Put a pencil on this line. The task of the players is to take this pencil from both sides so that each of them touches its tip only index finger. Using these two fingers for two, they should be able to pick up a pencil, carry it to the end of the room and return back. If during this time they did not drop what they were carrying and did not help themselves with the other hand, then you can congratulate the couple on the successful completion of the task. This means that they are able to be friends, since they have shown such good cooperation skills with each other.
As the next task, you can take a piece of paper, which the players must carry by holding it with their shoulders. Then offer them a soft toy to carry using only their ears and cheeks.
And finally, offer a more difficult task - the ball that they must convey using only their heads (literally and figuratively). This is not as easy as it might seem at first glance, because the ball, due to its shape, will tend to slide off. If you are playing with more than two children, then after this round, offer them the same task, which they will now do all together (that is, three or five of them). It really unites the children and creates a friendly, joyful atmosphere. When trying to complete a task, they usually figure out pretty quickly that they can do it better if they hug their shoulders and walk together in small steps, discussing when to turn or stop.
Note. If your child did not immediately manage to cooperate with other children, then (when his peers begin to complete the task) pay attention to how the pair of players coordinate their actions: they talk among themselves, the fast one adjusts to the slower one, hold hands to better feel the movements of the other , etc.
"Freeze"
Lesson #2
Lesson objectives:
group cohesion;
Tasks:
Grouping members into a group;
Development of voluntary attention;
Development of social communication skills.
"Whose voice?"
Children sit in a semicircle. The leader is with his back to the players. One of the children calls out by name to the host, who, without turning around, should name the one whose voice he heard. First, the children call the leader in their usual voice, and then you can change the intonation.
"The dragon bites its tail."
"Sharp Eye"
In order to become a winner in this game, the child needs to be very attentive and be able not to be distracted by foreign objects.
Choose a small toy or object for the child to find. Give him the opportunity to remember what it is, especially if it is a new thing in the house. Ask the child to leave the room. When he fulfills this request, put the selected object in an accessible place, but so that it is not immediately evident. In this game, you can not hide items in the drawers of the table, behind the closet and the like. The toy should stand so that the player can find it without touching the objects in the room, but simply examining them carefully.
Note. If your son or daughter managed to find a toy, then they are worthy of praise. You can even tell them that if they were born into an Indian tribe, they might have been called by a proud name like Keep Eye.
Lesson #3
Lesson objectives:
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"It's the other way around"
This game will surely appeal to little stubborn people who like to do everything the other way around. Try to "legalize" their passion to argue. An adult in this game will be the leader. He must demonstrate a variety of movements, and the child must also perform movements, only completely opposite to what he is shown. So, if an adult raised his hands, the child should lower them, if he jumped, he should sit down, if he extended his leg forward, he should take it back, etc.
Note. As you probably noticed, the player will need not only the desire to contradict, but also the ability to think quickly, choosing the opposite movement. Draw the child's attention to the fact that the opposite is not just different, but somewhat similar, but different in direction. This game can be supplemented with the host’s periodic statements, to which the player will select antonyms. For example, the host will say “warm”, the player must immediately answer “cold” (you can use the words different parts speeches that have opposite meanings: run - stand, dry - wet, good - evil, fast - slow, a lot - little, etc.).
"Revived Elements"
The players sit in a circle. The host agrees with them that if he says the word "earth", everyone should put their hands down, if the word "Water" - stretch their hands forward, if the word "air" - raise their hands up, the word "fire" - rotate their hands. Whoever makes a mistake is considered a loser.
"Pump and Ball"
Lesson number 4
Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"Magic word"
Children usually love this game very much, because in it the adult is in the position of a child who is taught to be polite.
Ask your child what "magic" words he knows and why they are called that. If he has already mastered enough etiquette norms, he will be able to answer that without these words, requests may look like a rude order, so people will not want to fulfill them. "Magic" words show respect for a person and dispose him to the speaker. Now in the role of such a speaker, trying to achieve the fulfillment of his wishes, you will act. And the child will be an attentive interlocutor, sensitive to whether you said the word "please." If you say it in a phrase (for example, say: "Please raise your hands up!"), Then the child fulfills your request. If you just say your request (for example, "Clap your hands three times!"), then the child who teaches you to be polite should never perform this action.
Note. This game develops not only attention, but also the ability of children to arbitrariness (performing actions not impulsively, simply because now you want it, but in connection with certain rules and goals). This important characteristic is considered by many psychologists to be one of the leading ones in determining whether a child is ready for school.
"Princess Nesmeyana"
Everyone is familiar with the complaints of children that someone else interferes with their concentration and makes them laugh. In this game, they will have to overcome this unfortunate circumstance.
Remember such a cartoon character as Princess Nesmeyana. It was almost impossible to cheer her up, she did not pay attention to anyone and shed tears day and night. Now the child will be such a princess. Crying, of course, is not worth it, but he is strictly forbidden to laugh (otherwise, what kind of Nesmeyana is this?). In the same cartoon, as you know, there was a worried father who promised the princess as his wife and half the kingdom in addition to the one who would cheer her up. Such potential suitors, eager for the royal treasury, may be other children or, at first, adults in the family. They surround the princess (who can be played by either a boy or a girl) and try their best to make her smile. The one who turns out to be so successful in this matter that he causes a wide smile from Nesmeyana (teeth will be visible) is considered to have won this contest of suitors. In the next round, this person changes places with the princess.
Note. It is better to set some restrictions among the "suitors" (they are not allowed to touch the princess) and for Nesmeyana (she must not turn away or close her eyes or ears).
Communication games
"I am silent - I whisper - I shout"
Lesson number 5
Lesson number 6
Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"The Soldier and the Rag Doll"
The easiest and most reliable way to teach children to relax is to teach them to alternate between strong muscle tension and subsequent relaxation. Therefore, this and subsequent game will help you to do it in a playful way.
So, invite the child to imagine that he is a soldier. Remember with him how to stand on the parade ground - stretched out to attention and frozen. Have the player pretend to be such a soldier as soon as you say the word "soldier". After the child stands in such a tense position, say another command - "rag doll". When performing it, the boy or girl should relax as much as possible, lean forward slightly so that their arms dangle as if they were made of cloth and cotton. Help them imagine that their whole body is soft, supple. The player must then become a soldier again, and so on.
Note. You should finish such games at the stage of relaxation, when you feel that the child has had enough rest.
"Pump and Ball"
If a child has ever seen how a deflated ball is pumped up with a pump, then it will be easy for him to enter into the image and depict the changes taking place at that moment with the ball. So, stand opposite each other. The player representing the ball must stand with his head down, arms hanging sluggishly, legs bent at the knees (that is, look like an uninflated shell of the ball). The adult, meanwhile, is going to correct this situation and begins to make such movements as if he were holding a pump in his hands. As the intensity of pump movements increases, the "ball" becomes more and more inflated. When the child has already puffed out his cheeks, and his arms are stretched out to the sides with tension, pretend that you are critically looking at your work. Touch his muscles and complain that you overdid it and now you have to blow off the ball. After that, depict pulling out the pump hose. When you do this, the "ball" will deflate so much that it even falls to the floor.
Note. To show a child an example of how to play an inflating ball, it is better to first invite him to be in the role of a pump. You will tense up and relax, which will help you relax, and at the same time understand how this method works.
"Speak on cue"
Now you will simply communicate with the child, asking him any questions. But he should not answer you immediately, but only when he sees a prearranged signal, for example, arms folded on his chest or scratching his head. If you asked your question, but did not make the agreed movement, the child should be silent, as if they were not addressing him, even if the answer is spinning on his tongue.
Note. During this conversation game, additional goals can be achieved depending on the nature of the questions being asked. So, asking a child with interest about his desires, inclinations, interests, attachments, you increase the self-esteem of your son (daughter), help him pay attention to his "I". By asking questions about the content of the topic covered at school (you can rely on a textbook), you will consolidate certain knowledge in parallel with the development of volitional regulation.
