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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

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ADHD Videos - To help explain ADHD better | ADHD UK

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ADHD Videos - To explain ADHD we’ve made a series of videos with different categories for those wanting to understand more and those that aren’t familiar with it

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FREE - Introduction to SEND Online Course 

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FREE - Introduction to SEND Online Course 

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This course will provide you with a good, basic understanding of the language of Special Educational Needs as used in UK schools.

There is also a Course Companion included to help you structure your notes.

Be able to define Special Educational Needs and understand teacher responsibilities.

Find out about the Special Educational Needs Code of Practice.

Find out about Education, Health & Care Plans and their contents.

Plus...

Find lots of other helpful hints and tips as well as signposts to further reading and advice.

Show All Lectures

Could you support SPACE?

This course is FREE...but...

...if you would consider making a small donation to SPACE, I know it would be gratefully received. SPACE is a wonderful charity based in Hertfordshire that supports neurodiversity in their work with many children and families by offering workshops, holiday activities, a lending library and so much more.
Find out how to donate, here.

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The Language of Special Educational Needs

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This course will provide you with a good, basic understanding of the language of Special Educational Needs as used in UK schools. There is also a Course Companion included to help you structure your notes. Be able to define Special Educational Needs and understand teacher responsibilities.

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Advice with teenager with ADHD, advice for parent of child who has ADHD, advice for teachers working with children with ADHD.

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Understanding Autism, Asperger’s and ADHD - Free courses - University of Derby

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This free short online course will encourage you to challenge your own definitions and perceptions of autism and ADHD. You will get an opportunity to examine several key themes around both autism and ADHD in order to obtain skills to help people with these conditions.

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Dyslexia Explained | What's It Like Being Dyslexic? | Understand Dyslexia

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Dyslexia | How Do Dyslexics Learn? | Think How You Learn

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A checklist cannot tell you if someone is dyslexic. It is a tool used to help understand whether there is a likelihood of dyslexia, and whether further investigation should take place.

Dyslexia can only be diagnosed through a formal Diagnostic Assessment. Find out more on the BDA Assessment webpage.

Adult checklist

The Adult Dyslexia Checklist contains questions that help predict dyslexia. The scores for each answer show the relative importance of that question.

Alongside each line you can keep a tally of your score and at the end find your total.

Checklists for learners

Checklists can't tell you whether a learner is dyslexic. They are useful because they outline your learner's strengths and weaknesses, and can help to inform a supportive teaching strategy.
Understanding Neurodiversity: A Guide to SpLD (2nd edition)
Appropriate support should be put in place as soon as a need is identified. A formal diagnosis is not required for support in the classroom. However, a formal diagnosis would help to give a clearer picture of your learner's areas of strength and weakness.

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Dyslexia checklists - British Dyslexia Association

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A checklist cannot tell you if someone is dyslexic. It is a tool used to help understand whether there is a likelihood of dyslexia, and whether further...

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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What is dyslexia? - Kelli Sandman-Hurley

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Developmental co-ordination disorder (DCD) cannot be cured, but there are ways to help your child manage their problems.
A small number of children, usually those with mild symptoms who are diagnosed early, may be able to learn how to overcome their difficulties.

However the vast majority of children need long-term help and will continue to be affected as teenagers and adults.

Once DCD has been diagnosed, a treatment plan tailored to your child's particular difficulties can be made. This plan may involve a variety of specialists.

A treatment plan, combined with extra help at school, can help your child manage many of their physical difficulties, improve their general confidence and self-esteem, and help them to become a well-adjusted adult.

Healthcare professionals

Several healthcare professionals may be involved in your child's care.

For example, your child may need help from a paediatric occupational therapist, who can assess their abilities in daily activities, such as:

using cutlery

dressing

using the toilet

playing

fine movement activities such as writing

A therapist may work with a child, their carers and their teachers to help find ways to manage any problems.

Your child may also receive help from a paediatric physiotherapist. They can assess their abilities and create a therapy plan especially for them, which may include activities to improve walking, running, balance and co-ordination, among others.

