In recent years, great progress has been made in the study of one of the most urgent problems of neuropediatrics - attention deficit hyperactivity disorder in children. The urgency of the problem is determined by the high frequency of this syndrome in the child population and its great social significance. Children with Attention Deficit Disorder have normal or high intelligence, but tend to do poorly in school. In addition to learning difficulties, attention deficit disorder is manifested by motor hyperactivity, attention defects, distractibility, impulsive behavior, and problems in relationships with others. It should be noted that attention deficit disorder is observed in both children and adults. In recent years, its genetic nature has been proven. It is quite obvious that the interests of various specialists - pediatricians, teachers, neuropsychologists, speech pathologists, neurologists - are concentrated in the focus of scientific problems of attention deficit hyperactivity disorder.
1. Attention Deficit Hyperactivity Disorder- dysfunction of the central nervous system (mainly the reticular formation of the brain and spinal cord. The reticular formation (Latin rete - network) is a collection of cells, cell clusters and nerve fibers located throughout the brainstem (medulla oblongata, pons, midbrain and diencephalon) and in the central parts of the spinal cord. The reticular formation receives information from all sense organs, internal and other organs, evaluates it, filters and transmits it to the limbic system and cortex big brain. It regulates the level of excitability and tone of various parts of the central nervous system, including the cerebral cortex, plays an important role in consciousness, thinking, memory, perception, emotions, sleep, wakefulness, autonomic functions, purposeful movements, as well as in the mechanisms of formation of integral reactions of the body. The reticular formation primarily performs the function of a filter that allows sensory signals important for the body to activate the cerebral cortex, but does not allow habitual or repetitive signals to pass through.), Manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and incentives.
The term "attention deficit disorder" was isolated in the early 80s from the broader concept of "minimal brain dysfunction". The history of the study of minimal brain dysfunction is associated with the studies of E. Kahn, although some studies have been carried out earlier. Observing school-age children with such behavioral disorders as motor disinhibition, distractibility, impulsive behavior, the authors suggested that the cause of these changes is brain damage of unknown etiology, and proposed the term "minimal brain damage". Later, learning disorders (difficulties and specific impairments in learning writing, reading, counting skills; disorders of perception and speech) were included in the concept of "minimal brain damage". Subsequently, the static "minimal brain damage" model gave way to a more dynamic and more flexible "minimal brain dysfunction" model.
In 1980, the American Psychiatric Association developed a working classification - DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition), - according to which cases previously described as minimal brain dysfunction were proposed to be considered as attention deficit hyperactivity disorder and hyperactivity disorder. . The underlying premise was that the most common and significant clinical symptoms of minimal brain dysfunction included impaired attention and hyperactivity. In the latest DSM-IV classification, these syndromes are grouped under one name "Attention Deficit Hyperactivity Disorder". In the ICD-10, the syndrome is covered under "Emotional and behavioral disorders with onset usually in childhood and adolescence" under "Activity and attention impairment" (F90.0) and "Hyperkinetic conduct disorder" (F90.1).
The frequency of attention deficit hyperactivity disorder, according to different authors, varies from 2.2 to 18% in school-age children. Such differences are explained by non-compliance with clear criteria for diagnosis. According to the American Psychiatric Association, about 5% of school-age children suffer from Attention Deficit Hyperactivity Disorder. Almost every school class has at least one child with this disease. In the study of N.N. Zavodenko, the frequency of attention deficit disorder in schoolchildren was 7.6%. Boys are affected twice as often as girls.
Classification. According to DSM-IV, there are 3 variants of the course of attention deficit hyperactivity disorder, depending on the prevailing clinical symptoms:
A syndrome that combines attention deficit hyperactivity disorder;
Attention deficit disorder without hyperactivity;
Attention Deficit Hyperactivity Disorder.
Some researchers question the association of attention deficit hyperactivity disorder and hyperactivity disorder, since up to 40% of all patients suffer only attention deficit without hyperactivity. Attention deficit without hyperactivity disorder is more common in girls.
Attention deficit disorder can be both primary and result from other diseases, that is, it can be secondary or symptomatic (genetically determined syndromes, mental illness, consequences of perinatal and infectious lesions of the central nervous system).
The etiology is not well understood. Most researchers suggest the genetic nature of the syndrome. Families of children with attention deficit hyperactivity disorder often have close relatives who had similar disorders at school age. To identify hereditary burden, a long and detailed questioning is necessary, since the difficulties of learning at school by adults are consciously or unconsciously "amnesic". Pedigrees of children with attention deficit hyperactivity disorder also often show a burden of obsessive-compulsive disorder (obsessive thoughts and compulsive rituals), tics, and Gilles de la Tourette's syndrome. Probably, there is a genetically determined relationship of neurotransmitter disorders in the brain in these pathological conditions.
It is assumed that attention deficit/hyperactivity disorder is determined by mutations in 3 genes that regulate dopamine metabolism - the D4 receptor gene, the D2 receptor gene, and the gene responsible for dopamine transport (a neurotransmitter). S. Faraone, J. Biederman discussed the hypothesis that the carriers of the mutant gene are children with the most pronounced hyperactivity.
Along with genetic factors, family, pre- and perinatal risk factors for the development of attention deficit hyperactivity disorder are distinguished. Family factors include the low social status of the family, the presence of a criminal environment, severe disagreements between parents. Neuropsychiatric disorders, alcoholism and deviations in sexual behavior in the mother are considered especially significant. Pre- and perinatal risk factors for the development of attention deficit disorder include neonatal asphyxia, maternal alcohol consumption during pregnancy, certain drugs, and smoking.
It is assumed that the pathogenesis of the syndrome is based on disturbances in the activating system of the reticular formation, which contributes to the coordination of learning and memory, the processing of incoming information, and the spontaneous maintenance of attention. Violations of the activating function of the reticular formation, apparently, are associated with a lack of norepinephrine in it (in protein synthesis it follows dopamine). The impossibility of adequate processing of information leads to the fact that various visual, sound, emotional stimuli become redundant for the child, causing anxiety, irritation and aggressiveness. Violations in the functioning of the reticular formation predetermine secondary disorders of the neurotransmitter metabolism of the brain. The theory of the relationship of hyperactivity with dopamine metabolism disorders has numerous confirmations, in particular, the success of the treatment of attention deficit hyperactivity disorder with dopaminergic drugs. It is possible that disorders of neurotransmitter metabolism leading to hyperactivity are associated with mutations in genes that regulate the functions of dopamine receptors. Separate biochemical studies in children with attention deficit hyperactivity disorder indicate that the metabolism of not only dopamine, but also other neurotransmitters, serotonin and norepinephrine, is disturbed in the brain.
In addition to the reticular formation, dysfunction of the frontal lobes (prefrontal cortex), subcortical nuclei and the pathways connecting them are likely to be important in the pathogenesis of attention deficit hyperactivity disorder. One of the confirmations of this assumption is the similarity of neuropsychological disorders in children with attention deficit disorder and in adults with damage to the frontal lobes of the brain. Spectral tomography of the brain revealed a decrease in blood flow in the prefrontal cortex of the brain during intellectual loads in 65% of children with attention deficit hyperactivity disorder, while in the control group - only 5%.
Criteria for diagnosis and clinical manifestations. Adequate diagnosis of attention deficit hyperactivity disorder is impossible without strict adherence to the diagnostic criteria. These, according to DSM-IV, include:
The presence of attention deficit and / or hyperactivity in the child;
Early (up to 7 years) onset of symptoms and duration (more than 6 months) of their existence;
Some symptoms are observed both at home and at school;
The symptoms are not a manifestation of other diseases;
Violation of learning and social functions.
It should be noted that the presence of learning disorders and social functions is a necessary criterion for establishing the diagnosis of "attention deficit hyperactivity disorder". In addition, the diagnosis of attention deficit hyperactivity disorder can only be made when learning difficulties are evident (i.e. not earlier than 5-6 years of age).
According to the DSM-IV, a diagnosis of attention deficit disorder can be made if at least 6 of the symptoms described below are present. A child has an attention deficit if he:
Does not pay attention to details and makes mistakes in work;
With difficulty maintains attention in work and play;
Does not listen to what is said to him;
Unable to follow instructions;
Cannot arrange play or activity;
Has difficulty performing tasks that require prolonged concentration of attention;
Often loses things;
Frequently and easily distracted;
Be forgetful.
At least 5 of the following symptoms must be present to diagnose hyperactivity. A child is hyperactive if he:
Makes fussy movements with arms and legs;
Often jumps up from his seat;
Hypermobile in situations where hypermobility is unacceptable;
Cannot play "silent" games;
Always in motion;
He talks a lot.
A child is impulsive (i.e. unable to stop and think before speaking or acting) if they:
Answers a question without listening to it;
Can't wait for their turn;
Intervenes in the conversations and games of others.
In a significant percentage of cases, the clinical manifestations of the syndrome occur before the age of 5-6 years, and sometimes already in the 1st year of life. Children of the 1st year of life, who subsequently develop hyperactivity, often suffer from sleep disorders and hyperexcitability. In the future, they become extremely naughty and hyperactive, their behavior is hardly controlled by their parents. At the same time, children who later have attention deficit disorder without hyperactivity may moderately lag behind in motor (they begin to roll over, crawl, walk 1-2 months later) and speech development in infancy, they are inert, passive, not very emotional. As the child grows, attentional disturbances become apparent, which parents usually do not pay attention to at first.
