| Parents of children that have been diagnosed with | | | | seconds to shift gears and refocus their energies |
| ADHD often feel like they are talking to brick | | | | on what you are going to say. Eye contact is |
| walls. This is generally because the child has quit | | | | crucial to effective communication. |
| paying attention relatively early in the | | | | Deliver your message in a calm manner. Use |
| conversation and has focused their attention | | | | pauses and silences between important steps to |
| elsewhere. This is not the child nor the parent's | | | | allow the child to process the information. Use |
| fault. This is a normal scenario that happens | | | | your voice to emphasize key words that let the |
| everyday in a child with ADHD. They have limited | | | | child know that particular word is significant. If |
| attention spans and are easily distracted. | | | | possible, physically show them or use hand |
| So how can parents actually get a message | | | | gestures to get the message across. |
| across before the child loses interest? By using | | | | Once the delivery is complete, ask the child to |
| some important communication skills, parents can | | | | repeat what you have told them. If they missed |
| successfully deliver a set of instructions that is | | | | something or did not quite grasp certain parts of |
| actually heard by the child. | | | | the message, restate only those pieces. Follow-up |
| Before a parent begins talking to the child, it is | | | | with the child to ensure the task was completed |
| imperative you have the child's complete, | | | | to your satisfaction. |
| undivided attention. It is helpful to turn off the TV | | | | Do you want to learn exactly how to eliminate |
| or temporarily mute it. Do not set the child up for | | | | your child's out-of-control and defiant behavior |
| failure by allowing them to become distracted. | | | | without using Punishments, Time-Outs, Behavioral |
| Once the child is looking at you, give them a few | | | | Plans, or Rewards? |