EFFECTS OF SOCIOPSYCHOLOGICAL FACTORS ON BEHAVIOURAL DISORDERS IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract

The paper provides the results of theoretical and empirical research on the impact of parental attitudes and different conditions of educational socialization on behavioural disorders of children with attention deficit hyperactivity disorder (ADHD). This is an acute issue due to the introduction of inclusive education in Ukraine and various approaches to developing intervention programmes and cooperation between teachers and parents. The aim of the research was to discover the relationship between peculiarities of the social development situation and behavioural problems along with impairment in social functioning in children with ADHD.

The Vanderbilt questionnaire has been used. The method of parent-child emotional relationship questionnaire (O.I. Zakharova) was used to investigate the characteristics of the interaction strategies common for parents of children with ADHD. A total of 64 children and 20 parents have been examined. Behavioural disorders are closely interrelated and form a single set of symptoms. A close correlation was found between variables such as “Attention deficit” and “Other behavioural manifestations” in the Vanderbilt questionnaire and the variable “Mother’s feelings in interaction with the child” (correlation at the 0.01 level). Besides, according to the Vanderbilt questionnaire, an inverse relationship was found between the variable “Mother’s feelings in interaction with the child” (at the 0.05 level) and the variables “Anxio-depressive symptoms” and “Impulsivity”, suggesting that positive mothers’ feelings may be a factor in reducing a part of behavioural disorders in children. Homeschooled children have slightly fewer behavioural disorders than they experience in inclusive classrooms. The positive impact of remedial classes on behavioural disorders present in both home and inclusive education has been identified. It is recommended to hold individual or group (small group) remedial sessions with these children. When providing psychological and pedagogical support to parents of children with ADHD, attention should be paid to the acceptance of the child, the emotional self-regulation of the parents themselves, and increasing the child’s behavioural regulation skills.