Violation of attention and the phenomena of hyperactivity-impulsivity lead to the fact that a school-age child with normal or high intelligence has impaired reading and writing skills, does not cope with school assignments, makes many mistakes in work performed and is not inclined to listen to the advice of adults. The child is a source of constant anxiety for others (parents, teachers, peers), as he interferes in other people's conversations and activities, takes other people's things, often behaves completely unpredictably, overreacts to external stimuli (the reaction does not correspond to the situation). Such children hardly adapt in the team, their distinct desire for leadership has no actual reinforcement. Due to their impatience and impulsiveness, they often come into conflict with peers and teachers, which exacerbates existing learning disabilities. The child is also unable to foresee the consequences of his behavior, does not recognize authorities, which can lead to antisocial acts. Especially often antisocial behavior is observed in adolescence, when children with attention deficit hyperactivity disorder have an increased risk of developing persistent behavioral disorders and aggressiveness. Adolescents with this pathology are more likely to start smoking early and take narcotic drugs, they are more likely to experience traumatic brain injuries. Parents of a child with attention deficit hyperactivity disorder (ADHD) are sometimes moody and impulsive themselves. Outbursts of rage, aggressive actions, and a child's stubborn refusal to behave in accordance with parental rules can lead to an uncontrollable reaction from the parents and to physical abuse.
On neurological examination of a child with attention deficit disorder with or without hyperactivity, focal neurological symptoms are usually absent. There may be a lack of fine motor skills, impaired reciprocal coordination of movements and moderate ataxia. More often than in the general child population, speech disorders are observed.
Differential diagnosis of attention deficit hyperactivity disorder should be carried out with specific learning disorders (dyscalculia, dyslexia. dyscalculia is a specific learning disorder in counting, manifested at different ages of the preschool and school population. The term dyslexia comes from two Greek words "dis" - complexity and "lexis" -word, literally translated dyslexia means "difficulty with words". Dyslexia manifests itself in violations of the reading process, in constantly repeating mistakes. People suffering from dyslexia skip sounds, change letters in places or add unnecessary ones, distort the sound of words, sometimes "swallow" whole syllables.), asthenic syndromes (this condition is manifested by increased fatigue, weakening or loss of the ability for prolonged physical and mental stress. Patients have irritable weakness, expressed by increased excitability and exhaustion quickly following it, affective lability with a predominance of low mood with features of capriciousness and displeasure, as well as tearfulness.) against the background of intercurrent diseases (comorbidities), thyroid diseases, mild mental retardation and schizophrenia. Differential diagnosis is often difficult, since attention deficit disorder can be combined with a number of other diseases and conditions, most often with psychiatric pathology (depression, panic attacks, obsessive thoughts).
The system of treatment and observation of children with attention deficit is not developed enough, due to the ambiguity of the pathogenesis of the disease. There are non-drug and drug methods of correction.
Non-drug correction includes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. The child is recommended a sparing mode of learning - the minimum number of children in the class (ideally no more than 12 people), a shorter duration of classes (up to 30 minutes), the child's stay in the first desk (eye contact between the teacher and the child improves concentration). From the point of view of social adaptation, it is also important to purposefully and long-term education of socially encouraged norms of behavior in a child, since the behavior of some children has antisocial features. Psychotherapeutic work is needed with parents so that they do not regard the child's behavior as "hooligan" and show more understanding and patience in their educational activities. Parents should monitor the observance of the day regimen of a "hyperactive" child (meal time, homework, sleep), provide him with the opportunity to expend excess energy in physical exercises, long walks, running. Fatigue while performing tasks should also be avoided, as this may increase hyperactivity. "Hyperactive" children are extremely excitable, therefore it is necessary to exclude or limit their participation in activities associated with accumulation a large number of people. Since the child has difficulty concentrating, you need to give him only one task for a certain period of time. The choice of partners for games is important - the child's friends should be balanced and calm.
Drug therapy for attention deficit hyperactivity disorder is appropriate when non-drug methods of correction are ineffective. Psychostimulants, tricyclic antidepressants, tranquilizers and nootropic drugs are used. In international pediatric neurological practice, the effectiveness of two antidepressant drugs, amitriptyline and Ritalin, belonging to the amphetamine group, has been empirically established.
The drug of first choice in the treatment of attention deficit hyperactivity disorder is methylphenidate (Ritalin, Centedrin, Meredil). The positive effect of methylphenidate is observed in 70-80% of children. The drug is administered once in the morning at a dose of 10 mg (1 tablet), but the daily dose can reach 6 mg/kg. The therapeutic effect occurs quickly - during the first days of admission. Despite the high efficacy of methylphenidate, there are limitations and contraindications to its use associated with frequent side effects. The latter include growth retardation, irritability, sleep disturbance, loss of appetite and body weight, provocation of tics, dyspeptic disorders, dry mouth and dizziness. The drug may develop addiction. Contraindications to taking the drug are the child's age less than 6 years, pronounced states of anxiety and agitation, as well as the presence of a family history of tics and Tourette's syndrome. Unfortunately, methylphenidate is not available on the Russian pharmaceutical market. In domestic pediatric practice, the drug amitriptyline, which has fewer side effects, is more widely used. Amitriptyline is prescribed for children under 7 years old at a dose of 25 mg / day, for children over 7 years old - at a dose of 25-50 mg / day. The initial dose of the drug is 1/4 tablet and increases gradually over 7-10 days. The effectiveness of amitriptyline in the treatment of children with attention deficit disorder is 60%.
Single domestic studies also prove the effectiveness of the use of nootropic drugs (nootropil, piracetam and instenon) in the treatment of children with attention deficit hyperactivity disorder. N.N. Zavodenko and observed the positive effect of instenon in 59% of patients. Instenon was administered at a dose of 1.5 tablets per day to children aged 7-10 years for 1 month. There was an improvement in the characteristics of behavior, motor skills, attention and memory.
The greatest effect in the treatment of attention deficit hyperactivity disorder is achieved by combining various methods of psychological work (both with the child himself and with his parents) and drug therapy.
The prognosis is relatively good, as in a significant proportion of children, symptoms disappear during adolescence. Gradually, as the child grows, disturbances in the neurotransmitter system of the brain are compensated, and some of the symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit hyperactivity disorder (excessive impulsivity, irascibility, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, rapid and frequent mood changes) can also be observed in adults. The factors of the unfavorable prognosis of the syndrome are its combination with mental illness, the presence of psychopathology in the mother, as well as the symptoms of impulsivity in the patient himself. Social adaptation of children with attention deficit hyperactivity disorder can be achieved only with the interest and cooperation of the family, school and society.
Attention Deficit Hyperactivity Disorder is different varying degrees expressiveness. The disease has a significant impact on the quality of life. It is distinguished by a rather complex character, accompanied by problems in training, performance of work, development of theoretical material. Most often, attention deficit disorder occurs in children. However, the occurrence of pathology in older age is not excluded. Consider further in detail attention deficit hyperactivity disorder.
Description
What's happened ADHD? attention deficit disorder- these are deviations in a person that occur at an intellectual level. The patient has difficulties not only with mental, but also with physical development. Children are mostly affected. As for older people, it has been established that their pathology is associated with the nature of genes. Attention deficit disorder in children is detected both immediately after birth and later. Most often seen in boys. It is worth saying that in almost every class there is a child with.
Specificity
How can it manifest attention deficit disorder? signs Pathologies can be detected in combination or separately. For example, you might find:
- Carelessness. It is quite rare to meet a patient in whom the disease is expressed only by her. In this case, hyperactivity does not appear. Moreover, even the possibility of its occurrence is excluded.
- impulsivity and hyperactivity. In this case, there is irascibility and nervousness, a constant desire to move somewhere.
As practice shows, people suffering are prone to brain diseases. Usually patients have a complex clinical picture. In scientific terms, it should be understood as dysfunction of the central nervous system.
Prerequisites
People with, as a rule, are genetically predisposed to pathology. If someone in the family suffers from a disease, then the possibility of its occurrence in relatives, even distant ones, is not excluded. As practice shows, in 50% of cases the disease appears precisely because of a predisposition. Today it is known that experts are trying to isolate the genes responsible for such heredity. Among them, a special role belongs to DNA regions that control the concentration of dopamine. It is a key compound responsible for the functioning of the CNS. When dopamine regulation is impaired due to a genetic predisposition, the risk of ADHD is high. Meanwhile, the pathological effect is also of great importance. These factors should include:
- The negative impact of drugs, tobacco and alcohol-containing products.
- Prolonged / premature birth, as well as threats of termination of pregnancy.
If a woman used substances harmful to the body during gestation, there is a high probability of having a child with ADHD. Premature newborns (born at 7-8 months) are also included in the risk group. The abuse of the expectant mother of dietary supplements, neurotoxins, pesticides has a negative effect on the fetus. It's worth saying that attention deficit disorder in adults may appear for the same reason. Currently, the influence of such factors as the presence of infectious diseases in a pregnant woman, chronic pathologies, incompatibility of Rh factors, as well as environmental influences is under study.
Clinical picture
As a rule, educators, teachers, parents who suspect that a child has attention deficit disorder. Symptoms manifested primarily by impaired concentration and attention. The child is not able to concentrate, constantly wants to go somewhere, can think about his own. When performing tasks, he always makes mistakes. If you turn to the child, you may have the feeling that he is ignoring speech. Meanwhile, he understands the words, but cannot put them together. The syndrome is accompanied by an inability to plan work, to organize one's activities. The child is unable to perform a variety of tasks. Hyperactivity is considered one of the key manifestations of the syndrome. The patient is constantly in a hurry somewhere, often moving his legs and arms. However, he does not focus on specific actions. Children with the syndrome are restless, they look like a wound up spinning top. At the same time, they always climb where it is impossible, almost stop at nothing.
Impulsiveness
In the presence of this symptom, the patient prematurely and often incorrectly answers incompletely voiced questions. At the same time, he refuses to perform any tasks. He is not interested in the answers of his peers, he does not listen to them. Therefore, he often interrupts them. Excessive talkativeness is possible, a conversation not on a given topic.
preschool age
In preschoolers, the syndrome is quite problematic to identify. At an early age, a visit to the doctor is necessary. He will be able to establish the initial manifestations of pathology. A signal for parents is the child's restlessness, talkativeness, unwillingness to perform mental tasks. Often such children are noisy, impulsive. They can interrupt their parents, take offense at them, get annoyed. Playing with them can lead to sad consequences. Children with the syndrome often break toys and fight. At the same time, they begin to lag behind their peers in mental development. They find it difficult to focus on one activity. As a rule, they abandon the task, switching to another. The brain of such children has almost no control over movement. By the age of seven, the problems become very obvious.