Other healthcare professionals involved in your child's care may include:

a paediatrician - a doctor who specialises in the care of babies and children

an educational psychologist - a professional who helps children who are having trouble progressing with their education because of emotional, psychological or behavioural factors

Some of the interventions these health professionals may provide are outlined below.

Activity-oriented approach

One of the main types of intervention used to help children with DCD manage their condition is known as an activity-oriented approach.

This involves working with you and your child to identify specific activities that cause difficulties, and finding ways to overcome them.

For example, a therapist can help improve difficulties with specific movements by breaking the action down into small steps. They then teach your child to plan these individual movements and practice them regularly.

Your child may also benefit from adapting tasks to make them easier to do, such as adding special grips to pens to make them easier to hold, or wearing shoes with Velcro fasteners rather than shoelaces to make dressing easier.

Your child may be encouraged to exercise regularly as well, as this is generally considered to be beneficial for children with DCD.

Body-function-oriented approach

An alternative method to the task-oriented approach is the body-function-oriented approach. This is based on the theory that problems with your child's senses or perception of their body may be contributing to their movement difficulties.

A body-function-oriented approach may involve activities aimed at improving your child's general movement (motor) skills, rather than helping them with a particular task or activity.

However, this isn't thought to be as effective as the activity-oriented approach.

Treating other conditions

Children with DCD often have other conditions as well, which may need to be treated separately.

Attention deficit hyperactivity disorder (ADHD)

If your child also has attention deficit hyperactivity disorder (ADHD), they may benefit from taking medication to help them concentrate better, be less impulsive, feel calmer, and learn and practise new skills.

Find out more about treating ADHD.

Dyslexia

If your child also has dyslexia, they may benefit from special educational interventions designed to improve their reading and writing.

Find out more about treating dyslexia.

Autism

If your child also has autism, they may benefit from special programmes designed to help improve their communication, social interaction, and cognitive and academic skills. This can help children who have autism with everyday life.

Speech and language problems

Speech and language therapy may be useful if your child also has problems with their speech.

A speech and language therapist can assess your child's speech and help them find ways to communicate to the best of their ability.

This may involve exercises to move the lips or tongue in a certain way, practicing producing certain sounds, and learning to control their breathing.

Treatment as your child gets older

Although the physical co-ordination skills of a child with DCD will remain below average, this often becomes less of a problem as they get older.

During adolescence, difficulties in school - particularly producing written work - may become much more prominent.

Further treatment with an occupational therapist for handwriting problems may be helpful when your child is a little older.

Teachers may request older children be allowed more time in exams. Having access to a computer can make homework easier, and some schools will provide a laptop.

A young person may have 1 or more of the additional symptoms associated with DCD which adversely affects their behaviour, socialisation and school achievement.

These young people often require a significant degree of parental support in addition to the treatment they receive.

Alternative therapies

Because of the limitations of available treatments for DCD and the fact it cannot be cured, some parents may look into alternative therapies that claim to cure or greatly improve the condition.

But there's usually no scientific evidence to support the use of alternative therapies, and they can be expensive and time consuming.

It's also important to bear in mind that sometimes the physical co-ordination problems associated with DCD will naturally improve over time.

Support groups

Looking after a child with DCD can be difficult. You may find it helpful to contact local or national support groups, such as the Dyspraxia Foundation.

The Dyspraxia Foundation has information and advice for parents of children with dyspraxia that covers many of the issues that may arise as your child gets older.

Contact the Foundation's helpline on 01462 454 986.

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Developmental co-ordination disorder (dyspraxia) in children - Treatment

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Read about treating developmental co-ordination disorder (DCD). Although it can't be cured, there are ways your child can be helped to manage their problems.

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Perception includes vision, hearing and proprioception, or the awareness of where your limbs are in space. There may be developmental delays in some areas but heightened sensitivities or abilities in others. Dyspraxia exists as a condition on its own but is often found together with hyper mobile joints, Dyslexia, Dyscalculia, ADHD or Asperger's Syndrome. This is why a diagnosis at an early age is important.

