Syndrome of attention deficiency and hyperactivity (ADHD) is associated with visible behavioral problems and problems in the field of learning. Most of the studies are devoted to behavioral characteristics, and relatively rare research aimed at studying insufficiency in the field of training. Nevertheless, if we talk about academic achievements, then the results of children with ADHD are much lower than the results shown by their peers. Such children with a higher probability can be left in the second year for a second passage of the course, transferred to a specialized class; They often need additional classes. In addition, in the case of children with ADHD, reading disorders are more often manifested, the probability of insufficient learning, educational dysfunction is more likely. From 30% to 50% of children with ADHD are forced to undergo training in elementary school at least once; from 25% to 36% do not graduate from a high school.
What is this disease syndrome of attention deficiency and hyperactivity
Dupol and Ecert in their works noted that, although positive effects of influence on behavior and related problems in children with ADHD were discovered, in the field of academic performance, the results are usually not so noticeable. If we talk about educational effects, the studies suggest that the impact exerted by the teacher is productive only in the behavioral sphere, but the productivity is declining when it comes to improving the ability to learn.
Children with ADHD are characterized by weak behavioral braking. The possibilities of such children in relation to planning and forecasting activities are also limited; They have reduced susceptibility to mistakes made; speech aimed at itself and the ability to use the verbal method of solving problems is impaired. They have problems with the development, use and control of organizational strategies, they demonstrate weak emotional self -regulation. There is also a decrease in the ability to solve problems, the presence of difficulties in the implementation of targeted behavior. Goldberg considered these symptoms the result of the dysfunction of the frontal lobes, which is displayed in the form of a weak ability to plan and forecast, combined with reduced control over motives and pronounced affective instability.
What is this disease syndrome of attention deficiency and hyperactivity
Nagliani and Goldstein suggested that the work of the frontal lobes associated with the implementation of executive functions is consistent with the concept of planning in the theory of PVSS (PVSS model – planning, attention, simultaneous and successive information processing). In accordance with this strategy, an instruction is formed, which specially trained teachers give students with ADHD. In studies based on this model, the effectiveness of the use of the cognitive function assessment system (CAS) was studied and it was found that children with ADHD gain average points in all PVSS scales, with the exception of planning. Thanks to a series of studies, it was assumed that children with a weakened planning function can improve their abilities in this area with the help of training. In addition, training in a more efficient use of planning function when included in academic activity gives better results. The beginning of this line of research was the work of Kormir and Kara, who taught children to identify the benefits of using strategies.
What is this disease syndrome of attention deficiency and hyperactivity
Thus, medications can be effective in relation to basic behavioral symptoms of ADHD, however, in the case of secondary symptoms that include problems with academic performance, a multimodal combined treatment plan was recommended.