School age
During this period, the symptoms become clearer. Teachers are starting to notice. Even with the naked eye, children with the syndrome can be easily identified in the classroom. IN primary school the child not only begins to lag significantly behind in development, but also encourages peers to do so. He disrupts lessons, interferes with classmates, argues, and is rude to the teacher. For a teacher, such a child is a real test.
puberty
Adolescent Attention Deficit Disorder manifests itself somewhat differently than at an early age. In particular, instead of impulsiveness, fussiness begins, internal anxiety arises. A teenager takes on a task but fails to succeed. In puberty, lack of independence and irresponsibility are manifested. The patient cannot do his homework, plan the day and allocate time. Relationships with peers deteriorate significantly. Adolescents become rude, unrestrained, do not at all observe subordination with teachers and parents. All this leads to a decrease in self-esteem, worsens mental stability increases irritability. Great importance in the development of symptoms has a relationship of parents and peers. Thoughts of suicide begin to arise. In families, such children become unloved, especially if they have sisters / brothers.
Manifestations in old age
Attention Deficit Disorder in Adults expressed somewhat differently than in earlier periods. However, the clinical picture does not change the result. Patients are characterized by irritability, frequent depression, fear of trying themselves in a new occupation. In an adult, the clinical picture is more hidden. At first glance, a person seems calm, but at the same time he is extremely unbalanced. At work, the patient does not show intelligence, so the maximum that he reaches is the activity of an office employee. It is extremely difficult for a person to cope with mental tasks. Closure and mental disorders lead to the fact that the patient finds the solution to problems in alcohol, drugs, psychotropic substances. As a result, the personality begins to degrade.
Attention Deficit Disorder: Diagnosis
The presence of pathology is not confirmed using special equipment. Diagnosis involves observing the patient, his behavior, development, both mental and physical. In any case, without the help of a qualified physician can not do. The doctor conducts conversations with parents, educators, teachers. If the patient is an adult, then information from the wife/husband, colleagues, friends is important. As part of the study of the problem, the following is carried out:
- Collection of information.
- The study of dopamine metabolism.
- Doppler ultrasound, EEG.
- Neurological examination. It may include the use of special techniques.
- Genetic examination. It is necessary to identify predisposition.
Diagnosis of the syndrome is carried out in a complex manner. Only in this case will a complete clinical picture be formed. A complete examination can help identify other disorders and abnormalities that could have an impact on the development of pathology. The use of neuropsychological testing is not ruled out.
Attention Deficit Disorder: Treatment
The therapy is carried out using complex methods. Among them - techniques that contribute to the correction of behavior, neuropsychology, psychotherapy. At the same time, the impact is directed not only directly at the patient, but also at his relatives, and, if necessary, at teachers, colleagues, etc. Tactics are chosen on the basis of the collected information, including instrumental methods. The doctor should explain the features of the manifestation of the pathology to the relatives of the patient. Their help will also be needed during treatment.
Key tasks
It is worth saying that children with the syndrome are uncontrollable not of their own free will. Their behavior cannot be called intentional. A lot of perseverance is required from parents, educators, teachers, but we should not forget that the child does not do everything on purpose. It is necessary to try to exert on him positive influence. This is where effective treatment begins. Parents have two key challenges:
- Education should not be confused with a pitiful attitude towards the child and permissiveness. Excessive love, the absence of any prohibitions can negatively affect behavior. This, in turn, will exacerbate the symptoms.
- You should not make excessive demands on the child. Do not forget that it is difficult for him to cope with tasks. If he often does not succeed, he will become irritable, nervous, his self-esteem will decrease. The attitude of parents to such a child is of paramount importance in treatment.
Similar recommendations can be given to teachers and educators. The teacher should be able to control the situation, monitor the attitude of peers towards the child, instill integrity and respect. If the patient shows aggression, there is no need to immediately scold him, call the parents. It is worth trying to explain to him calmly how to do the right thing. At the same time, one should not make it clear to the child that he is treated as a sick person. This will negatively affect his self-esteem and may contribute to an aggravation.
Medicines
Not only psychological methods applied to patients who attention deficit disorder. Preparations may also have a positive effect in therapy. However, it should be remembered that it is advisable to use medicines in combination with other methods, only according to the indications and prescription of a doctor. Among the drugs that are most often prescribed to patients, the following should be noted:
- "Methylphenidate", "Pemoline", "Dextroamphetamine". These funds are used to stimulate the central nervous system.
- "Imipramine", "Thioridazine", "Amitriptyline". These medicines are tricyclic antidepressants.
- Phenibut, Semax, Cerebrolysin, Nootropil. These drugs are nootropics.
Stimulants are of particular importance in therapy. Studies have established that the use of these agents contributes to the suppression of pathogenetic factors that have Negative influence to the brain system. One of the advantages of stimulants is the quick effect. The result when they are taken is noted within the first week. Stimulants help increase concentration, improve memory and attention. Patients are less distracted, making more attempts to complete the work they have begun. Recently, the drug "Gliatilin" has been used. This medication is characterized by a high neuroprotective and metabolic effect. The tool helps to eliminate manifestations of hyperactivity and inattention.
Conclusion
ADHD is a fairly popular disease today. It is worth noting that parents often ignore the manifestation of pathology at an early age. Meanwhile, late treatment may not lead to the desired result. It should be remembered that it is much harder for a child to live and develop in the presence of pathology. He experiences serious problems in kindergarten, then at school. It is difficult for him to adapt to environment, build relationships with peers, adequately perceive the reaction of adults. All this leaves an imprint on the personality and extremely negatively affects the internal state. Subsequently, it is difficult for a person to adapt in a work team, he tends to withdraw into himself. Often people begin to take drugs, abuse alcohol. As a result, personality degrades. And all this comes from the fact that at one time the parents ignored the first signs of the syndrome.
Attention deficit disorder in children and hyperactivity - ADHD. This diagnosis is in the anamnesis of almost 20% of today's preschoolers and children of primary school age. It can manifest itself either in the increased activity of the child, restlessness, unwillingness to follow the rules and orders, or, conversely, in the excessive detachment of the baby, thoughtfulness and forgetfulness. Almost always, ADHD is diagnosed in indigo children. What kind of syndrome is this? And how to help the child cope with its manifestations?
Symptoms
Children with distracted attention syndrome are characterized by the fact that they cannot concentrate on one type of activity for a long time.
Attention deficit disorder, often accompanied by hyperactivity It is not a mental disorder, but rather a neurological and behavioral disorder.
And it is usually explained by the biological and somatic immaturity of the baby's brain at the time of the beginning of his active learning. Most of the time this is first grade. But the first symptoms of ADHD are detected much earlier - even in infancy.
There are cases of manifestation of the disease in one-year-old peanuts, when there is an active formation of motor function, and in children 3-4 years old - during the formation of speech reproduction. And, in the absence of the necessary treatment and correction, it can be observed in adolescents and adults.
Many parents tend to believe that their baby's excessive energy is just age feature. As well as the unwillingness to follow the prohibitions, and some absent-mindedness, and daydreaming. In most cases, it is. All these are signs of the correct development of the child.
They are active and restless
How, then, to distinguish healthy children's activity and restlessness from ADHD?
- The child is constantly on the move. Even when the surrounding atmosphere is not conducive to this.
- He is restless. Does not recognize quiet, calm games and activities.
- Very talkative. Even shows inappropriate talkativeness. He does not have the patience to listen to the speaker to the end, so he often interrupts his interlocutors.
- Impulsive. Cannot wait in line in situations where it is necessary (games, dressing room, dining room, etc.), shows impatience, tries to attract attention to himself.
- Painfully reacts to disappointments. Very nervous in cases of failures and defeats.
- Inattentive. Has difficulty concentrating - cannot pay attention to details.
- Easily distracted from the task, then with great difficulty returning to it. In every possible way he tries to avoid activities that require composure and concentration.
- It is quite difficult to perceive information by ear.
- Does not recognize instructions and rules. Performs them reluctantly, dishonestly.
- Forgetful and disorganized. Often loses his things, forgets assignments.
- Has difficulty reading text and understanding what is read (dyslexia and alexia). "Loses" letters and lines.
- He does not hear the words addressed to him, does not notice. Distracted in class, unable to retell what is happening.
- Performing tasks in a certain sequence causes difficulties for the child.
- Can write letters and numbers mirrored.
- Often, children with ADHD have fears and phobias, depression, sleep disturbances, and impaired perception of volumetric spaces. They may be left-handed or equally wield both left and right hands.
If you notice at least six of the listed signs in your baby, be sure to seek the advice of specialists - a child psychologist and a neuropathologist.
Causes
Their inner world very rich, intelligence developed beyond his years. They are called indigo children
Common causes of ADHD include:
- biological and functional immaturity of the child's brain in the presence of high level intellect;
- birth injuries of the cervical vertebrae;
- psychosomatic diseases, neuroses;
- information overload;
- oxygen starvation of the brain;
- microclimate in the family, etc.
Genetics and heredity, rather, do not refer to causes, but to risk factors.
Diagnostics
Due to the peculiarities of temperament, their interest in any type of activity must be constantly warmed up and supported, otherwise they are distracted and switch their attention to something else.
You must understand that diagnosing Attention Disorder in children is quite difficult. Since this is a behavioral disorder, there are simply no more accurate objective diagnostic methods here. We have to be content with the subjective.
And this:
- questionnaires filled out by parents, the child himself and teachers working with him;
- examination of the baby by a psychologist to determine the level of his intellectual development and identify violations of age-related skills;
- detached observation;
- diagnosis of other diseases, the manifestation of which may be ADHD.
Given the results of the examinations, the doctor can make a diagnosis of Attention Deficit Disorder, only if several factors are present.
- Symptoms of the disease in a child appear regardless of its location and environment, whether it is a school, kindergarten, home, etc.
