How to teach a child with attention deficit. “I don’t want to study”: how to do homework with hyperactive children. Not slower, but more rhythmic

Parenting children with Attention Deficit Hyperactivity Disorder (ADHD) is very difficult, because it is necessary to use other parenting methods that are not suitable for other children. Otherwise, there is a risk of over-justifying the child's behavior or becoming an unnecessarily harsh caregiver. It is very important to find a middle ground between the two extremes. Experts confirm that teaching children with ADHD to discipline is an extremely difficult task. However, all parents, guardians, teachers and others involved in the upbringing of children with ADHD should be patient and act systematically.

Steps

Part 1

Provide routine and consistency for important needs. Children with ADHD find it difficult to plan, plan things, manage time, and use other day-to-day skills. In the daily life of a family, a structured system of organization is simply necessary. In other words, the routine will eliminate the need for various disciplinary measures, since the child will behave better.

• Many of the child's actions may be due to a lack of organizational skills and his inability to influence the situation. The family must provide the baby with a strict order and system for performing actions, and also understand that the child may need help and patience from others. At the same time, low expectations should not be placed on the child.
• Consistency is important in activities such as morning routine, homework, bedtime, and video games.
• Your requirements and expectations should be clear. "Clean up the room" is too vague a request, so a child with ADHD can get confused. He simply will not know where to start and what needs to be done. It is better to divide the task into short and clear tasks: “Pack up your toys”, “Vacuum the carpet”, “Clean the hamster’s cage”, “Hang clothes on hangers and put them in the closet”.

1. Establish clear procedures and rules. The family should have clear rules and expectations from each other. Children with ADHD rarely take hints. Clearly state your wishes and tasks for the child for each day.

   Divide large tasks into smaller tasks. Parents need to understand that the lack of organizational skills in children with ADHD is often caused by overwhelmed by the amount of visual information. It is for this reason that large tasks, such as cleaning a room or sorting out washed clothes, should be divided into smaller sequential tasks.

   Come up with an organization system. Routine order will form a habit for life, but order requires a competent system of organization. Help your child organize their room. A child with ADHD is easily discouraged because he notices all the details at once, so having many categories of personal items will help the child cope with an abundance of external stimuli.

   Get the child's attention. Before communicating requests, demands, or instructions, you should make sure that the child has paid attention to you. If he did not "join" the conversation, then the request will not be fulfilled. When the child has begun to work, do not distract his attention with conversations and additional instructions.

   • Make sure your child maintains eye contact with you. This is not a complete guarantee of attention, but it increases your chances.
   • The child can "filter" your anger, frustration, and other negative messages. It's all about the defense mechanism. A child with ADHD often sees disappointment in communication, so he has a fear of hearing criticism for nuances that he is not able to control. Screams away not always help to get the child's attention.
   • Children with ADHD usually respond well to unexpected and unusual fun. It is better to throw the ball to get the attention of the child, especially if you play a little with the baby before asking. The words "Knock knock?" and the subsequent joke can also work, as can clapping or question-and-answer. Such game techniques usually help to "get through".
   • A child with ADHD has a hard time concentrating, so if he has managed to do this, you better not distract or interrupt your child.

2. Encourage physical activity. Children with ADHD perform better on tasks when they actively engage their entire body. Physical activity allows them to get the necessary stimulus for the brain.

   • Children with ADHD should exercise at least 3-4 times a week. Martial arts, swimming, dancing, gymnastics and other sports that involve a lot of movement are the best solution.
   • You can also add physical activity on non-sport days. It can be swings, bicycles and other games in the park.

   Part 2

   positive approach

   1. Engage positive reviews. Start with material rewards (stickers, candy, or trinkets) for successful actions. Over time, begin to gradually move into single instances of praise (“well done!” or hugs), but remember to speak positively about things, even as the child develops good habits that will lead to continued success.

      • The joy of accomplishment is an important way to get away from the need to punish a child.
      • Do not skimp on praise and awards. Children with ADHD need a lot of positive feedback about their work. Small, but frequent rewards will be more effective than one, but large-scale praise.

   2. Act rationally. Speak in a low and firm voice if you need to discipline your child. Instructions should be as short as possible and delivered in a flat, firm voice. The more you say, the less your child will remember.

      Pay attention to inappropriate behavior. A child with ADHD should be disciplined more than usual, not less. You may be tempted to forgive your ADHD stunt, but this will only increase the likelihood of future disobedience.

      • As is often the case, if you ignore the problem, it will only increase. It is best to address bad behavior at the first occurrence and immediately. Thus, the punishment should immediately follow the misbehavior so that the child can establish a connection between the behavior and your reaction. Over time, he will begin to understand what actions lead to consequences and will not (hopefully) repeat his mistakes.
      • Children with ADHD are impulsive and often do not consider the consequences of their actions. Often they simply do not understand that they have done something bad. The bottom line is that the lack of punishment will only exacerbate the problem. Adults should help the child learn to see and understand the nature of unacceptable acts and the possible consequences of such actions.
      • Accept the fact that a child with ADHD just needs more practice, patience, and parental advice. If you compare it with a "normal" child, then you will be greatly disappointed. You will need to invest more time, effort and ingenuity in order to teach your child to discipline. Stop comparing him to other "obedient" kids. This is very important for positive (and therefore productive) interactions and results.

   3. Use positive motivation. In the case of children with ADHD, praise the child more often for good behavior and less often punish for bad behavior. It is better to praise him for the right decisions, rather than criticize him for mistakes.

      Develop a system of positive motivation. There are many tricks to motivate a child to behave well. Very often, the gingerbread is more effective than the stick. For example, if the child manages to get dressed and sit down at the table at the specified time, he will be able to get pancakes for breakfast, not porridge. The right to choose is one way to instill good behavior through positive motivation.

      Give your instructions a positive connotation. Do not ask the child to stop behaving badly, but tell them exactly how to act. Usually children with ADHD do not immediately understand what actions to replace bad behavior, so it is difficult for them to stop at the direction of their parents. Parents should guide the child, give examples of correct behavior. In addition, the child does not always clearly hear the “no” in your words, so he may misinterpret the information. For example:

      Don't focus on bad behavior. Attention (good or bad) is a reward for a child with ADHD. Therefore, it is better to give him a lot of attention when he behaves well, but limit attention when he is pampered, as he perceives it as a reward.

      • For example, if your daughter gets out of bed at night to play, silently and confidently put the child back to bed without hugs or attention. Take away toys, but do not discuss such actions at times when the child would like your attention or is ready to enter into an argument. If you do not regularly encourage bad behavior, then in time it will pass.
      • If a child cuts the pages of a coloring book, then take the scissors and the book from him. Calm words: “You need to cut paper, not books,” will be quite enough.

   Part 3

   Consequences and sequence
   1. • Imagine a girl asking for a Coke five or six times in three minutes while her mother is on the phone, feeding her baby, or preparing dinner. Sometimes you want (and easier) to succumb: “Okay, just leave me alone!” By this, the parent shows the child that such perseverance brings results and gives real power.
      • Children with ADHD do not respond well to permissions. Such boys and girls need firm and caring guidance and restraints. Long discussions about the essence and reasons for the need for rules are useless. At first, this approach seems wrong to some parents, but firm and consistent rules with a caring attitude are not at all hard and cruel.

   2. Implement the consequences for wrongdoing. Thus, the punishment must be consistent, immediate and effective, and reflect the nature of the offense.

