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