- The first signs of ADHD were noted in early preschool age and are observed in the baby for at least 6 months.
- This prevents the child from adapting to the team, learning, communicating, and developing.
- The little patient was 6 years old at the time of diagnosis.
Attention deficit hyperactivity disorder is not considered a mental disorder. A child with such a diagnosis requires, rather, correction of his behavior, psychological help support for parents and teachers.
Treatment
In the daily routine of the child, time should be allotted for active games and sports sections.
Treatment of distracted attention syndrome is always complex and lengthy. Here experts give preference to psychotherapeutic methods, pedagogical and neuropsychological correction, as well as manual therapy.
A neurologist may also prescribe a course of medications. But this is only if there is concomitant diseases brain and CNS.
In order to achieve the desired result as soon as possible, doctors, parents, teachers at school or educators in kindergarten should participate and act together in the process of treatment and rehabilitation.
Psychologist and psychotherapist , for their part, through games and exercises, they teach the child to build the correct behavior in certain situations. Which will subsequently help him act on a previously learned principle, and not succumb to a momentary impulse.
teacher (educator) helps him to adapt in the team. Attaches to the life of the class (group). Gives important responsible assignments, directing the activity of the little fidget in the right direction.
What is the role of parents in treating their child's ADHD?
Helping parents around the house, the baby becomes more independent and responsible
Attention deficit disorder in children with its timely detection and adequate treatment is quite amenable to correction.
Enlisting the support of doctors and teachers, you will help the child to adapt in the team, facilitate his interaction with peers and teachers, adjust the learning process in accordance with the peculiarities of his temperament and, thereby, give your beloved child a full-fledged life full of bright colors, new knowledge and impressions...
Video "Exercises for children with attention deficit disorder"
In every little child
Both boy and girl
There are two hundred grams of explosives
Or even half a kilo!
He must run and jump
Grab everything, kick your feet,
Otherwise it will explode:
Fuck-bang! And there is none!
Every new baby
Coming out of diapers
And gets lost everywhere
And it's everywhere!
He's always running somewhere
He will be terribly upset
If anything in the world
Suddenly happen without it!
Song from m / f "Monkeys, forward!"
There are children who are born to immediately jump out of the cradle and rush off. They can't sit still even for five minutes, they scream the loudest and most often tear their pants. They always forget their notebooks and every day they write " Homework' with new bugs. They interrupt adults, they sit under the desk, they don't walk by the hand. These are kids with ADHD. Inattentive, restless and impulsive,” such words can be read on the main page of the website of the interregional organization of parents of children with ADHD “Impulse”.
Raising a child with Attention Deficit Hyperactivity Disorder (ADHD) is not easy. Parents of such children hear almost every day: “I have been working for so many years, but I have never seen such a disgrace”, “Yes, he has a bad manners syndrome!”, “You need to beat more! Completely spoiled the child!
Unfortunately, even today, many professionals working with children do not know anything about ADHD (or know only by hearsay and therefore are skeptical about this information). In fact, sometimes it is easier to refer to pedagogical neglect, bad manners and spoiledness than to try to find an approach to a non-standard child.
There are also back side medals: sometimes the word “hyperactivity” is understood as impressionability, normal curiosity and mobility, protest behavior, the child’s reaction to a chronic psycho-traumatic situation. The issue of differential diagnosis is acute, because most of the children's neurological diseases can be accompanied by impaired attention and disinhibition. However, the presence of these symptoms does not always give grounds to say that a child has ADHD.
So what exactly is Attention Deficit Hyperactivity Disorder? What is an ADHD child? And how can you tell a healthy "shilopop" from a hyperactive child? Let's try to figure it out.
What is ADHD
Definition and statistics
Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental behavioral disorder that begins in childhood.
Manifested by symptoms such as difficulty concentrating, hyperactivity and poorly controlled impulsivity.
Synonyms: hyperdynamic syndrome, hyperkinetic disorder. Also in Russia, in the medical record, a neurologist can write to such a child: CNS PEP (perinatal damage to the central nervous system), MMD (minimal cerebral dysfunction), ICP (increased intracranial pressure).
First the description of the disease, characterized by motor disinhibition, attention deficit and impulsivity, appeared about 150 years ago, since then the terminology of the syndrome has changed many times.
According to statistics, ADHD is more common in boys than girls (almost 5 times). Some foreign studies indicate that this syndrome is more common among Europeans, fair-haired and blue-eyed children. American and Canadian specialists use the DSM (Diagnostic and Statistical Manual of Mental Disorders) classification in diagnosing ADHD, in Europe the International Classification of Diseases ICD (International Classification of Diseases) is adopted. ) with more stringent criteria. In Russia, the diagnosis is based on the criteria of the tenth revision of the International Classification of Diseases (ICD-10), they are also based on the DSM-IV classification (WHO, 1994, recommendations for practical application as criteria for the diagnosis of ADHD).
The controversy surrounding ADHD
Disputes of scientists about what ADHD is, how to diagnose it, what kind of therapy to carry out - drug therapy or manage with pedagogical and psychological measures - have been going on for more than a decade. The very fact of the presence of this syndrome is called into question: until now, no one can say for sure to what extent ADHD is the result of brain dysfunction, and to what extent it is the result of improper upbringing and incorrect psychological climate prevailing in the family.
The so-called ADHD controversy has been going on since at least the 1970s. In the West (particularly in the USA), where the medical treatment of ADHD with the help of potent drugs containing psychotropic substances (methylphenidate, dextroamphetamine) is accepted, the public is alarmed that a large number of "difficult" children are diagnosed with ADHD and unnecessarily often prescribed drugs that have big amount side effects. In Russia and most countries of the former CIS, another problem is more common - many teachers and parents are unaware that some children have features that lead to impaired concentration and control. The lack of tolerance for the individual characteristics of children with ADHD leads to the fact that all the problems of the child are attributed to the lack of education, pedagogical neglect and parental laziness. The need to regularly make excuses for the actions of your child (≪yes, we explain to him all the time≫ —≪that means you explain poorly, since he doesn’t understand≫) often leads to the fact that moms and dads experience helplessness and guilt, starting to consider themselves worthless parents.
Sometimes the opposite happens - motor disinhibition and talkativeness, impulsiveness and inability to comply with discipline and the rules of the group are considered by adults (more often parents) as a sign of the child's outstanding abilities, and sometimes even encouraged in every possible way. “We have a wonderful child! He is not hyperactive at all, but simply alive and active. He is not interested in these classes of yours, so he rebels! At home, carried away, he can do the same thing for a long time. And irascibility is a character, what can you do with it, - other parents say not without pride. On the one hand, these moms and dads are not so wrong - a child with ADHD, carried away by an interesting activity (assembling puzzles, role-playing game, watching an interesting cartoon - here to each his own), he can really do this for a long time. However, you should know that with ADHD, voluntary attention suffers first of all - this is more complex function, inherent only to man and formed in the learning process. Most seven-year-olds understand that during the lesson you need to sit quietly and listen to the teacher (even if they are not very interested). A child with ADHD understands all this too, but, unable to control himself, can get up and walk around the classroom, pull a neighbor's pigtail, interrupt the teacher.
It is important to know that ADHD children are not "spoiled", "ill-mannered" or "educational neglect" (although such children, of course, also occur). This should be remembered by those teachers and parents who recommend treating such children with vitamin P (or simply a belt). ADHD children disrupt classes, misbehave at breaks, be bold and disobey adults, even if they know how to behave, because of the objective personality traits inherent in ADHD. This must be understood by those adults who object to the fact that "a child is molded with diagnoses", arguing that these children "just have such a character."
How does ADHD manifest?
Main manifestations of ADHD
G.R. Lomakin in his book "Hyperactive child. How to find mutual language with a fidget" describes the main symptoms of ADHD: hyperactivity, impaired attention, impulsivity.
HYPERACTIVITY manifests itself in excessive and, most importantly, stupid motor activity, restlessness, fussiness, numerous movements that the child often does not notice. As a rule, such children speak a lot and often inconsistently, not finishing sentences and jumping from thought to thought. Sleep deprivation often exacerbates manifestations of hyperactivity—an already vulnerable nervous system child, not having time to rest, can not cope with the flow of information coming from outside world, and is protected in a very peculiar way. In addition, such children often have violations of praxis - the ability to coordinate and control their actions.
ATTENTION DISORDERS manifested in the fact that it is difficult for a child to concentrate on the same thing for a long time. He has insufficiently formed abilities of selective concentration of attention - he cannot distinguish the main from the secondary. A child with ADHD constantly "jumps" from one to another: "loses" lines in the text, solves all the examples at the same time, drawing the tail of a rooster, paints all the feathers at once and all the colors at once. Such children are forgetful, unable to listen and concentrate. Instinctively, they try to avoid tasks that require prolonged mental effort (it is common for any person to subconsciously avoid activities, the failure of which he foresees in advance). However, the above does not mean that children with ADHD are not able to keep their attention on anything. They cannot focus only on what they are not interested in. If something fascinated them, they can do it for hours. The trouble is that our life is full of activities that still have to be done, despite the fact that it is far from always exciting.
IMPULSITY is expressed in the fact that often the child's action is ahead of thought. Before the teacher has time to ask a question, the ADHD child is already stretching his hand, the task is not yet fully formulated, and he is already doing it, and then without permission he gets up and runs to the window - simply because he became interested in watching how the wind blows off birch last foliage. Such children do not know how to regulate their actions, obey the rules, wait. Their mood changes faster than the direction of the wind in autumn.
It is known that no two people are exactly the same, and therefore the symptoms of ADHD in different children manifest themselves in different ways. Sometimes the main complaint of parents and teachers will be impulsivity and hyperactivity, the other child has the most pronounced attention deficit. Depending on the severity of symptoms, ADHD is divided into three main types: mixed, with a pronounced attention deficit, or with a predominance of hyperactivity and impulsivity. At the same time, G.R. Lomakina notes that each of the above criteria can be expressed in the same child at different times and to varying degrees: “That is, in Russian, the same child today can be distracted and inattentive, tomorrow - resemble an electric broom with battery Energizer, the day after tomorrow - all day to move from laughter to crying and vice versa, and in a couple of days - to fit in one day and inattention, and mood swings, and indefatigable and stupid energy.