      • Don't send your child to the bedroom as a punishment. Most children with ADHD will immediately be distracted by toys and have a great time alone, and your "punishment" will turn into a reward. In addition, in this case, the child will be distanced from his misconduct and will not be able to understand the connection between the act and the punishment, so as not to repeat the action in the future.
      • The consequences must be immediate. For example, if a child does not respond to the call to put the bike in the garage and go into the house, but continues to ride, then do not say that tomorrow he will be left without a bike. Long-term consequences mean little to a child with ADHD because they live in the "here and now" and yesterday's events mean little today. Thus, the next day the child will not be able to understand why he was punished. You need to pick up the bike right away and say that the child will later learn how he can earn it back.

   3. Be consistent. Children's behavior will improve with consistent parental responses. For example, if you use a points system, then the reasons for adding and removing points should be logical and consistent. Avoid random decisions, especially in moments of anger and bad mood. A child needs time, experience and the right motivation to learn to behave well.

      Don't let your child challenge your decisions. Don't get into discussions about punishments and don't be indecisive. The child must understand that the parents are the main ones, period.

      • If you argue or hesitate, then you will inadvertently show that you perceive the child as an equal and that he can win the argument. Therefore, according to the child, it makes sense to continue to insist on your own and argue with you. Of course, you will not stop being a parent and child after the first argument or discussion, but firmness and consistency will bring the best result in matters of discipline.
      • Always give clear instructions and strongly demand implementation.

   4. Create a break system. This allows the child to calm down and spend as much time on it as required. Instead of confronting and trying to show your anger, designate a place for the child to stand or sit until he calms down and is ready to discuss the problem. Do not read lectures while the child is in such a place. Give him time and opportunity to recover. Emphasize that a break is not a punishment, but rather an opportunity to start over.

      • Taking a break is an effective disciplinary method for a child with ADHD. It can be applied immediately so that the child sees a connection with his actions. Children with ADHD strongly dislike doing nothing and being silent, so this reaction to bad behavior will be very effective.
      • Use calming items. In the case of a child with ADHD, asking to sit quietly can lead to giving back—the child simply cannot handle the demand. At the same time, the presence of things that help him calm down and focus will become a catalyst for "reboot". It can be a gym ball, an anti-stress cube, a puzzle or a soft toy.

   5. Learn to anticipate problems and plan ahead. Discuss your concerns with your child so that you can come up with a successful plan together. This is especially important in the case of pampering in front of strangers. Together identify carrots (rewards) and sticks (punishments) for specific situations and have the child repeat the plan aloud.

      • For example, if you go out to dinner at a restaurant, the reward for good behavior may be the opportunity to choose a dessert, and the punishment - the need to immediately go to bed upon returning home. If a child starts misbehaving in a restaurant, a gentle reminder (“What do you get for good behavior?”) or a harder second remark (“Do you want to go to bed early tonight?”) will bring the child to his senses.

   6. Learn to forgive quickly. Always remind your child that your love is unconditional, but every action has consequences.

   Part 4

   Features of children with ADHD

   Differences in children with ADHD. Children with ADHD may act defiantly, aggressively, rebelliously, highly emotionally, passionately, undisciplined, and have poor self-restraint. For a long time, doctors believed that such children were the victims of poor parenting, but in the early 20th century, researchers began to look at the human brain as the cause of ADHD.

   Other possible reasons for bad behavior. Parents of a child with ADHD may face other challenges as the syndrome may be accompanied by other disorders and circumstances.

   1. Don't be upset if your child is behaving "abnormally". The concept of norm is too vague, and the very idea of ​​“normal behavior” is relative and subjective. Remember that ADHD is a limitation and the child needs extra reminders and supportive solutions. . Just like a person with poor eyesight needs glasses, and a person with poor hearing needs a hearing aid.

      • Your child with ADHD has their own "normal". This is a disorder that you can safely deal with and live a happy healthy life!

   What can you really count on?

   • When using these strategies, the child's behavior should improve (he will throw tantrums less often and be more willing to do small tasks at your request).
   • It should be clear that such strategies will not eliminate activities that are directly related to the child's diagnosis, such as inattention or excess energy.
   • Through trial and error, try to find the most effective behavior strategies. So, some children respond well to breaks.
   • The cornerstone of the long-term success of your efforts will be a solid foundation of compassion, understanding, and forgiveness, tangible unconditional love for your child in spite of bad behavior, a compelling motivation to follow the rules, a system that is mindful of how the child’s brain works, and consistent, immediate, and actionable punishments for misdemeanors.
   • Allow your child to freely address you when he is discouraged. Listen, but don't try to find a solution. Stock up on patience. Sometimes it is difficult for a child with ADHD to explain their feelings.
   • If the chosen method of punishment does not work, then try something else. Sometimes it is helpful to talk to your child about how you could help him. Perhaps he will have his own solution or a hint for you.
   • Often, disobedience is caused by feelings of anxiety and powerlessness, rather than stubbornness and rebelliousness. Do not forget to show your child that you want to understand and help, and not just command.
   • Calmly turn to the child and take his hand. Ask: “How are you doing at school?”

   Sources

   1. Why Is My Child's ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child's Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006).
   2. Putting On The Brakes: Young People's Guide to Understanding Attention Deficit Hyperactivity Disorder (ADHD) by Patricia O. Quinn & Judith M. Stern (1991).
   3. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
   4. Putting On The Brakes: Young People's Guide to Understanding Attention Deficit Hyperactivity Disorder (ADHD) by Patricia O. Quinn & Judith M. Stern (1991).
   5. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
   6. Putting On The Brakes: Young People's Guide to Understanding Attention Deficit Hyperactivity Disorder (ADHD) by Patricia O. Quinn & Judith M. Stern (1991).
   7. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
   8. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
   9. Organize Your ADD/ADHD Child: A Practical Guide For Parents by Cheryl R. Carter (2011).
   10. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005)
   11. Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
   12. Dr. Larry's Silver's Advice to Parents on ADHD by Larry N. Silver (1999).
   13. Dr. Larry's Silver's Advice to Parents on ADHD by Larry N. Silver (1999)

State treasury special (correctional) educational institution

Sverdlovsk region for students,

pupils with disabilities

"Tavdinsky special (correctional) boarding school"

"HOW TO TEACH AND EDUCATE

HYPERACTIVE CHILD"

Compiled by:

Teacher-defectologist of the 1st category

I.V. Kremlin

How to educate and educate

HYPERACTIVE CHILD

in a correctional school

1. Hyperkinetic syndrome - ADHD

(Attention Deficit Hyperactivity Disorder)

More recently, psychologists and child development specialists have identified a hyperkinetic syndrome.

Today, district pediatricians are faced with children's hyperactivity is not so rare. The question arises: are hyperactive children a medical diagnosis or a behavioral problem?

Hyperactivity (“active” - from the Latin “activus” - active, effective, “hyper” - from the Greek “hyper” - above, above - indicates excess of the norm) in children is manifested by inattention, distractibility and impulsiveness.

The history of the study of this disease has a short, but full of facts period of about 150 years. For the first time, the German neuropsychiatrist Henry Hoffman described an extremely mobile child who could not sit quietly in a chair for a second. He gave him the nickname Fidget Phil. The credit for being the first authors to focus serious scientific attention on the behavioral aspects of children belongs to George Still and Alfred Tredgold (1902, 1908).

Despite the fact that many scientists have been studying neurotic behavioral deviations and learning difficulties, for a long time there was no scientific definition of such conditions, there were periods of decline and increase in interest in this problem.