The BMA Family Doctor Book "Understanding ADHD, Autism, Dyslexia and Dyspraxia" advises GPs to refer people with Dyspraxia to an Occupational Therapist, who will take a medical and social history, and use a variety of Standardised Tests including motor skills, handwriting, visual-motor co ordination and sensory processing.

Once a diagnostic report of Dyspraxia and recommendations for 'reasonable adjustments' have been made (Equality Act 2010) this will help a child or adult in school, college or the work place to achieve their full potential.

The secondary effects of undiagnosed Dyspraxia in children and adults may include: temper tantrums, anxiety, depression, panic attacks, addiction, frequent job changes or long term unemployment.

Dyspraxia UK was set up to help children, young people and adults by providing a detailed diagnosis and practical strategies to get people successfully through their studies and into work.

We have specially trained Consultant Occupational Therapists in most parts of the UK.
Contact us with any queries or to arrange an assessment.
Dyspraxia UK have been professional, kind and supportive throughout. The report has given me a number of really helpful pointers towards an easier life.

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Dyspraxia UK offer a specialist occupational therapy service with high quality diagnostic assessments for children and adults in school, university and work

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Do you have a brother or sister who is disabled, has special educational needs or a serious long-term condition?

Sibling info about disability

Many siblings find it hard to understand disability. Find out about different disabilities and conditions here.

Ask a sibling advisor

Need some information or advice? You can ask our sibling advisor any question about sibling issues.

Sibling Art Gallery

We're celebrating National Siblings Day on April 10th 2023!

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This month we're talking about Siblings and ADHD

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Activities to Promote Handwriting Skills

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The ways that your child will cope with their deafness will vary greatly. An older child or teenager may take a long time to accept their deafness, whereas a younger child will probably take it all in their stride.

If you have a good understanding of your child's deafness, it will help you when you're explaining it to them.

Although many children will develop a positive attitude towards their deafness, your child might be feeling frightened, angry, confused or depressed at first, so it's important that you give them time to understand how their deafness will affect their life, and to talk about how they're feeling.

They may need some additional emotional support to come to terms with their hearing loss - speak to your GP about any concerns you have about your child's wellbeing.

If your child has become deaf quite suddenly, you may find that their behaviour has changed. Their attention span may be shorter, or they may have temper tantrums or become clingy.

For some, this may be as a result of frustration caused by difficulties communicating, or for others, be related to having been through a serious illness. If your child has had a hearing loss for a while but it's only just been diagnosed, they might have been showing these behaviours for a long time.

Other children in the family may also become unsettled if your child is getting a lot of the family's time and attention so ensure you explore with them what they're feeling too.

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My child has a hearing loss | Newly diagnosed deaf child information

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We can offer you deafness resources, support, tips and a sense of community if your child has been diagnosed as deaf - you're not alone, we are here for you

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Emotional health and wellbeing for families of deaf children

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We believe the most important influence on a deaf child's life is their family, so the emotional health and wellbeing of everyone in the family is crucial

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OCD is a persuasive disorder, and I know many people joke they have OCD because they are very tidy or worry a lot. Many people worry, and some worry a lot. That does not necessarily mean you or your child have OCD. Obsessive-Compulsive Disorder is a severe anxiety-related condition where individuals suffer frequent obsessive and intrusive thoughts, often followed by uncontrollable urges and compulsions.

Here are some examples of obsessions:

Worrying that they or other members of the family or friends are contaminated

Worrying something terrible will happen to family members

Feeling that you or others may become ill.

Suffering from violent and sexual images

Need everything neat.

Suffering from these thoughts can make your child feel unsafe, sad, and unhappy. Your child may then think they need to do certain things to help them feel safe, and these are called "compulsions". We often call them safety behaviours.
Examples of OCD Compulsions:

Washing your hands lots of times or in a certain way

Counting or saying things in your head, often this can be a specific number; a child I worked with had to do everything in three's

Asking the same question repeatedly

Avoiding specific numbers when counting

Tidying your room lots of times, even though it already looks nice and tidy

Checking lights switch lots of times

Checking the door is locked

The compulsion often seems illogical, and the sufferer knows this, so it's important to recognise this. Suffering from OCD does not mean your child is being naughty or cannot receive help.