Lesson number 7
Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"Humpty Dumpty"
The character of this game will surely appeal to a hyperactive child, as their behavior is in many ways similar. In order for the children to better get into the role, remember if they read S. Marshak's poem about Humpty Dumpty. Or maybe he saw a cartoon about him? If so, have the children talk about who Humpty Dumpty is, why they call him that, and how he behaves. Now you can start the game. You will read an excerpt from Marshak's poem, and the child will begin to portray the hero. To do this, he will turn his torso to the right and left, dangling freely with soft, relaxed hands. To whom this is not enough, he can also turn his head.
So, an adult in this game should read a poem:
Humpty Dumpty
Sat on the wall.
Humpty Dumpty
Fell off in a dream.
When you say the last line, the child should sharply tilt the body forward and down, stop swinging his arms and relax. You can let the child fall on the floor to illustrate this part of the poem, however, then you should take care of its cleanliness and carpeting.
Note. The alternation of fast, vigorous movements with relaxation and rest is very useful for a hyperactive child, since in this game he gets a certain pleasure from a relaxed fall to the floor, and therefore from rest. To achieve maximum relaxation, repeat the game several times in a row. So that she does not get bored, you can read the poem at a different pace, and the child will slow down or speed up his movements accordingly.
Games that develop volitional regulation
"The dragon bites its tail."
The players stand one behind the other, holding on to the waist in front of the one standing. The first child is the head of the dragon, the last is the tail. The "Head" is trying to catch his "Tail", the rest of the children tenaciously hold on to each other.
Lesson number 8
Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"I am silent - I whisper - I shout"
As you probably noticed, hyperactive children find it difficult to regulate their speech - they often speak in raised tones. This game develops the ability to consciously regulate the volume of their statements, stimulating the child to speak either quietly, then loudly, or completely silent. He will have to choose one of these actions, focusing on the sign that you show him. Arrange these signs in advance. For example, when you put your finger to your lips, the child should speak in a whisper and move very slowly. If you put your hands under your head, as during sleep, the child should shut up and freeze in place. And when you raise your hands up, you can talk loudly, shout and run.
Note. It is better to finish this game at the “silent” or “whisper” stage in order to reduce the excitement of the game when moving on to other activities.
"Toys Alive"
Ask your child what he thinks is happening at night in the toy store. Listen to his versions and offer to imagine that at night, when there are no buyers, the toys come to life. They start to move, but very quietly, without saying a word, so as not to wake the watchman. Now draw yourself some kind of toy, such as a teddy bear. Let the child try to guess who it is. But he should not shout out the answer, but write down (or draw) on a piece of paper so as not to give out toys with noise. Then let the child show any toy himself, and you will try to guess its name. Please note that the entire game must be played in absolute silence. When you feel a decline in interest in a child, then announce that it is dawn. Then the toys should fall into place again, thus the game will be over.
Note. In this game, the child acquires the skills of non-verbal (without the use of speech) communication, and also develops self-control, because when he guessed what kind of toy you are depicting, he so wants to immediately say about it (or even better shout), but the rules of the game do not allow do this. When he himself portrays a toy, efforts must also be made not to make sounds and not prompt an adult.
"Freeze"
In this game, the child needs to be attentive and be able to overcome motor automatism, controlling his actions.
Put on some dance music. While it sounds, the child can jump, spin, dance. But as soon as you turn off the sound, the player should freeze in place in the position in which the silence found him.
Note. This game is especially fun to play at a children's party. Use this to train your child and at the same time create an atmosphere of relaxedness, as children are often embarrassed to dance in a serious way, and you offer them to do it in the game, as if in jest. You can also introduce a competitive motive: those who did not have time to freeze after the end of the music are eliminated from the game or are subjected to some kind of comic punishment (for example, toast a birthday man or help set the table).
List of used literature
1. Badalyan L.O., Zavadenko N.N., Uspenskaya T.Yu. Attention Deficit Syndromes in Children // Review of Psychiatry and Medical Psychology. V.M. Bekhterev. St. Petersburg: 1993. - No. 3. - 95 p.
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, - 2001. - 96 p.
3. Bryazgunov I.P., Kuchma V.R. Attention deficit hyperactivity disorder in children (issues of epidemiology, etiology, diagnosis, treatment, prevention and prognosis). - M. - 1994. - 49 p.
4. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. - St. Petersburg: Publishing house "Piter", - 2000. - 528 p..
5. Age features mental development of children / Ed. I.V. Dubrovina, M.I. Lisina. - M., 1982. - 101 p.
6. Vygotsky L.S. Development of higher mental functions. - M.: APN RSFSR, - 1960. - 500 p.
7. Drobinskaya A.O. Attention Deficit Hyperactivity Disorder // Defectology. - No. 1. - 1999. - 86 p.
8. Zhurba L.T., Mastyukova E.M. Minimal brain dysfunction in children. Scientific review. M.: VNINMI, - 1980. - 50 p.
9. Zavadenko N.N. Hyperactivity and attention deficit in childhood. M .: "Academy", - 2005. - 256 p.
10. Zavadenko N.N. How to understand a child: children with hyperactivity and attention deficit // Medical Pedagogy and Psychology. Supplement to the journal "Defectology". Issue 5. M.: School-Press, - 2000. - 112 p. Summary of the lesson on "Development of speech and communication" in the 0th grade of a correctional school
Attention Deficit Hyperactivity Disorder (ADHD) - one of the most common developmental disorders, which most often manifests itself in children under 7 years of age. ADHD can be more serious than meets the eye. Symptoms include difficulty concentrating (deficiency), restlessness, inability to control one's own behavior, excessive activity, which causes difficulties in school, communication with peers, parents and surrounding adults. There are subtypes of ADHD with a predominance of hyperactivity, attention deficit and a mixed subtype.
ADHD is the most common cause school failure in children.
Signs of Attention Deficit Hyperactivity Disorder
Children with this disorder may:
● Often turn and fidget in chairs;● Non-stop talking;
● Constantly be on the move, strive to touch, play with everything that is in sight;
● Having difficulty staying still during class, doing homework, eating, etc.;
● Unable to remain silent during tasks.
CauseADHD can be caused by heredity or a combination of factors such as brain damage on early stages development, unfavorable environment, wrong style of education. If the development of the control functions of the brain is delayed or impaired, individual abilities can be developed in these children at a high level.
Parents and teachers may miss the fact that a child has ADD, especially if he remains very quiet and inactive - with external focus, in reality, the child may not concentrate on the task being performed.
Children with ADHD are often accused of lack of discipline and education, although the root cause of such behavior may be not so much character traits and upbringing as the described developmental disorders.
Of great importance early initiation of psychological care the child and his family if there are signs of such a violation.
Treatment of Attention Deficit Hyperactivity Disorder
ADHD always requires a holistic approach. In the August Children's Psychological Center, we diagnose and treat attention deficit disorder in children using the most effective modern diagnostic and therapeutic methods:
Neuropsychological correction- a course of classes, including motor and cognitive tasks aimed at correcting and training individual mental operations and abilities, the formation of self-control skills, the development of social skills.
Psychotherapy- consultations of a psychotherapist and training in effective parent-child communication, development of social interaction skills.
Defectological correction- identification and correction of violations of educational skills, difficulties in mastering school curriculum.
Today, there are a lot of polar points of view on the nature of the origin, methods of diagnosis and treatment of ADHD. However, most experts agree with each other that one of the most important ways to help hyperactive children is psychological and pedagogical correction. That is why we asked psychologists working with such children and their families to answer the main questions of parents.
Questions are answered:
Irina BARANOVA | pediatric pathologist-diagnostician
Oksana ALISOVA | Specialist in working with hyperactive children, pedagogue-psychologist of the highest qualification category, head psychological center"Light of the Lighthouse"
What is ADHD?
Irina Baranova: From the point of view of pathopsychology, attention deficit hyperactivity disorder (ADHD) is a special non-optimal state of the central nervous system (central nervous system. - Approx. ed.), in which the cortical part of the brain does not quite cope with its task: to exert a corrective influence on the subcortical part . Normally, the cortex slows down the subcortex, which, figuratively speaking, encourages a person to “want everything at once”, to achieve his own by force, without waiting for suitable conditions. In children with ADHD, this regulation is disrupted.
What is the difference between an active healthy baby and a child with Attention Deficit Hyperactivity Disorder?
