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Dealing with a adhd child


5 tips to manage ADHD in children

Speaking of Health

Topics in this Post
  • Family Medicine
  • Pediatric Medicine
  • Children's Health (Pediatrics)
  • Child Development

Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

Children with ADHD also may struggle with low self-esteem, school anxiety, troubled relationships and poor performance in school. Symptoms sometimes lessen with age. However, some people never completely outgrow their ADHD symptoms. However, they can learn strategies to be successful.

ADHD subtypes

  • Inattentive ADHD
    Formerly referred to as ADD, people with inattentive ADHD display symptoms of inattention, but do not possess symptoms of hyperactivity or impulsivity.
  • Hyperactive/Impulsive ADHD
    This subset of ADHD display symptoms of impulsivity or hyperactivity, but do not display symptoms of inattention.
  • Combined
    People with combined ADHD display symptoms of inattention, hyperactivity and impulsivity. The is the most common subset of ADHD.

Learn more about the three different types of ADHD.

Gender differences with ADHD

ADHD is more commonly diagnosed in boys than girls, but research into ADHD in adulthood suggests an almost equal balance between men and women. A lower diagnosis rate among females in childhood can result because girls with ADHD are more likely than boys to have the inattentive form of ADHD and less likely to show obvious problems.

More than half of children who experience ADHD in childhood continue to have symptoms as adults. Some women only recognize their ADHD after a child has been diagnosed and the woman begins to see similar behavior in herself. Other women seek treatment because their lives spin out of control, financially, at work or at home.

ADHD treatment

While treatment won't cure ADHD, it can help a great deal with symptoms. Treatment typically involves medications and behavioral interventions. Early diagnosis and treatment can make a big difference in outcome.

It's also important to work with a therapist who specializes in ADHD to learn coping mechanisms that are nonpharmacological to help with ADHD symptoms and behaviors. A therapist can enhance the effectiveness of the medication and give tools to empower those with ADHD using treatments that may involve behavioral, psychological, social, educational and lifestyle interventions.

Behavioral strategies

Here are 5 behavioral strategies to help manage your child's ADHD:

1.
Give praise and rewards when rules are followed.

Children with ADHD often receive and expect criticism more so than other children. This can really impact self-esteem. Some days, you might have to really look for the good behavior, but you should praise good behavior at least five times more often than you criticize bad behavior.

2. Give clear, effective directions or commands.

Make eye contact or gently touch on arm or shoulder to get his or her attention. Give brief, simple steps and short commands that get to the point rather than multiple directions or wordy statements and questions.

3. Establish healthy habits.

If your child is on a medication, it should be taken as prescribed. Contact your child's health care provider if problems arise. Make sure your child is getting enough sleep, eating a well-balanced diet consisting of three meals, a snack and adequate fluids daily, and has an outlet for some form of daily exercise. These healthy habits will help your child to feel his or her best and help minimize ADHD symptoms.

4. Develop routines around homework and chores.

Work together to make a checklist of what needs to be done surrounding daily chores, getting ready for bed and school for your child to refer to when he or she gets off task. Encourage your child to use a daily planner so he or she is aware of all homework assignments. Have an established time and location for homework, and use a timer to remind your child to show you how the homework is going two to four times per hour. Factor in brain breaks if your child needs them and movement between tasks or use of an appropriate fidget.

5. Help your child build relationships, strong social skills and maintain friendships.

Be a good role model of behavior you want your child to use. Factor in some special time three to five days a week with your child that is conflict-free and does not involve a screen to help maintain a strong parent-child relationship. Help your child develop at least one close friendship. With younger children, parents may need to take the lead to arrange and host play dates or get kids involved in activities where there are kids the same age. Get tips for helping your child develop social skills.

Amanda Logan is a nurse practitioner in Family Medicine in Janesville, Minnesota.

For the safety of our patients, staff and visitors, Mayo Clinic has strict masking policies in place. Anyone shown without a mask was either recorded prior to COVID-19 or recorded in a non-patient care area where social distancing and other safety protocols were followed.