Additional Symptoms Common to Children with ADHD
Coordination disorders found in about half of ADHD cases. These can be fine movement disorders (tying shoelaces, using scissors, coloring, writing), balance (difficulty for children to ride a skateboard and a two-wheeled bicycle), visual-spatial coordination (inability to play sports, especially with a ball).
Emotional disorders often seen in ADHD. The emotional development of the child, as a rule, is delayed, which is manifested by imbalance, irascibility, intolerance for failures. It is sometimes said that the emotional-volitional sphere of a child with ADHD is in the ratio of 0.3 to his biological age (for example, a 12-year-old child behaves like an eight-year-old).
Violations of social relations. A child with ADHD often has difficulties in relationships not only with peers, but also with adults. The behavior of such children is often characterized by impulsiveness, obsession, excessiveness, disorganization, aggressiveness, impressionability and emotionality. Thus, a child with ADHD is often a disruptor to the smooth flow of social relationships, interaction and cooperation.
Partial developmental delays, including school skills, are known as the discrepancy between actual performance and what can be expected based on the child's IQ. In particular, difficulties with reading, writing, counting (dyslexia, dysgraphia, dyscalculia) are not uncommon. Many preschool children with ADHD have specific difficulties in understanding certain sounds or words and/or difficulty in expressing their opinions in words.
Myths about ADHD
ADHD is not a perceptual disorder! Children with ADHD hear, see, perceive reality just like everyone else. This distinguishes ADHD from autism, in which motor disinhibition is also common. However, in autism, these phenomena are due to a violation of the perception of information. Therefore, the same child cannot be diagnosed with ADHD and autism at the same time. One excludes the other.
At the heart of ADHD is a violation of the ability to perform an understood task, the inability to plan, execute, and complete the work begun. Children with ADHD feel, understand, perceive the world in the same way as everyone else, but they react to it differently.
ADHD is not a disorder in understanding and processing the information received! A child with ADHD in most cases is able to analyze and draw the same conclusions as everyone else. These children perfectly know, understand and can even easily repeat all those rules that they are endlessly reminded day after day: “do not run”, “sit still”, “do not turn around”, “be silent during the lesson”, “lead yourself just like everyone else≫, "clean up your toys after you." However, children with ADHD cannot follow these rules.
It is worth remembering that ADHD is a syndrome, that is, a stable, single combination of certain symptoms. From this we can conclude that at the root of ADHD lies one unique feature that always forms a slightly different, but essentially similar behavior. Generally speaking, ADHD is a disorder of motor function, as well as planning and control, and not the function of perception and understanding.
Portrait of a hyperactive child
At what age can ADHD be suspected?
"Hurricane", "thump in the ass", "perpetual motion machine" - what kind of definitions parents of children with ADHD do not give their children! When teachers and educators talk about such a child, the main thing in their description will be the adverb “too much”. The author of the book about hyperactive children, G.R. Lomakina, notes with humor that “there are too many such children everywhere and always, they are too active, they can be heard too well and far away, they are too often seen absolutely everywhere. Not only do these kids always get into stories for some reason, but these kids always get into all the stories that happen within ten blocks of the school.”
Although today there is no clear understanding of when and at what age it is safe to say that a child has ADHD, most experts agree that that it is impossible to make this diagnosis before five years. Many researchers argue that the signs of ADHD are most pronounced at 5-12 years old and during puberty (from about 14 years old).
Although the diagnosis of ADHD is rarely made in early childhood, some experts believe that there are a number of signs that suggest the likelihood of a baby having this syndrome. According to some researchers, the first manifestations of ADHD coincide with the peaks of the child's psychoverbal development, that is, they are most pronounced at 1-2 years, 3 years and 6-7 years.
Children prone to ADHD often have increased muscle tone even in infancy, experience problems with sleep, especially with falling asleep, are extremely sensitive to any stimuli (light, noise, the presence of a large number of strangers, a new, unusual situation or environment), during wakefulness is often excessively mobile and excited.
What is important to know about a child with ADHD
1) Attention deficit hyperactivity disorder is considered to be one of the so-called borderline states of the psyche. That is, in a normal, calm state, this is one of the extreme variants of the norm, however, the slightest catalyst is enough to bring the psyche out of the normal state and the extreme version of the norm has already turned into some deviation. A catalyst for ADHD is any activity that requires the child to pay more attention, focus on the same type of work, as well as any hormonal changes that occur in the body.
2) Diagnosis of ADHD does not imply a lag in the intellectual development of the child. On the contrary, as a rule, children with ADHD are very smart and have fairly high intellectual abilities (sometimes above average).
3) The mental activity of a hyperactive child is characterized by cyclicity. Children can work productively for 5-10 minutes, then for 3-7 minutes the brain rests, accumulating energy for the next cycle. At this moment, the student is distracted, does not respond to the teacher. Then mental activity is restored, and the child is ready for work within the next 5-15 minutes. Psychologists say that children with ADHD have a so-called. flickering consciousness: that is, they can periodically “fall out” during activity, especially in the absence of physical activity.
4) Scientists have found that motor stimulation of the corpus callosum, cerebellum and vestibular apparatus of children with attention deficit hyperactivity disorder leads to the development of the function of consciousness, self-control and self-regulation. When a hyperactive child thinks, he needs to make some kind of movement - for example, swing in a chair, tap a pencil on the table, mumble something under his breath. If he stops moving, he "falls into a stupor" and loses the ability to think.
5) Hyperactive children are characterized superficiality of feelings and emotions. They they cannot hold a grudge for a long time and are unforgiving.
6) A hyperactive child is characterized by frequent mood swings- from stormy delight to unbridled anger.
7) A consequence of impulsivity in ADHD children is irascibility. In a fit of anger, such a child can tear up the notebook of the neighbor who offended him, throw all his things on the floor, shake out the contents of the briefcase on the floor.
8) Children with ADHD often develop negative self-esteem- the child begins to think that he is bad, not like everyone else. Therefore, it is very important that adults treat him kindly, understanding that his behavior is caused by objective control difficulties (that he does not want to, and cannot behave well).
9) Common in ADHD children lowered pain threshold. Also, they are practically devoid of a sense of fear. This can be dangerous to the health and life of the child, as it can lead to unpredictable fun.
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MAIN manifestations of ADHD preschoolers Primary School Teenagers adults |
How to recognize ADHD
Basic diagnostic methods
So, what to do if parents or educators suspect a child has ADHD? How to understand what determines the child's behavior: pedagogical neglect, lack of education or attention deficit hyperactivity disorder? Or maybe just character? In order to answer these questions, you need to contact a specialist.
It should be said right away that, unlike other neurological disorders, for which there are clear methods of laboratory or instrumental confirmation, there is no single objective diagnostic method for ADHD. According to modern recommendations of experts and diagnostic protocols, mandatory instrumental examinations for children with ADHD (in particular, electroencephalograms, computed tomography, etc.) are not indicated. There are many works that describe certain changes in the EEG (or the use of other methods of functional diagnostics) in children with ADHD, however, these changes are nonspecific - that is, they can be observed both in children with ADHD and in children without this disorder. On the other hand, it often happens that functional diagnostics do not reveal any abnormalities, but the child has ADHD. Therefore, from a clinical point of view the basic method for diagnosing ADHD is interviews with parents and the child and the use of diagnostic questionnaires.
Due to the fact that in this violation the boundary between normal behavior and disorder is very arbitrary, it is up to the specialist to establish it in each case at his own discretion.(unlike other disorders, where there are still landmarks). Thus, due to the need to make a subjective decision, the risk of error is quite high: both not detecting ADHD (this is especially true for milder, "borderline" forms), and detecting the syndrome where it actually does not exist. Moreover, the subjectivity doubles: after all, the specialist focuses on the data of the anamnesis, which reflect the subjective opinion of the parents. Meanwhile, parental ideas about what behavior is considered normal and what is not can be very different and are determined by many factors. Nevertheless, the timeliness of the diagnosis depends on how attentive and, if possible, objective people from the child’s immediate environment (teachers, parents or pediatricians) will be. After all, the sooner you understand the characteristics of the child, the more time for the correction of ADHD.
Stages of diagnosing ADHD
1) Clinical interview with a specialist (children's neurologist, pathopsychologist, psychiatrist).
2) Application of diagnostic questionnaires. It is desirable to obtain information about the child "from various sources": from parents, teachers, psychologist educational institution that the baby attends. The golden rule in diagnosing ADHD is to confirm the presence of the disorder from at least two independent sources.
3) In doubtful, “borderline” cases, when the opinions of parents and specialists about the presence of ADHD in a child differ, it makes sense video filming and its analysis ( recording the child's behavior in the lesson, etc.). However, help is also important in cases of behavioral problems without a diagnosis of ADHD - the point, after all, is not in the label.
4) If possible - neuropsychological examination a child whose goal is to establish the level of intellectual development, as well as to identify often associated violations of school skills (reading, writing, counting). The identification of these disorders is also important in terms of differential diagnosis, because, given the presence of reduced intellectual capabilities or specific learning difficulties, attention disorders in the classroom can be caused by a program that does not match the child's ability level, and not ADHD.
5) Additional examinations (if necessary)): consultation of a pediatrician, neurologist, other specialists, instrumental and laboratory studies for the purpose of differential diagnosis and identification of concomitant diseases. A basic pediatric and neurological examination is reasonable in connection with the need to exclude an "ADHD-like" syndrome caused by somatic and neurological disorders.