I.B.: Distinguishing normal childhood activity from hyperactivity is not always easy. Sometimes the following experiment can help: if you put a child in a limited space with a certain set of toys and objects, an ordinary baby will find something to do after a while and focus on it. A hyperactive person, most likely, will not be able to do this - his attention will constantly slip away, it will be difficult for him to concentrate on a certain type of activity.
The main method of diagnosing ADHD is observation, and the above example confirms this. If you notice that the baby quickly gets tired and distracted, often conflicts, easily falls into hysterics, show the child to a specialist. It may be a manifestation of ADHD.
Is it possible to suspect ADHD in early age? What should parents of infants and young children pay attention to?
I.B.: I believe that it is possible to speak more or less confidently about the presence of ADHD in a child only by the age of seven. Previously, the behavior of the child and the characteristics of his development may be determined by the constitution and the individual pace of maturation - in simple terms, the child is still just an immature psyche. The use of serious medical treatment in this case can do more harm than good. In addition, it is worth remembering that most preschool children are active and inattentive - this in itself is not a pathology.
However, the above does not mean at all that a disinhibited preschool child should not be shown to specialists! Disinhibition (especially in combination with other disorders - motor, speech) is often the result of a neurological pathology that requires correction, and this is not necessarily ADHD. Therefore, the task of a specialist is to qualify the type of CNS deficiency of a preschooler and find a way to help the child. However, a diagnosis such as ADHD may not appear on the chart until the patient reaches the age of seven. This is my opinion as a pathologist.
What are the features of the development of the emotional-volitional sphere in ADHD?
I.B.: The emotional-volitional sphere of these children is characterized by instability of emotional states, emotional lability (quick change of some emotions by others), high readiness for any variants of outbreaks, and impulsiveness. At the same time, one can often observe a high exhaustion of affect, which is already close to neurasthenia.
What are the criteria for diagnosing ADHD in Russia? It is known that abroad this diagnosis is made by a council of specialists, but how is the situation in our country? Is a functional diagnosis required to confirm ADHD?
I.B.: In our country, they officially rely on the criteria described in the F9* section of the ICD-10. A consultation is also needed in Russia, as well as when making any other controversial diagnosis. Often, experts recommend including functional tests (EEG, REG, dopplerometry of cerebral vessels, sometimes MRI in the vascular mode) and an examination of the fundus by an oculist in the examination complex.
How to differentiate between ADHD and other conditions with similar symptoms (ODD, bipolar disorder, anxiety disorder, etc.)?
I.B.: You can't describe it in two words. This is exactly what is required of a specialist, and the level of his qualifications is determined, among other things, by the ability to differentiate various conditions with similar symptoms.
Does ADHD require medication?
I.B.: It would be more accurate to speak not about treatment, but about maintenance therapy. And only the consequences of this syndrome or its complications require a certain medical correction - for example, vascular or dehydration therapy. As a clinical psychologist, I can say that with ADHD, as a rule, an integrated approach is needed - a combination of drug treatment and psychological correction.
Can a child with an intellectual disability or mental retardation be diagnosed with ADHD? Or does this diagnosis presuppose the preservation of the intellect?
I.B.: Usually this diagnosis is made with intact intelligence. In some cases, a child with ADHD may have a mental or psychoverbal developmental delay (SPD or SLD), but not mental retardation.
Of course, a child with mental retardation can be disinhibited and inattentive, and also prone to affects - such manifestations are not uncommon with various disorders and deviations. However, the presence of individual symptoms does not give the right to talk about ADHD.
There is a point of view that ADHD children are the next stage in the development of mankind (indigo children). So still, what is ADHD - a disease or an individual personality trait?
I.B.: In this "ideology" I'm not strong. Theoretically, it can be assumed that ADHD is a variant of a mutation that forms a “new type of person” with a special type of mental functioning. After all, there are many such children - they certainly influence society and are themselves in constant intensive development “in the environment”. However, I have no information about the special achievements of such people.
What daily routine is recommended for a child with ADHD?
Oksana Alisova: Parents of children with ADHD are advised to follow a clear daily routine at home. Meal times, homework, daytime and nighttime sleep - it is advisable to record in the schedule the main events that repeat day after day. For preschoolers, you can create a daily routine using colorful attractive pictures and try to follow it. However, remember that the daily routine is a sequential alternation of various activities, and not blackmail ("if you have lunch, you will play the computer"). If you plan to go somewhere with your child, tell him the route in advance, and also discuss all the details and rules of conduct in advance.
If a child with ADHD has abilities in one area or another (languages, mathematics, etc.), how can they be developed? Indeed, such a child often cannot cope with the loads and requirements of special schools.
O.A.: If a child with ADHD has abilities, of course, they should be developed in the same way as any other child. It is important to remember that for hyperactive children, the correct organization of classes is important - that is, not a large study load in itself is harmful, but some methods of learning.
It is difficult for a child with ADHD to sit still for 45 minutes - discipline is a difficult task for him. However, if you do not focus on the "problem of discipline", the child usually works quite productively and behaves more calmly. Therefore, it is recommended not to pay attention to minor disciplinary violations - for example, you can sit with your legs crossed, "wind" them under the table, stand next to the desk, etc.
Is exercise good for a child with ADHD? If so, which sport do you prefer? And what if the child is not able to maintain discipline during training?
O.A.: For a child with ADHD, playing sports is certainly useful, but not all sports are suitable for him. Preference should be given to swimming, athletics, cycling, martial arts. Regular exercise will help your child develop self-discipline skills. This is the most important task for children with ADHD, and it is not so much about maintaining "external discipline" in training, but about developing self-control skills (of course, in this case a lot depends on the coach).
As for the requirements of strict discipline in training, they are usually put forward when the child is professionally involved in sports and the main goal of the coach is to achieve high results. Parents of children with ADHD should have a different task - to direct the activity of the child in a controlled constructive channel, so small deviations from disciplinary requirements are acceptable. If a particular child with ADHD has serious discipline problems, the coach can use a system of rules and sanctions to help regulate relationships within the group.
What should ADHD rehabilitation include? What activities are required and what are desirable? Please list a set of measures, activities and general recommendations for parents of a child with ADHD.
O.A.: Accompanying a family in which a hyperactive child grows includes two main areas - the impact on the child himself and work with his environment (parents, educators, teachers). I will try to briefly characterize these directions.
Psychological work with a child with ADHD includes several areas: therapy of the affective-personal sphere (play therapy, art therapy, etc.); behavioral therapy, the main methods of which are operant, cognitive-behavioral, as well as the formation of social skills.
Operant methods are the reinforcement of desired behaviors with the help of material incentives (chips, tokens) or the attitude of other persons (attention, praise, encouragement or joint activity), i.e. social reinforcement. As penalties, "time-out" is used, the taking away of chips (tokens).
Behavioral therapy using operant methods suggests the following rules for a consistent approach to children with hyperkinetic conduct disorder:
1) Instructions and directions for hyperactive children should be clear and concise and, if possible, clearly demonstrated.
2) The consequences of the child's action should occur quickly - as close as possible in time to the target behavior.
3) Penalties should be combined with a system of positive consequences.
4) It is necessary to change the system of incentives and rewards from time to time, because in children, the effect of addiction quickly sets in.
5) It is recommended to plan and structure the time of a hyperactive child.
Operant principles can be written down, fixing the system of rewards and penalties. Such an approach can be used not only by parents, but also by school teachers - as an instruction for responding to certain behaviors.
Cognitive-behavioral methods, unlike operant methods based on external control, are aimed at developing self-control skills in a hyperactive child. The goal is to teach the child to regulate their own behavior, to see themselves from the outside, to become less dependent on the situation. The main method is self-observation, self-instruction. The task is to change the perception of one's own behavior.
An example is the Meichenbaum self-instruction training for impulsive children. The basis of this method is self-verbalization (pronunciation) and self-instruction. “What people say to themselves determines everything they do,” Meichenbaum believed.
Therapy with this method has a certain sequence:
1) Definition of the problem (≪stop, first let's think about what we are talking about).
2) Attention management and planning (≪what can I do? what should I do?≫).
3) Reaction management - self-instructions are formulated, which, in fact, are a guide to action (≪I will do this first, and then like this).
4) Correction of errors (≪I made a mistake, but you can try to do it differently≫).
