How to control adhd child

5 tips to manage ADHD in children

Speaking of Health

Thursday, May 27, 2021

Topics in this Post

Family Medicine
Pediatric Medicine
Children's Health (Pediatrics)
Child Development

Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

Children with ADHD also may struggle with low self-esteem, school anxiety, troubled relationships and poor performance in school. Symptoms sometimes lessen with age. However, some people never completely outgrow their ADHD symptoms. However, they can learn strategies to be successful.

ADHD subtypes

Inattentive ADHD
Formerly referred to as ADD, people with inattentive ADHD display symptoms of inattention, but do not possess symptoms of hyperactivity or impulsivity.
Hyperactive/Impulsive ADHD
This subset of ADHD display symptoms of impulsivity or hyperactivity, but do not display symptoms of inattention.
Combined
People with combined ADHD display symptoms of inattention, hyperactivity and impulsivity. The is the most common subset of ADHD.

Learn more about the three different types of ADHD.

Gender differences with ADHD

ADHD is more commonly diagnosed in boys than girls, but research into ADHD in adulthood suggests an almost equal balance between men and women. A lower diagnosis rate among females in childhood can result because girls with ADHD are more likely than boys to have the inattentive form of ADHD and less likely to show obvious problems.

More than half of children who experience ADHD in childhood continue to have symptoms as adults. Some women only recognize their ADHD after a child has been diagnosed and the woman begins to see similar behavior in herself. Other women seek treatment because their lives spin out of control, financially, at work or at home.

ADHD treatment

While treatment won't cure ADHD, it can help a great deal with symptoms. Treatment typically involves medications and behavioral interventions. Early diagnosis and treatment can make a big difference in outcome.

It's also important to work with a therapist who specializes in ADHD to learn coping mechanisms that are nonpharmacological to help with ADHD symptoms and behaviors. A therapist can enhance the effectiveness of the medication and give tools to empower those with ADHD using treatments that may involve behavioral, psychological, social, educational and lifestyle interventions.

Behavioral strategies

Here are 5 behavioral strategies to help manage your child's ADHD:

1.

Give praise and rewards when rules are followed.

Children with ADHD often receive and expect criticism more so than other children. This can really impact self-esteem. Some days, you might have to really look for the good behavior, but you should praise good behavior at least five times more often than you criticize bad behavior.

2. Give clear, effective directions or commands.

Make eye contact or gently touch on arm or shoulder to get his or her attention. Give brief, simple steps and short commands that get to the point rather than multiple directions or wordy statements and questions.

3. Establish healthy habits.

If your child is on a medication, it should be taken as prescribed. Contact your child's health care provider if problems arise. Make sure your child is getting enough sleep, eating a well-balanced diet consisting of three meals, a snack and adequate fluids daily, and has an outlet for some form of daily exercise. These healthy habits will help your child to feel his or her best and help minimize ADHD symptoms.

4. Develop routines around homework and chores.

Work together to make a checklist of what needs to be done surrounding daily chores, getting ready for bed and school for your child to refer to when he or she gets off task. Encourage your child to use a daily planner so he or she is aware of all homework assignments. Have an established time and location for homework, and use a timer to remind your child to show you how the homework is going two to four times per hour. Factor in brain breaks if your child needs them and movement between tasks or use of an appropriate fidget.

5. Help your child build relationships, strong social skills and maintain friendships.

Be a good role model of behavior you want your child to use. Factor in some special time three to five days a week with your child that is conflict-free and does not involve a screen to help maintain a strong parent-child relationship. Help your child develop at least one close friendship. With younger children, parents may need to take the lead to arrange and host play dates or get kids involved in activities where there are kids the same age. Get tips for helping your child develop social skills.

Amanda Logan is a nurse practitioner in Family Medicine in Janesville, Minnesota.

For the safety of our patients, staff and visitors, Mayo Clinic has strict masking policies in place. Anyone shown without a mask was either recorded prior to COVID-19 or recorded in a non-patient care area where social distancing and other safety protocols were followed.

Topics in this Post

Family Medicine
Pediatric Medicine
Children's Health (Pediatrics)
Child Development

Add 'health checkup' to teens' back-to-school list

During uncertain times, trust your primary care provider

Children and screen time: How much is too much?