The interest and complexity of the problem lies in the fact that it is complex: medical, psychological and pedagogical (Z. Tresohlava, 1974; G. Weiss, L. Hechtman, 1986). In 1980, the American Psychiatric Association first introduced the term “attention deficit”. The basic symptom of the syndrome was "attention disorder". This was especially the fact that attention impairment occurs in all children with this syndrome, and increased motor activity is not always (J. Biederman et al., 1991; M. Gaub, C. L. Carlson, 1997; T. E. Brown, 2000). In addition to the violation of attention, the behavior of the child that does not correspond to the norm is also highlighted.

At present, in relation to children in whom only attention disorders complicated by motor and speech activity come to the fore, the term “attention deficit hyperactivity disorder” (ADHD) has begun to be used.

A 10-year study showed that the brain size of children and adolescents with hyperactivity is 3-4% smaller. Moreover, the smaller the brain, the greater the hyperactivity. According to experts, these data indicate that hyperactivity is not the result of poor parenting, but is biological in nature (source: Studi: Hyperactivity Children, Teens Haves Smaller Brains / Associated Press.

Currently, ADHD is considered as a neurobiological disorder, the etiology and pathogenesis of which are combined.

Social and psychological reasons are not excluded, such as mother's stress during pregnancy, unfavorable family environment.

The prevalence of this disorder in different countries ranges from 24 to 40% among children with difficulties in adaptation. According to N.N. Zavadenko, the frequency of manifestations of this syndrome in a secondary school is 6.6%, while among boys this figure reaches 11.2, and among girls - 2%. Hyperactivity is often complicated by secondary neurotic and behavioral reactions.

In addition, the importance of the genetic factor is also noted. It is noted that in a large percentage of cases, parents of children with ADHD in childhood had the same symptoms. A hypothesis was put forward about the existence of a hereditary predisposition to this disease (T.B. Glezerman).

The symptom complex of ADHD includes inattention, hyperactivity, impulsivity, learning and interpersonal difficulties. Usually this disorder is associated with behavioral and anxiety disorders, delays in the formation of language and speech, and school skills. Thus, this syndrome belongs to the category of borderline disorders and is the focus of medical, psychological, pedagogical and other studies (KL O "Cornell, 1996; M. Klockars, 2001). According to the severity of symptoms, doctors classify the disease into three groups: mild, medium and heavy.

This syndrome is often found in mentally handicapped children, as well as children suffering from epilepsy or having some kind of brain disease. Treatment is with amphetamines and behavioral therapy; the family in which such a child lives must constantly receive advice and practical assistance from a psychologist and a doctor.

2. Portrait of a hyperactive child

Every teacher working with a hyperactive child knows how much trouble and trouble he causes to those around him.

As a rule, a hyperactive child is fussy, moves a lot, turns around in place, sometimes talks excessively, and can be annoying with his behavior. He often has poor coordination or lack of muscle control. He is clumsy, drops or breaks things. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks a lot of questions, but rarely waits for answers.

With this disease, the child himself suffers first of all. After all, he cannot behave as adults demand, and not because he does not want to, but because his physiological capabilities do not allow him to do this. Constant shouting, remarks, threats of punishment, for which adults are so generous, do not improve his behavior, and sometimes even become sources of new conflicts. As a result, everyone suffers: both the child, and adults, and the children with whom he communicates.

No one has yet succeeded in making a hyperactive child obedient and accommodating, and learning to live in the world and cooperate with it is quite a feasible task.

The approach to the treatment, education and adaptation of a hyperactive child in a team should be comprehensive. As noted by a specialist in working with hyperactive children, Doctor of Medical Sciences, Professor Yu.S. Shevchenko, “not a single pill can teach a person how to behave. Inappropriate behavior that arose in childhood can be fixed and habitually reproduced.

Work with such children, in addition to drug treatment prescribed by a neuropathologist, behavioral psychocorrection in the form of systematic modeling of desirable behavior, should include psychological and pedagogical measures aimed at developing attention, volitional self-control and social ways to satisfy the need for increased motor activity.

Psychological characterization of the state of a child with ADHD is done by a psychologist on the basis of conversations with parents and other family members, observations of the child at the reception, during games. He tries to supplement the information about the behavior and development of the child received by the doctor. The degree of development of school skills and social living conditions are assessed.

During a psychological examination, an assessment is made of the level of development of cognitive functions (attention, memory, thinking), as well as emotional characteristics and the motor sphere. Attention is drawn to the personality characteristics of the child, the presence of accentuations (extreme manifestations) of character (11 types in total).

The onset of symptoms of the disease is attributed to the beginning of attending kindergarten (3 years), and the first deterioration - to the beginning of schooling. The maximum severity of the manifestations of the syndrome coincides with the critical periods of the formation of the central nervous system in children. 3 years the beginning of active development of attention, memory, speech. A forced increase in loads at this age can lead not only to behavioral disorders in the form of stubbornness and disobedience, but also to a lag in neuropsychic development. The age of 6-7 years is a critical period not only for the formation of written speech, but also for voluntary attention, memory, purposeful behavior and other functions of higher nervous activity.

Therefore, if hyperexcitability, motor disinhibition, motor clumsiness, absent-mindedness, increased fatigue, infantilism, impulsivity predominate among children with ADHD at preschool age,then schoolchildren in the foreground are learning difficulties and deviations in behavior. In adolescence, the symptoms of the disease can cause the development of antisocial behavior: delinquency, alcoholism, drug addiction.Inadequacy of behavior, social maladaptation, various personality disorders can cause failures in adult life.

Usually the complaints of the parents of such children are: hyperactive, cannot sit still for a second, spins like a top, very distracting, cannot concentrate, unable to finish what they started. Parents characterize their child as extremely mobile, restless, naughty, they constantly have conflicts, they shout at each other, and then repent. If a mother worries for a long time after a conflict, then her son has everything “like water off a duck's back” - in a minute he is cheerful, forgot the conflict and its consequences. In such children, there may be a lack of elementary shyness in relation to strangers, a heartless attitude towards animals.

Along with hyperactiveimpulsive typeattention deficit disorder occurs, but much less frequently, the so-calledinattentive type. Such children are characterized "as extremely disorganized and chaotic". They constantly forget or lose textbooks, mittens, keys, and other items.

Such children often drop out of class without achieving a result. The child is not only unable to complete the task, but also careless in its implementation, often with school assignments.

At the lesson, he cannot work together with the whole class, it is difficult for him to remember the instructions of the teacher, he is constantly distracted by ambient sounds or visual stimuli that other students do not notice. Distractibility can be associated with one's own body, clothing, and other objects. Their increased activity, inability to focus on anything, as well as perception disorders, lack of speech development create the basis for learning difficulties. Although psychologists say they have an average or even above average IQ.

Also, experts note in these children memory impairment, reduced mental performance, increased fatigue. When performing tasks, he makes many mistakes, but not because of misunderstanding, but because of inattention. Distraction increases as the duration of tasks increases. The productivity of such children in the classroom is very low. The main characteristics of attention: concentration, switching, stability, distribution, volume - they are below the norm. The amount of operative memory and thinking is reduced, most of the learned information is forgotten. Long-term memory is weak, as temporary connections are formed with difficulty.

A characteristic feature of the mental activity of children with ADHD is cyclicality. The time during which they can work productively does not exceed 5-15 minutes, after which they lose control over mental activity (the brain “rests” for 3-7 minutes), then the child can work again for 5-15 minutes.