5) Positive self-esteem (≪I managed to do it well≫).
Another important aspect of psycho-corrective work with a hyperactive child is the formation of social skills in a group. It is necessary and obligatory to work with the affective-personal sphere (anxiety, fears, low self-esteem, aggressiveness, etc.). These problems can be solved with the help of play therapy, art therapy, sand therapy. In the process of therapy, it becomes possible to teach a child to differentiate his feelings and find a socially acceptable way of expressing them, to promote the formation (development) of new personal qualities (for example, empathy).
Other methods of psychological and pedagogical correction are aimed at the development of deficient functions of a hyperactive child. A psychologist can help a child overcome disturbances in attention and memory, promote the development of visual-figurative thinking and spatial perception, improve hand-eye coordination and fine motor skills, and help in the formation of school skills.
An important component of accompanying a family with a hyperactive child is work with his environment. This includes:
– work with the parents of a hyperactive child, aimed at correcting relations in the family and forming an adequate system of education;
- informing teachers and educators of a hyperactive child about the essence of ADHD;
- training for parents and teachers effective ways communication with the child; assistance in the development of rules and sanctions for their violation, the definition of duties and prohibitions; establishing feedback between the psychologist and the participants in the pedagogical process.
It is important that parents make as few mistakes as possible when raising children with ADHD (replacing emotional attention with medical care, "extreme parenting" - total control or connivance), teach the child anger management skills. Therefore, the help of a psychologist is important and necessary for families of hyperactive children.
Forms of work may be different in each case: group or individual therapy, as well as joint activities with the child. The most effective is family psychotherapy, which should be the basis of psycho-correctional work. And not just for ADHD.
How to explain to teachers (kindergarten teachers, school teachers, sports coaches) that the child is not spoiled and ill-mannered, but has objective problems in the emotional-volitional sphere?
O.A.: Psychological education about the nature and symptoms of Attention Deficit Hyperactivity Disorder is being conducted with educators, teachers, coaches. Explaining the features of the manifestation of the syndrome during the child's stay in an educational institution, they simultaneously conduct psychological work to change the preconceived position of an adult who believes that the child's behavior is conscious, that he "does everything for evil." Teachers should remember that the difficulties that arise when communicating with hyperactive children and teaching them are not a child's problem, but an adult's. And it is adults who must organize the environment so that the child can safely adapt and socialize.
I.B.: In turn, I can say that professional psychologists who accompany a family with such a child, on their own initiative, meet with teachers and explain to them the essence of the problem. Parents are not always able to do this confidently and concisely.
What problems are possible in primary school and adolescence?
O.A.: As for possible problems, at primary school age the main difficulties are associated with increased motor activity- It can be difficult for parents and teachers to “calm down” such children. In a hyperactive child, academic performance often suffers - the problem is not in intelligence, but in violation of voluntary attention. It can be difficult for a small student to concentrate on a certain type of activity.
In adolescence, difficulties in relationships with peers and adults come to the fore - such children have a high risk of developing asocial and antisocial behavior.
Is it possible to compensate, overcome ADHD? What is the future forecast for such children?
O.A.: Compensation is quite possible with a properly organized environment and timely correction. The forecast for the future is quite favorable.
Parents of children with ADHD often feel helpless, guilty and ashamed, hopeless. What advice can you give them?
I.B.: As a young mother, I also experienced all these feelings. One day I came across a book by Eda LeChamp "When Your Child Drives You Crazy" which helped me a lot at that moment. Chapters from this book were reprinted in a newspaper article under the telling title "Parenthood is not for the cowardly." My advice is take courage. And…just love your kids no matter what. This is probably the hardest part for most of us sometimes.
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*F9 Behavioral and emotional disorders, usually beginning in childhood and adolescence: |
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What is important to know about raising a hyperactive child |
The family is the main environment for the life of the child and the determining factor in the formation of his personality, and, accordingly, his future. And this, no doubt, is especially true for a child with ADHD - for him, family experience is really decisive. Studies have shown (see Barkley, 1996, pp. 130-168) that the main factors that determine the prognosis, the possibility of the full development of a child with ADHD, his self-actualization, are the characteristics of the child's family. It is on them that the risk of developing secondary psychosocial problems in a child depends. As has been noted more than once, ADHD is a kind of catalyst that in one environment promotes reactions leading to one consequence, and in another - to others. The social environment determines the nature and consequences of these reactions - whether they will positively or negatively affect the fate of the child and his family, and to what extent. That is why attention to the characteristics of the family, understanding of its experience and close cooperation with parents in a family-centered approach are necessary to provide effective care.
A child with ADHD is a stressful and very special experience for the whole family. This is a child who requires constant supervision, often gets into bindings, turns everything over, breaks, smashes. This child is also unyielding - despite many explanations, explanations, notations, remarks, he continues to do what is impossible, but does not do what is necessary (crossing out all the expectations of his parents and his immediate environment with his behavior). And if we consider that no one explained to parents that this is a special child who needs a special approach, then the frustrations and disappointments experienced by the family become understandable.
But this is not the whole negative experience: tips and comments should be added inner circle and just passers-by, neighbors, etc. “it’s better to raise a child”, “you spoiled him / her so much, it’s your fault”, remarks from the school, calls to the principal, advice to transfer to another school, constant shame and fear (“ what else will my child do?"). Permanent reimbursements for broken windows, broken toys, etc. Apologies to others for the child's behavior. Anger at others for the lack of tolerance and understanding, for refusing to walk together, for not wanting to invite them to visit with the child. And the collective petitions of the parents of classmates demanding that this child be transferred to another class or school ...
It is also worth remembering marital conflicts with clarifications of who is to blame and who and how should educate. And despair due to problems with academic performance, many hours of general “sitting” on homework. And conflicts with the child - nervous breakdowns with screams and beatings, and then anger at yourself and shame for your behavior. And the feeling of losing contact with the child, misunderstanding of each other. Fear for the future of the child. Fear for the future of his brothers and sisters. Lack of support. Despair, loneliness, hopelessness. As one mother said with pain: “I am losing my child ...”
Not surprisingly, studies of parents of children with ADHD have shown high levels of stress, one of the highest compared to parents of children with other forms of limitation in the child (Mash and Johnston, 1983; Breen and Barkley, 1988). ADHD is actually one of the most stressful disorders for parents. And the consequences high level Chronic stress is well known: it is a decrease in immunity, and the development of psychosomatic diseases, and mental health disorders. Therefore, an extremely important component of the child's family assistance program is teaching methods of "coping" with stress and directly addressing the problems that cause stress.
A feature of the family experience in connection with the existence of a large number of myths and misunderstandings around ADHD is the stress of not understanding what is happening to the child and how to effectively help him. Many families in Ukraine have experience of negative interaction with specialists - different, conflicting and unexplained diagnoses, advice that is opposite in meaning, various methods of treatment and rehabilitation (and, unfortunately, the vast majority of them are methods and means that do not have any scientific and clinical evidence). efficiency) ; the financial costs associated with it; negative perception of the child by specialists, blaming parents for their inability to control the child, sometimes real war between parents and teachers, etc. Disputes over what is happening with the child and how to help him are often present in the family itself, where husband and wife perceive the situation differently and offer different approaches to solving it. Hence the inconsistency in education and, as a result, the deepening of behavioral problems. The lack of information, understanding of what is happening, the lack of effective cooperation with specialists is one of the most significant sources of stress for a family in which a child with ADHD grows up. This confirms the importance of informing and educating parents.
It is clear that obtaining real information about the state of the child and what his "invisible limitations" are, is emotionally difficult for parents. After all, with it comes the realization of the limitations of the child, the reality of a lifelong disorder, and the loss of hope for trying to cure ADHD with “a single course of drug therapy.” Emotionally coming to terms with this reality is not an easy task. There are emotional reactions typical of situations when parents learn about other forms of developmental disorders of the child, for example, cerebral palsy, mental retardation: denial of the reality of the diagnosis and prognosis, the search for a "miraculous" cure, anger, guilt, fear for the future, despair, depression. It can be said that the task of accepting reality includes the task of coming to terms with the loss of what may have been expected and wanted from life - both for your child and for your family. It is also reconciliation with the fact that there will be specific difficulties and trials in life, far from all of which can be circumvented or avoided. Reconciliation with reality, like its awareness, does not happen at once, it lasts throughout life. But, of course, without accepting the diagnosis, it is impossible to work with reality. After all, only when emotionally we can “let go” of what is impossible, we can “invest” in the development of the possible, in helping the child in development and self-actualization. And therefore, in clinical work with parents, one must be attentive to their feelings, to their emotional reaction to the awareness of the special needs of their child. Reconciliation takes time. At the same time, support is needed, and support along this path and help in seeing the positive both in the child and in life, to see development opportunities, what can be changed - and to focus all energy on achieving possible changes.