Parenting a Child With ADHD (for Parents)

en español: La crianza y la educación de un niño con TDAH en la familia

Reviewed by: Shirin Hasan, MD

Psychology (Behavioral Health) at Nemours Children's Health

How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may:

seem distracted
seem not to listen
have trouble paying attention
not follow directions well
need many reminders to do things
show poor effort in schoolwork
have trouble getting organized

Because they are hyperactive, kids with ADHD may:

climb, jump, or roughhouse when it's time to play quietly
fidget and seem unable to sit still
rush instead of take their time
make careless mistakes
be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may:

interrupt a lot
blurt out
do things without thinking
do things they shouldn't, even though they know better
have trouble waiting, taking turns, or sharing
have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better — or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child — even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

Reviewed by: Shirin Hasan, MD

Date reviewed: May 2022

/content/kidshealth/misc/medicalcodes/parents/articles/parenting-kid-adhd

How to teach children with ADHD: simple and important algorithms.

And no last batch

Attention deficit hyperactivity disorder has become a very common diagnosis today. It is not easy for teachers to work with such children: they disrupt lessons, do not absorb information, and cannot sit in one place for a long time. But they need to be taught. And how to do it? Our blogger, psychologist Natalya Vecherina tells.

Manifestations of ADHD are diverse - there are up to 100 behavioral features in this syndrome. But there are also main features:

inattention,
impulsiveness,
hyperactivity.

Pay attention: traditionally, in our minds, attention deficit is associated with hyperactivity. This is not entirely true: among children with ADD, you can meet children without hyperactivity.

ADD without hyperactivity

Children with ADD without hyperactivity are not only not active, they are even slower than others. These are children who "sleep on the go", "hover in the clouds", "not of this world", easily confused and distracted. They have difficulties with learning, they process information slowly, it is difficult for them to remember anything. One gets the impression that the speed of information processing and selective attention are mainly impaired in such children. They are often unable to pay attention to details, they do not listen well to the speech addressed to them, they can “fall out” of the conversation, lose the thread of the story.

These children are dreamers, they often forget and lose things at school and at home. They may experience mood disorders. They are often anxious and preoccupied. They don't interrupt the lessons. As a rule, they are very shy. ADD does not cause them behavior problems, their problem is poor concentration. What can not be said about the other type of children.

ADD with hyperactivity

These students immediately attract attention. They are able to disrupt any occupation. Hyperactivity, as the name suggests, is overly active behavior. But unlike the activity of other children with increased energy, children with ADHD can move just like that, without any purpose. This can be aimless movement around the classroom, fidgeting in a chair, or tapping a desk with a pencil.

Excessive mobility and restlessness is especially evident in situations requiring relative rest

Such children are not able to sit still during the whole lesson. If they want something, they tend to get it faster than others: it is difficult for them to wait for their turn or follow the rules. They act according to the first desire, often take other people's things. This list can go on and on.

However, statistics tell us that there are between 3 and 20% of such children. And, of course, they also need to be taught. The trouble is that standard techniques and methods do not work on such students. They need a special approach both during classes at a training center or school, and at home.

Features of work, practical techniques and methods

Duration and time of classes

I will forgive a hyperactive child to work at the beginning of the day, and not in the evening. At the very beginning of the lesson, not at the end. A child with ADHD is not able to maintain attention during a school lesson (45 minutes), already at 7-8 minutes after the start of the lesson, he shows motor restlessness and loses attention.

Hyperactive children are characterized by cyclicity: they work productively for 5-15 minutes, then the brain rests for 3-7 minutes, accumulating energy for the next cycle. At this moment, the child is distracted and does not listen to the teacher. It will be much easier for children if the whole lesson is divided into short periods. And after completing 2-3 tasks, conduct physical exercises or gymnastics for the fingers.

Seating in the classroom

During the lesson, it is difficult for children to concentrate, they are quickly distracted, they do not know how to work in a group, demanding individual attention from the teacher. Often they cannot complete the work, interfering with their classmates. Therefore, it is better for a hyperactive child to sit closer to the teacher and away from possible sources of distraction (window, closet, etc. )

The most common mistake is to put the child in the last desk. Without the external help of the teacher, the child will not be able to work and behave in the classroom in the right way. By seating him closer, we provide the student with the opportunity to quickly turn to the teacher for help in case of difficulty.

