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1. Make sure what you are dealing with really is ADHD. - PowerPoint PPT Presentation

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The following collection of suggestions are intended for parents and teachers of children of all ages. Some suggestions will be obviously more appropriate for younger children, others for older, but the unifying themes of structure, education, and encouragement pertain to all.

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The following collection of suggestions are intended for parents and teachers of children of all ages. Some suggestions will be obviously more appropriate for younger children, others for older, but the unifying themes of structure, education, and encouragement pertain to all.


1. Make sure what you are dealing with really is ADHD.

It is definitely not up to the teacher to diagnose disorders nor is it the parents , but together you can and should raise questions. Specifically, make sure someone has tested the child's hearing and vision recently and make sure other medical problems have been ruled out. Make sure an adequate evaluation has been done. The responsibility for seeing to all of this is the parents', not the teacher's, but the teacher can support the process. An evaluation can be done in most school settings at no cost to you.

An evaluation that involves the teacher would be of the utmost value.


2. Ask your child what will help.

These kids are often very intuitive. They can tell you how they can learn best if you ask them. They are often too embarrassed to volunteer the information because it can be rather eccentric. But try to sit down with the child individually and ask how he or she learns best. The best plans to handle ADD are when children are involved in the decision process. It is amazing how often their opinions are ignored or not asked for. In addition, especially with older kids, make sure the child understands what ADHD is.

3 organize yourself

It has been found in prior research that as many as 25-30% of parents who have a child with ADHD have ADHD themselves. Slow down, focus and be a role model of self-control and positive behavior. This is one of the most important steps toward treatment success!

3. Organize yourself!

4 make lists

Make lists. Children with ADD benefit greatly from having a table or list to refer back to when they get lost in what they're doing. They need reminders.

They need previews.

They need repetition.

They need direction.

They need limits. They need structure.

4. Make lists.

5 post clear concise rules

Have them written down and in full view. The child will be reassured by knowing what is expected of them.

Research suggests, if you do something everyday for approximately sixty days, it should become a habit, and part of your unconscious.

5. Post clear concise rules.

6 repeat directions

Repeat directions.

Write down directions.

Clarify directions.

But always give time to respond BEFORE you repeat the direction

People need to hear things more than once.

But no more than twice

6. Repeat directions.

7 make frequent eye contact

You can "bring back" achild with eye contact. Do it often. A glance can retrieve a child from a daydream or give permission to ask a question of just give silent reassurance.

7. Make frequent eye contact.

8 set limits boundaries

Limits are containing and soothing, not punitive. Do them consistently, predictably, promptly, and plainly and you alleviate stress for the child.

8. Set limits, boundaries.

9 don t debate your rules

Don't get into complicated, lawyer-like discussions of fairness. These long discussions are just a diversion. Take charge. Allow debate or discussion and allow gray areas of your limits and you create stress for the child and for yourself.

9. Don’t debate your rules

10 have as predictable a adult schedule as possible

Transitions and unannounced changes are very difficult for these children. Post it on the refridgerator. Refer to it often. If you are going to vary it, as most do, give lots of warning and preparation. as the time approaches.

10. Have as predictable a ADULT schedule as possible.

11 have as predictable a child schedule as possible

Try to help the kids make their own schedules for after school in an effort to avoid one of the hallmarks of ADD:


11. Have as predictable a CHILD schedule as possible

12 go for quality rather than quantity of homework

Children with ADD often need a reduced load. As long as they are learning the concepts, they should be allowed this. They will put in the same amount of study time, just not get buried under more than they can handle.

12. Go for quality rather than quantity of homework

13 monitor progress often

Children with ADHD benefit greatly from frequent feedback. It helps keep them on track, lets them know what is expected of them and if they are meeting their goals, and can be very encouraging.

13. Monitor progress often.

14 break down large tasks into small tasks

This is one of the most crucial of all teaching techniques for children with ADD. By breaking the task down into manageable parts, each component looking small enough to be do-able, the child can sidestep the emotion of being overwhelmed. In general, these kids can do a lot more than they think they can. other ways, too

14. Break down large tasks into small tasks.

15 let yourself be playful

have fun, be unconventional, be flamboyant. Introduce novelty into the day. People with ADD love novelty. They respond to it with enthusiasm. Every once in a while, if you can let yourself be a little bit silly, that will help a lot.

15. Let yourself be playful,

16 watch out for over stimulation

Like a pot on the fire, a child can boil over. You need to be able to reduce the heat in a hurry. The best way of dealing with chaos in the classroom is to prevent it in the first place.

16. Watch out for over-stimulation.

18 memory is often a problem with these kids

18. Memory is often a problem with these kids

Teach them little tricks like mnemonics, flashcards, etc. They often have problems with what Mel Levine calls "active working memory," the space available on your mind's table, so to speak. Any little tricks you can devise --cues, rhymes, code and the like -- can help a great deal to enhance memory.

19 use outlines

Teach outlining. Teach underlining. These techniques do not come easily to children with ADD, but once they learn them, the techniques can help a great deal in that they structure and shape what is being learned as it is being learned.

19. Use outlines.

20 announce what you are going to say

Say what you are about to say…………….. before you say it AND THEN ……Say it.

Then say what you have said. This kind of structuring glues the ideas in place. Don’t confuse this with repeating, this is rephrasing.

20. Announce what you are going to say

21 simplify

Simplify choices. Simplify scheduling. Simplify instructions.

The simpler the verbiage the more likely it will be comprehended.

