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