Self-regulation and self-organization in elementary school children with attention deficit hyperactivity disorder: unity of processes

The article presents a theoretical and empirical analysis of the unity of self-regulation and self-organization processes in primary school-aged children with attention deficit hyperactivity disorder (ADHD – Attention Deficit Hyperactivity Disorder). The current level of development of these processes was examined within a pilot study, along with their impact on children's learning activities and social adaptation. Considering the study’s objective, the key research directions include analyzing scientific approaches to the problem of self-regulation and self-organization in children with ADHD, conducting an empirical study of their interaction, and substantiating effective methods for corrective work. The theoretical analysis confirmed the multifactorial nature of ADHD, encompassing genetic, neuropsychological, and environmental factors that directly affect executive functions, including attention, planning, organization, and impulsivity. It has been proven that self-regulation impairments present a significant barrier to the successful learning and socialization of children with ADHD. The empirical study was conducted among 30 primary school-aged children (6–10 years old) receiving psychological and pedagogical support at Inclusive Resource Center No. 1 in Kremenchuk. A set of diagnostic methods was used, including I. Mlodik’s projective technique "Volcano" to assess emotional regulation and self-control, the "Reproduce the Drawings" method to analyze planning and organizational skills, and Ye. Kravtsov’s "Color the Drawing" method to determine structured work ability and attention concentration levels. The study results indicated a low level of self-regulation and self-organization development in children with ADHD (Attention Deficit Hyperactivity Disorder), confirming the need for comprehensive corrective interventions. In particular, the implementation of specialized pedagogical strategies and psychological techniques aimed at developing behavioral, emotional, and attentional management skills is recommended. The proposed recommendations may be useful for teachers, psychologists, and parents of children with ADHD. Special emphasis is placed on the necessity of creating favorable conditions for developing self-control and self-regulation, which will facilitate better adaptation in the educational environment.