Unfortunately, not all parents find the strength, support and necessary knowledge to cope with the difficulties associated with raising a child with ADHD. Research shows that for some families that do not have the necessary resources of their own and external assistance, this experience sometimes leads to negative consequences. Parents of children with ADHD, compared with parents from the "control group", are more likely to have low self-esteem - in particular, in the field of parenthood, and this is especially true for mothers; higher rates of depression have also been identified (Lahey, Piacentini, McBurnett et al., 1988; Mash and Johnston, 1983). The development of depression is a prognostically unfavorable factor, as it leads to a deepening of violations in the sphere of parenthood and in the life of the family as a whole, forming a vicious circle: the growth of behavioral problems in the child - self-accusation, low self-esteem - the development of depression - the deepening of violations in contact with the child - further increase behavioral difficulties. Therefore, the identification of these problems and effective intervention become extremely important. It should be borne in mind that premature attempts to teach parents methods of behavioral therapy (which, as mentioned above, is one of the main methods of helping children with ADHD) in case of not detecting depression, for example, in a mother, lead to a worsening of the situation: after all, in a state of depression, the mother will unable to implement new methods of behavioral influence, and therefore will fail again and experience even more frustration and fear.
The higher rates of stress, low self-esteem, self-blame, and depression among mothers compared to fathers are understandable due to the existing gender role of women as primarily responsible for raising children, in contrast to men, who are predominantly worried about the financial provision of the family. The dysfunctionality and negative consequences for both sexes of such a rigid definition of gender role have been proven by sociologists and psychologists, but society is still far from understanding this fact as a problem that needs to be solved at the level of social and individual consciousness. As a result of such ideas about the role of men and women in the family, both women suffer (due to the lack of adequate support from the man, his more passive and detached role in raising children) and men (because their relationship with children is often more detached, cool, a source of stress for men also becomes excessive self-identification with the size of their own earnings). Of course, this picture is not observed in all families. However, from a clinical point of view, it is extremely important not only to support mothers, but also to actively involve fathers, giving them the opportunity to realize their own importance for children, the importance of their presence in the family and the responsibility for achieving change for the better. Strong marital relations, the active participation of both parents in the upbringing of children is one of the most significant factors in a positive prognosis for the development of a child with ADHD.
Another problem for families is social isolation. This is also quite understandable and is a consequence of the negative experience of the family's interaction with the environment and the rejection of the family by the social environment, the family's self-isolation in order to avoid unpleasant situations. The lack of social support from both immediate family members and from friends, neighbors, etc. is an unfavorable factor, because, as is known from studies of the effects of chronic stress, the presence of social support is the most important factor protecting against negative impact stress on physical, mental and social health (Greenberg, 1999). Moreover, negative social interactions can be stressful in and of themselves for families and children. Therefore, in the process of diagnosis, it is important to identify the nature of the interaction of the family with the social environment, the presence of social support, and the “package” of assistance should include mutual support groups “parents for parents”, volunteer programs, etc. Without a doubt, the general public education about children with ADHD and their special needs - which would contribute both to increased understanding, tolerance, and to reduce prejudice and negative attitudes.
The higher rates of mental illness in parents of children with ADHD are unfortunately not limited to depression. Due to the genetic nature of this disorder, parents also often have ADHD, or at least residual, "residual" symptoms. If a child has ADHD, then according to statistics, 20-35% of parents also have this disorder (Bіederman Faraone, Mick et al., 1986). Sometimes, when parents are given information about ADHD, they recognize signs of it in themselves or in their spouse. This creates additional difficulties for them, in particular in raising a child: impulsive reactions can prevent the introduction of consistent discipline, outbursts of uncontrollable anger with physical violence not only model aggressive behavior in the child, but also harm the relationship between parents and the child. Therefore, the identification of ADHD in parents, their education about the features of this disorder in adulthood and specific assistance, in particular in the field of parenthood, in controlling “impulsive parenting” is extremely important.
Parents with ADHD have statistically increased rates of other disorders associated with ADHD: depression, bipolar disorder, anxiety disorders, personality disorders (in particular antisocial), alcohol and drug addiction, problems with controlling aggressive behavior, intellectual disability, and others (Bіederman Faraone, Mick et al., 1986). The same applies to social problems such as unemployment, low socioeconomic status, and difficulties in interpersonal relationships.
The presence of mental health problems in parents requires increased clinical attention and due to the fact that this is an unfavorable prognostic factor. Helping a child with ADHD is possible only in the context of family-centered services, where the whole family, and not just the child, is the focus of therapeutic interventions.
Another common occurrence in families where there is a child with ADHD is the disruption of the relationship between parents and the child. In some families, it can be malignant and progressive. Barkley (1996, pp. 132-146) describes a typical spiral of deteriorating relationships: at first, parents try to ignore behavioral problems, thinking that the child is behaving this way to get attention. Then, due to the fact that the problems are intensifying, parents begin to pay more attention to the child: explain, scold, shame, make comments, or try to educate the “carrot method” - to persuade the child, “buy”, etc. But these methods do not help or give only a slight effect. In desperation, parents may resort to extreme forms of discipline: intimidation (“we will give you to a boarding school, a policeman”, etc.), emotional blackmail (“we will not love you if you behave like that”), physical punishment. Finally, they begin to "lose their nerves" and there are "explosions" of cruelty to the child, physical impact, emotional insults. Parents may develop a negative perception of the child as evil, bad, with a "terrible" character. Such a perception may justify cruel or alienated treatment of the child, his rejection. There may be a growing desire to avoid the child, to “liberate” oneself from the parental role. Of course, not all parents reach this point. There are many families who love and understand their child, looking for ways to help - and with their own efforts or with the help of specialists achieve significant success. But there are also families where a spiral of negative interactions only leads to an increase in the child's behavioral problems, to a deterioration in relations. Finally, some families may develop disbelief that the child can be helped and that parents can somehow influence his behavior. Accordingly, attempts to maintain discipline disappear or become inconsistent. In some families, there is a direct or indirect alienation of the child, emotional and physical impact: The risk of experiencing this attitude in children with ADHD is 2-4 times higher than in peers from the control group (see Goldstein, Goldstein, 1998. C 110-112).
Thus, both in the diagnostic process and in approaches to assistance, much attention should be paid to the nature of the relationship between parents and the child - the quality of these relationships is decisive in the psychological development of the child, the formation of his personality.
Describing the experience of the family, one cannot ignore the brothers and sisters of a child with ADHD. I remember one boy who admitted that when he grows up, he dreams of moving to live in Africa - "away from Andrei" (his hyperactive brother). The stress of negative interactions, both directly with a hyperactive brother or sister, and with parents for the brothers and sisters of such a child is also high. It is not easy for parents who are overwhelmed by the problems of a hyperactive child to remain attentive to the needs of other children. And sometimes conflicts between siblings become an additional source of stress for parents... Therefore, from a clinical point of view, it is important to maintain a systemic perception of the family and be sensitive to how all family members react to the presence of a child with ADHD, how it affects everyone's life family member, what reactions it generates. It should also be remembered that if there is one child with ADHD in the family, the risk of having a disorder in siblings is quite high - from 25 to 35% (Bіederman Faraone, Mick et al., 1986) - therefore, at least screening questions are important during the examination examine the characteristics of all children.
