{"id":2422,"date":"2022-08-04T08:00:57","date_gmt":"2022-08-04T12:00:57","guid":{"rendered":"https:\/\/www.mind-test.org\/blog\/?p=2422"},"modified":"2022-08-01T13:37:45","modified_gmt":"2022-08-01T17:37:45","slug":"work-with-hyperactive-children","status":"publish","type":"post","link":"https:\/\/www.mind-test.org\/blog\/adhd\/work-with-hyperactive-children\/","title":{"rendered":"Work with hyperactive children"},"content":{"rendered":"<p>Working with a hyperactive child requires patience and regularity. The support process should start at the stage of ADHD diagnosis. The basis for the diagnosis of hyperkinetic syndrome is always the accounts of teachers and parents who have direct contact with the child. All information concerning the toddler&#8217;s behaviour is collected and summarised by the educationalist or school psychologist, and the data are then sent to the educational and psychological counselling centre, where the child is thoroughly examined in terms of cognitive development. A diagnosis of mental retardation excludes a diagnosis of ADHD. The final diagnostic stage is a visit by the child to a child psychiatrist or neurologist. Based on all phases of diagnosis, it is only possible to make a firm diagnosis and exclude other disorders. However, how do you help your child when you hear the words: &#8220;The toddler has ADHD&#8221;?<\/p>\n<h4>Causes of ADHD<\/h4>\n<p>Before a parent comes to consider how to help his or her own child suffering from hyperkinetic syndrome, he or she usually first seeks information about ADHD &#8211; its causes and symptoms. ADHD is interchangeably referred to as attention deficit hyperactivity disorder, hyperkinetic disorder or attention deficit hyperactivity disorder. More and more teachers and parents are complaining about the increasing incidence of <a href=\"https:\/\/www.mind-test.org\/adhd-test\">ADHD among students<\/a>. The condition is characterised by its early onset &#8211; the first symptoms usually appear in the first five years of a toddler&#8217;s life. Already in infancy, the child usually cries more, sleeps shallowly and restlessly, makes violent movements, is easily angered and manifests his dissatisfaction. Parents feel frustrated and do not know how to help their baby, as the paediatrician assures them that somatically the baby is healthy.<\/p>\n<p>The symptoms of ADHD usually become accentuated when a child starts school. He or she cannot sit in a desk for 45 minutes, is fidgety, fidgety, disruptive in class, unable to concentrate on the task at hand, forgets to do homework, thus becoming an unpopular child in class, disliked by classmates and gaining the label of &#8216;difficult student&#8217;. Children with ADHD often initiate arguments and fights, are unable to co-operate with peers, have more failures than successes, and so their self-esteem declines. The lack of discipline is often not due to the child&#8217;s own willpower, but to their condition called ADHD. How does Attention Deficit Hyperactivity Disorder develop?<\/p>\n<p>Some of the causes of ADHD include:<\/p>\n<p><strong>Damage to the child&#8217;s nervous system during the foetal period:<\/strong><\/p>\n<ul>\n<li>teratogenic agents, e.g. alcohol, drugs, medication;<\/li>\n<li>diseases of the mother during pregnancy, e.g. rubella, mumps, jaundice;<\/li>\n<li>poor diet during pregnancy;<\/li>\n<li>serological conflict;<\/li>\n<li>gene mutations;<\/li>\n<li>poisoning during pregnancy, e.g. alcohol poisoning, cigarette poisoning;<\/li>\n<li>mechanical trauma, e.g. blows to the abdomen, falls;<\/li>\n<\/ul>\n<p><strong>Damage to the child&#8217;s nervous system in the perinatal period:<\/strong><\/p>\n<ul>\n<li>mechanical trauma, e.g. pre-term birth, forceps delivery;<\/li>\n<li>hypoxia of the child during birth &#8211; asphyxia;<\/li>\n<\/ul>\n<p><strong>Damage to the nervous system during the child&#8217;s life:<\/strong><\/p>\n<ul>\n<li>serious illnesses of the child, e.g. meningitis;<\/li>\n<li>cranial injuries during childhood, e.g. falls from a height, concussion, being hit by a car;<\/li>\n<\/ul>\n<p><strong>Psychosocial factors:<\/strong><\/p>\n<ul>\n<li>an unsettled atmosphere in the family home &#8211; parental quarrels, brawls, hand-wringing;<\/li>\n<li>faulty upbringing style &#8211; inconsistency, lack of fixed requirements, duties and rights of the child, strict upbringing, ruthless discipline;<\/li>\n<li>ignoring the child&#8217;s psychological needs &#8211; mainly the need for security, acceptance and love;<br \/>\ntoo fast pace of life &#8211; no time for the child, overworked parents;<\/li>\n<li>spending free time mainly in front of the television and computer, which promotes aggression and violence.<\/li>\n<\/ul>\n<h4>The symptoms of ADHD<\/h4>\n<p>How does a child with ADHD behave? Hyperkinetic syndrome consists of a syndrome of various symptoms, which teachers and parents usually summarise in the words &#8216;bully&#8217;, &#8216;troublemaker&#8217;, &#8216;unschooler&#8217;. Hyperactivity manifests itself in the child&#8217;s motor, cognitive and emotional spheres.