| re certain behavior problems associated with ADD | | | | than often. |
| that results in other problems. Children who tend to | | | | -Healthy behavior |
| show disruptive behavior in school are often labeled as | | | | You should actually exhibit behaviors that you want |
| bullies or trouble makers. Some people also label them | | | | the child to follow. |
| as plain dumb. | | | | - Partner for difficult tasks |
| Children suffering from other end of the disease are | | | | In case, a child is struggling to learn or remember a skill, |
| often termed as lazy or underachieving. In order to | | | | assist him with a responsible older child or an instructor |
| make things worse, these children face difficulty in | | | | for providing help. The older child must know that his |
| understanding what’s wrong with their behavior. | | | | job is to act as a role model & a helper. This will let him |
| This explains the tendency to become shocked when | | | | understand the child with ADD better & behave |
| things go wrong. One of the biggest challenges is to | | | | accordingly. |
| improve the behavior of the ADD child & teaching him | | | | - Feedback |
| to recognize the consequences of the actions he | | | | You need to keep a track of the amount of positive & |
| indulges in. It is also difficult to let him see things from | | | | negative feedback you are giving to a child with ADD |
| other people’s point of view. | | | | in class. You need to focus on areas where you can |
| Here are some important steps to take in order to help | | | | praise the child. |
| students managing the behavior in class with ADD: | | | | - Be specific |
| - Identity problem behavior | | | | An ADD child needs specific action messages & |
| You need to objectively identity what problem | | | | instructions. Try to know the exact difficulty of the child |
| that’s interrupting the child’s learning. In | | | | such as what he can’t pay attention to or what |
| this case, you may take help of some of the other | | | | makes him aggravate or behave in a particular |
| instructors. Make a chart. List the behavior that occurs | | | | problem. |
| most frequently. Try to figure out what triggers it & | | | | -Use rewards |
| what is the degree of disruption. You need to be as | | | | Look for appropriate rewards for the child. You can |
| specific as possible. For each problem that you | | | | praise the child in front of the class to raise his or her |
| recognize, try to jot down at least one strategy that | | | | confidence level. Go for stars or tickets for material |
| may eliminate or change the behavior. | | | | award. This will encourage him to act well the next |
| - Identify the problem in class environment | | | | time. |
| You need to look at the way you & other instructions | | | | - Never use ADD for an excuse |
| treat the child, think whether you are over harsh. You | | | | Never use ADD for an excuse for a child’s |
| need to analyze whether you are expecting more | | | | behavior. You need to make efforts to help the child |
| than the required from your child. Try to change your | | | | improve his behavior. |
| behavior if you are in a habit to punish your child more | | | | |