Typically, in the classroom, the teacher requires students to sit up straight and not be distracted, but for such children, these two requirements come into conflict: if their head and body are motionless, the level of brain activity decreases. To maintain concentration, children use an adaptive strategy: they activate the centers of balance with the help of physical activity: for example, they stagger on a chair. Therefore, not tables or standard desks are well suited for such children, but specially designed desks that allow you to stand in the classroom, and not sit in a static position.

Working with an adult

Working with an adult one-on-one, a child with hyperactivity behaves much calmer and, therefore, copes with work more successfully.

Work with children

Such children should be included in group work in stages. Start with individual work, include in small groups, and only then involve them in collective activities.

Understanding and managing time

A child with ADHD cannot structure his own time. Adults should monitor its rational use so that there is no overload. They have a "narrow window of time": they see only what is happening here and now, they cannot predict a delayed result. In order to guide the child's behavior, it is necessary to build a system of rewards and punishments in the “here-now” plane that is understandable for him, motivating him step by step to the necessary actions.

Self-control, self-organization and compliance with rules

In children with ADHD, the frontal lobes of the cerebral cortex, which are responsible for controlling behavior, are formed later than in their peers, therefore, having a normal and even high level of intelligence development, they do not have the ability to self-control. Therefore, special attention should be paid to teaching self-organization skills - to teach how to write down tasks, follow the plan. This will help you with exercises in which tasks are invented by a child for a parent or teacher. By teaching another, the child forms self-control, the ratio of goals and results, and the correction of mistakes.

It is difficult for a hyperactive child to force himself to do what adults demand. He needs to be taught separately to follow the rules and follow the instructions. In the lesson, you can use the following technique: before giving a new task, ask a hyperactive child to tell their peers how and what to do, to voice the rules or instructions.

If a child breaks the rules, then point to these rules quickly and without further ado

All instructions should be short and specific, consisting of no more than ten words. Otherwise, the child will still not hear the adult and will not complete the task.

Completing assignments

Write assignments offered in the lesson on the blackboard. It is of great importance how we give instructions for completing the task: it must be clearly structured, it is better to draw it or draw it than to speak it - that is, use all forms of presenting information.

Before the child begins to perform the exercise, it is important to check that he really understood the task: ask the child to explain in his own words what needs to be done now. You can start work only when the child has given a clear answer. For a certain period of time, we give only one task. Since when doing exercises, it is difficult for children to maintain voluntary attention and motivation to complete the task.

Large tasks:

divided into parts;
for each part we set our own goal of execution;
for each part we set our own time frame;
we periodically monitor the progress of each of the parts, make the necessary amendments to the work.

Completing a large task in parts compensates for the difficulties of the child and creates in him a positive emotion of experiencing success, which becomes the basis for the formation of motivation for the next exercise.

When solving mathematical problems

If the problem, conditions, solution path do not add up in the child's head, then:

(set experience).

2. We solve problems using specific objects or by drawing pictures and diagrams.

When working with text

We divide the text into small semantic passages.
Working with each part separately
For each passage, we ask the child to draw a schematic picture that will help him later recall the content.
Do not forget to determine the goals of each stage of work and the time for its completion.

Such work not only helps to remember the content, but also makes you first analyze the semantic content of the text, in order to then translate it into a symbolic form.

Features of memory in children with ADHD

The amount of information and the mindset

As a rule, the amount of information that can be remembered the first time in children with attention deficit (AD) does not differ from the norm. However, this is true only for those cases when the goal is set for the child - to remember. Children without attention deficits usually retain information in their heads for some time, even if they are not asked to remember it. But if a child with an attention deficit is not asked to remember, but, for example, simply offered to repeat (words or phrases), then he will forget what he repeated very quickly. It is worth diverting him to some other task, and then asking him to remember what he repeated before that, and it turns out that the memories were not preserved.

Sometimes children with DV even forget the fact that they have learned something. This applies to both speech and visual-spatial material. Therefore, before starting to learn something, it is very important for children to set such a goal, an attitude - remember.

