| It can be an enormous task to try and get a child | | | | child responsibility. This can be done by holding the |
| ready for school in the morning or to bed at night. | | | | child accountable for their action or inaction. |
| Often times, it ends up leaving the parent and | | | | You can help ease these transitional periods by |
| child frustrated and possibly angry at one another. | | | | giving the child a countdown. Let them know |
| These time-bound tasks add a certain rush quality | | | | when there is ten minutes before it is time to |
| that many children just do not fully understand. | | | | leave for school or before bedtime. This allows |
| Younger children have no real concept of time, | | | | the child to prepare themselves for the next part |
| which leaves the process up to the parent to | | | | of their daily routine. It may be necessary to give |
| orchestrate. | | | | them five minute warnings as well. Adhere to the |
| Children with ADHD will often forget what they | | | | designated time. Do not give in to pleas for one |
| are supposed to be doing in order to get ready | | | | more minute. Giving in one time tells the child the |
| for these transitional phases. They are easily side | | | | designated time is flexible. The more the routine is |
| tracked and tend to forget what they are | | | | enforced, the easier it will become for the child to |
| supposed to be doing. Parents will need to remind | | | | remember and follow. |
| the child about the next step in the getting ready | | | | Do you want to learn exactly how to eliminate |
| process. The reminder should be said in a calm, | | | | your child's out-of-control and defiant behavior |
| matter of fact voice. Do not get angry. Older | | | | without using Punishments, Time-Outs, Behavioral |
| children may only need to be asked what they | | | | Plans, or Rewards? |
| should be doing. It is very important to teach the | | | | |