Empirical approach to educational support for children manifesting hyperactive behavior during preparatory and early elementary school period

There are various procedures in the treatment of hyperactivity disorder in children. Lately, the multimodal approach is increasingly being discussed, which, in addition to traditional methods in treating this disorder, includes the support of preschool educators and teachers during educational work. The main goal of this paper is to determine whether there are significant statistical differences in educational support that preschool educators and teachers provide to children and students with hyperactive disorder during educational activities. The results show that there is a statistically significant difference in the responses of preschool educators and teachers in several aspects of educational support. The conclusion of the research would be that the preschool educators need additional training in relation to the pedagogical program of support for children and students in preschool institutions and schools. Also, better cooperation should be achieved with parents of children who exhibit hyperactive behavior, in order to achieve the consistency of educational workers and parents in pursuing their demands in relation to these children.