| Attention Deficit Disorder or ADD is a | | | | conjunction with parental permission |
| condition that's characterized by | | | | will be a great way to achieve success |
| behavioral & learning disorders. These | | | | in this mission. It is important to know |
| are usually diagnosed in children. | | | | that pairing expectation & |
| Sometimes, the disorder lingers on till | | | | time-commitments should be limited to |
| adulthood. | | | | increase the opportunity for success.f) |
| It is very important to improve social | | | | Students having attentional problems |
| skills if you want to treat the disease | | | | usually do well in the cooperative group |
| effectively. | | | | instructional format.g) Make a |
| Here are some effective tips to improve | | | | friendship plan. This helps the students |
| social skills of the child with ADD:a) | | | | to enhance self esteem.h) Using guided |
| First, you need to provide a safe | | | | observations of the child's peers on the |
| environment for the child. Here, the | | | | playground is a great way to learn |
| emphasis needs to be made on the | | | | social skills. You can also break up the |
| development of friendship with the | | | | recess in to ten minutes of activity |
| child.b) Second, respect the child. You | | | | where there is a ten minute check-in & |
| should never belittle him in front of | | | | again a ten minute period activity.i) |
| his or her friends. The belittling | | | | Make sure that you meet with your |
| attitude from the children will be seen | | | | student prior to his lunchroom or play |
| as the green signal from the teacher to | | | | period to analyze his overall plan for |
| belittle the child.c) You need to | | | | recess activity & who is his partner for |
| understand that students with a lot of | | | | lunch. You need to process the activity |
| attentional problems experience many | | | | with your student after recess & then |
| difficulties socially. This is more | | | | make suggestions for the coming day. |
| common in maintaining peer | | | | Here are the some other important tips |
| relationships. Students experience a lot | | | | to help students with ADD in your |
| of trouble in acting impulsively. They | | | | classroom:a) Using highlighters will |
| tend to take other's action's as | | | | help ADD children as they are very |
| criticism & unable to understand | | | | right-brained & visual.b) Encourage |
| positive feedback.d) Children with ADD | | | | movement in the classroom. The learner |
| tend to play easy with older or younger | | | | will thrive.c) The ADD child should be |
| children when their roles are clearly | | | | sent on errands. It increases the self |
| defined. However, they are unable to | | | | esteem of the child.d) Do not punish the |
| learn from experience. They ramble | | | | ADD child by withholding sports or other |
| during conversation & tend to say things | | | | school-related activities.e) The child |
| that may be embarrassing things to | | | | requires to stay active. If you have to |
| peers. Hence, it is important to enlist | | | | punish the child, you may restrict TV |
| the support of peers in the classroom. | | | | viewing or computer time.f) You need to |
| This helps enhancing the self confidence | | | | discipline non-complaint behavior.g) |
| & esteem of the students.e) Another | | | | Interacting physically with ADD child |
| beneficial are can be cross-age tutoring | | | | will help. A slight touch on the arm or |
| with younger or older students. Adequate | | | | head can keep his or her focus on task. |
| preparation of the paired student in | | | | |