Having good intellectual abilities, hyperactive children are characterized by a reduced interest in intellectual pursuits, fine arts, they are curious, but not inquisitive.

Certain deviations in the motivational sphere, which is manifested by frequent refusals to do something, lead to a lack of interest in systematic, attention-demanding activities.

Attention problems are often accompanied by increased motor activity or motor disinhibition, i.e. active self-directed activity is poorly developed in these children. It is high reactivity that is noted when characterizing behavior and is more common in boys. Such children are often irritable, quick-tempered, emotionally unstable. They are characterized by impulsive actions (“first he does, and then he thinks”), and this leads to the fact that the child often finds himself in situations dangerous for him, increased injuries. In some children, the integration of sensations is poorly developed, i.e. the brain cannot fully process the flow of sensitive information. J. Ayres (1984) called this a co-integrative dysfunction that can manifest itself as low sensitivity to cold and pain, sometimes combined with hypersensitivity to light touch, and decreased sensitivity to vestibular stimulation. They tolerate swings and spins more easily than other children and do not experience dizziness or nystagmus. Children with ADHD have reduced balance without visual control, motor coordination, balance, visuospatial coordination.

Motor difficulties are manifested in the performance of automated movements, fine motor skills and self-service skills. Children have difficulty performing movements that require a high degree of automatism and coordination.

The activities of hyperactive children are non-purposeful, unmotivated and do not depend on the situation - they are always mobile. Such children are in a hurry all the time, fussing, asking the task many times. Their notebooks are dirty, there are many mistakes and strikethroughs. They find it difficult to self-organize and control their behavior. A hyperactive child is most at risk of being misunderstood by others. As a result, the child may become hardened and aggressive.

Also in hyperactive children there are violations of the emotional sphere. First of all, it is excessive excitability and impulsivity due to a lack of restraining control and self-regulation of behavior. The child shows increased emotional talkativeness, frequent mood swings from tears to laughter and vice versa. Such children can be very sociable, they easily make contact with strangers, moreover, they impose their communication on others, often using inadequate methods for this, therefore they become unwanted members of the children's team. A hyperactive child can be immediately distinguished from a group of other children by a characteristic posture, the behavior of a “fighting cockerel”, ready to rush into a fight.

Hyperactive children with their behavior from early childhood, as it were, challenge the world around them. They are not like other children, their behavior is sharply beyond the usual for children of their age. Such children, to a greater extent than others, are prone to depressive mood, are easily upset because of failures, demand immediate remuneration for their work, and most often material.

With early therapeutic and psychological intervention, the prognosis for children with ADHD is good. Excessive activity is usually the first symptom that begins remission - relief of the disease. The peak manifestation of motor disinhibition occurs at 6-7 years of age, with a reverse development by the age of 14-15, impulsivity decreases by the end of school, attention deficit, as a rule, remains to one degree or another throughout life. Non-rough residual phenomena allow one to adapt in society, lead a normal working life, and adequately establish interpersonal relationships.

3. Criteria for hyperactivity (scheme of observation of the child)

The main manifestations of hyperactivity can be divided into three blocks: active attention deficit, motor disinhibition, impulsivity.

American psychologists P. Baker and M. Alvord offer the following criteria for identifying hyperactivity in a child.

Active Attention Deficit:

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

2. Doesn't listen when spoken to.

3. Takes on a task with great enthusiasm, but never finishes it.

4. Has difficulty organizing.

5. Often loses things.

6. Avoids boring and mentally demanding tasks.

7. Often forgetful.

Motor disinhibition:

1. Constantly fidgeting.

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

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

4. Very talkative.

Impulsiveness:

1. Begins to answer without listening to the question.

2. Unable to wait for his turn, often interferes in the conversation of other people, interrupts them.

3. Poor concentration.

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

5. Cannot control and regulate their actions. Behavior is poorly controlled by rules.

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

If at least six of these signs appear, the teacher may assume (but not diagnose!) that the child he is observing is hyperactive.

4. Psychological and pedagogical support of a hyperactive child

Building an adaptive environment, taking into account the features

hyperactive child

An indispensable condition for working with a hyperactive child is to rely on a personality-oriented model of interaction between participants in the educational process. An adult in dealing with children must adhere to the position: “Not next to, not above, but together!” Its goal is to contribute to the formation of the child's personality, based on the emerging ability in adults to take the position of the child, take into account his point of view and not ignore his feelings and emotions.

When conducting gaming sessions, one must remember that strong and vivid emotional impressions can disorganize hyperactive children, therefore it is recommended to exclude exercises with an emotional accent (competition games: “Who is faster?”, etc.).

Scientists believe that the environment surrounding the child is of priority importance for its development, first of all, it should ensure the safety of life and promote health. Therefore, in institutions where hyperactive children study, it is desirable to have a room or part of a room, conventionally called "soft", which may contain a sports complex. Rope ladders, rings or some unprecedented objects, all kinds of ropes, suspended trapezoid swings, etc. are attached to it. All these elements of the complex are designed for an adult, and can be transformed in a variety of ways. The “soft room”, at the request of the players, can be transformed into a “theater”, “cinema”, “exhibition hall”, “gallery”, “stadium”, etc.

Complete security and a unique building material will be provided by soft (foam rubber, sheathed in leather) cubes, posts, arches, flat mats, etc. They allow children to build houses, apartments, palaces, labyrinths, caves, ships, etc. It is desirable to have lightweight designs of screens, houses, soft and inflatable toys, etc.

Organization of the educational process

The main defect of hyperactive children is a mismatch in brain activity and increased mental exhaustion. During the lesson, these children periodically “turn off” without noticing it. They quickly get tired and cannot maintain receptivity and mental performance until the end of the school day, although they remain motor-active until late in the evening. Because of this, they may have gaps in the knowledge of the educational material. Of course, it must be remembered that it is easier for a hyperactive child to work at the beginning of the day than in the evening, and also at the beginning of the lesson, and not at the end. Interestingly, the child, working one on one with an adult, does not show signs of hyperactivity and is much more successful at work.

The load of the child should correspond to his capabilities. The school lesson lasts 40 minutes, and any child must obey the regime. Unfortunately, a hyperactive child is not able to maintain active attention for such a long period of time. It will be easier for him if the lesson is divided into short periods. For example, after completing 2-3 tasks, you can play a game with the children, have a physical education session or do gymnastics for the fingers.

When constructing a lesson, it is desirable to take into account the cyclical nature of the intellectual activity of hyperactive children.

To consolidate the material, the lesson should be built in such a way that the same algorithm or type of task varies throughout it.

Children work in different rhythms: someone is still active, and someone is already tired or, on the contrary, rested and is ready to connect to the lesson. If the same topic varies during the lesson, then in whatever rhythm the child works, he will always “meet” only with it. This increases the likelihood that the main content of the lesson will be learned.

The general principles of working with hyperactive children, proposed by Glen Doman, are based on a clear structuring of the information that the child has to learn, dividing it into specific figurative units with their subsequent organization into integral systems according to the laws that operate in the relevant field of knowledge. The unit of information must necessarily be a holistic independent "image-fact" that is understandable to the child, can be comprehended by him and easily included in the system of his personal experience. When learning to read, this is a whole word, then a phrase, a simple sentence, etc., or rather, its graphic representation, denoting an object known to the child (hereinafter referred to as a property, action, etc.). After a stable graphic image of the word is formed, the child becomes able to quickly grasp the meaning of what is written, i.e. to read. Further, he easily learns to decompose the whole into parts: various methods of analyzing the word, i.e. Willing to learn grammar and spelling.

