SYSTEMATIC APPROACH TO STUDYING THE FORMATION OF COGNITIVE STATUS AND NON-SPECIFIC SCHOOL MALADJUSTMENT IN CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER

Abstract

This article examines the mechanisms underlying cognitive development and the phenomenon of non-specific school maladjustment in children with attention deficit hyperactivity disorder (ADHD). The article examines the neuropsychological, behavioral, and emotional-personal components that determine the characteristics of a child's academic performance in the modern educational environment. An analysis is conducted of the relationship between executive function deficits, impaired voluntary attention, decreased information processing speed, and the development of persistent academic difficulties. It is shown that 62–78% of children with ADHD exhibit signs of cognitive disorganization, accompanied by decreased academic productivity, emotional instability, and impaired social adaptation. Particular attention is paid to the phenomenon of "hidden maladjustment," in which a child's intellectual potential is preserved, but academic performance remains fragmented due to dysfunction of the frontostriatal circuits and the insufficiency of regulatory mechanisms. Examples of the clinical and psychological profiles of schoolchildren with various types of cognitive deficits are presented. Cause-and-effect relationships between neurobiological disorders, behavioral characteristics, and decreased academic performance are revealed. The material focuses on an interdisciplinary approach integrating child neurology, clinical psychology, neuropsychology, and special education.