Managing ADHD

WHAT IS A.D.H.D….????

(Attention Deficit Hyperactivity Disorder)

Symptoms

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1.     An Inattentive type, with signs that include:

·        inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities

·         difficulty with sustained attention in tasks or play activities

·         apparent listening problems

·         difficulty following instructions

·         problems with organization

·         avoidance or dislike of tasks that require mental effort

·         tendency to lose things like toys, notebooks, or homework

·         distractibility

·        forgetfulness in daily activities

2.     A hyperactive-impulsive type, with signs that include:

·        fidgeting or squirming

·        difficulty remaining seated

·        excessive running or climbing

·        difficulty playing quietly

·        always seeming to be "on the go"

·        excessive talking

·        blurting out answers before hearing the full question

·        difficulty waiting for a turn or in line

·        problems with interrupting or intruding

3.  A combined type (ADHD), which involves a combination of the other two types and is the most common

Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.

Learning Disabilities

About half of all kids with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.

Treating ADHD

ADHD can't be cured, but it can be successfully managed. The goal is to help a child learn to control his or her own behaviour and to help families create an atmosphere in which this is most likely to happen.

Behavioral Therapy

Behavioral therapy attempts to change behaviour patterns by:

·        reorganizing a child's home and school environment

·        giving clear directions and commands

·        setting up a system of consistent rewards for appropriate behaviours and negative consequences for inappropriate ones

Here are examples of behavioural strategies that may help a child with ADHD:

·        Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores.

·        Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.

·        Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.

·        Limit choices. Offer a choice between two things (this outfit, meal, toy, etc., or that one) so that your child isn't overwhelmed and over stimulated.

·        Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities.

·        Use goals and rewards. Use a chart to list goals and track positive behaviours, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).

·        Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behaviour. Younger kids may simply need to be distracted or ignored until they display better behaviour.

·        Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well — whether it's sports, art, or music — can boost social skills and self-esteem.

ADHD in the Classroom

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

·        Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.

·        Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.

·        Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.

·        Give positive reinforcement. Always be on the lookout for positive behaviours. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't.

·        Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.

·        Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track.

·        Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.

·    Involve the school counselor or psychologist. He or she can help design behavioural programs to address specific problems in the classroom.

Other Activities & Games:

3D View Video Games should be barred:  These kids shouldn’t play video games which has 3D view and high flashy stimulation. Rather they shall play games which requires high amount of concentration with fun and rewards. Like Find out differences, Hidden Object Games, Puzzles, Strategy based games etc.

 Encourage them to play Board Games: Encourage these kids to play board games like chess, Hexel, Carom etc.

One regular physical activity: These kids should play or do one regular physical activity daily in form of sports or dance.

**Consult nearest  Expert for Diagnose and help.

MANISH SHARMA

Parenting Coach

+91 9888436212

AQ - Adversity Quotient

Dr. Paul Stoltz defines Adversity Quotient as “the capacity of the person to deal with the adversities of his life. As such, it is the science of human resilience.”

Adversity Quotient (AQ), which tells how well one withstands adversity and his ability to triumph over it.

“An indicator of how you withstand adversity and your ability to overcome it.”

Definition of Adverse situation varies from individual to individual. For a school going child, exam result can be an adverse situation. For a corporate sales manager, monthly performance review can be an adverse situation. For an entrepreneur business loss can be adverse situation.

Fight with somebody is also an adverse situation. But to withstand and overcome this adverse situation one shall have high self belief and determination level.

 People with the capacity to overcome adversity, regardless of their skills, intelligence or innate talents are much more likely to be successful at whatever they do.

In categorizing how people deal with adversity, Dr. Stoltz identified 3 different types of folks:

Climbers

• These are the folks that are destined for the top
• They let nothing stop them
• In business, climbers are those that no matter how many times they ‘fail’, they will pick themselves up and try again.

Campers

• Have had some success, perhaps even significant success, but have run up against a wall
• They need to rest for awhile OR they need to fall back and regroup/rethink their approach
• Perhaps they have met their goals and have not set new ones (so they are stagnating)
• The good news is campers can start climbing again anytime they choose!

Quitters are those who stop at:

• The first disappointment
• Their first couple of prospecting calls and they don’t get an appointment
• Their first meeting when nobody shows
• Their first presentation and the prospect says no
• Their own excuse of “This business really isn’t for me” because things got uncomfortable.
• The embarrassment of not succeeding right out of the starting blocks, and it’s not likely they will ever come back to it.

AQ – CORE

Control:

–  How much control do you perceive to have over the adverse event?

–  Greater perceived control leads to a more empowered and proactive approach.

Origin and Ownership:

–  Who or what was the or igin of the adversity?

–  To what degree do I own the outcomes?

–  Remorse, blame and critisism are compelling motivators – but only in measured doses

–  Accountability – to what degree am I responsible?

Reality:

–  How far will the outcomes affect the other areas of my life?

–  Overestimating the reality of the consequences is detrimental

Endurance:

–  How long will the adversity last?

–  How long will the cause of the adversity last?

–  Labelling yourself as “stupid” or as a “loser” is detrimental and is difficult to reverse

Techniques For Overcoming Low AQ

• Listen to your thought responses (are they high or low AQ?)
• Explore all origins and ownership of the result

• What are the possible origins of the adversity?
• What part was my fault?
• What specifically could I have done better?
• What aspects should I own?
• What aspects shouldn’t I own?
• 
  

• Analyse the evidence
• 
  
  • What evidence is there that I have no control?
  • What evidence is there that the adversity will affect the other areas of my life?
  • What other evidence is there that there will be prolonged consequences?
• Do Something
• 
  
• What additional information do I need?
• What could I do to gain some control?
• What could I do to limit the reach of the adversity?
• What could I de to limit how long the adversity endures in its current state?

Information/matter collected from Articles and books written by Mr. Paul G. Stoltz

Manish Sharma

Parenting Coach