It is much more difficult if initially the unit is a syllable, phoneme, sound or letter, since these are abstractions that do not have any figurative representation in the system of the child's internal experience. Understanding abstractions in such children is difficult.

Mathematics, as a clearer and more algorithmic science, is much easier for children to learn and they like it much more than writing and reading. When explaining any lesson, one should try to give children an exact algorithm of actions, be able to highlight the essence. It is advisable to develop a graphic representation of the algorithm for each topic and give it to children on cards. It is advisable to "lose" this algorithm with children. For example, build a “snake” or “train” out of the guys in accordance with the sequence of events or actions that need to be remembered.

The atmosphere in the classroom should be free and relaxed. You can not demand the impossible from children: self-control and discipline are extremely difficult for a hyperactive child. The sincere attempts of the child to observe discipline (to sit properly, not to turn around, not to talk, etc.) and worries about the fact that this does not work out in any way lead to overwork and loss of efficiency even faster. When attention is not focused on discipline, and lessons are conducted in a playful way, children behave calmer and work more productively. When there are no prohibitions, there is no accumulation of unreacted energy with subsequent explosions. “Ordinary” unrestrained indiscipline (when children can sit as they like: with their legs crossed or on their knees; turn around, sometimes get up, turn to the teacher, etc.) creates only background noise and interferes less with the lesson than the emotional breakdowns of the children and the teacher’s attempts tame them. Allowing minor disciplinary infractions can maintain overall good performance.

The problem of discipline is also partially solved if it is possible to equip the class with desks designed for one person, or equip them with special “desktops” so that the child can perform tasks not sitting at a desk, but standing. When children sit alone, they address each other less and focus more on the teacher's explanation. More often they enter into a dialogue with the teacher, and not with the children. The teacher can manage such dialogues, bringing them closer to the topic of the lesson.

If the teacher sees that the child has “turned off”, sits with an absent look, then at this moment he should not be touched: the child will still not be able to reasonably respond.

It is also necessary to avoid overworking children during the school day. It is better when a long break with a walk is provided after the second (or third) lesson. It is good if a special room for rest during breaks is allocated and equipped, where children can sit, lie down, and play (separate recreation with low stools, benches, sofas, toys). With severe functional impairment of brain activity, children can be transferred to an incomplete school week with an additional sliding day off.

5. Basic principles of interaction between teachers and hyperactive children

1. The teacher needs to show, tell, and jointly play out the information that should be learned by the child as often as possible. Teaching demonstrations and stories should be short (2-3 minutes).

2. A hyperactive child cannot work independently, so the teacher has to sit with him during homework in order to return him to assignments, communicating at eye level. V. Oaklander recommends that at this time, an adult lightly run his hand along the back of a child sitting next to him.

3. It is very important for a teacher to keep calm during classes with a hyperactive child, not to get annoyed and not to irritate him. If you feel on the verge of an emotional breakdown, try to move away and leave the child alone with himself. At the same time, do not be demonstrative: your departure should not be a protest against the behavior of the child.

4. It is worth watching your speech when we talk with children. Do we take responsibility for trying to manipulate the child: "Stop ... don't you dare ... shut up ...", instead of saying all this to ourselves. Externally accusatory formulations teach the child to look for the guilty, defending themselves from the unpleasant sensations associated with guilt.

5. Mode is important for all children, but especially for hyperactive ones. The development of right habits is facilitated if the necessary things are done at the same time every day.

6. It is better if the child works with a draft, but before rewriting the task in a notebook, let him rest. The rewriting itself must also be carried out intermittently.

7. It is better to memorize a poem in small parts, not all at once. After repeating a poem (or rule) by heart, the child needs a break before continuing with classes.

8. Let a hyperactive child get up every 20 minutes and walk around the classroom without disturbing others.

9. After class, it is imperative to praise the child, regardless of whether he demonstrated his knowledge or just watched, listened and repeated.

10. It is desirable for the teacher to organize a place where a hyperactive child could play with clay, water, sand, which provide a variety of tactile sensations and reduce mental stress.

11. Enter a sign-based scoring system. Reward good behavior and academic achievement. Try to praise the child if he successfully coped with even a small task.

12. Change the mode of the lesson - arrange minutes of active rest with light exercise and relaxation.

13. In the classroom, it is desirable to have a minimum number of distracting objects (pictures, stands). The class schedule should be consistent, as children with ADHD often forget it.

14. Work with hyperactive children should be built individually. The best place for a hyperactive child is in the center of the classroom, opposite the blackboard. It should always be in front of the teacher's eyes. He should be given the opportunity to quickly turn to the teacher for help in cases of difficulty.

15. Direct the excess energy of hyperactive children in a useful direction - during the lesson, ask him to clean the blackboard, collect notebooks, etc.

16. Introduce problem-based learning, increase student motivation, use game elements in the learning process. Give more creative, developmental tasks and, conversely, avoid monotonous activities. Frequent change of tasks with a small number of questions is recommended.

17. For a certain period of time, give only one task. 18. Give assignments according to the work pace and ability of the student. Avoid making too much or too little of a student with ADHD.

19. Create situations of success in which the child would have the opportunity to show their strengths. Teach him to use them better to compensate for impaired functions at the expense of healthy ones. Let him become a cool expert in some areas of knowledge.

20. Together with a psychologist, help the child adapt to the school environment and in the classroom - educate school work skills, teach the necessary social norms and communication skills.

Literature

1. Psychological-medical-pedagogical consultation and correctional and developmental work at school / V.E. Beisova. - Rostov-on / D: Phoenix, 2008.

2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2002.

3. Gribanov A.V., Volokitina T.V., Guseva E.A., Podoplekin D.N. Syn-
attention deficit hyperactivity disorder in children. - M: Academic
Project, 2004.

4. Drobinskaya A.O. Attention deficit hyperactivity disorder.// Defectology. - 1996. - No. 3 - p. 72 -74.

I know Professor T.V. Akhutina as an outstanding Scientist who combines the gift of a popularizer and a practitioner. Even Friedrich Engels in his "Dialectics of Nature" wrote: "Practice is the criterion of Truth." And it is. I think that after reading the interview, it is worth getting further acquainted with the problem of learning through the eyes of a psychophysiologist in the article"Children with learning difficulties" http://indigo-papa.ru/node/85

Vladimir Pugach (Moscow).

- What are learning difficulties from the point of view of a neuropsychologist?

I have a written answer to this question.

What are the learning difficulties inattentive hyperactive child?

Most often, these children have problems maintaining optimal tone, which cause all other problems. Due to the weakness of inhibitory control, the child is overexcited, restless, and cannot concentrate on anything for a long time. Or another option - the child is lethargic, he wants to lean against something, he quickly gets tired, and his attention can no longer be collected by any means until some increase in working capacity begins, and then a decline again.
According to the data of neuropsychologists E.A. Osipova and N.V. Pankratova (1997), 91% of children with ADHD have difficulties with the energy block, the next most frequent is the lag in the development of programming and control functions - 77%; followed by a lag in the development of visual-spatial functions - 46%. The total is more than 100%, because children often have several problems at once.

- Please give examples of writing difficulties in a hyperactive child.

These are the difficulties in the child's writing due to programming and control problems. We see both repetitions of parts of the program and its simplification - omissions of letters, syllables, merging (contamination) of two words into one.