Topics in this Post
  • Family Medicine
  • Pediatric Medicine
  • Children's Health (Pediatrics)
  • Child Development

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Parenting a Child With ADHD (for Parents)

How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may: 

  • seem distracted
  • seem not to listen
  • have trouble paying attention
  • not follow directions well
  • need many reminders to do things
  • show poor effort in schoolwork
  • have trouble getting organized

Because they are hyperactive, kids with ADHD may:

  • climb, jump, or roughhouse when it's time to play quietly
  • fidget and seem unable to sit still
  • rush instead of take their time
  • make careless mistakes
  • be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may: 

  • interrupt a lot
  • blurt out
  • do things without thinking
  • do things they shouldn't, even though they know better
  • have trouble waiting, taking turns, or sharing
  • have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better — or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child — even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

Reviewed by: Shirin Hasan, MD

Date reviewed: May 2022

13 tips for parents and teachers on how to properly teach hyperactive children

The child cannot do the same thing for a long time and is often distracted. Abruptly takes off and starts running around the room or school. These can all be signs of Attention Deficit Hyperactivity Disorder (ADHD). Panic early! Such children can also be successfully taught if you know how to work with them. Psychologist, psychotherapist GMS Clinic Inna Pasechnik compiled a memo on working with hyperactive children. nine0003

The physiological characteristics of children with ADHD are the following manifestations:

1. The child needs to constantly move, it is difficult for him to sit straight during the lessons: such children are distracted, talk in the lessons, "spin", sway, sit with their legs under the buttocks, when tired, their motor activity increases.

This is due to the peculiarities of the brain in children with ADHD, they need a constant supply of nutrients to the brain, which is possible only when moving. If a child with ADHD is persuaded to sit quietly, it will be more difficult for him to think. nine0003

In this regard, it is recommended to allow a certain level of motor activity to the child during the lesson. If the child gets tired, then allow him (find a legitimate reason) to walk around the class or do some active exercises (wipe off the board, distribute notebooks, go for water).

2. The child is very tired of the routine, it becomes unbearably boring for him to do the same type of tasks if he has already figured it out.

In this regard, in the world pedagogical practice, it is customary to reduce the number of tasks of the same type (including homework) for children with ADHD by 30%, not to require them to complete all the examples, if the child has already mastered the topic. The number of repetitions in children with ADHD does not affect the quality of information assimilation. nine0003

In addition, it is acceptable for a child with ADHD to be able to draw in a draft or twist something in his hands during the lesson. They tend to do several things at the same time, which does not affect the quality of perception of information in the lesson. Otherwise, the child begins to distract his neighbors by actively moving and talking to them.

3. A child with ADHD is most often not able to beautifully and neatly arrange his work, he allows corrections, blots, inaccurate design of assignments. nine0003

It is recommended to pay attention to the content of the work, and not to the quality of its design, since a regular decrease in the score for an incorrectly designed work will significantly reduce the motivation to study.

4. Children with ADHD are afraid of large volumes.

If a child with ADHD is immediately asked to complete 20 examples, he will be frightened and fall into a stupor or despair, as large amounts of work scare them. However, if a child is given the same 20 examples on separate cards 5 times 4 examples each, it will noticeably improve his performance. The child will be happy to complete all 20 examples, in addition, this will be a good opportunity to move between receiving the next card. Thus, children with ADHD need to divide large amounts of tasks into several small parts. nine0003

5. A child with ADHD may forget everyday things and some items when completing a task according to a plan, they may even forget the ultimate goal of the activity (poor working memory).

Often, children with ADHD get their grades lowered because they forget to do part of the tasks in the exercises. It is recommended to separately concentrate their attention on all the items of the task in the exercise. For example, asking this particular child what you need to remember to complete in the task. nine0003

In addition, these children tend to forget their things. Therefore, they can be reminded of them more often or separately encouraged for not forgetting to take everything with them. It is effective to use "reminders" - small notes, stickers in a pencil case or announcements on the wall, thanks to which the child can remember to take a thing with him, go somewhere or do something.

6. A child with ADHD is often distracted.

It is advisable to seat children with ADHD closer to the teacher so that it is easier for them to concentrate, and in case the child is distracted, lightly touch his hand so that he can concentrate again. It is possible to specifically discuss with the child the ways by which he can not be distracted in the lesson. nine0003

7. Children with ADHD have poor time orientation.

It has nothing to do with the intellectual development of the child. However, a child with ADHD often does not notice that more time has passed than he intended. As a result, the children are late, I don’t have time to finish something. In such cases, it is recommended to either remind the time yourself, or teach the child to set a timer, or set a timer or an hourglass so that children can see them and be able to navigate on their own. nine0003

8. A child with ADHD can be very interested in something, this is his strength, so if the child is unsuccessful in something, then you can restore his authority in the eyes of classmates by involving him in activities in which he showed interest and showed your awareness.

9. Children with ADHD are impulsive.

It is difficult for a child with ADHD to restrain himself from shouting out in class if he knows the answer, it is difficult for him not to interfere in the activity if something interesting happens to him. nine0003

In the lessons, it is possible to introduce special tablets on which children can fix the answer to the teacher's question so that they do not have to endure if another student answers. It is also possible to introduce a special encouragement for the child, if he did not cry out, showed patience. For example, if the child refrained from impulsive action, allow him to distribute notebooks.

