The article speaks about developed by the author system of psychological and pedagogical assessment of development in children with attention deficit hyperactivity disorder (ADHD)

- Ілляшенко, Т.Д. (orcid.org/0000-0002-5954-6177) (2019) The article speaks about developed by the author system of psychological and pedagogical assessment of development in children with attention deficit hyperactivity disorder (ADHD) Актуальні проблеми психології, 20 (11). pp. 56-75. ISSN 2072-4772

Text Ілляшенко Т. Д. Актуальні проблеми психології . Вип. 20. С. 56–75.pdf Download (1MB)

Abstract

Such assessment is viewed as prerequisite for purposeful correction of their learning and behavior. The article outlines characteristic of ADHD primary disorders in behavior and intellectual activity, as well as secondary deviations in personality development which arise from failures in learning and emotional rejection of such children by adults and in children's groups. Intellectual activity, peculiarities of communication and personality traits of children with ADHD are examined. While studying intellectual activity, two kinds of phenomena are distinguished. On the one hand, these are the infraction of intellectual activity itself which is manifested in reduction of learning capabilities, and some partial disorders affecting development of school skills,- both are not determinant to ADHD. On the other hand, these are the primary, inherent to ADHD, deviations in prerequisite of intelligence (such as impulsiveness, attention deficit, deviations in planning and selfcontrol), and the secondary disorders related to communication and learning failures, emotional disorders, low self-esteem, decreased motivation. The study of communication and personality traits of ADHD children targets to reveal specifics of general self-esteem that reflects self-attitude, self-perception 75 and emotional state intrinsic to children of the named category: anxiety, fears, ostentatiousness (negativity, manifestations of asociality), aggression or fear of aggression. The article addresses essential identification of contradiction between the child's real communication needs and inability to meet them due to difficulties in mastering own behavior. This often causes complications in formation of child's personality, as well as negative behavior in response to frustration in interactions. Results of child's examination allow to build an individually directed program of her/his psychological support in family and educational institution.

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