Here is another example. The child's low energy tone was combined with distinct visual-spatial difficulties. Here you can see almost all the features that are listed in the article."Children with learning difficulties".

- And what do these children have in their math notebooks?

Let's look at this example. After the summer, the boy forgot how, in which direction the number 3 is written. Well, the handwriting, holding the line are appropriate.

- How to determine whether it is necessary to contact specialists about a child's hyperactivity or is it an individual temperament?

For the diagnosis of ADHD, special criteria and special questionnaires for parents have been developed. They are given, for example, in the book by N.N. Zavadenko "Hyperactivity and attention deficit in childhood". The language there is quite accessible for a non-professional, it is written simply. If parents answer yes to six of the questions or more, there is reason to think and seek professional help. Parents may assume that their child has problems, but, of course, they should not make a diagnosis themselves.

- Where can I find a neuropsychologist to work with a child?

In Moscow, in all districts there are centers for psychological, pedagogical and medical and social support, where neuropsychologists work (for example, there are several such centers in the Southwestern District). The base center in Moscow is located on Architect Vlasov Street.
Outside of Moscow, strong neuropsychologists work in St. Petersburg, Irkutsk, Yekaterinburg, and Belgorod. But, of course, in the outback there may not be such specialists.

- What can you advise a family living outside these cities if the child needs the help of a neuropsychologist?

Parents can bring their child to the nearest city where specialists work with children. It is impossible to do without a specialist in this part, you can incorrectly determine the cause of the difficulties on your own. Then the neuropsychologist will conduct a special session for parents so that they understand what exercises and how to perform with the child. Of course, it will take a strong desire from the family to systematically engage with the child, and some level of education to understand what and why they should do.
Unfortunately, there is a serious danger of running into a bad specialist. For example, a professional will not make promises to remove all problems in one month.

- How to determine what exactly caused the child's learning problems, whether he has dyslexia or dysgraphia, what is primary in relation to inattention and hyperactivity, and what is secondary?

There is an overlap between ADHD and these disorders, but there are also differences. Parents do not need to divide their child's problems into separate diagnoses: dyslexia, dysgraphia: If we talk, for example, about writing difficulties, there are three types of them, and one of them (programming and control problems) is characteristic of ADHD; it is possible that children with ADHD also have visual-spatial difficulties. Sticking a label on a child's problem is not the main thing; it is much more important to find out the mental mechanisms of difficulties and develop ways to overcome them.

- Are there any games and exercises that are useful for all inattentive and hyperactive children?

Almost all games with rules are very useful for such children. Let's take a game of hide and seek - there is also a sequence, certain roles, you need to sit in the shelter for a certain time, and you also need to figure out where to hide and change these places. All this is a good training of the functions of programming and control, and moreover, it occurs when the child is emotionally involved in the game, which helps to maintain the optimal tone of wakefulness at this moment. And it is needed for the emergence and consolidation of all cognitive neoplasms, for the development of cognitive processes. Remember all the games that you played in the yard, they are all selected by human history and are very useful for the harmonious development of mental processes.
Here, for example, is a game where you need to "do not say yes and no, do not buy black and white" - after all, this is a wonderful exercise for slowing down a direct answer, i.e. for training programming and control.

- If the child is still too young to be diagnosed with ADHD, but many signs (irritability, poor sleep, neurological symptoms, etc.) can predict that in the future he may have problems such as attention deficit hyperactivity disorder, can you help him in time?

There are early intervention services, you can consult with them. In any case, for such a child, a daily regimen, walks, massage is mandatory, a pool is very useful if there are no medical contraindications.
When a child gets a little older, it is better not to overload him with learning to read and write. Everything needs to be taught in the game - everything that the child perceives while playing is suitable. The speed in such games should be slightly slowed down. You can play ball: you name a word, the child answers with a word from the same category (you give him "cat", he tells you "dog"). But here it is better not to throw the ball, but to roll it so that he has time to figure it out. If possible, take rarer categories of words. The next stage is "I will remember words that have the same beginning, for example," mother "and" fly ", and you will come up with another such word." There should be many different games. Before the game, you must definitely try - it will go or not. And choose games in the zone of proximal development of the child, offer in the game the material that he has to master.

- What is the optimal age for neuropsychological correction?

The optimal age for correction starts at five and a half years and lasts until the end of the first grade: all the time before the start of school and its very beginning. At this time, the child is especially sensitive to corrective influence, his brain has not yet lost plasticity, the investment is most effective. Then, much more patience and effort will be required from the child, and from parents, and from teachers and psychologists.

- Is it possible to achieve something at an older age, or is time irretrievably lost?

The development of insufficiently formed functions is also possible at an older age, although it is difficult to predict how complete it will be. The development of brain functions is a probabilistic process, there are no clear cause-and-effect relationships. If we have organized an optimal environment for the development of a child and placed two children with the same problem in it, then even then the development process can be easier for one and more difficult for the other. Even in old age, much can be achieved - when restoring brain function after a stroke, for example; such an experience exists. However, this requires a lot of hard work from the person himself.

- If the child did not receive the necessary help on time, and all the difficulties with reading, writing, attention he still has in adolescence - how can he be helped?

It is more difficult to help a teenager: he often ignores his problem and does not want to work on it: "Leave me alone, I won't go to your psychologists and doctors - I'm not crazy." In this case, you need to try to find something in common in the desires of a teenager and parents - going to college, a well-paid job - and help set a goal. Then you can explain something to him, take care of the problem, then he will be ready to make efforts. If this does not work out, maybe it will be possible to find some intermediate place and activities that he likes - a sports section, computer courses. This, too, may ultimately allow you to find a common language with a teenager and raise a problem. Unfortunately, it will not work out completely without a specialist: a parent may inaccurately describe the symptoms, a specialist, without seeing a teenager, can only give the most general recommendations. But it’s possible not to go to a specialist for every lesson: you need to undergo diagnostics, receive instructions and practice on your own.
Say, if a teenager has visual-spatial difficulties, and they are reflected in a letter in terrible handwriting and ridiculous mistakes, for example, "san" instead of "son", "builder" instead of "under construction", games are needed to train this brain function. Younger children can be offered to play "couples": turn over two cards, if the pattern is the same, take them for yourself, if not, turn them back. Since the cards are taken one at a time, you can remember where the ones that were turned over before lie. But a teenager may refuse to play a child's game. However, if you replace cards with pictures with playing cards, take a "bribe": - it is possible that he will play.
Another game - we draw a square three by three cells, as in the game of tic-tac-toe. In arbitrarily taken three cells, draw a zero, a cross and a triangle. Let's remember, close - draw from memory. Drawn correctly - won. First, the figures are remembered and in which cells they are located, then you can complicate the game: the circle is drawn not in the middle of the cell, but in its right corner.
Even if a teenager still has problems with writing, you need to start with such simple activities. It is very difficult for us to understand the cause of their difficulties if we do not experience them ourselves. It’s easier for us: we know how to spell “Moscow”, we remember it and easily reproduce this word, the wrong spelling hurts our eyes, but they don’t, they need to analyze the sound every time and write the word again. We must teach them to do a detailed analysis, to check themselves, to prove to themselves that they wrote correctly.

- It happens that the mothers of grown-up children, in whom some violations were not identified and corrected in time, begin to execute themselves: how did I not know about it! He needed help, but I scolded him! Made me redo it! And even gave a cuff!

