Needed:
structure, education, and
encouragement and support
1.
Make sure what you are dealing with
really is ADD/ADHD.
Make sure
someone has tested the child's
hearing and vision recently, and
make sure other medical problems
have been ruled out and that an
adequate evaluation has been done.
Keep questioning until you are
convinced. Listen to your gut
feeling, you know your child the
best. Keep looking until you are
happy. Seek more than one opinion if
your not happy with the diagnosis.
2.
Build your support.
Make sure
there is a knowledgeable person with
whom you can consult when you have a
problem (learning specialist, child
psychiatrist, support group, social
worker, school counsellor,
paediatrician -- the person's degree
doesn't really matter. What matters
is that he or she knows lots about
ADD, has seen lots of kids with ADD,
knows his or her way around a
classroom, and can speak plainly.)
Make sure the teachers are working
with you.
3.
Know your limits.
Never be
afraid to ask for help. You should
feel comfortable in asking for help
when you feel you need it.
4.
Remember that ADHD kids need
structure.
They need
their environment to structure
externally what they can't structure
internally on their own. Make lists.
Children with ADD benefit greatly
from having a table or list to refer
to when they get lost in what
they're doing. They need reminders.
They need previews. They need
repetition. They need direction.
They need limits. They need
STRUCTURE.
5.
Post rules.
Have them
written down and in full view. The
children will be reassured by
knowing what is expected of them.
Constantly reinforce rules as some
adders have short term memory
problems. Make your child aware that
for rules that are broken there will
be consequences. Get them to help
you take part in what is fair
consequences to breaking rules.
6.
Repeat directions.
Write down
directions. Speak directions. Repeat
directions. People with ADD need to
hear things more than once.
7.
Make frequent eye contact.
You can "bring
back" an ADD child with eye contact.
Do it often. A glance can retrieve a
child from a daydream or just give
silent reassurance.
8. Set
limits, boundaries.
This is
containing and soothing, not
punitive. Do it consistently,
predictably, promptly, and plainly.
DON'T get into complicated,
lawyer-like discussions of fairness.
These long discussions are just a
diversion. Take charge.
9.
Have as predictable a schedule as
possible.
Post it on the
refrigerator, the child's door,
bathroom mirror. Refer to it often.
If you are going to vary it, give
lots of warning and preparation.
Transitions and unannounced changes
are very difficult for these
children. They become
discombobulated. Help the kids make
their own schedules for after school
in an effort to avoid one of the
hallmarks of ADD: procrastination.
10.
Take special care to prepare for
transitions well in advance.
Announce what
is going to happen, then make repeat
announcements as the time
approaches. This is a good tool if
your child is on the computer or
play station, remind them what time
they are to come off and 1 hour
before then every 15 minutes remind
them its so many minutes to go
before coming off.
11.
Remember your the adult and your in
charge
Try to stay as
calm as possible as in elevating
your voice pitch can increase the
challenging behaviour and stress
everyone out. If it does explode
leave the room and calm yourself
down.
12.
Knowledge is Power
If your child
is diagnosed with a disability or
disorder learn as much as you
possibly can, read books, browse the
internet, join a support group or
email forum. Educate yourself, this
is a great tool!!