<\/p>\n<ul>\n<li>Motor area<\/li>\n<\/ul>\n<p>High mobility; waving arms and legs; yawning to answer; swaying in chair; tapping fingers on desk; clumsy and uncoordinated movements; sloppy writing in notebook; scribbling; scribbling on desk; folding corners in notebooks and books; involuntary movements; nervous tics; psychomotor restlessness; compulsive movements; pencil biting; preoccupation with things within reach; fidgeting at the desk; leaving the desk; walking around the classroom; stammering; excessive and poorly controlled activity<\/p>\n<ul>\n<li>Cognitive sphere<\/li>\n<\/ul>\n<p>Attention deficit disorder; difficulty in concentrating on a task; easily distracted; not diligent in completing tasks; ignoring teacher instructions; not doing homework; hasty inference; superficiality of thinking; making a lot of mistakes; leaving out letters, syllables or whole words in a sentence; heightened imagination; excessive orienting reflexes; shifting attention; not finishing a task and starting a new one; inability to concentrate on a task for a longer period of time, e.g. a paper<\/p>\n<ul>\n<li>Emotional sphere<\/li>\n<\/ul>\n<p>Emotional over-reactivity; hyperactivity; impulsivity; increased expression of feelings; irritability; irritability; tearfulness; anger; verbal and physical aggression; anger; hostility; resentment; quarrelsomeness; tension; fear; anxiety; problems in relationships with peers and adults; mood swings; capriciousness; stubbornness; self-aggression; conflicts at home and at school<\/p>\n<h4>Support system for children with ADHD<\/h4>\n<p>Work with the hyperactive child should be systemic, i.e. based on cooperation between parents, teachers and the child himself\/herself. The willingness to help a child with ADHD should be demonstrated by the school, the family home and the hyperactive pupil himself. The support system for children with ADHD at school level consists of:<\/p>\n<ul>\n<li>teachers directing by means of behavioural methods the child&#8217;s behaviour;<\/li>\n<li>the educationalist and school psychologist providing support to teachers and the pupil himself, advising teachers and helping to plan lessons with the child with ADHD;<\/li>\n<li>cooperation with parents &#8211; educating caregivers about Attention Deficit Hyperactivity Disorder, providing support and developing coping strategies;<\/li>\n<li>management and pedagogical council &#8211; organisation of school law, prevention of disruptive behaviour of pupils, supervision of teachers during breaks, watching over the safety of children;<\/li>\n<li>pedagogical-psychological counselling centres and teacher training centres &#8211; learning about methods of working with pupils with ADHD, conflict resolution.<\/li>\n<\/ul>\n<p>Specialised psychotherapeutic and psychocorrective methods are also used in the prevention and treatment of ADHD. Psychotherapy can be indirect, i.e. affecting the child themselves, or take the form of indirect psychotherapy, focusing on the child&#8217;s environment &#8211; school, family and peers. Hyperactivity psychotherapy covers two main areas &#8211; the cognitive sphere and the emotional sphere.<\/p>\n<p>Activities are used to correct speech defects, eye-hand coordination disorders, eliminate parietal deficits in individual cognitive functions and minimise deficits in the student&#8217;s knowledge and school skills. In addition, therapeutic interventions focus on removing or alleviating behavioural disorders and learning difficulties. Psychotherapy should always be selected according to the individual needs, situation and personality of the hyperactive child. What therapies are used when working with a child with ADHD?<\/p>\n<ul>\n<li>&#8216;Holding&#8217; therapy &#8211; involves keeping the child in close bodily contact to limit the child&#8217;s ability to express aggression.<\/li>\n<li>Family therapy &#8211; improves communication and parent-child relationships.<\/li>\n<li>Behaviour therapy &#8211; teaches self-control and perseverance.<\/li>\n<li>Movement therapy &#8211; educational kinesiology, V. Sherborne method. Sherborne method.<\/li>\n<li>Sensory integration therapy.<\/li>\n<li>Music therapy, art therapy, relaxation techniques.<\/li>\n<li>Pharmacotherapy (medication) and homeopathic therapy.<\/li>\n<\/ul>\n<h4>Guidelines for working at home<\/h4>\n<p>Work with the hyperactive child always takes place &#8220;here and now&#8221;, i.e. the correction of abnormal behaviour and reactions has to take place on an ongoing basis. The natural environment for the toddler is the home, where there should be a calm and accepting atmosphere. A child with ADHD is easily thrown off balance and distracted, so it is important not to react violently and explosively when dealing with the toddler. Be patient and apply the predetermined, clear, simple rules consistently. The child must feel that he or she is loved, but that he or she is also expected to fulfil his or her responsibilities. Requirements should, of course, be appropriate to the child&#8217;s abilities.<\/p>\n<p>Parents should remember to praise even the smallest progress of the child and appreciate the effort put in. The daily schedule should be structured so that the child does not have a sense of chaos. The parent needs to define specific times for waking up, mealtimes, television viewing, homework and studying. It is a good idea to limit the child&#8217;s viewing of programmes that echo aggression and violence, so as not to model negative behaviour patterns.