How can OCD make you and your child feel?

Children feel out of control, and it's often the boss of their lives. For parents, this can be hard, too, as the parent can become involved in the OCD. Remember, your child will only be diagnosed with OCD if they suffer from each symptom, thoughts, and compulsion.

The Royal College of Psychiatry reports that OCD can affect people of all ages, regardless of class, religion, or gender. It usually starts in childhood. It is thought that 1-2% of the population has OCD. This means at least 130 000 young people suffer from OCD.

What causes OCD?

We do not know the cause of OCD for sure. Research suggests it may be due to an imbalance in a brain chemical called 'serotonin'. It may also run in families and people with tics (jerky movements) in the family. Sometimes, OCD can start after an illness. It can also occur after a difficult time in their life, like an accident.

When do I need to worry? Red flag!

Many children have mild obsessions that do not interfere with their everyday life or level of distress. Seek help if you respond yes to the following questions.

Do the compulsions upset and distress your child?

Do they interfere with the child's everyday life (e.g. school, friends, etc.)?

Have they been present for over six months?

If this is the case, seek help via your GP or contact me for a consultation.

Here is a list of great resources at the Royal College of Psychiatry and

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Does my Child have OCD? - Bristol Child Parent Support

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OCD is a persuasive disorder, and I know many people joke they have OCD because they are very tidy or worry a lot. Many people worry, and some worry a [...]

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What is ODD and how can I manage my child's behavior?

Oppositional Defiant Disorder (ODD) is a behavioral disorder in children characterized by a clinically significant level of negative, disobedient, and defiant behavior. For a child to be diagnosed with Oppositional Defiant Disorder, symptoms must be present for more than six months. Behavior must be markedly different than typical children of the same age and developmental level and must not be better explained by another disorder or event.

A child with significant behavioral issues may exhibit signs of anxiety, have frequent and severe tantrums, be manipulative, and/or be repetitively defiant towards those in authority. Often these children are labeled by teachers, peers, and parents as disruptive, frustrating, mean, or even "bad."

If your child exhibits behaviors associated with Oppositional Defiant Disorder, manage his or her behavior with the following strategies:
1. Use a calm voice when dealing with ODD in kids.
A child with Oppositional Defiant Disorder is often hoping to engage his or her parents in a battle of wills. Explain in as few words as possible your position or parental requirement then do not continue to discuss the issue. It is difficult for kids to argue when they have no one to argue with them! If you engage in a back-and-forth argument with a defiant child, you have given the child the power to control the exchange. Remember, the house rules apply to everyone in your home. If you break one of the house rules, give yourself a consequence like apologizing or taking a short time-out to gather your thoughts. Since kids with ODD often see themselves as victims, lead by example to show your child that you aren't too proud to apologize and that the house rules apply to everyone in the family.
2. Celebrate your child's successes.
Kids with ODD have trouble regulating their emotions, which can lead to the severe outbursts and tantrums associated with the disorder. If your child is able to successfully manage his or her behavior for a a longer than usual period of time, celebrate those successes with a family dinner at a favorite restaurant or some other fun family activity. Let your child know you notice and appreciate the extra effort. Make time to have fun and connect with your child when he or she is calm and functioning well.
3. Create a structured environment.
It's no secret that when children are well-rested, physically fit, and get sufficient nutrition, they are better able to regulate their emotions. Make exercise, healthy meals, and adequate sleep a priority. A structured, healthy lifestyle will not only benefit a child with Oppositional Defiant Disorder but your entire family!

4. Set a few non-negotiable house rules and enforce them with consequences.

Kids with ODD are often anxious and have an overwhelming need to control their environment and others. Keep house rules simple and limited so kids don't feel stifled or overwhelmed. For instance, rules may include, "We don't hurt ourselves, others, or property. We use kind language and don't raise our voices." Display house rules and decide ahead of time on consequences for breaking a rule so kids know what to expect if they do. Once your child has completed the consequence, move on from the incident. Show your child that each new day is a chance to make better choices.
How Brain Balance Can Help Children with ODD
If your child exhibits oppositional defiance or is unable to regulate his or her emotions in an age-appropriate way, we invite you to consider the Brain Balance Program.

