Makes careless mistakes, is inattentive to detail Has trouble paying attention (tasks, playing) Doesn’t seem to be paying attention when someone is talking to him Doesn’t follow through (homework, chores, jobs); easily sidetracked Is organizationally challenged Avoids tasks requiring sustained focus (like schoolwork) Can’t keep track of or often loses keys, glasses, papers, tools, etc. Is easily distracted Is forgetful/loses things Blurts out answers before the question is asked
Fidgety, squirmy; taps hands or feet Feels restless, running or climbing inappropriately Struggles to play quietly/do quiet activities “On the go” as if “driven by a motor” Excessive talking Struggles to wait for his turn Interrupts others, inserts self into others’ discussions/games
This person will also be able to determine whether your child’s symptoms can be better explained by or attributable to another mental or psychotic disorder.
Talk with your doctor or mental health professional about other disorders or conditions that might have symptoms that are similar to ADHD.
Find an organization which will allow you and your child to volunteer together, such as a local food pantry. Host parties and encourage attendance at parties that will help your child to live as normal a life as possible. If your child is invited to a birthday party, have a frank discussion with the hosting parents and explain that you need to attend to act as an anchor—and disciplinarian, as necessary. They will appreciate your candor and your child will benefit from the experience.
Consistency and routines will help your child participate around the house more easily. Chores are often a sticking point for children, especially those with ADHD. Decrease the arguments and petulance of assigning chores by setting and enforcing a consistent time they occur. Tie them to a regular reward whenever possible. For example, instead of serving dessert at the end of dinner, serve it after the table is cleared and dishwasher loaded. Beds must be made before going outside to play.
When you give instructions, give them one step at a time. Then have your child repeat the instruction then getting praise at each step. [15] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005). For example: Loading the dishwasher: First load all the plates on the bottom. (“Great job!”). Now load all glasses on the top. (“Excellent!”). Next is silverware …
Buy a kitchen timer to take outside when you want him to come in after 15 minutes—or play a CD and tell her she needs to complete her chores by the time it ends. You can teach a child to brush teeth the right length of time by humming the ABCs or the Happy Birthday song. Play beat the clock by trying to finish a chore before a particular song ends. Sweep the floor to the rhythm of a song. [17] X Research source Organize Your ADD/ADHD Child: A Practical Guide For Parents by Cheryl R. Carter (2011).
Label storage tubs with corresponding pictures. Have separate storage tubs for different toys (dolls in the yellow bucket with a picture of Barbie taped on it, My Little Pony toys in the green bucket with the horse picture attached, etc. ). Separate clothing so that socks have their own drawer and there’s a picture of a sock on it, and so on. [20] X Research source Putting On The Brakes: Young People’s Guide to Understanding Attention Deficit Hyperactivity Disorder (ADHD) by Patricia O. Quinn & Judith M. Stern (1991). , [21] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005). Keep a box or a storage bin in a central location of the home where you can pile your child’s toys, gloves, papers, Legos, and other miscellany that tend to spread all over the place. It will be easier for the child with ADHD to empty that bucket than to be told to pick up all her things from the living room. [22] X Research source Putting On The Brakes: Young People’s Guide to Understanding Attention Deficit Hyperactivity Disorder (ADHD) by Patricia O. Quinn & Judith M. Stern (1991). You also might establish a rule that the third time you find Darth Vader in the living room unattended, he gets confiscated for a week—or that if the bucket gets full, a lid will be put on it and it’ll vanish for a while with all those special treasures inside.
For some students, success will be obtained relatively easily by establishing consistent schedules, routines, and homework communication methods as well as utilizing effective organizational tools such as planners, color-coded binders, and checklists.
If the teacher(s) can’t or won’t commit to initialing the planner every day, ask the teacher to help find a responsible student—a homework buddy [24] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). —to check the planner before dismissal each afternoon.
Be sure homework doesn’t start the second your child walks in the door. Let him get rid of excess energy rising a bike or climbing trees for 20 minutes, or let him chatter and get that excess talking out of his system before telling him to do seatwork.
Provide a brain-food snack such as peanuts as you review the assignments.
Some teachers will allow students to have a “home set” of textbooks. [28] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). This might be a recommendation for inclusion on an IEP as well.
Be sure that the IEP is specific to your child and that your input is included in the form. Do not sign a completed IEP until you have reviewed it and added your input. [29] X Research source The school is legally bound to follow the guidelines laid down in the IEP. Teachers who fail to follow the IEP can be held liable. The school is also required to invite parents to regular IEP conferences to evaluate the progress of the child and the effectiveness of the plan. Then adjustments can be made as needed. Once a child has an initial IEP, it becomes easier to establish special education services when changing schools or transferring to a new school district.
Work overtime to “catch him being good”[31] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005). and praise every conceivable achievement, however silly you might feel at first.
For instance, instead of admonishing, “Don’t interrupt!” the rule can be reminded as “Wait your turn,” or “Allow your sister to finish what she was saying. ” It might take practice to flip those negatives from “Don’t talk with your mouth full!” to “Finish what’s in your mouth before sharing. ” But work to make it a habit.