Sound information

People with ADD often have problems with processing sound information. Such disturbances prevent the brain from fully understanding what it hears. A child or adult with this problem does not have hearing organ defects: the sound is easily transmitted to the brain, but it is already more difficult for the cortex to process it and fully recognize the meaning.

For example, a child in class might hear the teacher say "George Washington was the first President of the United States" but interpret it as "George Washington is the President of the United States." If you later ask him about George Washington, he will repeat his revised version and look ridiculous and stupid. Due to the inability to correctly comprehend what was said, children may also experience social difficulties.

Change of activity

Due to their impulsiveness, it is difficult for children with ADHD to switch from one type of activity to another at the first request of an adult. Therefore, if you want to give some task to a hyperactive child, communicate your intentions a few minutes before the start of a new activity. And a few minutes before the end of the lesson, you can warn: "Three minutes left. "

In addition, on a special stand, you can mark the main points of the daily routine, the order of tasks or rules of conduct

It will be easier to perceive information that is not only written in words, but in symbols, pictures understandable to children.

So that a child does not have negative emotions in relation to an adult who tears him away from an interesting and understandable thing, you can use a timer signal set for a certain period of time. About how long to start the timer and what will need to be done after its signal, they also agree with the child in advance. In this case, he does not have aggression towards the teacher, and he is ready to change the type of activity. Of course, this will not completely solve the problem, but it will help the teacher maintain good relations with the child.

Forms of work

The use of non-traditional forms of work helps to increase learning motivation. These can be:

Choice of homework,
Explaining educational material to students from elementary grades,
The role of the "teacher" in explaining a particular task to classmates,

Children with ADHD who are accustomed to constant remarks, having felt their importance, perform even tasks that are not very interesting for them with much greater pleasure and enthusiasm. For a hyperactive child, it is good to select individual tasks, they may be somewhat smaller in volume. Offer them one by one or by choice. It is important to often reward the child for attentiveness, and in case of distraction, redirect to work.

Rewards and punishments

The system of rewards and punishments should be flexible but consistent. A hyperactive child does not know how to wait long. Therefore, rewards should be instantaneous and repeated after about 15-20 minutes. One of the incentive options is the issuance of tokens, which can be exchanged for some significant rewards for the child during the day. When punishing, avoid repeating the words “no” and “no”.

Peculiarities of the work of a teacher

The work of a teacher at the initial stage should be based on the active use of the strengths of the students, do not focus on eliminating shortcomings.

A child cannot be required to perform complex tasks. For example, he cannot be attentive, assiduous and restrained at the same time. If you want him to be attentive while doing any task, try not to notice that he fidgets and jumps up. Having received a remark, the child will try to behave "good" for some time, but will no longer be able to concentrate on the task.

In the learning process, especially at first, it is very difficult for a hyperactive child to simultaneously complete a task and monitor accuracy. Therefore, at the beginning of work, the teacher can reduce the demands on accuracy. This will allow the child to develop a sense of success (and as a result, increase learning motivation). Children need to enjoy the task, their self-esteem should increase.

If you do not focus on discipline, then the child is able to work 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.

Pluses of hyperactivity, or Not so bad after all, he learns to control his manifestations, develops volitional qualities, perseverance and attention, learns to cope with anxiety in other ways, then hyperactivity turns into constructive activity.

And a person can achieve great success in the activity that he has chosen due to the initial large charge of energy.

You are in the "Blogs" section. The opinion of the author may not coincide with the position of the editors.

Illustration: Shutterstock / GoodStudio

How to help a child with ADHD?

Attention deficit hyperactivity disorder (ADHD) is a behavioral developmental disorder. How as a rule, it is diagnosed in children. Child with ADHD has difficulty concentrating, he becomes hyperactive, poorly controlled and impulsive. Unfortunately, many parents and educators in schools do not take this disorder seriously and associate child's behavior with pampering and bad manners. Children with ADHD are often subjected to pressure from both parents and from other children. All this is fertile ground for further mental illness and the formation of criminogenic behavior in adulthood. How to determine in time Does your child need professional help? What are the reasons for the appearance syndrome? And what if your child is diagnosed with ADHD? Says the leading researcher of the Ural Federal University Sergey Kiselev.

Sergey Yurievich Kiselev – Candidate in Psychology, Leading Researcher at the Ural Federal University, Head of the Laboratory of the Brain and neurocognitive development.