In conclusion, I would like to once again note the power of two-way influence - as a child with ADHD on other family members - and vice versa. This influence can have positive, protective, resource components and, at the same time, factors of stress and traumatization. As has been noted more than once, ADHD is a special disorder in which the main etiological factors are biological, and the prognostic factors are social. The positive influence of the family on the child is the most important factor that can prevent the occurrence of secondary problems and promote the full development and self-actualization of the child. However, the influence of the family can be negative and, accordingly, determine the prognosis of the unborn child. At least several negative predictive family factors have been identified: inadequate methods of behavioral control and discipline on the part of parents, the presence of mental disorders in parents, dysfunctional marital relations, aggressive / antisocial behavior of parents (Barkley, 1996. P 151). Help for a child with ADHD is possible only if the family is helped to overcome the specific difficulties that it faces.
This chapter has focused primarily on the particular difficulties that a family with a hyperactive child faces in its experience. Nevertheless, it is important to remember that the experience of raising a child with special needs and, in particular, a hyperactive one, also carries many positive opportunities, which parents themselves often talk about. Statistically elevated rates of specific problems in families of children with ADHD should not lead to the stereotyping of these families as pathological or dysfunctional. Like every family, the family of a child with ADHD can have its own challenges, as well as its own strengths and positive experiences. Many parents comment on the experience personal growth, the discovery of a special meaning of life, love, deeper unity and mutual support between family members - as a result of facing trials and the experience of overcoming them...
conclusions
The main prognostic factors of ADHD, contrary to its biological nature, are social - in particular, the prognosis of the further development of the child is largely determined by the characteristics of the family.
There is a strong bilateral influence of both the family on the child and the child on the family - this influence has both negative and positive aspects.
Studies have shown increased levels of stress in parents of children with ADHD, low self-esteem, particularly in the area of parenting, and a higher prevalence of depression. There are also frequent marital conflicts and violations of the relationship between parents and the child.
The risk of certain mental disorders in parents is also statistically increased - the presence of ADHD, as well as mood disorders, antisocial behavior, personality disorders, intellectual disability, alcohol addiction, etc. This does not apply to all parents and should not be the basis for a prejudiced perception of parents.
For many families, social isolation and negative interaction with the social environment is a big problem.
Special attention needs not only a child with ADHD, but also his brothers and sisters, who face specific difficulties and often experience negative interactions, and, accordingly, the risk of disrupting relations with a brother or sister with ADHD.
The family context of the child with ADHD is also very important in terms of ensuring effective clinical interventions: the examination of the child must always be carried out in a family-centered focus; the family must be actively involved in the child's therapy, and often they themselves need specific assistance.
It is important not to pathologize the family and realize that, just as a child with ADHD himself can have many positive traits, the experience of his upbringing for many parents can be positive, promote personal development, unity and mutual support between family members.
My son Matvey had difficulties with reading and writing since childhood. Lots of mistakes, terrible handwriting, very slow reading speed from first grade. We did a lot of work on our own, with speech therapists, and with neuropsychologists. There was practically no result. Diagnosis: neurological dyslexia, dysgraphia. At school for written works- 2, but verbal answers helped out, so Matvey pulled for triples.
I did not stop looking for information about the correction of dyslexia and read about the Davis technique. We were very lucky and we met Anna. Anna immediately charmed both Matvey and me. Matvey went to classes with great pleasure and enthusiastically talked about what he did in the evening. The week flew by quickly, and at the final session, Anna showed me how to continue studying at home on my own.
The result was seen immediately and it was simply amazing!!! The first fives for dictations and the first trimester ended with 4 in Russian! (we studied with Anna in early October). Reading also improved, there were fewer errors and the speed increased slightly. And in general, it seems to me that Matvey has become more confident and calmer.
Many thanks to Anna! Anna is an incredibly friendly, patient, smart person! Real professional! Good luck, good luck to you!
P.S. Homework takes 20-30 minutes a day, not hard at all.
With respect and gratitude, Rzhevskaya Maria
Rzhevskaya Maria, son Matvey, 12 years old.
We learned about the problems in teaching reading and writing in my youngest granddaughter from the results of the final work in the first grade. She lagged behind in reading speed, did not always catch the logical chain of the story, and described the pictures in a peculiar way. She skipped vowels in writing, although she wrote pronouncing syllables. In the second grade, we decided to invite a psychologist and a speech therapist for additional classes. Six months of training yielded no results. I accidentally heard about dyslexia in children. According to the description, we came to the conclusion that we need to seek help from a methodologist. Completed a course of correction of dyslexia using the Davis method. At home, they continued to perform tasks, taking into account the new recommendations.
The teacher told us about “successes” and “breakthroughs”. She noted clear improvements in language and reading. Grades are now 4. But now the granddaughter does not skip letters, she knows the rules for writing b and b signs, prefixes, and sentence structure. Got it. Reading speed has increased. The retelling and understanding of the text also succumbed to us.
At the beginning of the 5th grade, we decided to take a Davis course in mathematics, since even memorizing the multiplication table caused great difficulties. In addition and subtraction through ten, mistakes were often made, even the composition of the number, taking into account different drawings, did not obey us. The course in mathematics was taught by the methodologist Anna Hare. The course lasted 5 days, as in dyslexia. At the end of the course, problems with understanding the text of tasks, with all arithmetic operations, including the multiplication table, were resolved. We went through the addition of negative numbers, decimal fractions (I’ll clarify that this has not been done at school yet). The child's self-esteem has increased. The results of the control have become better, she completes homework faster. I would like to thank the methodologist Anna for her professionalism, dedication, desire to help the child, for her attitude to success. We believe that Davis programs are effective! Recommended if you are not indifferent to the fate of your child.
Knysh Natalia, granddaughter Liza, 11 years old.
We recently completed a course of dyslexia correction with Anna (about a month ago). I must say that for eight out of nine years my son has been seen by a neurologist and we have not been given any diagnoses! It is hard to imagine how much we have endured, how many professors of medicine, psychology, speech therapy we have visited... end of the tunnel", I came across information on dyslexia and its correction. I didn’t even imagine that dyslexia is not just the inability to speak, write, read correctly. This is a certain state of a person (disorientation), being in which a person cannot do a lot: “assemble” letters into lines, read horizontally, understand the meaning of what they read , not to mention calligraphy, etc. After reading Davis' book, I was even more convinced that it was "about us." Our search for a mentor led us to Anna. I must say that my son did not have a great desire to go to the initial consultation (there was an unsuccessful experience of communicating with a psychologist). I was worried. secrets ... We "guessed" classes for the May holidays. I’ll say what happened at the beginning of classes: we study in grade 2, read by syllables, sometimes we don’t understand the text. The maximum time to focus on reading is 4 lines, then I looked away, got distracted if I read “to myself”, did not understand what was read at all. Mathematics is very bad, I have not mastered the composition of the number up to 10. Writing-writing off with difficulty 2 lines, does not see any dots or commas, agrammatically. Handwriting - homework under my close supervision and dictation - decent, in class work - thank you if 5 lines are written. He could not write an essay or presentation. Ignores the left side of the sheet. After the course with Anna, much has changed. I was able to understand my child, what is happening to him when he writes, reads, decides. What a job it is for him to catch the "flying" letters and put them into words! Now I myself, at the stops in reading, feel what starter words slow him down. After the course, the child’s worldview changed in general ... He was able to read smoothly, in whole words, to understand what he had read. Previously, I had to re-read to him what he had read in half with grief in order to “get the meaning”, now he reads himself. And he reads not 4 lines, but a page! This is a great achievement for us. Letter: began to "see" the left edge of the sheet. We work with literacy! But now I have found my "light at the end of the tunnel." We work at home. It's easy, even fun. Sculpting has become a favorite thing. Thanks to Anna for her patience, understanding, positive attitude, optimism and support.
Oksana Hakobyan, son David, 9 years old.
We studied with Anna Zayats back in March. I didn’t want to write a review before, so as not to jinx it) Well, look at the results ... So, what happened: a daughter of 10 years old, a student of the 3rd grade. All three years at school I read terribly! I thought of the endings of the words, and it was very slow and painful! It is clear that with such a reading, she did not understand the meaning of what she read. I'm talking about the letter in general! Missed the letters, stubbornly did not see soft sign, names and titles are always in small letters! I could start writing from the middle of the sheet, and not from the top. Worked with neuropsychologists for 2 years at home. There were no results! (What now: 4 in Russian and 4 in literature for the trimester!!! This is a great achievement for us! We have not seen anything except 3 and 2 before! I am very pleased with the program and Anna! He is a very pleasant person and He is a professional in his field!It is clear that he loves children, for me it was important when choosing a specialist. mutual language with Arisha. Classes are held at Anna's house in a huge spacious separate room. This was also a plus for me. Yes, more: now we work out at home 2 times a week. Each lesson takes about 30 minutes. It's not stressful or difficult at all! Good luck to everyone and all the best! A huge human THANK YOU to Anna for what she does!