It is important to remember that behavioral and attentional disorders in children can be caused by any general somatic diseases (such as anemia, hyperthyroidism), as well as all disorders that cause chronic pain, itching, physical discomfort. The cause of "pseudo-ADHD" may be side effects of certain drugs(e.g. diphenyl, phenobarbital) and whole line neurological disorders(epilepsy with absences, chorea, tics and many others). The problems of the child may also be due to the presence sensory disorders, and here a basic pediatric examination is important to identify visual or hearing impairments that, if mild, may be misdiagnosed. A pediatric examination is also advisable in connection with the need to assess the general somatic condition of the child, to identify possible contraindications regarding the use of certain groups of medications that can be prescribed to children with ADHD.
Diagnostic questionnaires
DSM-IV criteria for ADHD
Attention disorder
a) often fails to pay attention to details or makes careless mistakes in schoolwork or other activities;
b) there are often problems keeping attention on the task or game;
c) often there are problems with the organization of activities and tasks;
d) is often reluctant or avoids engaging in activities that require sustained concentration (such as completing in-class or homework assignments);
e) often loses or forgets items needed for tasks or other activities (eg diary, books, pens, tools, toys);
f) is easily distracted by extraneous stimuli;
g) often does not listen when spoken to;
h) often does not follow instructions, does not carry out orders to the end or in the appropriate amount, homework or other work (but not out of protest, stubbornness or inability to understand the instruction / task);
i) forgetful in daily activities.
Hyperactivity - impulsivity(at least six of the following symptoms must be present):
Hyperactivity:
a) cannot sit still, is constantly moving;
b) often leaves his seat in situations where he should be sitting (for example, in a lesson);
c) runs a lot and “turns everything upside down” where it should not be done (in adolescents and adults, the equivalent may be a feeling of inner tension and a constant need to move);
d) is unable to play quietly, calmly or rest;
e) acts "as if wound up" - like a toy with a motor running;
f) talks too much.
Impulsiveness:
g) often speaks prematurely, without listening to the end of the question;
h) impatient, often cannot wait for his turn;
i) frequently interrupts others and interferes with their activity/conversation. The above symptoms must have been present for at least six months, occur in at least two different environments (school, home, playground, etc.) and not be caused by another disorder.
Diagnostic criteria used by Russian specialists
Attention disorder(diagnosed when 4 out of 7 signs are present):
1) needs a calm, quiet environment, otherwise he is not able to work and concentrate;
2) often asks again;
3) easily distracted by external stimuli;
4) confuses details;
5) does not finish what he starts;
6) listens, but does not seem to hear;
7) has difficulty concentrating unless a one-on-one situation is created.
Impulsiveness
1) shouts out in the classroom, makes noise during the lesson;
2) extremely excitable;
3) it is difficult for him to wait for his turn;
4) overly talkative;
5) offends other children.
Hyperactivity(diagnosed when 3 out of 5 signs are present):
1) climbs on cabinets and furniture;
2) always ready to go; runs more often than walks;
3) fussy, writhing and writhing;
4) if he does something, then with noise;
5) must always do something.
Characteristic behavioral problems should be of early onset (before six years) and persistence over time (manifest for at least six months). However, prior to school entry, hyperactivity is difficult to recognize due to the wide range of normal variations.
And what will grow out of it?
What will grow out of it? This question worries all parents, and if fate decreed that you became a mom or dad of ADHD, then you are especially worried. What is the prognosis for children with Attention Deficit Hyperactivity Disorder? Scholars answer this question in different ways. Today they talk about the three most possible options for the development of ADHD.
1. Over time symptoms disappear, and children become teenagers, adults without deviations from the norm. Analysis of the results of most studies indicates that 25 to 50 percent of children "outgrow" this syndrome.
2. Symptoms to varying degrees continue to be present, but without evidence of psychopathology. Such people are the majority (from 50% or more). They have some problems with Everyday life. According to polls, they are constantly accompanied by a feeling of "impatient and restless", impulsiveness, social inadequacy, low self-esteem throughout life. There are reports of a higher frequency of accidents, divorces, job changes among this group of people.
3. Develop severe complications in adults in the form of personality or antisocial changes, alcoholism and even psychotic conditions.
What is the path for these children? A lot of it depends on us adults. Psychologist Margarita Zhamkochyan characterizes hyperactive children as follows: ≪Everyone knows that restless children grow up as explorers, adventurers, travelers and founders of companies. And this is not just a coincidence. There are quite extensive observations: children who elementary school tormented teachers with their hyperactivity, having become older, they are already addicted to something specific - and by the age of fifteen they become real docks in this matter. They have attention, concentration, and perseverance. Such a child can learn everything else without much diligence, and the subject of his passion - thoroughly. Therefore, when they claim that the syndrome to the elder school age usually disappears, this is not true. It is not compensated, but results in some kind of talent, in a unique skill.
The creator of the famous airline "JetBlue" David Niliman tells with pleasure that in his childhood they not only found such a syndrome, but also described it as "luxuriantly blooming" (flamboyant). And the presentation of his work biography and management methods suggests that this syndrome did not leave him in his adult years, moreover, that he owes his dizzying career to him.
And this is not the only example. If we analyze the biographies of some famous people, it becomes clear that in childhood they had all the symptoms characteristic of hyperactive children: explosive nature, problems with learning at school, a tendency to risky and adventurous enterprises. It is enough to take a closer look around, recall two or three good friends who have succeeded in life, their childhood years, in order to draw a conclusion: Golden medal and a red diploma very rarely turn into a successful career and a well-paid job.
Of course, a hyperactive child is difficult in everyday hostel life. But understanding the reasons for his behavior can make it easier for adults to accept the "difficult child." Psychologists say that children are especially in dire need of love and understanding when they least deserve it. This is especially true of a child with ADHD who wears down parents and educators with his constant "antics". The love and attention of parents, the patience and professionalism of teachers, and the timely help of specialists can become a springboard for a child with ADHD into a successful adult life.
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HOW TO DETECT WHETHER YOUR CHILD'S ACTIVITY AND IMPULSITY IS NORMAL OR ADHD? ACTIVE CHILD - Most of the day he "does not sit still", prefers outdoor games to passive ones, but if he is interested, he can also engage in a calm type of activity. HYPERACTIVE CHILD
If you answered yes to at least three points, such behavior persists in a child for more than six months and you think that it is not a reaction to a lack of attention and manifestations of love on your part, then you have reason to think and consult a specialist. |
Oksana Berkovskaya | editor of the magazine "Seventh petal"
Portrait of a hyperdynamic child
The first thing that catches the eye when meeting a hyperdynamic child is his excessive in relation to the calendar age and some kind of "stupid" mobility.
Being a baby, such a child in the most incredible way gets out of the diaper. ... It is impossible to leave such a baby on the changing table or on the couch even for a minute from the very first days and weeks of his life. One has only to gape a little, as he will somehow dodge and fall to the floor with a dull thud. However, as a rule, all the consequences will be limited to a loud, but short scream.
Not always, but quite often, hyperdynamic children have some kind of sleep disturbance. ...Sometimes the presence of hyperdynamic syndrome can be assumed in an infant by observing its activity in relation to toys and other objects (although this can only be done by a specialist who knows well how ordinary children of this age manipulate objects). The study of objects in a hyperdynamic infant is intense, but extremely undirected. That is, the child discards the toy before exploring its properties, immediately grabs another (or several at once) only to discard it a few seconds later.
... As a rule, motor skills in hyperdynamic children develop in accordance with age, often even ahead of age. Hyperdynamic children earlier than others begin to hold their heads, roll over on their stomachs, sit, stand up, walk, etc. ... It is these children who stick their heads between the bars of the crib, get stuck in the playpen, get tangled in duvet covers and quickly and dexterously learn to shoot everything that caring parents put on them.
As soon as a hyperdynamic child is on the floor, a new, extremely important stage begins in the life of the family, the purpose and meaning of which is to protect the life and health of the child, as well as family property from possible damage. The activity of the hyperdynamic infant is unstoppable and crushing. Sometimes relatives get the impression that he acts around the clock, almost without a break. Hyperdynamic children from the very beginning do not walk, but run.
... It is these children, aged from one to two - two and a half years old, who drag tablecloths with tableware to the floor, drop TV sets and New Year trees, fall asleep on the shelves of empty wardrobes, endlessly, despite prohibitions, turn on gas and water, and also overturn pots with contents of different temperatures and consistency.
As a rule, no attempts at admonition work on hyperdynamic children. They are fine with memory and understanding of speech. They just can't resist. Having committed another trick or a destructive act, the hyperdynamic child himself is sincerely upset and does not understand at all how it happened: “She fell herself!”, “I walked, walked, climbed, and then I don’t know”, “I didn’t touch it at all !"
... Quite often, hyperdynamic children have various violations speech development. Some begin to speak later than their peers, some - on time or even earlier, but the trouble is that no one understands them, because they do not pronounce two-thirds of the sounds of the Russian language. ... When they speak, they wave their arms a lot and stupidly, shift from foot to foot or jump on the spot.
Another feature of hyperdynamic children is that they do not learn not only from others, but even from their own mistakes. Yesterday, a child was walking with his grandmother on the playground, climbed a high ladder, could not get down. I had to ask the teenage guys to take him out of there. The child was clearly frightened, to the question: “Well, are you going to climb this ladder now?” - earnestly replies: "I will not!" The next day, on the same playground, he first of all runs to the same ladder ...
It is the hyperdynamic children who are the children who get lost. And there is absolutely no strength to scold the found child, and he himself does not really understand what happened. “You left!”, “I just went to look!”, “And you were looking for me ?!” - all this discourages, angers, makes you doubt the mental and emotional capabilities of the child.
...Hyperdynamic children are usually not evil. They are not able to harbor resentment or plans for revenge for a long time, they are not prone to targeted aggression. They quickly forget all grievances, yesterday's offender or offended today with them - best friend. But in the heat of a fight, when the already weak inhibitory mechanisms fail, these children can be aggressive.
The real problems of the hyperdynamic child (and his family) begin with schooling. “Yes, he can do anything if he wants to! He only has to concentrate - and all these tasks are for him in one tooth! nine out of ten parents say this or something like this. The whole trouble is that a hyperdynamic child categorically cannot concentrate. Seated for lessons, in five minutes he draws in a notebook, rolls a typewriter on the table, or simply looks out the window, behind which the older guys play football or clean the feathers of a crow. Ten minutes later, he will be very thirsty, then eat, then, of course, go to the toilet.