— I remember how 13 years ago my cousin brother was diagnosed with Attention Deficit Disorder and hyperactivity. Then in Russia, almost no one knew about it. diagnosis. Tell us what is known today?

In fact, we still don't fully know what it is. disorder. There is a definition in the International classification of diseases, where deficiency syndrome is separately distinguished attention and separately - hyperactivity syndrome. However, often we We are faced with two sets of symptoms. Such a manifestation commonly referred to as Attention Deficit Hyperactivity Disorder or ADHD.

However, there is still no generally accepted concept of causes of ADHD, about the mechanisms that cause syndrome symptoms. We have at our disposal only a number of different models that attempt to explain externally observed symptoms. I view this disorder from a neuropsychological point of view in within the framework of the Lurie approach. Russian psychologist and neuropathologist Alexander Romanovich Luria created a national neuropsychology, which is known throughout the world precisely as Luriev neuropsychology. His followers and students developed their own concept of the nature of behavioral disorders and mental health in children with ADHD.

It's not just about attention problems or hyperactivity. These children have a range of symptoms associated with a disorder. different mental functions, for example, they often have specific memory impairment, increased exhaustion, difficulties of inclusion in tasks, activity fluctuation, etc. Before modern specialists are faced with the task of explaining the causes and mechanisms of this set of symptoms.

Why is it important? If we know the mechanism of disorder, then we can more effectively help children deal with them. This will allow us to correctly build a correction for the development of children with ADHD diagnosis, which will work with the mechanism of the disorder, not outward symptoms. Suppression or withdrawal of symptoms often does not mean that we act on the mechanism of disorder, Therefore, such a correction has a short-term effect. For example, if a person has a cough that is associated with tuberculosis, then cough pills, of course, will not cure this disease. IN In this case, it is necessary to treat tuberculosis, then cough, as one of the symptoms of this disease will disappear. Also with behavioral disorders. It is necessary to influence the mechanism of the disorder, and not "remove symptoms".

Unfortunately, there is still no generally accepted understanding what the variants of ADHD might be. More likely, There are different kinds and types of this syndrome. For example, modern research shows that under such a disorder How does ASD (Autism Spectrum Disorder) fall under the plethora of different variants of this disorder, including Asperger's syndrome, Kanner syndrome, RDA (early childhood autism), etc. It is obvious that ADHD also includes different varieties.

It is also important to understand that there are individual differences course of this disease.

Professionals should not just diagnose ADHD, thereby putting a label on the child. They must clearly understand which variant of ADHD you need to work with in a particular situation. It is necessary to understand the individual characteristics of the course of ADHD every child.

One of the serious tasks of modern child neuropsychology and neurology — development of an algorithm for helping children with ADHD, taking into account type of disorder, age, gender, individual and typological features of the child.

- Describe key symptoms that may indicate ADHD in its early stages?

- If we talk about the most rude version of ADHD, then there is a number of basic sets of symptoms.

The first set of symptoms is associated with behavioral characteristics. One of the key symptoms is increased exhaustion. Such children as a rule, they cannot engage in any one activity for a long time. At school, for example, children with ADHD cannot sit still 40 minutes of the lesson, listen to the teacher, complete assignments. They are fast exhausted and switched to other activities. Exhaustibility this kind of thing greatly interferes with successful learning, and in a broader sense, effectively adapt to the world.

The second key symptom is related to the inability to turn on quickly. into a certain activity. A simple example: the beginning of the lesson after change. The typical child quickly enters the appropriate learning activity pace of activity, begins to listen to the teacher, complete study assignments. A child with ADHD cannot change quickly level of brain activity. At recess, when he ran, jumped, played with other children, he had increased activity, but for it is not suitable for learning activities. Enhanced Level brain activity can not decrease to a suitable level for educational activity. Hence the serious problems with success learning, frequent comments from the teacher, etc.

The third symptom manifests itself in the form of peculiar waves of activity. At in such children, there is an effect of either increased activity, or its sharp decline. Similar undulating activity also manifests itself in school during the lesson. Against the backdrop of these fluctuations in activity, a specific effect occurs - at the peaks hyper- and hypoactivity children with ADHD are not successful in performing educational tasks. At such moments, their brain activity is not corresponds to learning activities. But when for a short period of time, their brain activity stabilizes and enters agreement with learning activities, they easily respond to teacher's questions, can solve a difficult problem, etc.