10. Children with ADHD are emotional.

In this regard, they can be very offended if something does not work out for them or classmates do not communicate with them (children with ADHD are very sociable: they like to talk, chat with everyone). In this case, the child needs support or help in building relationships with classmates, you can intervene in the children's play and assign roles, showing the child how he can participate in the game. Otherwise, conflicts may arise between a child with ADHD and other children. nine0003

11. A child with ADHD can be taught to do those things that are difficult for him for physiological reasons, but for this he needs to create external motivation.

For this, an incentive system (bonus system) is used. It can be used in conjunction with parents. For example, several rules (3 rules) are introduced that the child must follow at school, for the fulfillment of which the child receives “pluses” from the teacher in a special diary (the child prepares such a diary himself at home, beautifully arranging it). Rules should be short and specific. For example, “wait for the teacher to ask you, do not shout out”, “do all the tasks in the class”, “write all the examples in a notebook”, etc. At the same time, for the implementation of the rules at each lesson, the child receives plus signs, a plus sign is put every time when the child follows the rule. Next, parents reward the child for a certain number of “pluses”. For this house, a list of rewards is compiled: each "bonus" is worth a certain number of "pluses". nine0003

This system is exclusively a system of rewards, that is, “minuses” are not set and “pluses” do not burn out. This is due to the fact that the behavior of a child with ADHD is so restless that he will lose “pluses” faster than he accumulates them, and thus the system will stop working, the child will lose interest in it and, as a result, it will be impossible to motivate the child with something .

Children with ADHD need to be led only on a reward system, the punishment system either does not work or quickly leads children with ADHD to depression, which also worsens their behavior. nine0003

12. The system for developing the skill of desirable behavior can also be used for the entire class as a whole (B. Furman's system "Kid's skills" - there is such a book).

In this case, one skill is selected, which the whole class learns. For example, be ready for the lesson on time. This means that as soon as the bell rings, the children should stand exactly near their desks, the things needed for the lesson should be on the table. If all the children were able to do this, then the teacher praises them and puts the ball in a special jar. When the jar is full, it means the class has mastered the skill. For this, children are rewarded with what they love: tea drinking, a diploma from the director, going to the zoo. nine0003

The experience of using such a program has shown that when developing one skill, children become generally more successful in all areas and their behavior becomes better in general.

13. In general, the child can be involved in helping the teacher, this will greatly inspire him, cheer him up and motivate him to cooperate.

How to teach children with ADHD: simple and important algorithms. And no last batch

Attention deficit hyperactivity disorder has become a very common diagnosis today. It is not easy for teachers to work with such children: they disrupt lessons, do not absorb information, and cannot sit in one place for a long time. But they need to be taught. And how to do it? Our blogger, psychologist Natalya Vecherina tells. nine0003

Manifestations of ADHD are diverse - there are up to 100 behavioral features in this syndrome. But there are also main features:

  • inattention,
  • impulsiveness,
  • hyperactivity.

Pay attention: traditionally in our mind attention deficit is associated with hyperactivity. This is not entirely true: among children with ADD, you can meet children without hyperactivity.

ADD without hyperactivity

Children with ADD without hyperactivity are not only not active, they are even slower than others. These are children who "sleep on the go", "hover in the clouds", "not of this world", easily confused and distracted. They have difficulties with learning, they process information slowly, it is difficult for them to remember anything. One gets the impression that the speed of information processing and selective attention are mainly impaired in such children. They are often unable to pay attention to details, they do not listen well to the speech addressed to them, they can “fall out” of the conversation, lose the thread of the story. nine0003

These children are dreamers, they often forget and lose things at school and at home. They may experience mood disorders. They are often anxious and preoccupied. They don't interrupt the lessons. As a rule, they are very shy. ADD does not cause them behavior problems, their problem is poor concentration. What can not be said about the other type of children.

ADD with hyperactivity

These students immediately attract attention. They are able to disrupt any occupation. Hyperactivity, as the name suggests, is overly active behavior. But unlike the activity of other children with increased energy, children with ADHD can move just like that, without any purpose. This can be aimless movement around the classroom, fidgeting in a chair, or tapping a desk with a pencil. nine0003

Excessive mobility and restlessness is especially evident in situations requiring relative rest

Such children are not able to sit still during the whole lesson. If they want something, they tend to get it faster than others: it is difficult for them to wait for their turn or follow the rules. They act according to the first desire, often take other people's things. This list can go on and on.

