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Introduction. The social significance of the attention deficit hyperactivity disorder (ADHD) problem is determined by the fact that timely diagnosis, treatment and correction of this disorder helps prevent secondary neurotic and behavioral reactions that impede school and social adaptation, disrupt the formation of organizational skills in elementary school children.
The purpose of the study is to create, theoretically substantiate and experimentally verify a program for correcting violations of organizational skills in children with ADHD.
Materials and methods. Theoretical methods were used - analysis of psychological, pedagogical, medical literature on the problem of ADHD; the study and synthesis of pedagogical and medical experiments to overcome violations of organizational skills in junior schoolchildren with ADHD; empirical - pedagogical experiment; observation, interrogation, as well as neuropsychological screening.
Results. At the first stage, a stating experiment was carried out,
during which we determined a group of children demonstrating deviations in behavior, disturbances in psychological reactions, restraint and carelessness.
At this stage, they introduced themselves to the children, monitored their behavior, analyzed the developmental map of the child, talked with the child himself, and also examined physical activity, fine motor skills, children's spoken language, reading process, and the state of non-speech mental functions.
At the formative stage of the experiment, a program was developed and introduced to correct violations of organizational abilities and skills in students of primary school age with ADHD.
A follow-up examination made it possible to determine the effectiveness of the program for correcting violations of organizational skills and skills of primary school children with ADHD.
Discussion. It is emphasized that our study consists in the fact that, based on the studied theoretical data, we conducted an independent practical analysis of the level of formation of organizational skills and skills of primary school students in the educational institution of Magnitogorsk, and on the basis of this a program for correcting these skills was developed.
Conclusion. The program for correcting violations of organizational abilities and skills in students of primary school age with ADHD helps to improve the rhythm of the body, develops self-control and randomness, helps to concentrate. In the end, this serves to ensure regulation, programming and control of mental activity, contributes to the formation of organizational skills in students of this category.
Attention deficit disorder; hyperactivity disorder; mental development disorder; minimal brain dysfunction; correction methods; neuropsychological correction; non-verbal mental functions; praxis; organizational skills
Carried out a theoretical analysis of the features of the formation
of organizational skills in students of primary school age with ADHD.
In the course of an empirical study, a group of younger schoolchildren was revealed, showing deviations in behavior, disturbances in psychological reactions, restlessness and inattention, disturbances in the state of non-speech mental functions;
A program has been developed to correct violations of organizational skills in primary school students with ADHD.
Tested in practice the effectiveness of the correctional development program.
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