MODERN APPROACHES OF SPECIAL PSYCHOLOGY IN WORKING WITH CHILDREN WITH ADHD: EDUCATION, UPBRINGING, CORRECTION

Abstract

The article examines the educational, educational and correctional aspects of modern approaches to special psychology in working with children with attention deficit hyperactivity disorder. The features of behavior and development of children with ADHD from the first year of life are presented. The neurobiological component of attention deficit hyperactivity disorder, which affects the course of mental processes, specific learning difficulties, and sensory processing disorders, is analyzed. The triad of symptoms is analyzed in detail: hyperactivity, impulsivity, and attention deficit in various combinations, which make up three types of ADHD. Three types of ADHD are characterized: hyperactive-impulsive type, inattentive type, and combined type. A comparative characteristic of behavioral and psycho- logical manifestations in the educational environment, in the home environment, and in the social environment of children for each type of ADHD is compiled. It has been determined that ADHD affects the cognitive, speech, and emotional development of a child, so its correction can improve the child’s quality of life and improve their communication, as well as their efficiency in educational and everyday tasks. The system of psychological support for children with ADHD, developed by the Ukrainian scientist V. Knyazev, which is based on an individual correctional and developmental approach, has been analyzed. Within the framework of the program, general strategies of correctional and therapeutic assistance have been formulated: directive-liberal, static-dynamic, educational-game, individual-group. Each strategy has been characterized from the point of view of practical implementation. Options for organizing time within the program have been presented: “arch strategy”, “break strategy”, “peak load strategy”; “time marker strategy”. The advantages of the correctional pro- gram are identified: the ability to combine strategies with each other, creating a comprehensive approach to working with the child, taking into account his individual and personal preferences.