PECULIARITIES OF THE CORRELATION BETWEEN NEUROPHYSIOLOGICAL PARAMETERS AND THE INTENSITY OF MANIFESTATIONS OF ADHD IN PRIMARY SCHOOL CHILDREN

Abstract

The article presents a comprehensive analysis of both theoretical foundations and empirical findings regarding the investigation into the correlation between neurophysiological parameters and the intensity of attention deficit hyperactivity disorder (ADHD) manifestations in primary school children. Specifically, the study examines the unique characteristics of this correlation through the utilization of neurophysiological indicators. Within each subgroup of children diagnosed with ADHD, a notable association has been observed between elevated levels of ADHD manifestations, as assessed through the Vanderbilt ADHD Diagnostic Rating Scale (VADRS), and distinctive qualitative aspects of the electroencephalogram (EEG). Additionally, the study identifies certain distinct features of brain bioelectrical activity that deviate from the norm for each respective subgroup. Notably, among children exhibiting prominent hyperactivity and impulsivity, the highest frequency of elevated indicators was consistently observed concerning the fourth type of EEG, whereas the second type of EEG was not commonly encountered within this particular subgroup. Among children with a predominant attention deficit, the second type of EEG demonstrated a prevailing occurrence of the highest mean scores, while the third type of EEG was found to be atypical within this subgroup. These findings have practical implications for the development of a psychological support program, encompassing various aspects such as conducting psychoeducational interventions within the child's environment, strategic planning and selection of corrective and developmental approaches, as well as the establishment of a comprehensive framework consisting of methods and techniques aimed at stabilizing the child's condition.