COMPREHENSIVE ASSESSMENT OF THE HEALTH CONDITION OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: MOVING BEYOND THE TRADITIONAL MODEL OF MEDICAL CARE

The purpose of this research was to study the main mechanisms of the disorder that prevent the full and effective participation of a child with attention deficit hyperactivity disorder (ADHD) in society on an equal basis with peers. The clinical expert study involved 724 children (boys/girls (B/G) = 504/220): 471 children with ADHD (B/G = 381/90 (clinical group) aged 8.04±3.68 years and 253 children without ADHD (B/G = 123/130) (control group) aged 8.06±2.31 years. To assess the limitations of the functioning of children with ADHD, the basic set of codes of the International Classification of Functioning, Disability and Health (ICF core-Sets ADHD) was used. The assessment of disorders was carried out in the following format: 0 — no disorders or minor disorders (up to 4% loss); 1 — mild disorders (5—24 % loss), taking into account the developed assessment parameters. It has been established that in children with ADHD difficulties in obtaining a general secondary education are primarily determined by difficulties in controlling their behavior (r = 0.52, p<0.001), rather than impaired attention functions (r = 0.17, p<0.001 ) and difficulties in concentration (r = 0.20, p<0.001), focus of attention (r = 0.20, p<0.001). Difficulties in controlling their behavior in children with ADHD are most significantly determined by disorders in the function of impulses and energy (r = 0.51, p<0.001) and emotion dysfunctions (r = 0.33, p<0.001). Emotion dysfunctions are significantly correlated with psychomotor dysfunctions (r = 0.49, p<0.001) and difficulties in overcoming stress and stress coping (r = 0.42, p<0.001). Difficulties in controlling their behavior in children with ADHD are significantly correlated with difficulties in complex interpersonal interactions (r = 0.61, p<0.001), which, in turn, are determined by disorders of executive functions (r = 0.31, p<0.001) and dysfunctions of emotions (r = 0.49, p<0.001). The use of ICF codes makes it possible to form a rehabilitation diagnosis that defines the specific tasks of rehabilitation for a child with ADHD, improve interdisciplinary and interdepartmental interaction in the provision of medical, correctional and pedagogical assistance to a child with ADHD.

Ключевые слова: , , , ,
Автор(ы): T. A. Yemelyantsava, V. B. Smychek