No need to be punished. You are mothers, you love your child, you tried your best, used all the means available to you at that time and did your best. And now you keep doing it. We are all human, and we are all imperfect, and it will only get worse if you blame yourself.

- How to help a teenager with ADHD, if he still finds it difficult to get together, if he is disorganized and cannot complete any task?

With ADHD, the child experiences difficulties with programming and control of his own activities: he cannot set himself tasks, determine how and in what order he will solve them, perform this work and test himself. You can work on the development of programming and control functions on the usual educational material - for example, when writing an essay or an essay.
It’s better to start with a simple one: with a story based on a picture. It is necessary to teach a person to compose a consistent story based on a plot picture - it should depict a genre situation. This situation needs to be discussed. Ask the teenager what he considers it necessary to state in this picture. Write down this presentation very briefly, thesis-wise - sketch out 7-8 theses, no more.
Now the picture needs to be set aside. Decide which of these eight theses to start with. Put the number 1, then continue: 2, 3, and so on (you can write theses on cards and then lay them out in the right order and number them)
Then decide what is missing.
Thus, planning is taken outward, thesis formulations are made, a visual plan is created that did not take shape in the head.
After creating the plan, an essay is written.
Then you can introduce new rules: each essay must have a beginning and an ending: where did we start, where did we come to?
We checked the beginning and end - we check whether different fragments are well connected with each other, whether it is necessary to insert links. It is better that the teenager does this part with someone else.
Finally, it is important that there is a feeling of "you can do it!" - here, everything turns out: here you have all the necessary thoughts, here, you can line them up in order, here, you have a beginning and an end!
Then you can work out the same methods on the material of the school essay: first, brainstorm, sketch out ideas: write down everything that can be said about this topic. When ideas are sketched, we think about what should be said at the beginning, at the end, what should be the semantic center. And when writing each next essay, you need to work out this technique.

- Are there any peculiarities in teaching a child with learning difficulties a second language - in elementary school or in a foreign language environment?

Of course, there are certain subtleties in teaching such a child a second language. Speech is a very energy-intensive functional system. If the mother knows that the child is weak, that he has problems, for example, with attention, perseverance, speech, then he should not arrange unnecessary stressful effects.
When a second language begins at school, the child has additional difficulties that may not manifest themselves in grades in a new subject at all: academic performance suddenly worsens, the child begins to make more mistakes in other subjects - and parents and teachers may not notice this.
In a weak child, as soon as a new energy-intensive system appears, other systems are robbed: for example, a child who is very advanced in verbal terms may have visual-spatial difficulties. The child simply does not have enough energy for everything at once! Therefore, typical modern children, weakened, verbally overloaded, if they are given a second language, then only in a playful way, in order to avoid stressful situations.
Children must be treated with care. Own vanity should be correlated with the health of the child: he will pull or not. If a child says “I won’t go to English, I don’t want to and I won’t study it” - you should listen to this: he doesn’t have the strength for it!
If a child begins to refuse classes, starts to get sick, does not want to go to school, this means that he not only does not want to: he cannot. Unfortunately, now the disease is the only legal opportunity for a child to take a break from overload. If a child begins to actively use this opportunity, then it is necessary to reconsider his mode of work.

- Very often, doing homework with a hyperactive inattentive primary school student turns into many hours of torture for the child and parents. How to do lessons with him?

Let's try to create a step by step guide. We need, again, to develop in the child the ability to program and control their own activities. While he himself does not know how to do this, these functions are taken over by the parents; until the child has learned to perform some operations in the mind, it is necessary to take them outside, back them up with words and drawings. And gradually, as these props become unnecessary, remove them and transfer responsibility to the child himself.

Training
Choose a day and address the child with these words: "You know, I was taught how to do homework quickly. Let's try to do them very quickly. It should work out!"
Ask the child to bring a portfolio, lay out everything you need to complete the lessons. Say: well, let's try to set a record - do all the lessons in an hour(Let's say). Important: the time while you are preparing, clearing the table, laying out textbooks, figuring out the task, is not included in this hour. It is also very important that the child has all the tasks recorded. As a rule, children with ADHD do not have half of the tasks, and endless calls to classmates begin. Therefore, you can warn in the morning: today we will try to set a record for completing tasks in the shortest possible time, only one thing is required of you: carefully write down all the tasks.

First item
Let's get started. Open the diary, see what is given. What will you do first? Russian or math?(It does not matter what he chooses - it is important that the child chooses himself).
Take a textbook, find an exercise, and I time it. Read the assignment aloud. So, I did not understand something: what needs to be done? Explain please.
You need to reformulate the task in your own words. Both - both the parent and the child - must understand what exactly needs to be done.
Read the first sentence and do what needs to be done.
It is better to first do the first trial action orally: what do you need to write? Speak aloud, then write.
Sometimes a child says something correctly, but immediately forgets what was said - and when it is necessary to write it down, he no longer remembers. Here the mother should work as a voice recorder: to remind the child what he said. The most important thing is to be successful from the very beginning.
You need to work slowly, do not make mistakes: pronounce as you write, Moscow - "a" or "o" next? Speak in letters, in syllables.
Check this out! Three and a half minutes - and we have already made the first offer! Now you can easily finish everything!
That is, the effort should be followed by encouragement, emotional reinforcement, it will allow maintaining the optimal energy tone of the child.
The second sentence takes a little less time than the first.
If you see that the child began to fidget, yawn, make mistakes - stop the clock. " Oh, I forgot, something is not done in my kitchen, wait for me." The child should be given a short break. In any case, you need to ensure that the first exercise is done as compactly as possible, in fifteen minutes, no more.

Turn
After that, you can already relax (the timer turns off). You are hero! You did the exercise in fifteen minutes! So, in half an hour we will do the whole Russian! Well, you already deserve compote. Instead of compote, of course, you can choose any other reward.
When you give a break, it is very important not to lose your mood, not to let the child be distracted during the rest. Well, are you ready? Let's do two more exercises the same way! And again - we read the condition aloud, we pronounce it, we write it.
When the Russian is finished, you need to rest more. Stop the timer, take a break of 10-15 minutes - like a school break. Agree: at this time you can’t turn on the computer and TV, you can’t start reading a book. You can do physical exercises: leave the ball, hang on the horizontal bar.

Second item
We do the same math. What is given? Open textbook. Let's start time again. Separately, we retell the conditions. We pose a separate question that needs to be answered.
What is asked in this problem? What is needed?
It often happens that the mathematical part is perceived and reproduced easily, but the question is forgotten, formulated with difficulty. The question should be given special attention.
Can we answer this question right away? What needs to be done for this? What do you need to know first?
Let the child tell in the simplest words: what needs to be done in what order. At first it is external speech, then it will be replaced by internal. Mom should insure the child: in time to hint to him that he went the wrong way, that it is necessary to change the course of reasoning, not to let him get confused.
The most unpleasant part of a mathematical task is the rules for solving problems. We ask the child: Have you ever done a similar problem in class? Let's see how to write so as not to make a mistake. Let's take a look?
You need to pay special attention to the recording form - after that it costs nothing to write down the solution to the problem.
Then check. Did you say you need to do this and that? Did it? And this? This? Checked, now you can write the answer? Well, how long did the task take us?
How did you do it in such a short amount of time? You deserve something delicious!
The task is done - we take up the examples. The child dictates and writes to himself, the mother checks the correctness. After each column we say: amazing! Are we taking on the next column or compote?
If you see that the child is tired - ask: Well, are we still going to work or are we going to drink compote?

