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