However, statistics tell us that there are between 3 and 20% of such children. And, of course, they also need to be taught. The trouble is that standard techniques and methods do not work on such students. They need a special approach both during classes at a training center or school, and at home. nine0003

Features of work, practical techniques and methods

Duration and time of classes

I will forgive a hyperactive child to work at the beginning of the day, and not in the evening. At the very beginning of the lesson, not at the end. A child with ADHD is not able to maintain attention during a school lesson (45 minutes), already at 7-8 minutes after the start of the lesson, he shows motor restlessness and loses attention.

Hyperactive children are characterized by cyclicity: they work productively for 5-15 minutes, then the brain rests for 3-7 minutes, accumulating energy for the next cycle. At this moment, the child is distracted and does not listen to the teacher. It will be much easier for children if the whole lesson is divided into short periods. And after completing 2-3 tasks, conduct physical exercises or gymnastics for the fingers. nine0003

Seating in the classroom

During the lesson, it is difficult for children to concentrate, they are quickly distracted, they do not know how to work in a group, demanding individual attention from the teacher. Often they cannot complete the work, interfering with their classmates. Therefore, it is better for a hyperactive child to sit closer to the teacher and away from possible sources of distraction (window, closet, etc.)

The most common mistake is to put the child in the last desk. Without the external help of the teacher, the child will not be able to work and behave in the classroom in the right way. By seating him closer, we provide the student with the opportunity to quickly turn to the teacher for help in case of difficulty. nine0003

Typically, in the classroom, the teacher requires students to sit up straight and not be distracted, but for such children, these two requirements come into conflict: if their head and body are motionless, the level of brain activity decreases. To maintain concentration, children use an adaptive strategy: they activate the centers of balance with the help of physical activity: for example, they stagger on a chair. Therefore, not tables or standard desks are well suited for such children, but specially designed desks that allow you to stand in the classroom, and not sit in a static position. nine0003

Working with an adult

Working with an adult one-on-one, a child with hyperactivity behaves much calmer, and, consequently, copes with work more successfully.

Work with children

Such children should be included in group work in stages. Start with individual work, include in small groups, and only then involve them in collective activities.

Understanding and managing time

A child with ADHD cannot structure his own time. Adults should monitor its rational use so that there is no overload. They have a "narrow window of time": they see only what is happening here and now, they cannot predict a delayed result. In order to guide the child's behavior, it is necessary to build a system of rewards and punishments in the “here-now” plane that is understandable for him, motivating him step by step to the necessary actions. nine0003

Self-control, self-organization and compliance with rules

In children with ADHD, the frontal lobes of the cerebral cortex, responsible for controlling behavior, are formed later than in their peers, therefore, having a normal and even high level of intelligence development, they do not have the ability to self-control. Therefore, special attention should be paid to teaching self-organization skills - to teach how to write down tasks, follow the plan. This will help you with exercises in which tasks are invented by a child for a parent or teacher. By teaching another, the child forms self-control, the ratio of goals and results, and the correction of mistakes. nine0003

It is difficult for a hyperactive child to force himself to do what adults demand. He needs to be taught separately to follow the rules and follow the instructions. In the lesson, you can use the following technique: before giving a new task, ask a hyperactive child to tell their peers how and what to do, to voice the rules or instructions.

If a child breaks the rules, then point to these rules quickly and without further ado

All instructions should be short and specific, consisting of no more than ten words. Otherwise, the child will still not hear the adult and will not complete the task. nine0003

Completing assignments

Write assignments offered in the lesson on the blackboard. It is of great importance how we give instructions for completing the task: it must be clearly structured, it is better to draw it or draw it than to speak it - that is, use all forms of presenting information.

Before the child begins to perform the exercise, it is important to check that he really understood the task: ask the child to explain in his own words what needs to be done now. You can start work only when the child has given a clear answer. For a certain period of time, we give only one task. Since when doing exercises, it is difficult for children to maintain voluntary attention and motivation to complete the task. nine0003

Large tasks:
  • divided into parts;
  • for each part we set our own goal of execution;
  • for each part we set our own time frame;
  • we periodically monitor the progress of each of the parts, make the necessary amendments to the work.

Completing a large task in parts compensates for the difficulties of the child and creates in him a positive emotion of experiencing success, which becomes the basis for the formation of motivation for the next exercise. nine0003

When solving mathematical problems

If the problem, conditions, solution path do not add up in the child's head, then:

(set experience).