Mom should be in good shape on this day herself. If she is tired, wants to get rid of it as soon as possible, if her head hurts, if she cooks something in the kitchen at the same time and runs there every minute - this will not work.
So you need to sit with the child once or twice. Then the mother should begin to systematically eliminate herself from this process. Let the child tell his mother the whole semantic part in his own words: what needs to be done, how to do it. And the mother can go away - go to another room, to the kitchen: but the door is open, and the mother imperceptibly controls whether the child is busy with work, whether he is distracted by extraneous matters.
It is not necessary to focus on mistakes: it is necessary to achieve the effect of effectiveness, it is necessary that the child has the feeling that he is succeeding.

- Children at school are often asked by heart, and in large quantities, not only poetry, but also prose, often in a foreign language. How to learn by heart with inattentive hyperactive children?

Let's take prose in a foreign language as an example - a case that is especially difficult for a child.
First of all, you still need to negotiate with the teacher in order to lighten the burden that falls on the shoulders of the child with an abundance of such tasks. Or put up with the fact that a child can get a "two" or "three" for learning the text. Nevertheless, it is also possible to achieve some success and work on programming one's own activity on the material of such a learning task.
You don’t need to put your head on the chopping block for the sake of the “five” for the learned text. To achieve a strong memory for life, as a rule, also should not be. If a child forgets in three days what he learned, this is normal, he should not remember it. Our task when memorizing by heart is to work out some clichés, nothing more.
We must start learning together.
Read the first sentence. Understandably? It is not necessary to demand a translation according to words, a common understanding is needed. So, sentence by sentence, the whole text is read.
Now, you say Let's teach it like this: one word - you, the second word - I. Are articles counted as words or not? We will not, because they are pronounced together with the word. What about suggestions? Let's be. Now we read: I am the first word, you are the second.
So the work of memorizing ceases to be boring and no longer seems like an impossible task.
Now we repeat: the first word is me, the second is you. You can tell somewhere, peep.
So, can we switch roles now? I have more words, I do not remember everything. Can you read the whole thing? Let me try.
This is how the first sentence is learned. Then the second in the same way. Read both sentences and say: Do you remember the first or the second?
Gradually increase the volume of the learned text, slowly peeping into the text. It is not worth working on this for more than seven minutes in a row - it will be too much. Tell: I don't know about you - but I DEFINITELY need to take a break. But if it is big, you and I will both forget everything. Let's close our eyes, sit down, concentrate: - and forward with renewed vigor.
You can write a cheat sheet for yourself: designate, for example, all words with the first syllables, designate articles. So you use other forms of memory - motor, visual. Now we read the text on the cheat sheet.
Stop at this. Enough.
Before going to bed, you need to read the text on the cheat sheet again. Between memorizing the text and repeating it, at least 30-40 minutes must necessarily pass; better hour.
If you are learning poetry, you can alternate with your child, repeating one line at a time.

Interview with T.V. Akhutina
Doctor of Psychology. sciences, head. Laboratory of Neuropsychology and the Faculty of Psychology of Moscow State University. M.V. Lomonosov.

Posted by Irina Lukyanova

Children with ADHD (Hyperactive) usually have normal intelligence and study in mainstream schools.

But despite the fact that these children are usually very smart, in school they can get lower grades than they know. As well as a large number of complaints about behavior.

If the child is hyperactive

• He can not be seated for lessons

• He is constantly distracted

• He has trouble concentrating

• He is bored and uninterested in learning

• He studies worse than he can

• He gets downgraded for inaccuracy.

• During his answer, he jumps from topic to topic and eventually gets a bad grade, although he knows

Hyperactive children usually have very good memories. But children do not like to do what they consider superfluous, unnecessary. Why write a detailed solution if I already know the answer?

What can parents do:

First of all, pay attention to the development of the skill of concentration, for example, using the game "Fly in the cube"

Be sure to help your child develop the habit of doing their homework at set times using the Anchor and Ritual techniques.

In teaching hyperactive children, everything should be extremely logical and simple. Life for parents is simplified by the rules that must not be violated under any circumstances.

In this case, the child will not "sabotage" every time because they need to do homework.

What rituals are possible and how to "anchor" to the lessons, in the video:

A very important schoolhack is the need to catch mistakes in teaching a child and increase the level of knowledge of a child.

Since hyperactive children are in a hurry, they often make mistakes. In teaching, it is very easy to increase the number of “I know” by reducing “I doubt” and “I don’t remember” - it is this item that will allow the child to improve academic performance.

See how you can remove mistakes in vocabulary words using the funnel effective learning technique.

The child does not have to write for such activities. He can simply pronounce the correct spelling of the word syllable by syllable. You will only have to fix those words where he “doubts” or “is mistaken”.

Show the areas of application in life of the knowledge gained. Teach your child to draw an “intelligence map” so that the child studies the text of the textbook with interest and sees the connection between the knowledge gained and real life

Teach your child to express his thoughts clearly, competently and succinctly, through the “Delirium Generator” technique

The most important thing in teaching hyperactive children is to understand that it is a disaster for a child to do things that are not interesting or that he considers meaningless.

Every day there are more and more hyperactive children on our earth. Why this happens is a completely different question, but if you are the parent of such a child, you are faced with a dilemma of how to get him to do his homework. And also how to make this process less painful for yourself and the child.

Firstly, the lighting in the room of a hyperactive student, and not only, should be very good. In this case, it is necessary to consider with which hand your child writes - right or left. If he is right-handed, then ideally, the light on the student’s workplace should fall on the left side, and for a left-handed person, on the right. Lighting always plays a big role not only for vision, but also for any work. For example, if a climbing wall for a child is too brightly lit, it will prevent him from seeing what he can grab onto and cause a headache. So at the table, the light should not be too bright, so as not to tire, but also sufficient to see well.

The second rule that will allow a hyperactive child to complete homework as quickly and without any problems as possible is complete silence. The child should not be distracted by anything. No music, even very quiet, no TV, no computer, absolute silence. Of course, during the lessons, you will have to limit yourself in some way, but this will allow the child to concentrate on the lessons and not be distracted by trifles.

The third is the location of the desktop. The best option would be to put the student's desk in a corner, facing the wall. But not everyone has such an opportunity, so the main condition here is not to put a table in front of a window or wall on which pictures, photographs or posters hang. Remember - nothing should distract a hyperactive child from the goal (in this case, lessons). If now he is not accustomed to the order of doing homework, in the future it will be very difficult for him to do any other work because of the inability to concentrate on the important.

Another important nuance in the preparation of homework by a hyperactive child is the items that are on the table. Even before the child sits down to do homework, care must be taken that nothing there can attract his attention. One lesson - one notebook, one textbook, one pen, one pencil and nothing else. As soon as the child copes with one homework, immediately change the textbook and notebook. Do not give him time to relax, it will be very difficult for such a child to tune in the right way again. It is also advisable to buy simple school supplies for hyperactive children, that is, without drawings and bells and whistles.

For hyperactive children, a strict daily routine is important. This also applies to lessons. Determine exactly the time in which the child will have to do one lesson. Explain to your child that the faster he completes his homework, the more time he will have for everything else. If your child does not fit into the allotted for one lesson, say half an hour, for whatever reason, come up with an incentive for him. The reward system works well for this. Make it clear to the child that if he fully concentrates on the tasks and copes with it, he will only benefit from this, otherwise he will not receive anything.

If during the lessons nothing will distract the child from homework, then doing them will not be difficult for him and you will not have to be nervous about this.