(2024) Science and education, 3, 53-59. Odessa.
Tеtiana Solovіova,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of Social Pedagogy and Special Education,
Zaporizhzhia National University,
66, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3676-7978
FEATURES OF SPEECH THERAPY WORK WITH CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
SUMMARY:
The article examines the specific features of speech therapy work with children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) – a disorder that is among the most common issues in contemporary pedagogical and correctional practice. ADHD is characterized by attention deficits, impulsivity, and hyperactivity, which significantly affect children’s cognitive, emotional, and speech development. Research data indicates that between 5% and 20% of children exhibit signs of this disorder, but its impact may be much broader, as a considerable number of cases remain undiagnosed. ADHD complicates learning and socialization processes, especially in the context of the COVID-19 pandemic and the war in Ukraine, where distance learning exacerbates the situation, making it more difficult for children with ADHD to adapt to school requirements. Children with ADHD require an individualized approach during speech therapy sessions due to their specific behavioral traits and other disorders. The article emphasizes the importance of task adaptation according to the child’s attention level, using short and well-structured exercises that do not overwhelm the child and help maintain concentration. Frequent use of visual materials, pictograms, videos, and other tools promotes better information retention. The article also highlights the importance of using game-based techniques and physical exercises to reduce hyperactivity levels and increase motivation for learning. Motivational support through positive reinforcement, such as praise or other forms of encouragement, helps to enhance a child’s self-esteem and reduce anxiety levels. Additionally, a crucial condition for the successful correction of speech disorders is collaboration between the speech therapist, parents, and educators, ensuring the continuous development of speech skills in the child’s daily life. Although research shows that children with ADHD often have speech disorders, the mechanisms of this relationship require further study. The article also emphasizes that most existing methods need adaptation for effective work with children with ADHD, underscoring the need for further research to develop individualized programs tailored to meet their specific needs.
KEYWORDS:
attention deficit, hyperactivity, impulsivity, ADHD, correction, development, speech disorders.
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