<\/p>\n<p>A child with ADHD should have his\/her own room or homework area. The room should be minimalist, without unnecessary decorations that can distract the child. Ideally, the walls should be painted white. When studying, all distractions that could distract the child should be eliminated &#8211; the radio, TV, computer, mobile phone should be switched off, unnecessary utensils should be put away in the backpack, and only what is necessary at the time should be left on the desk.<\/p>\n<p>Parents should be understanding with the child &#8211; his anger is not due to ill-will, but to an inability to control the agitation of the nervous system. It is necessary to plan time for a break during learning, as the child quickly becomes bored and learning becomes ineffective. Above all, parents should take an interest in their own toddler&#8217;s problems, give them time and attention, and in times of conflict &#8211; not leave them in suspense, but immediately after a disagreement explain the whole situation.<\/p>\n<p>When parents find it difficult to cope with their hyperactive toddler on their own, they can use the help of a school psychologist, voluntary organisations, pedagogical and psychological counselling centres and the school, as well as various foundations and organisations providing assistance to parents of children with ADHD. Educating parents is a very important part of helping the child himself. However, it should be remembered that knowledge about hyperkinetic disorders should be imparted in stages &#8211; not all at once.<\/p>\n<h4>Tips for school work<\/h4>\n<p>One idea to &#8220;help&#8221; a child with hyperactivity is to propose individual teaching. This is not a good management strategy, as the child loses the opportunity to interact with peers and does not learn the rules of social interaction. Individual teaching is actually a convenient solution for the teacher who wants to get rid of a disruptive and difficult pupil from the classroom. However, individual teaching is a last resort. A child with ADHD should be gradually integrated into the life of the class team. What should a teacher bear in mind when working with a hyperactive pupil?<\/p>\n<ul>\n<li>The classroom should be free of elements (wall papers, charts, exhibits) that could distract the child. If teaching aids must be in the room, let them be placed at the end, behind the desks.<\/li>\n<li>The pupil should sit close to the teacher, e.g. in the first bench, so that in the event of dangerous situations, the teacher can intervene quickly.<\/li>\n<li>Classroom windows should be covered if possible.<\/li>\n<li>Gymnastics breaks must be taken during lessons to counteract monotony and boredom.<\/li>\n<li>Only those utensils that are necessary for learning should be on the school bench &#8211; nothing else.<\/li>\n<li>The lesson should be divided into several clear stages. The timetable can be written on the blackboard.<\/li>\n<li>The teacher must ensure that the pupil writes down his\/her homework in a notebook before the break bell rings.<\/li>\n<li>It is a good idea to introduce teaching methods which make it easier for the child to learn, e.g. multimedia presentations, group work, etc. The more interesting the lesson, the less disruptive the pupil will be.<\/li>\n<li>Instructions should be clear and specific. The teacher should avoid using the word &#8220;no&#8221; as it appeals to the activity inhibition mechanism, which does not work in children with ADHD. Instead of saying: &#8220;Don&#8217;t walk around the classroom&#8221;, it is better to say: &#8220;Sit in the chair&#8221;.<\/li>\n<li>The teacher should focus more on positive reinforcements (rewards) than negative reinforcements (punishments) to encourage the child to behave correctly.<\/li>\n<li>It is necessary to create a contract with the class, i.e. to set out clear procedures and rules with specific consequences for non-compliance.<\/li>\n<li>Aggression must not be punished with aggression.<\/li>\n<li>The child&#8217;s increased need to move can be exploited by involving the pupil in positively directed activities, e.g. asking him\/her to rub the blackboard, bring chalk or learning aids from the school library.<\/li>\n<\/ul>\n<p>Working with a hyperactive child is not easy. It requires patience and commitment and you sometimes have to wait a very long time for results. However, one must not give up and be discouraged, because even the smallest step forward is sometimes a &#8220;milestone&#8221;.<\/p>\n<hr \/>\n<h4>Source<\/h4>\n<ul>\n<li><em>https:\/\/portal.abczdrowie.pl\/praca-z-dziecmi-nadpobudliwymi<\/em><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Working with a hyperactive child requires patience and regularity. The support process should start at the stage of ADHD diagnosis. The basis for the diagnosis&#8230;<\/p>\n","protected":false},"author":1,"featured_media":2423,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false},"categories":[780],"tags":[793,801,797,799,798,803,802,796,800],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v18.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Work with hyperactive children - Mind Test<\/title>\n<meta name=\"description\" content=\"Working with a hyperactive child requires patience and regularity. The support process should start at the stage of ADHD diagnosis. 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