Buy a little bucket and stock it with “carrots. ” These can be little rewards you can dole out when your child complies with a directive or behaves appropriately. Get a roll of stickers, a bag of 20 plastic army guys at a dollar store or a sack of 12 sparkly rings from the birthday party aisle. Get creative and add homemade coupons good for a popsicle, 10 minutes on the computer, playing a game on Mom’s phone, getting to stay up 15 minutes later, getting a bubble bath instead of taking a shower, etc. In time you can cut back to intermittent tangible rewards. [33] X Research source Organize Your ADD/ADHD Child: A Practical Guide For Parents by Cheryl R. Carter (2011). Instead, use verbal praise, hugs, and high-fives that allow you to continue a high degree of positive input[34] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005). that will motivate your child to behave while building his or her self-esteem.
Organize the form for the ADHD brain, which increases the odds of achieving success. This is also good for self-esteem. Make a checklist[36] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). built around the child’s schedule,[37] X Research source Organize Your ADD/ADHD Child: A Practical Guide For Parents by Cheryl R. Carter (2011). showing the deadlines for completing tasks. [38] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005). Choose possible rewards that will motivate your child. This system also serves to externalize those motivations. [39] X Research source ADHD and the Nature of Self-Control by Russell A. Barkley (1997).
In addition, the consequence applies whether the misbehavior happens at home or in public. Consistency is vital, and a lack of it can lead to a child developing confusion or willfulness. It’s crucial that all caretakers are on board, disciplining the same way. [43] X Research source Dr. Larry’s Silver’s Advice to Parents on ADHD by Larry N. Silver (1999). When there is a weak link amongst the adults in the child’s sphere, that weakness will be exploited every time. He or she will “shop for a better answer” or play the “divide and conquer” game. Be sure that the babysitter, Sunday school teacher, daycare or after-school provider, scout leader, grandparents, and other adults who have charge of your child are on board with your desire for consequences that are consistent, immediate, and powerful. Don’t backtrack on consequences. If you threaten a dire consequence, and the bad behavior occurs, follow through on the promised punishment. If you don’t follow through, your child won’t listen the next time you try to coerce good behavior or prevent bad behavior. This is because you’ll already have a track record in his or her eyes. [44] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
Don’t talk until your child is focused on you. Make sure your child is making eye contact with you. If you assign a task, make the instructions brief and have him repeat it back to you. Wait for the job to be completed before distracting him with anything else. [55] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
Choose a designated spot in your house where your child will stand or sit quietly. This should be a place where he or she cannot see the television or otherwise be distracted. Designate an amount of time to remain quietly in place, self-calming (usually not more than one minute per age of the child). As the system becomes more comfortable, the child might remain in place simply until he or she has achieved a calm state. Then ask permission to come talk it over. The key is to allow the child time and quiet; give praise for a job well-done. Don’t think of timeout as a punishment; consider it a reboot.
Help your child develop cause-and-effect and problem-solving skills by troubleshooting possible problems together. [58] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). Make it a habit to think about and discuss possible pitfalls with your child before going to dinner, the grocery, a movie, church, or other public places. [59] X Research source Taking Charge of ADHD: The Complete, Authoritative Guide For Parents by Russell A. Barkley (2005).
Your child’s psychiatrist or pediatrician may also add a prescription to improve sleeping such as clonidine[63] X Trustworthy Source National Institute of Mental Health Informational website from U. S. government focused on the understanding and treatment of mental illness. Go to source or melatonin.
Some of the side effects may be more worrisome. For instance, youth taking atomoxetine must be monitored closely for potential increased suicidal ideation. [64] X Trustworthy Source National Institute of Mental Health Informational website from U. S. government focused on the understanding and treatment of mental illness. Go to source
For example, many medications can be taken in an extended-release format, which erases the need to deal with dosing at school. [65] X Research source What Causes ADHD? (by National Institute of Mental Health) Some individuals decline regular usage of medication and take it only on a situational basis. In these cases, individuals want a fast-acting version. For older children who learn to compensate for their ADHD challenges, medication may become unnecessary or be reserved for special occasion usage, such as when taking college entrance exams or finals.
Experts recommend a diet rich in complex carbohydrates to boost serotonin for improved mood, sleep, and appetite. [67] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). Skip simple carbs (sugars, honey, jelly, candy, soda, etc. ) [68] X Research source ) that cause a temporary serotonin spike. [69] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). Instead, choose complex carbohydrates such as whole grains, green vegetables, starchy vegetables, and beans. [70] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). These all act as an energy “time-release. ” [71] X Trustworthy Source Centers for Disease Control and Prevention Main public health institute for the US, run by the Dept. of Health and Human Services Go to source Serve a protein-rich diet that includes several proteins over the course of the day to keep dopamine levels high, which helps improve focus. [72] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). Proteins include meat, fish, and nuts, as well as several foods that double as complex carbs: legumes and beans. [73] X Trustworthy Source Centers for Disease Control and Prevention Main public health institute for the US, run by the Dept. of Health and Human Services Go to source Choose omega-3 fats. ADHD experts recommend improving the brain by avoiding “bad fats” such as those found in trans-fats and fried foods, burgers and pizzas. Instead, choose omega-3 fats from salmon, walnuts, avocados and more. [74] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). These foods may help lower hyperactivity while improving organizational skills.
Children need about 10 to 12 hours of sleep every night. [77] X Research source Teens need about eight to ten hours of sleep every night. [78] X Research source
Go for bike rides with your child, or take him for hikes. Sports can be a great option for your child. Enroll your child in a sport that he enjoys playing. Usually, sports with more constant motion are better choices, such as basketball or soccer. Sports with more waiting or “down time” such as softball may not be as good for children with shorter attention spans.