Is your child disruptive or do they struggle with behavioral issues that inhibit his or her daily functioning? Start with our preliminary online assessment quiz.
Disclaimer: The information presented on this web site is not intended to diagnose, treat, cure, or prevent any disease. All information is intended for your general knowledge only and is not a substitute for medical advice or treatment of specific medical conditions. Discuss this information with your healthcare provider to determine what is right for you and your family.

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# Tips For Managing Oppositional Defiant Disorder (ODD)

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Oppositional Defiant Disorder (ODD) is a severe and consistent behavioral disorder in children. Use these four strategies to better manage your child's behavior

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Version en Español
Raising a child with oppositional defiant disorder (ODD) can be extremely frustrating because you feel like everything is a constant battle. You just want your child to do their homework, pick up their toys, get dressed for school, etc. and you are constantly faced with refusal.

As a behavior specialist and school psychologist, I have had many parents and teachers ask for behavior strategies to help a child with oppositional defiant disorder or behavioral challenges.
Recommended Book: The Explosive Child: New Approach For Understanding And Parenting Easily Frustrated, Chronically Inflexible Children
In my training, I learned a lot about positive behavior support strategies and have used them with my clients and students for the past 21 years, and now with my own children (ages 7 and 3).

I can tell you firsthand that these strategies are extremely effective. They work when I use them and when I teach others how to use them with their children or students.

People often think that positive behavior support is simply giving rewards for good behavior, and when that doesn't work they think that the system doesn't work.

While a piece of positive behavior support is allowing children to earn privileges rather than taking them away, it is so much more than just that. It is a scientific way of speaking, acting, and responding to behavior.

Related Article: How to Use Natural and Logical Consequences to Improve Children's Behavior

FYI: These tips are effective for all kids, not just those diagnosed with oppositional defiant disorder.

1. Set up expectations ahead of time.

Your child should know what you expect of them each day. This can be communicated through a checklist, visual schedule, video recording, etc.

Your child will want to do things that are fun and instantly gratifying. Boundaries are important when enforcing expectations. "Yes, you can do that! But you also need to do this."

This is much more effective for encouraging compliance than punishing your child or taking away privileges when they don't do what you want them to do.

Let your child have a say in what they want to work for. Allowing children to earn privileges by following their expectations (e.g., self-care, kindness) puts the ball in their court.

They know what is expected of them and they know what they have to do to earn the things they enjoy. They also feel a sense of pride when they earn what they worked for.

When your child starts getting off track, remind them of what they are working towards rather than telling them what you will take away if they don't listen.

Research shows that children and adolescents are much more likely to do what is expected when they have the power to earn something, than when being threatened that you will take something from them.

Want to read more about this research? Check out the following research studies:

Related Article: Do Rewards Make Sense? What Can Your Children Earn?

2. Use transition warnings to let your child know what is coming next.

Here are examples of transition warnings, "In ten minutes it is time to turn off your video games and come eat dinner" or "After this show, it is time for homework." Give some more reminders as the time is winding down (e.g., in two minutes it's time for dinner).

A timer or visual timer can be helpful for children who don't have a concept of time.

Related Article: 3 Ways to Use Timers to Encourage Homework and Chore Completion

3. Use empathetic statements to show your child you understand how they feel.

Imagine how you would feel if someone came into your room and said "get off the computer and go to bed." Although they are kids and are expected to follow adults' rules, they still have the same feelings you would have in that type of situation.

You can show them you understand how they feel with a statement such as "I know you are really enjoying your computer time and you don't want to turn it off, but you need to get rest for school tomorrow. You can have some time on the computer again tomorrow."
Recommended: Become a Certified Self-Esteem Coach for Children
4. Phrase directives in the positive and remove the word "can."

For example, instead of "stop jumping on the furniture" or "can you stop jumping on the furniture?" try something like "sit down" or "come down off the couch " in a calm, but confident tone.

If possible provide an alternative activity or redirect them to something they like to do like "let's do jumping jacks together" or "here are some puzzles/blocks to play with."

