| Many families who have children diagnosed with ADD | | | | lectures |
| ADHD or just lack the focus to finish tasks are | | | | - If task is complex, break it down into steps. |
| frustrated. They have tried everything before seeking | | | | - Do not embarrass your child in front of friends, find a |
| professional advice. Most want a magic word or | | | | signal (touching nose, hand on heart) that indicates the |
| action that will help the whole family operate smoothly. | | | | child needs to slow down and watch his boundaries. |
| Tricks and tips that worked with their other children | | | | - Partner with teachers in school, church and activities |
| often are short lived with these kids. | | | | to build self-esteem in child. |
| Parents tell me that using consequences works for a | | | | - Model behavior that your child can follow. |
| short time, but the effectiveness slows down as the | | | | For Teens and Young Adults |
| child loses interest or the parent resorts to old | | | | - Important to involve the teen in decisions, |
| methods of discipline. Most solutions that work with | | | | expectations, rewards and consequences. |
| successful families rely on common sense and | | | | - Empower them to make decisions for themselves, |
| consistency. You will find the following tips easy to use | | | | with your guidance at first. |
| if the idea is coupled with consistency in follow through | | | | - Remember how sensitive teens are to peer |
| and consequences for the child that make sense. | | | | acceptance.- respect clothes, music and friend choices. |
| ADD ADHD Behavior Management | | | | - Don't blame all obnoxious behavior on ADD/ADHD. |
| For young children, | | | | Remember that most teenagers act strange at times. |
| - it is important to maintain a consistent routine each | | | | - Set a good example for your teen. Adults who |
| day. | | | | support and love them are very important in the lives |
| - Give instructions in short sentences. End with what | | | | of all children, but especially those who have difficulties |
| you want done right now. | | | | with attention and behaviors. Discipline and managing |
| - Let them know before a change is coming or | | | | behavior techniques that work in one family, may not |
| something new is going to happen. | | | | work in yours. Each child and family is unique and |
| - Right before an activity, give clear boundaries and | | | | special. In determining if a consequence or reward will |
| expectations. | | | | work with your child, consider temperament, interests |
| - Use a timer to reinforce structure. | | | | and abilities. |
| For older children | | | | Using consistent guidelines and consequences will help |
| - Set up clear system of rewards and consequences. | | | | your family manage ADD/ADHD behavior more |
| Make sure child understands and agrees. | | | | effectively for everyone involved. Good luck. I have |
| - Give clear instructions in small conversations, not | | | | confidence in your ability to do this. |