| Tip 1. Use More Immediate Consequences. Give | | | | to behaviours one way at home but an entirely |
| children with ADHD immediate rewards for good | | | | different way in public places. The child with ADHD |
| behaviour. | | | | needs to know that the rules and consequences |
| Tip 2. Praise children as often as possible | | | | expected to occur at home will also apply, |
| whenever you catch them behaving correctly. | | | | whenever possible, away from home. |
| This should state exactly what the child did that | | | | And, third, consistency means that each parent |
| was positive. For example, "I like the way you | | | | should strive to manage behaviour in as similar a |
| completed those two maths problems." | | | | fashion as possible to the other parent. It should |
| Tip 3. Use a reward system rather than a | | | | not be the case that one parent punishes a child |
| punishment system. Initially tangible rewards like | | | | with ADHD for a certain act of misconduct, while |
| tokens, points, or chip systems may need to be | | | | the other overlooks the behaviour accepting it as |
| used. Regardless of the nature of the feedback, | | | | being OK. |
| the more immediately it can be provided, the | | | | Tip 8. Have a System for Dealing with Problem |
| more effective it is. | | | | Situations. Usually some situations can present |
| Tip 4. Have Greater Frequency of Consequences. | | | | more problems than usual; one of these could be |
| Rewards need to be more frequent than for | | | | going shopping.a). Stop just before beginning the |
| other children. The important point is to act | | | | problem situation.b). Discuss two or three rules |
| quickly and frequently in giving feedback to | | | | that the child often has trouble following in that |
| children with ADHD. | | | | situation; then ask the child to repeat these simple |
| Tip 5. Use More Powerful Consequences | | | | rules back. For instance, they can be rules like |
| Children with ADHD need to have larger, more | | | | "Stand close, don't touch, and don't beg."c). |
| powerful rewards. Consequences need to be | | | | Discuss with the child what rewards they may be |
| something they love or something they hate. | | | | able to earn if they obey the rules and behave |
| Privileges they might love could be special snacks | | | | well. |
| or treats, small toys and even sometimes money. | | | | Once these steps have been followed, the parent |
| Consequences they might hate could be losing | | | | and child may enter the problem situation, and the |
| some television time or losing some monitory gain. | | | | parent immediately begins to give the child |
| Tip 6. Use Rewards rather than Punishments. | | | | frequent feedback and occasional rewards or |
| Parents must offer positive rewards before | | | | tokens for good behaviour. |
| punishment when implementing a | | | | Tip 9. Remain calm and emotionally uninvolved. |
| behaviour-change program. This rule simply means | | | | Above all, parents/teachers should not take |
| reward the positive e.g. if a child is frequently out | | | | personally the problem they are having with the |
| of the seat, reward the child when in the seat. | | | | child. They should try to remain emotionally |
| Tip 7. Strive for Consistency. Consistency is | | | | detached. This is the most important but often |
| essential to the effective management of children | | | | the most difficult to implement. |
| with an attention deficit. Consistency means three | | | | Tip 10. Parents/teachers need to allow |
| important things. | | | | themselves nurturing and relaxing time |
| First, parents need to be consistent over time. | | | | When parents and teachers feel relaxed they are |
| This means that the way they react to a | | | | more likely to be patient and successful in |
| behaviour they are striving to change today is | | | | implementing the above. |
| how they should seek to react to it each time it | | | | In conclusion following these 10 tips will greatly |
| occurs. | | | | diminish the difficulties experienced by parents and |
| Second, consistency also means to respond in the | | | | professionals in the management of Children with |
| same fashion regardless of place or settings. | | | | ADHD. Most importantly home and class room will |
| Parents of children with ADHD frequently respond | | | | be much calmer and more peaceful. |