Attention Deficit Hyperactivity Disorder in Children: the Teacher Work Program in School on the Lessons of “Self-Cognition”

Abstract

The article briefly discusses the definitions, theories and concepts of the onset of attention deficit hyperactivity disorder (ADHD). The authors believe that the subject of “Self-cognition”, in addition to the main function of the formation of moral and spiritual values and qualities of students, has a high potential for the formation of the emotional self-regulation techniques of schoolchildren. Therefore, a model was developed for a teacher with hyperactive children at school, including using the potential of self-cognition lessons. The model includes target, methodological blocks, a block of conditions, activity and effective blocks. The activities of the teacher in the model are set out consistently in accordance with the logic of practical application: diagnostic, correctional, developmental and educational activities. On the basis of the model, the program of work of the teacher at the lessons of “Self-cognition” and the individual program of work with the child were developed, experimental work was carried out. The experiment was attended by 112 pupils of 1 grade of school No. 9 in Almaty. The experiment included three stages: diagnostic, formative, control. As a result of the experiment, the number of children with signs of hyperactivity in the experimental group decreased by 7.3%. While in the control group the number of hyperactive children remained at the same level – 17.5%. The reliability of the results is confirmed by the use of Student’s t-test. Recommendations on working with hyperactive children for teachers and parents were suggested.