That is why many teachers notice that children with ADHD often disobedient, chaotic, but at the same time they have a normal intelligence. Indeed, the cognitive resources of such children are often good enough. And against the background of an optimal level of activity brain they realize them to the maximum. When the activity level does not correspond to educational activities, they, of course, show poor results.

In fact, each of us has waves of activity. During We go through periods of growth and decline every day. This characterizes normal feature of our nervous system. She demands period of rest, rest and activity. But in children with ADHD, this feature manifests itself in a hypertrophied form. Waves activities change more often and more noticeably.

The fourth symptom is hyperactivity, which manifests itself in the form increased motor activity, restlessness, the number of unnecessary movements, speech incontinence, etc. There is such a thing as synkinesis - involuntary extra movements during the performance of some activity or motor activity. For example, a child writes something in notebooks, and at this time his tongue moves, his shoulders move or legs move.

According to such key symptoms in the behavior of the child, specialists identify the presence of attention deficit disorder and hyperactivity.

Although there are situations when the diagnosis is made when the presence of only one of these symptoms. And this is wrong. For example, increased exhaustion may not be in the context of ADHD, and manifest as a result of dystonia or another disease. Therefore, it must be clearly understood that ADHD is always set of symptoms.

In addition to the group of behavioral symptoms, there are a number of secondary manifestations. Children with ADHD often have cognitive Problems. For example, they do not solve problems well against the background of fluctuations. activity. An experienced diagnostician will immediately understand that the reason lies not in the cognitive abilities of the child, and in the presence of increased exhaustion during the task. Therefore, often such children, to Unfortunately, many unnecessary symptoms are attributed. In this case, you need clearly distinguish between primary and secondary symptoms.

Another interesting phenomenon has to do with memory. Often in children with ADHD there is an increased erasure of traces of memory in conditions interference, that is, interfering activity. Like this shows up? Imagine that you have to remember two text. First you read and, as you think, remember the first text. Then you are given a second text. Memorizing the second material, you forget the first one. This is a natural feature of our memory. But children with ADHD this manifests itself in an abnormal form. For example, we ask the child to remember first the first 3 words, and then the second 3 words. He repeats the second group of words clearly, but the first 3 do not can remember. Similar memory problems also interfere with children's educational activity.

In addition, these children have problems with voluntary control. Within the framework of the Luriev model for arbitrary control answers the so-called "third functional block in operation brain."

— Tell us more about this model.

— According to Luriev's model, there are three blocks of the brain. First functional block is responsible for the level of brain activity. Second the block is cognitive. It is associated with processing, perception and remembering information coming from the outside world. Third the block is called the “programming, regulation and control block for the course of mental activity.

Children with ADHD often have secondary developmental delays. frontal cortex. This leads to derivative control problems and derived attention. For example, these children cannot focus on the task, can't control their behavior. This symptomatology of ADHD is especially pronounced in preschool children. It is clear that due to age the level of derivative control in these children is very immature. IN older age, closer to 9 years, in children with ADHD due to improvement of voluntary control over one's behavior occurs a decrease in the symptoms of this disorder, that is, it begins have a compensatory effect. However, ADHD does not go away, but only goes into a latent (hidden) form.

And, finally, another secondary symptom is connected precisely with involuntary attention disorder. It's a symptom for the most part. refers to biology and the so-called orienting reflex for new incentives. When we hear an unexpected loud sound, we involuntarily pay attention to the source of the sound. This one is pure biological response allows us to respond effectively to potentially dangerous external influences.

Children with ADHD have a peculiar heightened sensitivity to all external influences, for example, to various soft sounds. A child with ADHD has an effect orienting reflex to both strong stimuli and weak. Outwardly, this manifests itself as increased distractibility. child. It is important to note that the child is not in the least is to blame - it is the indicative reflexes.

Imagine that you are walking through a forest at night. Your nervous system is this situation will become very sensitive. You will pay attention to any rustles and sounds. However, under normal conditions, when there is no danger, we react only to strong incentives. A child with ADHD constantly feels like he or she is is, figuratively speaking, in such a "dark and terrible forest." This leads to big problems at school, in communication with teachers and classmates.

