The article is devoted to the study of the prevailing forms of disruptivebehavior, characteristic of younger students with attention deYcit and hyperactivity disorder (ADHD). In studies of domestic and foreign psychologists found no speciYc data on the prevailing forms of disruptive behavior of pupils and the nature of the inZuence of non-constructive behavior in the emergence of negative psychologicalconsequences. To study the prevailing forms of disruptive behavior of younger schoolchildren with ADHD, to determine their intensity in the general behavioral repertoire and dynamics throughout primary school used the technique “Expertise in the behavior of the intensity of aggression” (M. E. Weiner) and the projective technique “test ofhand” (Hand-test). In a comparative study involved 50 elementary school children diagnosed with ADHD and the same number of peers who do not have deviations in mental development. Particular attention was drawn to the presence in behavioral repertoire of younger students in both categories aggressive manifestations. The results revealed the dominant forms of disruptive behavior, reliably recorded by elementary school students with ADHD – namely, hyperactive, and deYant protestbehavior. Among the negative consequences associated with these behaviors most of the studied throughout primary school decreased productivity on employment and deteriorating relationships with adults and peers. It is shown that aggressive behavior of students in grades 1–4 with ADHD is not a distinct form of disruptive behavior. Draw the conclusion about the necessity of psychological intervention tocorrect non-constructive behavior of young schoolchildren with ADHD.