Yankovskaya Olga, daughter Arina, 10 years old.
Good afternoon!
Of course, it is no coincidence that the word dyslexia catches the eye.
That's how I got to your site. And I really want to say, no, even scream - this technique works!!! My son is dyslexic. I found out about this when he was in the second grade (it was 13 years ago) and the teacher drew my attention to the problem of reading and writing with my son, advised me to look for specialists. We passed the test, received the conclusion "dyslexia and dysgraphia" and a proposal to transfer the child to a special correctional school. But I have a perfectly normal, smart, healthy, happy child. Yes, he does not read well, yes, he makes funny mistakes in almost every word. And I did not agree to another school. I began to study any information on dyslexia. I came across an article about Ronald Davis and his book The Gift of Dyslexia. Hooked. I found a center in Moscow, went for a consultation. Everything was perfect for me and my son. Continued classes. Today he is a fourth-year student, a state student of a rather strong Moscow technical university. And although he still writes inconsistently, sometimes there are mistakes, and sometimes there are none at all, I am grateful to Davis for everything that I was able to give and what I could teach my son with the help of his methodology. She works!
Natalia, son 21 years old.
I want to leave my feedback about the Davis method not only for Anna, but for all those parents who are looking for at least some information about the treatment of dyslexia and the Davis method. I myself encountered a problem when there is very little information and feedback on the Internet from those who have already tried this method. My son is 11 years old. No one diagnosed us with dyslexia, although we turned to a neuropsychologist. We were advised to take a good speech therapist. We have been working with two speech therapists for almost two years! I can not say that the result was not at all. No, there was some. The son began to read in syllables at least. Before that, he did not understand how to put letters together. But the problem is that in this reading by syllables, he constantly made mistakes. There are A LOT of mistakes in Russian! Especially in dictations! Of course, I had the idea to transfer him to a private school, after all, there are fewer children there and the approach is individual. But it so happened that at first I decided to try the Davis method. My choice fell on Anna. Immediately after the consultation, we had not yet had time to go out the door, and Artyom had already said that he wanted to come here again and was ready to take the course. So he liked Anna). In general, he is very shy and reluctant to make contact, especially with adults. And then he started talking, not right away, of course, but I watched the conversation between Artyom and Anna and was surprised how he talks so much about himself stranger. In general, we completed the course in September. On the fifth day there was a noticeable improvement in reading. I was very happy about it! We went home to work on. We practice three times a week: Wednesday and two days off. A month has passed. Reading is getting better and better. Less writing errors. Anna warned us that mistakes in writing would go away gradually if you practice regularly: first, improvement in reading, and then in writing. For cool work in Russian, Artyom began to bring 4! The teacher asks where we were and what we are doing, because she also sees improvements and results! Artyom understands what he is reading and can retell. It didn't happen before! I decided to stay in a public school for the time being. This is surprising, but he is still pulling the program. I hope my review will help parents who do not know what to do and where to go with the problem of dyslexia.
Anna, son Artyom, 11 years old.
Girl, 8 years old. We faced a problem in teaching: it was very difficult for us to collect our thoughts and do our homework, it was difficult to focus on one thing. Hence, difficulties arose with the school and classmates: the child does not pull the school curriculum. We turned to Anna for help. And it turned out that Anna owns wonderful instruments, the secret of which our girl now knows. And now, in the case of "flying into the clouds", we resort to miracle tools. The child returns to lessons within a minute, and at the same time, school performance improves before our eyes. In the 1st grade, teachers told us: "The child will study for 2 in all subjects." End of term 2nd grade, our actual grades range from 3 to 5!!! And the deuces have evaporated somewhere and continue to evaporate! Thanks a lot, Anna!
Maria, Sofia 8 years old.
My daughter Varya (9 years old) underwent Davis treatment for dyslexia in August 2017. Before that, there were 1.5 years of corrective programs using classical methods, which did not give noticeable improvements. My wish (as a mother) was to increase my child's reading speed. Varya has a "mathematical mindset", even English language was given to her with less effort than literature and the Russian language. Anna's classes helped us a lot! Varya began to read much more fluently and meaningfully. She doesn't have to read sentences two or three times to get the gist. SHE LEARNED TO CONCENTRATE ATTENTION! More to come great way to be taken at school. Now I know how to help her in time, to direct her in the right direction.
Many thanks to Anna!
Elena, daughter of Varvara, 9 years old.
We took Anna's course at the end of May. Before the course, my daughter read with great difficulty, she hated reading with all her heart! Homework in reading and the Russian language was a real torture for her and for me and always ended in screams and quarrels, our relationship began to deteriorate sharply, we began to move away from each other. Tests at school in the Russian language brought her to a breakdown. It got to the point that when there was supposed to be a test in Russian, my daughter started to get sick! We never visited special doctors with this issue, and those pediatricians who looked at her did not see the problem. The teacher also said that she was just lazy and did not want to study, and that she needed to study more at home: read and write more. I found information about dyslexia myself on the Internet, I read a lot about it, I realized that it was about my Darina. There I stumbled upon Anna's website and, frankly, I did not look for anyone or anything else. We came for a consultation and my obstinate Darina fell in love with Anna. At the consultation, Anna confirmed my thoughts about dyslexia and at the end of May we came to the course. We are very pleased with the result! My daughter started reading on her own! She chooses a book herself and reads at night! Now she began to dictate and check the words when she writes. There are far fewer errors! She became more confident in herself, sees her successes and therefore reaches for reading! Marvelous! And it became much easier for me! She was given tasks in a summer notebook for the summer: she wants to do them herself, without my help! I am very happy and satisfied! Anna, thanks!
Irina, Darin's daughter, 10 years old
I noticed the problem back in the 1st grade: reading was always difficult, the letters were confused, the endings were swallowed or invented. She chalked it up to carelessness. Vocabulary words were taught from the summer, in different ways: visually, by ear, they wrote many times. But, unfortunately, in the 2nd grade, vocabulary words were forgotten, prepositions were written along with the words. I realized that there was a problem and suspected dyslexia. As a result of testing, my fears were confirmed. It was decided to undergo a course of correction with Anna. The result was stunning: dictations, vocabulary words, reading ceased to be torture. The child learned to use tools, became self-confident. Became less anxious. I changed my approach to it, it became easier for me. Of course, there is still a lot of work ahead at home, but it brings joy to both me and the child. Anna, I thank fate for meeting you: a wonderful person and professional with a capital letter. Thanks from all our family. Ekaterina and Artyom
Ekaterina Shestakova, son Artyom, 8 years old.
I want to say a huge human thanks to Anna for the work! After the course, my son, who, by and large, could not read, did not understand what he was reading about, hated reading and everything connected with it, asked me to buy him a book!!! He reads every day, and I try not to even breathe, so as not to frighten him away!) He sits down for classes and calls me! In those dictations that I dictate to him, after the course I began to make half as many mistakes! The course has just been completed and there are still classes ahead, but already now I see progress! We have time to actively work out before the start school year... I will write more about further results ...
Svetlana, son Artyom 12 years old
It is hard to look at a child who is considered to be more than just the "black sheep" in the class, who has no friends, when the elementary school psychologist talks about a school for "handicapped" children. And at home, this child is fond of astronomy, animals, etc. It got to the point that the parents decided to transfer Nastya to another school. But where is the likelihood that it will be better there? I will not write and list all those problems that you all know very well (dyslexia and dysgraphia). This is written in all the reviews about their children. I just want to say ANNA, THANK YOU SO MUCH, such a THANK YOU that it is impossible to convey. This can be understood only by those parents with children who have completed a course of dyslexia with Anna. This can be understood by children who do not want to part with Anechka. Dear parents, if you are reading my review, do not hesitate, call and make an appointment with Anna. Believe me, you will not recognize your child after 2 classes. Once again, THANK YOU SO MUCH and BOW.
