Prac­tice con­sis­tency with hy­per­ac­tive chil­dren

The Covington News - - Religion -

Ques­tion: It’s no se­cret that hy­per­ac­tive chil­dren are dif­fi­cult to han­dle at times. How, then, is such a child to be man­aged?

Dob­son: Let me share a list of 18 sug­ges­tions that were pro­vided in a book by Dr. Domeena Ren­shaw en­ti­tled “The Hy­per­ac­tive Child.” Though her book is now out of print, Dr. Ren­shaw’s ad­vice on this prob­lem is still valid.

1. Be con­sis­tent in rules and dis­ci­plines.

2. Keep your own voice quiet and slow. Anger is nor­mal. Anger can be con­trolled. Anger does not mean you do not love a child.

3. Try hard to keep your emo­tions cool by brac­ing for ex­pectable tur­moil. Rec­og­nize and re­spond to any pos­i­tive be­hav­ior, how­ever small. If you search for good things, you will find a few.

4. Avoid a cease­lessly neg­a­tive approach: “Stop” — “Don’t” — “No.”

5. Sep­a­rate be­hav­ior which you may not like, from the child’s per­son, which you like, e.g., “I like you. I don’t like your track­ing mud through the house.”

6. Have a very clear rou­tine for this child. Con­struct a timetable for wak­ing, eat­ing, play, TV, study, chores, and bed­time. Fol­low it flex­i­bly al­though he dis­rupts it. Slowly your struc­ture will re­as­sure him un­til he de­vel­ops his own.

7. Demon­strate new or dif­fi­cult tasks, us­ing ac­tion ac­com­pa­nied by short, clear, quiet ex­pla­na­tions. Re­peat the demon­stra­tion un­til learned. This uses au­dio­vi­sual-sen­sory per­cep­tions to re­in­force the learn­ing. The me­mory traces of a hy­per­ac­tive child take longer to form. Be pa­tient and re­peat.

8. Des­ig­nate a sep­a­rate room or a part of a room which is his own spe­cial area. Avoid bril­liant col­ors or com­plex pat­terns in decor. Sim­plic­ity, solid col­ors, min­i­mal clut­ter, and a work­table fac­ing a blank wall away from dis­trac­tions as­sist con­cen­tra­tion. A hy­per­ac­tive child can­not “fil­ter” out over­stim­u­la­tion him­self yet.

9. Do one thing at a time: give him one toy from a closed box; clear the ta­ble of ev­ery­thing else when col­or­ing; turn off the ra­dio/ TV when he is do­ing home­work. Mul­ti­ple stim­uli pre­vent his con­cen­tra­tion from fo­cus­ing on his pri­mary task.

10. Give him re­spon­si­bil­ity, which is es­sen­tial for growth. The task should be within his ca­pac­ity, al­though the as­sign­ment may need much su­per­vi­sion. Ac­cep­tance and recog­ni­tion of his ef­forts (even when im­per­fect) should not be forgotten.

11. Read his pre-ex­plo­sive warn­ing sig­nals. Qui­etly in­ter­vene to avoid ex­plo­sions by dis­tract­ing him or dis­cussing the con­flict calmly. Re­moval from the bat­tle zone to the sanc­tu­ary of his room for a few min­utes is use­ful.

12. Re­strict play­mates to one or at most two at one time, be­cause he is so ex­citable. Your home is more suit­able, so you can pro­vide struc­ture and su­per­vi­sion. Ex­plain your rules to the play­mate and briefly tell the other par­ent your rea­sons.

13. Do not pity, tease, be fright­ened by, or overindulge this child. He has a spe­cial con­di­tion of the ner­vous sys­tem which is man­age­able.

14. Know the name and dose of his med­i­ca­tion. Give th­ese reg­u­larly. Watch and re­mem­ber the ef­fects to re­port back to your physi­cian.

15. Openly dis­cuss any fears you have about the use of med­i­ca­tions with your physi­cian.

16. Lock up all med­i­ca­tions, in­clud­ing th­ese, to avoid ac­ci­den­tal mis­use.

17. Al­ways su­per­vise the tak­ing of med­i­ca­tion, even if it is rou­tine over a long pe­riod of years. Re­spon­si­bil­ity re­mains with the par­ents. One day’s sup­ply at a time can be put in a reg­u­lar place and checked rou­tinely as he be­comes older and more self-re­liant.

18. Share your suc­cess­ful “helps” with his teacher. The out­lined ways to help your hy­per­ac­tive child are as im­por­tant to him as diet and in­sulin are to a di­a­betic child.

Newspapers in English

Newspapers from USA

© PressReader. All rights reserved.