The same thing happens in the classroom. A hyperdynamic child for a teacher is like a mote to the eye. He spins endlessly in place, gets distracted and chats with his desk mate. ... In the work at the lesson, he is either absent and then, when asked, answers inappropriately, or takes an active part, jumps on the desk with his hand raised to the sky, runs out into the aisle, shouts: “I! I! Ask me!” - or simply, unable to resist, shouts out an answer from a place.
Notebooks of a hyperdynamic child (especially in primary school) are a pitiful sight. The amount of bugs in them rivals the amount of dirt and fixes. The notebooks themselves are almost always wrinkled, with bent and soiled corners, with torn covers, with spots of some unintelligible dirt, as if someone had recently eaten pies on them. The lines in the notebooks are uneven, the letters crawl up and down, letters are omitted or replaced in words, words in sentences. The punctuation marks seem to be in a completely arbitrary order - the author's punctuation in the worst sense of the word. It is the hyperdynamic child who can make four mistakes in the word "more".
Reading problems also occur. Some hyperdynamic children read very slowly, stuttering over every word, but they read the words correctly. Others read quickly, but change endings and "swallow" words and whole sentences. In the third case, the child reads normally in terms of pace and quality of pronunciation, but does not understand what he read at all and cannot remember or retell anything.
Problems with mathematics are even rarer and are associated, as a rule, with the total inattention of the child. He can make the right decision difficult task and then write down the wrong answer. He easily confuses meters with kilograms, apples with boxes, and the resulting two diggers and two-thirds do not bother him at all. If there is a “+” sign in the example, the hyperdynamic child will easily and correctly perform subtraction, if the division sign will perform multiplication, and so on. and so on.
The hyperdynamic child constantly loses everything. He forgets his hat and mittens in the locker room, his briefcase in the square near the school, sneakers in the gym, a pen and textbook in the classroom, and a diary with grades somewhere in the garbage heap. Books, notebooks, boots, apple cores and half-eaten candies coexist calmly and closely in his satchel.
At recess, a hyperdynamic child is a "hostile whirlwind." The accumulated energy urgently demands an exit and finds it. There is no such brawl in which our child would not get involved, there is no prank that he will refuse. Clueless, crazy running around at recess or at the "extension", ending somewhere in the area of the solar plexus of one of the members of the teaching staff, and suggestion and repression appropriate to the occasion - the inevitable end of almost everyone school day our child.
Ekaterina Murashova | From the book: "Children are "mattresses" and children are" disasters ""
Neuroscientist Dr. Amen is one of the leading experts on Attention Deficit Hyperactivity Disorder (ADHD). He learned to identify this disorder not only in children, but also in adults, and developed a system for diagnosing and treating ADHD, which resorts to traditional medicines only in last turn. So, what can improve the condition of the child or?
Below I will talk about the six different types of ADHD and how important it is to know your type in order to get adequate help. However, there are a number of procedures that are common to all patients with ADHD, in addition to doctor's prescriptions.
- Take multivitamins. They help in learning and prevent chronic diseases. Regardless of the type of ADHD you or your child has, I recommend a multivitamin and mineral supplement every day. When I was in medical school, the professor who taught us about nutrition used to say that if people ate a balanced diet, they wouldn't need vitamin and mineral supplements. However, a balanced diet is something archaic for many of our fast food families. In my experience, families with ADHD in particular have trouble planning and tend to eat out. Protect yourself and your children by taking a multivitamin and mineral supplement.
- Supplement your diet with omega-3 fatty acids. ADHD sufferers have been found to be deficient in omega-3s fatty acids in blood. Two of them are especially important - eicosapentaenoic acid (EPA) and docosahexaenoic acid (DZHA). Usually taking EZPK is very helpful for people with ADHD. For adults, I recommend 2000-4000 mg/day; children 1000-2000 mg / day.
- Eliminate caffeine and nicotine. They keep you awake and reduce the effectiveness of other treatments.
- Exercise regularly: at least 45 minutes 4 times a week. Long, brisk walks are just what you need.
- Watch TV no more than half an hour a day, play video games, use cell phones and other electronic devices. It may not be easy, but it will give a noticeable effect.
- Treat food like medicine because she is. Most ADHD patients get better when they follow a brain-healthy nutrition program. Working with a nutritionist can give serious results.
- Never yell at someone with ADHD. Often they seek conflict or excitement as a means of stimulation. They can easily piss you off or make you angry. Don't lose your temper with them. If such a person makes you explode, his low-energy frontal cortex is activated, and he unconsciously likes it. Never let your anger become someone else's medicine. This reaction is addictive on both sides.
6 types of ADHD
Effective treatment for a person with ADHD can change their entire life. So why do drugs like Ritalin help some patients but make others worse? Until I started doing SPECT (single photon emission computed tomography) scans, I didn't know the reason for this. I learned from the scans that ADHD is not just one type of disorder. There are at least 6 different types, and they require a different approach to treatment.
Our research suggests that ADHD primarily affects the following areas of the brain:
- The cortex of the frontal lobes - it is responsible for concentration, stability of attention, assessment of what is happening, organization, planning and control of impulses.
- The anterior cingulate gyrus is the brain's gear switch.
- The temporal lobes are associated with memory and experience.
- The basal ganglia, which produce and process the neurotransmitter dopamine, which affects the frontal cortex.
- Limbic system associated with emotional state and mood.
- The cerebellum is associated with the coordination of movements and thoughts.
Type 1: classic ADHD. Patients exhibit the main symptoms of ADHD (short attention span, distraction, disorganization, procrastination, and lack of prospective behavioral assessment), as well as hyperactivity, nervousness, and impulsivity. On SPECT scans, we see decreased activity in the frontal cortex and cerebellum, especially with concentration. This type is usually diagnosed early in life.
In this case, I use dietary supplements that increase dopamine levels in the brain, such as green tea, L-tyrosine, and Rhodiola rosea. If they are ineffective, then stimulant drugs may be needed. I have also found that a diet with high content protein and restriction of simple carbohydrates.
Type 2: Inattentive ADHD. Patients show the main symptoms of ADHD, but they also experience low energy levels, decreased motivation, withdrawal, and a tendency to become self-centered. On the SPECT scan, we also see a decrease in activity in the frontal cortex and cerebellum, especially with concentration.
This type is usually diagnosed at a later age. It is more common in girls. These are quiet children and adults, they are considered lazy, unmotivated and not very smart. Recommendations for this type are the same as for the 1st.
Type 3: ADHD with over-fixation. These patients also have the primary symptoms of ADHD, but in combination with cognitive inflexibility, problems with switching attention, a tendency to dwell on negative thoughts and obsessive behavior, and a need for uniformity. In addition, there is a predisposition to anxiety and resentment, and they tend to like to argue and go against the grain.
On SPECT scans, we see decreased activity in the frontal cortex with concentration and increased activity in the anterior cingulate gyrus, resulting in negative thoughts and behaviors. Stimulants usually only worsen the condition of such patients. This type I often begin to treat with supplements that increase the level of dopamine. I recommend a diet with a balanced mix of healthy proteins and smart carbs.
Type 4: Temporal lobe ADHD. The main symptoms of ADHD in these patients are combined with irascibility. They sometimes experience periods of anxiety, headaches or stomachaches, indulge in gloomy thoughts, have memory problems and difficulty reading, and sometimes misinterpret comments addressed to them. In childhood, they often have head injuries, or in their family one of the relatives experienced fits of rage. On SPECT scans, we see a decrease in the activity of the frontal cortex with the concentration and activity of the temporal lobes.
Stimulants usually make these patients even more irritable. I tend to use a combination of stimulant supplements to help calm and stabilize my mood. If a patient has problems with memory or learning, I prescribe him dietary supplements that improve memory. If medication is needed, I prescribe a combination of anticonvulsants and stimulants, and a higher protein diet.
Type 5: limbic ADHD. The primary symptoms of ADHD in these patients are chronic melancholia and negativism, combined with low energy, low self-esteem, irritability, social isolation, lack of appetite and sleep. On SPECT scans, we see decreased activity in the frontal cortex at rest and during concentration, and increased activity in the deep limbic system. Stimulants here also cause backlash problems or depressive symptoms.
Type 6: ADHD Ring of Fire. In addition to the main symptoms of ADHD these patients are characterized by moodiness, outbursts of anger, oppositional traits, lack of flexibility, hasty thinking, excessive talkativeness, and sensitivity to sound and light. I call this type "Ring of Fire" because brain scans of people with this type of ADHD show a distinctive ring.
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Comment on the article "Treatment of ADHD in children and adults: 7 tips"
Discussion
It seems to me that you are absolutely wrong, and with simple logic you cannot distinguish a painful state from a primitive inability of a person to understand the value of things. You are an adult, for you shampoo is not just a tube with bubbles, it is a value expressed in the efforts you put in to buy this expensive thing.
Many children, who are more sensitive by nature, more accommodating, especially girls, quickly accept the parental value system that is comfortable for them.
Many guys, even at the age of 15, continue to tear expensive clothes, change roller wheels at the expense of their parents, and demand new clothes. These are things of the same order, albeit at first glance and dissimilar. And here, well, there’s nothing to be done about it, from the word in general.
If you feel sorry - well, stupidly hide. The only time he will be able to realize is when he himself will earn and live on his own.
And yes, scolding in a very directive form is not effective. Like a background. It is possible (But only in a very calm, not whining, not demanding form of pity) to regularly conduct explanatory conversations, in which real life shampoo costs. Go to real sanctions - cut pocket money (compensate for damages), other punishments. There are simply children and adults who have missed something in the sympathetic-emotional upbringing.
The problem with shampoo is the problem of the inability to sympathize with an adult (in this case, a woman who "sweat and blood" earned on expensive shampoo. And not with some uncontrollable moments or obsession.
