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