Application of sensorimotor correction method in self-regulation formation disorder in primary school children

Abstract

The issue of formation of self-regulation is of interest to various psychological disciplines. The uncorrected violations of the formation of self-regulation can lead to school disadaptation. We presented results of applying the methodology of sensorimotor correction in work with self-regulation disorder in children of primary school age. The level of development of self-regulation was defined in the neuropsychological examination. The effect of sensorimotor correction for this type of deviation in mental development is due to the orientation on the mechanism of impaired mental dysontogenesis, through the influence on motor and sensory components of the whole psychic of the child. The result of the work conducted was a pronounced increase in the level of self-regulation in experimental group compared to the control. The features of individual stages of the correctional program are described. Additional ways of work to develop the skills of self-regulation are proposed. Particular attention is paid to the importance of parental involvement in the correctional process.

Keywords

• formation of self-regulation
• primary school age
• school disadaptation
• sensorimotor correction
• three level model of self-regulation
• neuropsychological study