Today we continue to share Dr. Barkley's principles for raising ADHD children:
Article 5:
Externalization time, splicing time
Children with ADHD have a gap in their ability to perceive and use time from normal children, and they struggle to cope with the need to have schedules and prepare for such activities for the future.
They need some xrefs to complete the tasks they are assigned to.
They are not sensitive to psychological information like time, but they are sensitive to what is happening around them.
Only by giving them external reminders about the time and interval of the task can they get more effective time guidance.
For example, if your child has 40 minutes to write homework, you should set up a 40-minute time reminder device and place this device in a place where the child's room can be seen at any time to attract your child's attention.
In the middle, you can count down the time with sound ("10 minutes before the end of time", "9 minutes before the end of time", etc.).
While your child is doing something, you can externalize the time interval in any way possible to help your child pay attention to time in a clearer and more accurate way.
Some tasks may require longer intervals, such as a child's essay or a speech, and you need to stitch together time – that is, divide the scheduled task into several parts, completing one part every 20-30 minutes.
Connect each small module so they can do the task better.
Article 6:
"Externalize" important information in the environment
Children with ADHD have a significantly impaired memory of their working memory, or ability to remember the information needed to complete a task, so it is very useful for children to materialize important information in materialized form and place it where it needs to be completed.
Originally proposed by Dr. Sam Goldstein, this formulation refers to writing down and hanging important information in a natural environment such as a school or home.
For example, you can put a card on the table in front of him with important rules and tips, such as "Focus on the task, don't be distracted, and ask for help if needed," or "Read the instructions carefully, complete all your homework, and check the answers repeatedly when you're done."
These tips should be tailored to the problems of different children.
For example, if a child usually has a situation when a friend comes to play at home, you can take the child's friend aside before he comes and review the social rules he needs to follow, such as "share your toys, control your temper, and take turns playing."
Even if your child's friends have already visited, you can write these rules on a card and find a hidden place to review them with your child a few times.
The more often this important information is presented, the more likely it is that the child will remember them and use them to regulate their own behavior.
This article is reviewed by experts
Source Creek Teacher / California Public Gordon College - Master of Psychology
· Professional member of the American ADHD Association (CHADD).
· Registered psychological counselor of the Chinese Mental Health Association
· Teen Instructor
· Power hypnotist