| Class Dismissed,
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| | When I need to do something, and since I
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| Millions of children long to hear each
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| | don't think and act at the same time; the
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| day those wonderful words Class
| |
| | best thing for me to do is sit down and
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| dismissed. However, different children
| |
| | write out the steps ahead of time. Then I
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| respond to those words differently. Most
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| | have follow the list. By following the
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| students learn fairly quickly that when
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| | list, I get it done and if I am
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| the teacher dismisses them that they need
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| | distracted, I know where to go to find
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| to check their homework, put the right
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| | out what to do next. Before I finish, I
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| books in their backpack, make sure they
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| | check the list to make sure I did all of
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| have the materials they need, straighten
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| | the steps.
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| up the desk and possibly put up their
| |
| | The same process can be followed when
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| chair and then leave. But the ADD child
| |
| | helping your child be successful. By
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| responds to Class dismissed by bolting
| |
| | sitting down ahead of time, prompting
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| out the door leaving homework, books,
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| | them to write out the necessary steps,
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| materials, jacket, backpack, etc. behind.
| |
| | and impressing on them to follow the
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| Why Punish them for things they can't
| |
| | list; you reduce the multi-step activity
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| control?
| |
| | to one action.
|
| Our pleadings, scoldings, groundings, and
| |
| | As an example, when the teacher says
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| bribings fail to create a long term
| |
| | Class dismissed, your child will open up
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| solution. What can we do to help our
| |
| | their binder to find the list posted on
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| child be successful?
| |
| | the inside cover.
|
| This is only one example of a much larger
| |
| | 1. Do you have your homework written down
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| pattern common to ADD. The reason for
| |
| | into your calendar?
|
| this behavior is not to avoid homework,
| |
| | 2. Do you have the books you need for
|
| it is not to make us mad, it not
| |
| | that homework?
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| deliberate. ADD people struggle with
| |
| | 3. Do you have the homework paper?
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| thinking and acting at the same time.
| |
| | 4. Do you have the supplies that you need
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| They just do. They just do the one
| |
| | for the homework?...
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| response that comes to their mind and
| |
| | If they follow the list, they succeed.
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| usually the one that brings the most
| |
| | I know, how in the world are we going to
|
| immediate pleasure.
| |
| | make sure the list is followed?
|
| This also explains why when you tell your
| |
| | ADD people lose concentration by
|
| little angel to hang up her jacket, get
| |
| | definition, they need ways to remind
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| out her homework, get a snack from the
| |
| | themselves what they should do next.
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| refridgerator, and settle down to do
| |
| | Plan, do and review can be a very
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| homework, she will get a snack and not do
| |
| | powerful tool once added to the goals and
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| the rest. You will probably find her in
| |
| | rewarding yourself for each step, this
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| front of the TV enjoying her treat. Would
| |
| | reinfources us too this step as positive.
|
| this make you mad, if so know the
| |
| | Listed below are the steps of Plan, Do
|
| syptoms, so you can be part of the
| |
| | and Review. Plan
|
| sloution not the problem!
| |
| | 1. Determine the necessary steps in
|
| What can we do to help our child be
| |
| | order.
|
| successful?
| |
| | 2. Determin the necessary items.
|
| One important principle for training
| |
| | 3. Determine a reasonable time per task
|
| successful habits for ADD children is:
| |
| | Do
|
| Separate the Thinking from the Doing.
| |
| | 1. Follow plan consistently
|
| Often at the moment of action, ADD people
| |
| | 2. Monitor each step
|
| have a hard time thinking in steps;
| |
| | 3. Celebrate completion
|
| therefore, steps are often missed. I
| |
| | Review
|
| suffer still from this problem as an
| |
| | 1. Check for completeness
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| ADDult. I compensate by a process I call
| |
| | 2. Check for accuracy/quality
|
| Plan, Do and Review. I try to make sure
| |
| | 3. Evaluate and revise plan
|
| there is a goal in each step, I stop and
| |
| | By separating the thinking from the
|
| think is this correct, if not why and I
| |
| | doing, especially for routine tasks, you
|
| continue to do this step by step and it
| |
| | can help your ADD child succeed in life.
|
| really helps.
| |
| |
|
