ADHD

Parenting Tips: Strategies That Best Support Children with ADHD

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Attention Deficit/Hyperactivity Disorder (ADHD) is the most common disorder affecting children, according to the American Psychiatric Association. It affects approximately 10% of children worldwide, and about 2.5% of adults. ADHD is caused by both environmental and genetic factors, and it is believed that this is why the incidence of ADHD is higher in adopted individuals than the general population.

The environmental factors contributing to ADHD include prenatal alcohol or drug exposure, prenatal maternal smoking, low birth weight and lead poisoning. Approximately 40% of children with ADHD will have a parent with ADHD, generally the father; however, not all children born to parents with ADHD will have ADHD. For children adopted from group home settings such as an orphanage, there is a greater risk of being diagnosed with ADHD.

When symptoms resembling those of ADHD are observed, it is important to speak with a professional to rule out other medical problems that may be the cause, such as hearing problems.

Remember as well that all children daydream, are over active, and have emotional outbursts from time to time. It’s part of growing up. With a child who has ADHD, these symptoms occur more often and can be harder to deal with and last longer. That is why it is so important to implement effective discipline techniques and help your child build skills to manage their behavior.

Here are 5 Tips to best support your child:

1. Give Reminders to Manage Transitions

Transitions during the day can prove to be a struggle for all children, but those that have adoption as part of their history and those with symptoms of ADHD can have a particularly challenging time. To help children better manage the transitions during the day, remember to give reminders of upcoming transitions. For example, “In 15 minutes we are going to put pajamas on to start getting ready for bed!” Children with ADHD can benefit from having a consistent schedule. Remember to give fair warning when the schedule will be different.

2. Use Eye Contact

When giving directives to your child, kneel to their level, get eye contact and talk to them. Check in to make sure they are clear about what is happening next. This ensures you have their attention and they have heard what you said. It also helps to avoid a situation where you need to yell or raise your voice to communicate your message.

3. Acknowledge and Label Feelings

Not knowing what to do when big feelings come on can be tough for kids who will be quick to act. As a parent, you can help by teaching feelings and labeling them when you see them. Acknowledge the feeling you see in your child first, then you can work with them to address the behavior.

4. Using Time Ins (Not Time Outs)

A Time Out is when a child is told to go somewhere alone (to face a wall or go to a different room) for a period of time to cool down. Traditionally, parents are told to withhold attention from their child during the duration of the Time Out. During a Time In, a caregiver kindly asks a child that is going through a stressful or difficult moment to sit with him/her in order to process feelings and cool down.

Both Time Ins and Outs are used to give a child a moment away from whatever troubling situation occurred to compose themselves, reflect and prepare to re-join. The benefits of Time Ins are that they allow the caregiver to model and coach the child through calming down. For children who join their family through adoption, this difference is important as it does not require them to be physically (and emotionally) separated from a caregiver or re-experience feelings of loss or rejection. For children with ADHD, Time Ins give them the support with emotional regulation - something they often are not able to do on their own. Remember Time Ins are a time for quiet and calm discussions about the misbehavior can come later when everyone is calm.

5. Take Responsibility for Mistakes

Children have their mistakes pointed out all the time. Model for them what it looks like to take responsibility for a mistake. Think back to those times when you didn’t handle your big feelings the way you would have liked or when transitions (getting everyone out of the house on time in the morning) made you angry or frazzled. Give yourself a chance to do it differently the next time and give your child the opportunity too.

Spence-Chapin provides a holistic and personalized ADHD treatment plan for your child by partnering with parents, educators, school psychologists, and school counselors. We can help transform your child’s behavior and strengthen your entire family.

Call us at 646-539-2167 or e-mail postadoptionservices@spence-chapin.org to schedule a free consultation.

5 Parenting Tips: How to Improve the Behavior of Children with ADHD

Mother helping son with homework

Mother helping son with homework

Parenting a child with ADHD requires a special type of patience and understanding. When every task is a battle, days can feel exhausting before you’re even out the door.

Follow these 5 tips to help improve the behavior of your child with ADHD.

  1. Stay Cool – Often children with ADHD scream and yell during their meltdowns. When disciplining your child, keep the volume down and keep calm.

  2. Keep it Positive – Don’t just punish bad behavior, remember to reward good behavior too! Taking the positive approach is more effective than delivering ultimatums. Praise your child 4 more times than you criticize them. Children with ADHD report having lower self-esteem than their peers. When you lead by example, your child will develop the skills necessary to manage their ADHD, will believe in themselves, and will succeed in all aspects of their life.

  3. Give Your Child Concrete Tasks – Children with ADHD are often forgetful. When you provide them with clear, succinct, and specific tasks, they are more successful than if you give them 5 things to complete at once. Get down on their level and look them in the eyes when you speak to them.

  4. Make Sure the Punishment Fits the Crime – Ask yourself, “is this punishment necessary or am I displacing my anger?” If your child has already been disciplined in school do they need an additional one at home?

  5. Discipline Early – The longer you wait to apply these parenting strategies, the more your child will have to unlearn.

  6. BONUS TIP: Don’t be afraid to ask for help! Experienced experts can provide parents with behavioral management tools and offer educators child-specific classroom interventions – Call 646-539-2167 today for your FREE consultation.

Spence-Chapin provides a holistic and personalized ADHD treatment plan for your child by partnering with parents, educators, school psychologists, and school counselors. We can help transform your child’s behavior and strengthen your entire family. Call 646-539-2167!

Learning Issues and Adoption

Most schools can accommodate the learning issues that some adopted children face, but at times it can be an uphill battle to receive the proper support the child needs. Oftentimes, parents are left unsure of the next step and how to effectively communicate with school officials. In this article, Dr. Boris Gindis, renowned nationally certified school psychologist and international adoption expert, answers one family’s question on how to get their child’s school on the right track. Read an excerpt:

Case description (from the parent’s message): Our daughter was adopted from Russia 2 years ago and has a host of diagnostic impressions including FASD, Austistic Spectrum Disorder (institutionalized), which I might add the pediatrician and school professionals seem to disagree with. Mixed Receptive-Expressive Language Disorder, Phonological Disorder, PRSD, Multiple Motor and Sensory Dyspraxias, Low-Average-Borderline Intellectual Function… the list goes on. We had her evaluated by a neuropsychologist. After attending a school conference to re-evaluate her current school program, it was very clear that the school team was not on the same page as my husband and I. As if the diagnostic impressions that were made along with the many school recommendations that were provided were not valid.

Dr. Gindis answers: Find out why the school is not on the same page:  Are the recommended remedial methodologies, placement and services structured and applicable to the school environment? If the school is requested to do two dozen things at once, they will not be able to provide an appropriate intensity of the remedial efforts and they can’t monitor the progress. The remedial goals have to be clear-cut and measurable.

Dr. Gindis then shares four other key questions that each family must ask to identify the miscommunication and to build a collaborative effort with the child’s school. Read more here.

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Would you like to learn more? Join us for our Tuesday March 19, 2013 Learning Issues and Adoption workshop with Dr. Gindis. During the workshop, Dr. Gindis will explain ways to engage school administrators to get the resources your child needs. Register here.