Vera Borisovna, granddaughter Anastasia, 9 years old
I found Anna in June 2018. We turned to her with a problem in reading and writing with her son. He read very badly, made many mistakes, did not understand what he was reading. In the Russian notebook, all the pages were red from the teacher's corrections. I can say that the method works. Now my son can read without problems. Of course, not what was asked at school for the summer, he is not interested. But he reads books that he chooses: he looks on the Internet, searches, asks to buy. This is surprising, of course, and unusual. I can't give a definitive answer about the letter yet. His wife is working with him, you need to repeat many more rules in Russian. But, in the dictations that she dictates to him, he definitely began to make fewer mistakes. I can safely recommend the Davis method. This is a visible "push" in the development of the child.
Oleg, son Gleb 11 years old
Good afternoon, before coming to Anna, I got acquainted with many available methods for correcting dyslexia. I was looking for the best for my son and I think that I have found the right path. Maxim did not particularly want to go to the course, he remembered our last classes. There were big tedious homework assignments to correct dyslexia. But after the first meeting with Anna, he became interested and said himself that he wanted to study. Anna in a conversation with a teenage child captivates and interests. The problem was a huge number of spelling errors in dictations, and even in simple rewriting. Completed a dyslexia course. Started working out at home twice a week. A month and a half later, for the first time in his life, the son asked me to buy him a book. This is not a school program, but his choice, but over the summer he "swallowed" three volumes of 350 pages. We continue to work at home, in a properly configured state, we go through the rules for the Russian language again. Handwriting improved, I began to think about spelling, it is easier to concentrate, not so tired. We continue to work and observe the results. Anna, a very big thank you from our entire family!
Olga, son Maxim Solovyov 10 years old.
In September 2018, my student Sasha (11 years old) studied with Anna Zayats to overcome dysgraphia and dyslexia. Sasha's difficulties in mastering the school curriculum in Russian language and literature grew from year to year. By the end of the 5th grade, the question arose of retaking the results of the final test, as they were "unsatisfactory". The student knows the rules, performs grammar tasks, and with the dictation - a disaster, although he performs subsequent work on mistakes orally well. Anna taught him to tune in to work, to hold his attention for a long time when completing tasks, to read without losing letters, to be aware of what he read; work with words in which he makes mistakes when writing them. The lessons were interesting and productive. The child easily learned how he should act in order to overcome the difficulties that arise. With enthusiasm they continued the work they had begun at home. In studies, Sasha appeared positive results, and this was naturally reflected in his attitude to study. He became more confident in his abilities, with pleasure goes to the lessons of Russian and literature. Many thanks to Anna for such results!
Olga, student Alexander Lopatkin 11 years old
Good afternoon! We are fine. According to the letter from memory, dictation and presentation, I received 4. Not only did Russian get better, but also began to bring 4-5 in literature. That's just the trouble with mathematics, but we'll fix it next year.
Svetlana, son Artyom Nikitov 9 years old
Good evening! Sorry it's late! There is definitely a result (I will send notebooks later). Of course, we ourselves admit that we study twice a week, but our tutor also accepted and studies 2 more times a week. We observe a better understanding of the setting, environment and life. Teachers: began to study with great interest and without lamentations, reducing the refusal of activities. He always uses methods of concentration, and "kushiki" (balls) and hands on his shoulders are very helpful ... He performs and pulls himself together. My husband and I believe that the Davis method can help autistic people in many ways! Danka began to read with expression, taking into account punctuation marks, he likes it ... Thank you for your attention, it's very nice! And thank you for your patience and understanding of Daniel's condition!
Nadezhda, son Daniel, 11 years old
Hello Anna, thank you very much for your work, success is evident.
Alexander Morgachev.
Alexander, son Dmitry Morgachev 9 years old
In the 2nd grade, my child was diagnosed with dysgraphia, dyslexia, ZRR. Passed PMPK, was sent to a correctional school. He wrote slowly in the lessons, read slowly, did not understand anything. He was embarrassed to answer in reading lessons, did not memorize poetry. We switched to home schooling. We started studying with a speech therapist, wrote 28 words per lesson. I found courses on the Davis method on the Internet. We came for a consultation, our diagnosis was confirmed by the test, we started training. On the first day after the course, he came out with burning eyes and said: "Mom, I'm happy!" Until the evening, he kept telling something, for me there was a lot of progress, because at school he was set as an example - not a single remark for the year, he is silent smart girl (and this was a diagnosis), which resulted in the fact that they left school. After the second lesson, the child was joyful, made up jokes, and until the evening he could not be stopped from talking. In the classes, Anna replaced both the psychologist, the neuropsychologist, the speech therapist, and the defectologist, whom we were told to go through. After 3 days of classes, he was thoughtful, concentrated for 2 hours, and then did not stop until the evening. After 4 days of classes, he recited the alphabet back, he was confident, in a good mood. After 5 days of classes, he read a book in the subway, so expressively, loudly and provocatively, with pride - the whole carriage was touched. On the bus, he asked for a second book and read it expressively himself. Now I started reading "The Star Boy." I wrote a story in A4 format for 110 words with all punctuation marks, in the description of the fox I used 6 adjectives, prepositions without errors in 1 hour. A speech therapist saw a big jump, a breakthrough after the courseDavis. He is praised in the classroom, retells what he read, remembers the lessons, teaches poetry, it takes little time for the lessons.
The years of my and my child's torment stopped in an instant! Like a breath of fresh air! Thanks to Anna for her hard work and help. Parents who are faced with such a problem, do not waste time, come to study at the courses. Very effective program, highly recommended. Anna, good evening! We were silent for a week, we try to do it every day, as we said. We don’t always have time to sculpt words, but we always read ... Today we removed the corner of the piece of paper, and I want to say that progress is directly visible, he reads very slowly, but still it already looks like reading, I increase the volume a little, this he no longer fears so much. I started to study with the teacher additionally at school, he praises him very much, studies with desire, everyone sees progress! We work further!
Daria, son Grigory 8 years old
Anna, hello!
It has been 4 months since my son Luka completed the dyslexia program and we can talk about success. First, and most important for me personally, he became more independent. I don't have to sit next to you and tell you what to write when doing homework. He makes them himself, only if he doesn’t understand something, he asks for help. Dots appeared at the end of sentences, prepositions and conjunctions. The endings are correct when reading. Keeps up with other children in the class, there used to be "gaps" in classwork all the time. Of course, ADHD leaves its mark, and it is not possible to write a long work completely without errors. 4s began to appear, despite the fact that we sit on the lessons much less, and there is no need to explain the topics. Control writes the first time, and does not rewrite after lessons, as it was before. I think if he had been more motivated, the result would have been even better. And we are working on it. And, it seems to me, the strength of the Davis method, in addition to techniques and settings, is that the child understands and realizes that he himself can change something in his life, can succeed. It is very important to understand this in childhood, because the same adults grow out of dependent and led by mom, dad, aunt-tutor children. The Davis program is very good in that it gives children that opportunity - to feel that they can manage their dyslexia, control it, and, of course, move forward. Sometimes these are small steps, and sometimes big breakthroughs, but the progress is tangible and makes you want to do more. Thank you very much, Anna, and a huge hello from Luka!
Inga, son Alexander, 11 years old
Anna, I want to express my gratitude to you! How many doubts I had before bringing my daughter to a course with you. How many specialists I called before I got to you! And I'm glad we chose you! My instinct never fails me! At first glance, I realized - this man loves children and my daughter will be comfortable here. Veronika, not having time to leave you after the consultation, immediately announced that she would come to study with you! I have never seen such a desire to study in my daughter! She got up early with great pleasure and rushed to your classes. It has now been three months since we completed the course. Daughter reads without mistakes with confidence and fluency! In Russian, she was given a 4 in the quarter! This is a great result for us! Literature 5! I will gladly recommend you to anyone who needs help! And we didn't stop working either. I decided that now is the holidays and there is time - we use it for classes. Moreover, they do not strain and pass in one breath. I wish you success and I am grateful to fate for bringing us together!
Elena, daughter Veronika 12 years old
