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