ADHD or Attention deficit hyperactivity disorder is one of the common disorders occurring at the childhood as a result of neurodevelopmental disorders. This disorders is often characterised by the following symptoms which include impulsivity, hyperactivity and lack of attention. There are broadly two kinds of therapy available for ADHD which includes the behavioural therapy and the medication therapy (Rief, 2016). It is seen that some child benefit from the behavioural therapy more than they do from the medications.
The aim of the behavioural therapy is to teach skills to the children that help them to grow up in a better way. In this letter I will outline some of the strategies that will help you as parents to identify the behaviours of your child with ADHD and the strategies which are required for the maintain an effective relationship between you and your child in order to achieve the desirable outcomes to manage ADHD.
From a professional point of view, it is better for you people to implement the behavioural interventions at home. These interventions are quite simple in their approach, therefore you can learn them even without going to a therapist to seek help. As parents, you can implement the following strategies in order to develop the home interventions. This could begin by creating certain rules for the home (Child Mind Institute, 2018). You need to establish a basic rule which will be simple and straightforward.
The rule would include nit allowing the child to curse, or to run or to scream when present inside the home. This will enable keeping the numbers of behaviour manageable and you as parents should stick to the largest and most problematic behaviours when you are encountering these in your own home. Secondly you should be able to ignore the less severe inappropriate behaviours of your child and be able to praise their appropriate behaviours. Often most of the parents enter hopelessness in such cases, and tend to scold the children regarding unimportant tings. There is a need to focus on the more important and big things so that the children will be able to take of themselves. For example if a child has left out the toys again, you might consider ignoring it once in a while so that the child will able to learn to take of the things on their own (Sonuga-Barke et al., 2013).
Being parents you need to use the proper directives. Although the children are not pets that they will always consider the directives, but the children often learn best when their parents use simple and clear directives towards them. In such cases you should try to obtain the attention of the child. It is requited to use the child’s name before the directive. The parents should use commands and not question language. The parents need to be very specific in their commands. However the commands must be brief and should be proper for the level of development of the child. To a 4 year, the parents must talk like a 4 year old and not as an older person. In the commands tone should mention the consequences along with the follow through (Theule, Wiener, Tannock & Jenkins, 2013).
Next, it is required to maintain the daily charts of the child. It is seen that both the home daily report card along with the daily report card of school is important to make any home behavioural intervention work. This is because the children need to know their day to day progress so that they understand what they are achieving and thus it will allow them to achieve the rewards that is based on such progress.
As parents you also need to establish contingencies way ahead of time. Everyone seems to works better if they know and is able to understand the expectations before time. For instance if the child knows that without completing his or her homework the child will not be allowed to watch television, then the child will try to make it a point to complete then homework in order to gain the set expectation (Daley et al., 2014).
Often things like point or token systems might work for the child. It could be like if the child is successful in completing certain chore or homework, then they will be able to collect points which will be counted as rewards for the child. Short-term rewards usually are more efficient like a chocolate or a video game. Positive reinforcement is a stronger motivation in case of children in comparison to a negative reinforcement or punishment (Carr, 2014). Next you can also try to implement a level system. This refers to a more complicated system in comparison to a token system hence the parents need to put in more effort in order to use the system effectively.
There can also be establishment of a homework hour. For the children with ADHD, this is a good idea because you can set up a schedule for your child through this. This homework hour carries over into the home life. It also gives the child the expectation that each evening they will have at least an hour that will be devoted to that learning. This homework hour also might remind you as parents that you need to be present for your child, to help them with homework in cases they face a tough mathematic problem or if in general they need help in their academic efforts (Daley & O’Brien, 2013).
Therefore you need to understand the behavioural problems of your child in order to develop the interventions to manage your child. The children with this disorder often get into trouble therefore parental training needs to be present and both the parents and the children should work together. These interventions carried out in the home setting will be effective enough both the parents as well as the children get trained about how to interact with one another so that there is a desirable behaviour on the part of the child in addition to discouragement of the behaviour that is causing trouble to the child.
Carr, A. (2014). The evidence base for family therapy and systemic interventions for child?focused problems. Journal of family therapy, 36(2), 107-157.
Daley, D., & O’Brien, M. (2013). A small-scale randomized controlled trial of the self-help version of the New Forest Parent Training Programme for children with ADHD symptoms. European child & adolescent psychiatry, 22(9), 543-552.
Daley, D., Van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., ... & European ADHD Guidelines Group. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: a meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child & Adolescent Psychiatry, 53(8), 835-847.
Rief, S. F. (2016). How to Reach and Teach Children and Teens with ADD/ADHD. John Wiley & Sons.
Sonuga-Barke, E. J., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., ... & Dittmann, R. W. (2013). Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170(3), 275-289.
Theule, J., Wiener, J., Tannock, R., & Jenkins, J. M. (2013). Parenting stress in families of children with ADHD: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(1), 3-17.