So the symptoms of ADHD are quite complex and complex. To understand how a child with ADHD feels, imagine this situation. You are at the railway station, around various events are unfolding, many sounds, people flash before you, you are pushed, etc. And in these conditions you are offered to solve some problem. It is clear that you everything will be distracting and you will not be able to quickly and efficiently To solve the task. Of course, if you were asked to solve the same task at home in a calm environment, then you would have coped with it much faster. So, a child with ADHD seems to be all the time is in the situation of a railway station where its all distracts.

In addition, orienting reflexes are accompanied by an increase child's anxiety.

The situation is aggravated by the fact that others react to the behavior of these children is inappropriate. Teachers shout at them parents, peers. Children with ADHD are under severe pressure from the outside world. And that just makes them bigger. anxiety.

These kids are really hard. In life they are constantly face adaptation problems, even when they become adults. With age, the syndrome does not disappear anywhere. He only passes into a latent form, in which external symptoms do not appear clearly, but at the same time it is difficult for such a person concentrate on some work, he is overcome by a swarm of thoughts, he constantly distracted by various external and internal events.

— Are the causes of the syndrome known in children?

Almost all behavioral disorders in children are related to genetics. However, we cannot say for sure whether a child with genetic predisposition will form ADHD. The thing is, that any phenotypic trait, including behavior, develops under the influence of two factors - genotype and environment. IN certain environmental conditions, a genetic predisposition to ADHD can lead to the development of this disorder, and in others conditions are not.

As risk factors that may lead to the development Attention Deficit Hyperactivity Disorder (ADHD) is traditionally referred to as birth trauma, hypoxia during childbirth, prematurity. However not always these factors lead to the development of ADHD. Especially if you have the child is not genetically predisposed to it disorder.

ADHD is always associated with a combination of genetic factors. predisposition and external adverse influences, especially in the first year of life. At this time, actively formed mechanism of neurodynamics in the brain, and external risk factors may lead to the development of this disorder. For example, emotional negative experiences of the child associated with the absence of the mother, may be such a risk factor.

In addition, children in the first year of life should develop in conditions of adequate sensory load. Level violation sensory information leads to adverse effects on reticular formation of the brain, which can lead to impaired neurodynamics and formation of ADHD.

- If you do not pay due attention to the disorder, to what could this lead to in the future?

- Imagine the world in which a child with deficiency syndrome lives attention and hyperactivity. At school, he most often does not succeed, on he is pressured by teachers, parents. This kid is trying to defend himself. often due to aggressive reactions. This, after all, may escalate into criminal behavior. And increased anxiety further may provoke the development of serious mental diseases, such as pathological depression. That is, at such children are at risk of developing adverse scenarios in life.

Therefore, it is necessary to treat them correctly already in the early childhood, to build the right atmosphere around such children, adequately respond to the manifestation of certain features, be more tolerant of them. This will reduce the risk development of deviant behavior.

— What practices are used to help such children? Are there any medications?

- If we talk about attention deficit disorder and hyperactivity in its gross form, it is necessary here comprehensive support. It includes three elements intervention.

First, medical support is needed, especially when severe form of ADHD.

The second element is behavioral modification. There are many different techniques. But one of the most effective has to do with learning the so-called deep diaphragmatic breathing. Case is that the reticular formation, which is responsible for the general the level of activity of our brain, is sensitive to the lack of oxygen. Each of us has experienced severe exhaustion and inefficient work when in a stuffy room. If we improve the supply of oxygen to the reticular formation, the brain will work better. In a child with ADHD, breathing is often irregular and shallow. This impairs the supply of oxygen to the brain. situation can be improved if the child is taught the technique of correct diaphragmatic breathing.

By the way, children with ADHD are well helped by sports where deep breathing is practiced, for example, swimming. Michael Phelps, a 23-time Olympic swimming champion, is also in actually suffered from ADHD. Phelps dealt with this disorder thanks in large part to swimming.

Stories like these inspire parents who reach out to me. for advice on ADHD. Such children are helped not only swimming, and any other sport where breathing plays an important role - kayaking, canoeing, skiing, running and other rhythmic and aerobic sports. Proper breathing brought to automatism is one of the most important helpers for children with ADHD.