2. We solve problems using specific objects or by drawing pictures and diagrams.

When working with text
  1. We divide the text into small semantic passages.
    2. nine0079 We work with each part separately
  2. For each passage, we ask the child to draw a schematic picture that will help him later recall the content.
  3. Do not forget to determine the goals of each stage of work and the time for its completion.

Such work not only helps to remember the content, but also makes you first analyze the semantic content of the text, in order to then translate it into a symbolic form.

Features of memory in children with ADHD

The amount of information and the mindset

As a rule, the amount of information that can be remembered the first time in children with attention deficit disorder (AD) does not differ from the norm. However, this is true only for those cases when the goal is set for the child - to remember. Children without attention deficits usually retain information in their heads for some time, even if they are not asked to remember it. But if a child with an attention deficit is not asked to remember, but, for example, simply offered to repeat (words or phrases), then he will forget what he repeated very quickly. It is worth diverting him to some other task, and then asking him to remember what he repeated before that, and it turns out that the memories were not preserved. nine0003

Sometimes children with DV even forget the fact that they have learned something. This applies to both speech and visual-spatial material. Therefore, before starting to learn something, it is very important for children to set such a goal, an attitude - remember.

Sound information

In ADD, there are often problems with the processing of sound information. Such disturbances prevent the brain from fully understanding what it hears. A child or adult with this problem does not have hearing organ defects: the sound is easily transmitted to the brain, but it is already more difficult for the cortex to process it and fully recognize the meaning. nine0003

For example, a child in class might hear the teacher say "George Washington was the first President of the United States" but interpret it as "George Washington is the President of the United States." If you later ask him about George Washington, he will repeat his revised version and look ridiculous and stupid. Due to the inability to correctly comprehend what was said, children may also experience social difficulties.

Change of activity

Due to their impulsiveness, it is difficult for children with ADHD to switch from one type of activity to another at the first request of an adult. Therefore, if you want to give some task to a hyperactive child, communicate your intentions a few minutes before the start of a new activity. And a few minutes before the end of the lesson, you can warn: "Three minutes left." nine0003

In addition, on a special stand, you can mark the main points of the daily routine, the order of tasks or rules of conduct

It will be easier to perceive information that is not only written in words, but in symbols, pictures understandable to children.

So that a child does not have negative emotions in relation to an adult who tears him away from an interesting and understandable thing, you can use a timer signal set for a certain period of time. About how long to start the timer and what will need to be done after its signal, they also agree with the child in advance. In this case, he does not have aggression towards the teacher, and he is ready to change the type of activity. Of course, this will not completely solve the problem, but it will help the teacher maintain good relations with the child. nine0003

Forms of work

The use of non-traditional forms of work helps to increase learning motivation. These can be:

  • Choice of homework,
  • Explaining educational material to students from elementary grades,
  • The role of the "teacher" in explaining a particular task to classmates,

Children with ADHD who are accustomed to constant remarks, having felt their importance, perform even tasks that are not very interesting for them with much greater pleasure and enthusiasm. For a hyperactive child, it is good to select individual tasks, they may be somewhat smaller in volume. Offer them one by one or by choice. It is important to often reward the child for attentiveness, and in case of distraction, redirect to work. nine0003

Rewards and punishments

The system of rewards and punishments should be flexible but consistent. A hyperactive child does not know how to wait long. Therefore, rewards should be instantaneous and repeated after about 15-20 minutes. One of the incentive options is the issuance of tokens, which can be exchanged for some significant rewards for the child during the day. When punishing, avoid repeating the words “no” and “no”.

Peculiarities of the work of a teacher

The work of a teacher at the initial stage should be based on the active use of the strengths of the students, do not focus on eliminating shortcomings. nine0003

A child cannot be required to perform complex tasks. For example, he cannot be attentive, assiduous and restrained at the same time. If you want him to be attentive while doing any task, try not to notice that he fidgets and jumps up. Having received a remark, the child will try to behave "good" for some time, but will no longer be able to concentrate on the task.

In the learning process, especially at first, it is very difficult for a hyperactive child to simultaneously complete a task and monitor accuracy. Therefore, at the beginning of work, the teacher can reduce the demands on accuracy. This will allow the child to develop a sense of success (and as a result, increase learning motivation). Children need to enjoy the task, their self-esteem should increase. nine0003

If you do not focus on discipline, then the child is able to work productively and behaves more calmly. Therefore, it is recommended not to pay attention to minor disciplinary violations - for example, you can sit with your legs crossed, "wind" them under the table, stand next to the desk, etc.

Pluses of hyperactivity, or Not so bad after all, he learns to control his manifestations, develops volitional qualities, perseverance and attention, learns to cope with anxiety in other ways, then hyperactivity turns into constructive activity.
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