ОСОБЛИВОСТІ КОГНІТИВНИХ ПОРУШЕНЬ У ДІТЕЙ З ГРДУ ТА ДИСЛЕКСІЄЮ

Abstract

Introduction. Recently, the number of children with hyperactive disorders and difficulties in school has been growing among primary school children. Timely psychological diagnosis of cognitive disorders, assessment of the child's ability and providing the necessary assistance at the stage of their initial detection, significantly reduce the risk of other comorbidities and increase the child's cognitive and social potential. The urgency of the study of this problem is due to a sharp increase in the number of appeals of participants in the educational process (parents, substitutes, teachers) for psychological assistance in diagnosing, correcting, communication, education and upbringing of children with hyperactive disorder and dyslexia.Purpose. The aim of the article is to present new psychodiagnostic criteria for cognitive impairment in primary school children with hyperactive disorder and dyslexia, obtained on the basis of a comparative analysis of the structure and severity of cognitive disorders in these groups of children.Methods. A set of theoretical, empirical and statistical methods were used to solve the tasks. Statistical processing of the obtained data was carried out using the methods of mathematical statistics. Originality. In the article identifies psychodiagnostic criteria for the psychological assessment of the cognitive sphere of primary school children with hyperactive disorder and dyslexia, which include such cognitive disorders as disorders of thinking operations, disorders of short-term memory, perception and motility, discernment, memory reproduction of temporal and spatial sequences, verbal stimuli, actions and symbols, sound rhythms, attention properties. As a result of the study, diagnostic criteria were developed that allow for early psychological diagnosis of cognitive impairment in children with hyperactive disorder and dyslexia in order to further correct them.Conclusion. Significant differences between features of formation of operations of thinking at children with a hyperactive disorder and with dyslexia and healthy children are established. psychological criteria for the diagnosis of cognitive impairment in these disorders: decreased generalization, impaired ability to establish simple and complex analogies, impaired dynamic praxis, fine motor skills, discernment processes, memory, reproduction of time and space sequences, verbal stimuli, and actions, sound rhythms; violation of the structural components of attention. Identifying the basic patterns of the structure of cognitive disorders has identified the main areas of psychocorrection: neuropsychological and cognitive-behavioral.