The third direction is aimed at working with the family. This is about family therapy and creating the right atmosphere in which he lives child. As a rule, children with ADHD show inadequate forms of behavior from the point of view of the parents themselves. Moms, dads, grandmothers, brothers and sisters can be aggressive, punish child for inappropriate behavior. And this, as I said above, only exacerbates the already problematic anxiety in these children. Therefore, it is important that within the family, a child with ADHD develops harmonious and tolerant relationships. Under these conditions, higher the probability that he will form a mechanism of arbitrary regulation and control, and he will gradually get rid of bright manifestations of ADHD symptoms.

The most unfavorable parenting strategy that leads to aggravation of ADHD symptoms - this is an authoritarian upbringing. At preschool age, it gives rise to a child increased infantilism, shifting responsibility to adult. A mature parenting strategy is to mother gradually transferred responsibility to the child in conditions joint activities.

- Tell us what you're working on Today?

— Our laboratory of brain and neurocognitive development operates in several directions. One of the important areas of research employees of our laboratory is associated with the influence parent-child interaction on the development of young children and preschool age. We're trying to figure out what strategies and styles upbringing has the most beneficial effect on the development of the child, and which ones can increase the risk of developing various disorders, for example, ADHD.

Another important area is devoted to the study of digitalization, influence of virtual space and computer addiction on children development. In the international classification of diseases has already been introduced diagnosis called digital addiction or digital addiction. Unfortunately, this is how the modern environment works - it provokes a situation in which the child is immersed early in the virtual space and becomes dependent on it. Some studies show that the child's early interaction with digital environment negatively affects the development of many basic brain mechanisms. It is clear that digitalization is a reality, from which is now nowhere to go. However, it is very important to correctly to introduce the child to the digital environment in a timely manner, to adapt him to this new reality.

The third aspect of research is devoted to the formation of a unified system diagnosis of preschool children, which in Russia so far No. Unfortunately, we do not have a generally accepted standard for which we can assess the development of children at preschool age, in order to timely detect atypical manifestations and the risk of deviant behavior. The fact is that preschool age is a period in which during which most of the basic brain cells are formed mechanisms. Therefore, any mistakes are fraught with serious consequences. in future. We must learn to quickly identify the causes deviant behavior and deviant development of children, which will basis for the development of effective methods of correction. Necessary time to change the environment of a child with the risk of developing deviant behavior, adjust the parameters of its development in order to mitigate the risks of various disorders. That's why we need a unified system of sensitive diagnostics that will allow to identify not only gross violations in development, but also minimal deviations in order to help the child in time.

Preschool age is a very important period in development, because the child's brain is sensitive both to adverse external influences as well as favorable ones. Quickly noticing the deviation the specialist can change the child's environment, which will lead to to the rapid restoration of development mechanisms.

Therefore, at this age it is so important to create for the child the most favorable environment for the development of basic brain mechanisms.

Today, unfortunately, many parents focus on the formation of school skills in preschool age - reading, letters, bills. It is not right. So the parents ahead of events. Figuratively speaking, they build the roof of the house, not completing the foundation and walls. We must strictly follow a certain sequence of brain development, take into account individual characteristics of the child, including psychological.

The basic mechanisms of the brain must be formed in preschool age with the help of a variety of motor activities: gymnastics, dancing, sports, drawing, classes music and so on. And only then, when the foundation has been created, can it is easy to switch to the formation of a variety of school skills - letters, readings, bills, etc.

Today, together with Tomsk State University, we we are working on creating a unified diagnostic system that is easy to fit into the system of preschool education. It is necessary that she allowed to effectively identify risks at an early stage and gave the ability to quickly correct the development of the child.

- What advice would you give to parents whose children Have you been diagnosed with ADHD?

- Unfortunately, sometimes it happens that a child is diagnosed ADHD, but he doesn't really have that syndrome. I often I am facing this kind of overdiagnosis.

Therefore, it is important not to rely on the opinion of only one specialist. It is necessary to re-diagnose with another doctor, to make sure if the child really has a syndrome attention deficit and hyperactivity.

If the syndrome is confirmed by at least two specialists, then the child comprehensive support is required.

Welcome

Find us on iTunes!

Popular Posts