I remember myself very well at the age of 6-10 years. She also invented all sorts of heresy. I emptied the refrigerator - I made "cakes". It was just the grafted complex of guilt before my mother that even had an unnecessarily effect on me - I quickly stopped "cooking".
Although the weapons of the parents were increasingly used against them. For example, she told me what wonderful things my friends have. And she didn’t ask for anything directly, she even denied desires. This is where the guilt complex of the parents arose. So the main thing is not to overdo it.
Buy bubble bath. And show how much and how to pour.
Minimal brain dysfunction (MMD) is a widespread form of neuropsychiatric disorders in childhood, it is not a behavioral problem, not the result of poor education, but a medical and neuropsychological diagnosis that can only be made based on the results of special diagnostics. The external manifestations of the disease in children with minimal brain dysfunctions, which teachers and parents pay attention to, are often similar and usually ...
Treatment of ADHD in children and adults: 7 tips. 3. Seminars about children with ADHD from the mother of an ADHD child and the organizer of the forum "Our inattentive hyperactive children" Moscow mothers praise psychiatrist Elisey Osin.
Discussion
It’s hard for me to judge your child, but my little one, for example, on the playground constantly runs forward, looks back, as a result either stumbles and falls, or crashes his forehead into a pole. Well, let's raise your hand forward and yell "There!" Rushing anywhere - this is his signature number - I just have time to catch. He definitely doesn’t have ADHD, neurologists had it, they said everything is OK, it’s just that temperament, plus age.
Maybe not. Do you have a Syrian hamster? Wait another six months, at least another six months. Many children from DD do not have a sense of danger and self-preservation, like the Syrian hamster has a sense of the edge.)))
A rat, a pig, a kitten planted on the table will not fall - there is a sense of the edge.
According to DSM IV, there are three types of ADHD: - Mixed type: hyperactivity combined with attention disorders. This is the most common form of ADHD. - Inattentive type: attention disorders predominate. This type is the most difficult to diagnose. - Hyperactive type: hyperactivity predominates. This is the rarest form of ADHD. _______________ () Of the following signs, at least six must remain in the child for at least 6 months: INATTENTION 1. Often unable to keep attention on ...
In the wake of my posts from a week ago. I was faced with the fact that a detailed description of my experience caused a sharp rejection in many experienced mothers, up to complete rejection. I see different reasons here :) I want to write my opinion on the advisability of sharing my experience with beginners. Just imagine, a young inexperienced mother of a 5-month-old baby. The baby is teething and he does not give rest to his mother day or night. And now a mother with 5 months of experience meets, walking in the park, a mother with ...
12/11/2014 00:32:13, stitchmagIt seems to me that this community was created to share, help, advise. Personally, your experience is very close to me. But all children are different, so the reaction is different. My girl is similar to yours and at one time I came to the same thoughts as you. Good luck and write, share!
How to deal with hyperactive child? Where can the parents of this living perpetual motion machine be patient, unable to sit still for a couple of minutes? And how to respond to the persistent recommendations of educators or teachers to check the child with a neurologist. After all, a normal child cannot be so restless. Obviously some kind of pathology ... Of course, one of the main tasks of parents is to ensure that the child grows up healthy and develops correctly. Of course, we listen to...
Attention deficit hyperactivity disorder begins at the age of 3 years. About the reasons poor concentration attention, excessive impulsiveness say a lot. Yuri Burlan's system-vector psychology for the first time identified the real causes of SHVD. The fact is that this terrible diagnosis can only be made to certain children, children with a sound vector. It is the erogenous zone of the sound engineer - the ears - that becomes the weak point on which the cry of the parents has a deadly effect. What...
Treatment of ADHD in children and adults: 7 tips. How to raise a hyperactive child? If there is a child in the family with a diagnosis of ADHD (attention deficit and hyperactivity disorder), it seems that there are a lot of them.
Discussion
Oh, it's difficult with this ADHD, anything can be, it may not even be ADHD, but just a reaction to something, jealousy, etc. My neurologist also wrote this to me at the age of 5, by 7 there was a schizotypal disorder in question. Well, a lot of things happened during this time, of course. Maybe he doesn't...
And the advice is patience, patience, patience ... And bend your own and only your own policy. To insist, to convince of the need, to spend time together (not just next to each other, but to do some kind of joint business).
There is no need to be afraid of psychiatrists either, just go to them privately and choose, choose the interested person.
Introduce a clear, clear and hard daily routine
- write and speak family rules between adults - what is possible and what is not. clearly, clearly and understandably. everyone to always behave with the child in accordance with them and require the child to fulfill them
-adults to be the master of the house and the king of the situation
- find a good psychiatrist, and preferably two, who will examine and treat your child
According to world statistics, 39% of children are diagnosed with a "hyperactive child" preschool age, but is this diagnosis true for all children who bear this label? Among the symptoms of hyperactivity are increased motor activity, excessive impulsivity and even lack of attention. But if we consider these criteria, then every child can fit at least one of them. The system-vector psychology of Yuri Burlan for the first time reveals the secret of human properties. So big...
What is childhood hyperactivity? Usually, symptoms in children begin to occur at the age of 2-3 years. However, in most cases, parents see a doctor when the child begins to go to school, and he is found to have problems with learning, which are the result of hyperactivity. In the behavior of the child, this manifests itself as follows: restlessness, fussiness, anxiety; impulsiveness, emotional instability, tearfulness; ignoring the rules and norms of behavior; having problems with...
Mini-lecture "How to help a hyperactive child" individual characteristics hyperactive children, it is advisable to work with them at the beginning of the day, and not in the evening, reduce their workload, take breaks in work. Before starting work (classes, events), it is advisable to conduct an individual conversation with such a child, having agreed in advance the rules for the implementation of which the child receives a reward (not necessarily material). A hyperactive child needs to be encouraged more often...
Let's divide our article into two parts. In the first part, we will talk about what attention deficit hyperactivity disorder (ADHD) is and how to understand that your baby has ADHD, and in the second part we will discuss what can be done with a hyperactive child, how to educate, teach and develop him. If you know for sure that your child has ADHD - you can go directly to the second part of the article, if not, then I advise you to read the article in its entirety. Part one. Syndrome of hyperactivity and deficiency ...
Treatment of ADHD in children and adults: 7 tips. 3. Seminars about children with ADHD from the mother of an ADHD child and the organizer of the forum "Our inattentive hyperactive children" Moscow mothers praise psychiatrist Elisey Osin.
Discussion
Our boy is 4 years old and doesn’t talk at all, the doctors said wait up to three years, they can’t say anything, now, as I myself understood, he already has hyperactivity, doesn’t sit still, doesn’t understand anything, etc., but goes to sometimes there is no potty, how to deal with it in terms of speech development
02/06/2019 20:15:59, ArmanMy son did the same thing until the 2nd grade, but not from a lack of attention, but from the mind, as it turned out. He was bored. The values went from below normal to above normal. Many parents who have developed children have the same complaint, I do not see any problem, she is most likely not interested. Well, my truth also worked as a clown, at first the teachers hinted to me that he was most likely the rest and poured out complaints, now I see delight in the eyes. My son has a child with ADHD in his class. That child does not have time to do anything because he is busy making faces, running away from the classroom, teachers running after him, he has serious violations in the field of social communication and aggression.
I already wrote that I started giving Inessa Taurine. The capsule is large, Inessa drinks well, it seems to me that there is a positive effect. But I found out that it turns out that Taurine is taken in combination with Tianine and Carnosine. I learned this sequentially. At first I read that I should drink Taurine with Tianine and only then something else with Carnosine, so it turned out that I ordered everything separately. It is a pity that there is no one to consult with, which amino acids and in what combination and in what ...
Your baby cannot sit still for a minute, rushes like mad and sometimes it just makes you dazzle in your eyes .. Perhaps your fidget belongs to the group of hyperactive children. Children's hyperactivity is characterized by inattention, impulsivity, increased motor activity and excitability. Such children are constantly on the move: pulling clothes, wrinkling something in their hands, tapping their fingers, fidgeting in a chair, spinning, cannot sit still, chew something, stretch their lips ...
On May 15, the swimming season officially opened in Moscow. In the Northwestern District, swimming is allowed only on two beaches in Serebryany Bor. There are already installed changing cabins, cafes, toilets, showers, rental of sun loungers and sports equipment.
German scientists from the Ruhr University argue that doctors too often diagnose children with attention deficit hyperactivity disorder (ADHD), writes Moskovsky Komsomolets. “The researchers, as part of the study, interviewed more than 1,000 child and adolescent psychotherapists and psychiatrists across Germany about their guidelines for diagnosing children with ADHD. Western psychiatrists have presented further evidence that such a disorder simply does not exist, and children are being treated in vain ...
Treatment of ADHD in children and adults: 7 tips. 3. Seminars about children with ADHD from the mother of an ADHD child and the organizer of the forum "Our inattentive hyperactive children" Moscow mothers praise psychiatrist Elisey Osin.
Discussion
I don't understand what the controversy is about. A good article, for the first time I see it in clear text that MMD is not a medical diagnosis. It always seemed to me that a medical diagnosis should be based on a physiological pathology revealed in one way or another, and MMD is just that, they looked at the child and decided that something was wrong with him. And no encephalograms, emerai or something else, even a blood test is not necessary. So the nanny looked at the child and said: not everything is in order with his head, well, not so much, then they would immediately write UO or mental retardation, and so, a little, in the end we get the diagnosis of MMD. And if you look at the topic below, then from the point of view of many employees of "institutions", and many doctors, orphans a priori have something wrong with their heads. So we get such diagnoses en masse: in infants, perinatal hypoxia and encephalopathy, in older children, MMD, and so on.
So everything is written correctly in the article and explains a lot, what is there to break spears about?
and really, what was the point of trying so hard to post this "good article" here. There are a lot of different diagnoses, MMD and ADHD are not the most common, according to BlackScore. Why rush about in advance, we solve issues as they come.
30.03.2006 18:42:56, Also an adoptive parent