And use language.

Like color coding, colorful language keeps attention.

21. Simplify

23 full hands busy hands

If you have a very active child, who tends to get into mischief when you turn around, give them something to do.

"Sort these towels,"

"Count these noodles,“

"Cut out pictures from a magazine."

For a child who walks too fast, have them carry a box or other item that will slow them down and keep them by your side. Keeping a child occupied will keep the child out of trouble.

23. Full hands Busy Hands

24 have a home point or reward system

24. Have a home point or reward system

Have a behavioral modification plan for younger children. Children with ADHD respond well to rewards and incentives..


If the child seems to have trouble reading social cues -- body language, tone of voice, timing and the like -- try discreetly to offer specific and explicit advice as a sort of social coaching. For example, say "Before you tell your story, ask to hear the other person's first," or, "Look at the other person when he's talking."

Many children are viewed as indifferent or selfish, when in fact they just haven't learned how to interact.


27 give responsibility

Whenever possible give responsibility back to the child. Self-esteem is built through challenges and successes, give your child the opportunity to succeed and teach them if they fail.

27. Give responsibility!

28 try a home to school to parent notebook

This can really help with the day-to-day parent-teacher communication and avoid the crisis meetings. It also helps with the frequent feedback these kids need. Try to use daily progress reports.

28. Try a home-to-school to parent notebook.

30 prepare for unstructured time

These kids need to know in advance what is going to happen so they can prepare for it internally. If they suddenly are given unstructured time, it can be over-stimulating.

30. Prepare for unstructured time.

32 handwriting is difficult

There is little doubt that kids with attention problems have difficulty sitting and attending to handwriting.

Keep an eye on how much writing is being asked and reinforce

your child for what they can write and up build from there.

Focusing on how much they can’t write will be

frustrating and increase their dislike for writing.

32. Handwriting is difficult

33 be like the conductor of a symphony

Get the orchestra's attention before speaking. Gain eye contact and only speak once you have your child’s attention (You may use silence, or the tapping of your baton, to do this.)

33. Be like the conductor of a symphony.

36 exercise

One of the best treatments for attention, in both children and adults, is exercise, preferably vigorous exercise.

Exercise helps work off excess energy, it helps focus attention, it stimulates certain hormones and neurochemicals that are beneficial, and it is fun.

36. Exercise.

37 always be on the lookout for sparkling moments

These kids are far more talented and gifted than they often seem. They are full of creativity, play, spontaneity and good cheer. They lend to be resilient, always bouncing back. They tend to be generous of spirit, and glad to help out.

37. Always be on the lookout for sparkling moments.

38 work together with a co parent not against them

38. Work together with a co-parent, not against them.

If you have differing attitudes or ideas about parenting, take some time to discuss what approach will be best, and agree. Kids need to see unity; it gives them a sense of security and reduces manipulation.



Don’t enable your child by encouraging or reinforcing the ADHD label to avoid responsibility.

Work to get rid of that label and let your child be themselves….not a diagnosis. Your child is a wonderful person not a label.

40 family meetings


Plan one night a month for a FAMILY MEETING. Keep an agenda, review family rules, have everyone say something good about everyone else. Finish with fun. Play a game or eat pizza. Make it part of the family routine.

41 eat together as a family

This is the best time of the day to slow down, and really talk to your kids. More importantly, listen to what your kids are talking about. With today's active schedule, make a commitment to spend mealtime together, even if it is just a few times a week.

41. Eat together as a family.

43 the homework box

Find a box for your child to decorate any way they like. Place it by the front door. When homework is completed it goes in the box every night. Creative ideas include: Magic box, favorite animal that needs to be fed homework box or locked treasure box where a pirate’s gold is placed. Have fun with it and create it together.

43. The Homework Box

44 organize your thoughts and choices out loud with your child

44. Organize your thoughts and choices out loud with your child.

    • When you have things to do share with them your system for getting them done and break it down into steps that they can easily understand.  
  • To Do List
45 talk less

45. Talk less.

Shorten what you say in to tight concise easily understood statements and your frustration level will decrease. Guaranteed.

How many times do I have to ask you to go to your room…you…..are starting to get……

Go to your room

46 don t use adhd as a crutch

There are many, many worse disabilities in the world and many that have been overcome. ADHD is not a reason for failure.

Deal with it, BE FRUSTRATED BY IT and overcome the difficulties it presents but don’t use it to make deals or excuses for your child.

46. Don’t use ADHD as a crutch.

47 use a homework timer

Set a kitchen timer for a set amount of time for homework to be completed in. When the timer is up, the homework is put away.

Done or undone.

This will reduce the battle at home and place the responsibility back on your child for the consequence in school.

This may be hard for a lot of parents but after a

few trials it works!

47. Use a homework timer

48 do not reinforce interrupting

By stopping your conversation to attend to your child’s disruption immediately every time you are inadvertently reinforcing interrupting .

Interrupting is one of the main complaints teachers have from students in their classroom. This is a learned behavior that you can help change.

48. Do not reinforce interrupting

49 track your child s behavior with notes or data on a calendar

Keep track of the good days and the bad. You will be able to identify patterns in your child’s behavior and ways to handle those difficult days. In addition, if you go to your pediatrician you can give him solid information to make educated decisions if necessary.

49. Track your child’s behavior with notes or data on a calendar.

50 go online and learn more about add adhd

50. Go online and learn more about ADD/ADHD

There are support groups and resources out there for you.