Children respond much better when you tell them "what to do" rather than "what not to do." Anything you want your child to stop, you can phrase in the positive by giving them a clear direction of what you want them to do. Giving an explanation such as "you can fall" or "that can damage the couch" is often helpful as well.

Related Article: 17 Ways to Get Your Kids to Listen to You and Show You Respect

5. Use specific praise when your child follows your expectations or listens to your directions.

Some examples of specific praise include "excellent job picking up your toys," "you were so focused during homework tonight," "nice job listening to directions" etc. Specific praise or acknowledgment of healthy behaviors reminds the child of what behaviors you are looking for and reinforces those behaviors.

6. Pick your battles.

If your five-year-old is playing in the dirt and you find it disgusting, let them. As long as they are safe, not hurting or disrespecting themselves or anyone else, and not damaging anything, try to give them as much freedom as possible.

7. Give your child choices when possible.

Research indicates that providing children with choices leads to improvement in behavior. Examples include, "Do you want to wear the green or red shirt?" "Do you want to do your math or reading homework first?" "Do you want to set the table or take out the garbage?"

8. Say what you mean and mean what you say.

If you tell your child that he needs to pick up his toys before he can play outside, make sure you follow through on your rule and honor your end of the bargain.

Stay away from empty threats (punishments that you will never follow through on). Your child will come to learn the value of your words. If you don't mean what you say, they won't take you seriously. The National Association of Child Development is with us on this one!

And research indicates the need for consistency when implementing positive parenting practices. Consistency includes integrity, honesty, and respect.

You can build in chores, homework (if applicable), self-help tasks (shower, brush teeth, etc,), and fun activities. Have your child participate in creating the schedule. Embed the fun activities into the schedule so that your child alternates between preferred and non-preferred activities. One part of the schedule needs to be complete before moving on to the next part.

Recommended: Study: Daily Routines Impact Childhood Development

Some children benefit from mini-schedules, which is a shortened variation of a typical schedule. Mini-scedules can include as few as two or three steps.

Also, keep in mind that children with idle time on their hands are looking for things to do, so structuring their time can alleviate some impulsive behaviors like running/jumping in the house.

Related Article: How to Use Schedules to Promote Positive Behavior in Children
10. Avoid arguing, long lectures, or sarcastic remarks about your child's behavior.

Stick to your rules and don't negotiate, go back and forth, or argue with your child. However, also consider your own rules and whether they are appropriate for your child. For instance, you wouldn't expect a three-year old to "never jump in the house" because jumping, and movement, in general, are developmentally appropriate for a three-year-old.

Once your rules are in place and your child is aware of them, state them as needed. If your child starts to argue or tantrum after you have stated the rule and given empathy, let them know that you are not going to discuss it anymore. Do not give in to a temper tantrum.

Recommended: How to Handle Temper Tantrums

Once the tantrum is over you can praise your child for calming down, provide empathy again if needed, and listen if your child wants to talk about his/her feelings. Then direct your child back to the task he/she is expected to do.

If your child is acting unsafe, protect him/her and others from harm but do not try to negotiate with your child or give in to the tantrum in order to make it stop. This will only lead to more tantrums in the future. If you are ever concerned for the safety of your child or anyone else, contact the crisis center or emergency number in your area.

While there is no one method that works for every single child, these are the methods that are backed by research, and personal experience has proven just how well they work.

Research suggests that children with Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder who display impulsive behaviors (e.g., acting without thinking), show improvement when positive behavior support strategies such as the ones discussed in this article are used in conjunction with strategies that teach pro-social behaviors (e.g., how to conduct oneself in different situations, how to identify problems and brainstorm solutions, how to recognize which behaviors may be undesirable in certain situations and why).

For more on these research studies see 6 Research-Based Interventions for the Treatment of ADHD in Children and 5 Research-Based Strategies for Treating Youth with Oppositional Defiant Disorder.

For strategies to decrease impulsive behaviors check out 9 Practical Strategies for Decreasing Impulsive Behavior in Children. Impulsive behaviors may include hitting, yelling, blurting something out, taking something without asking, breaking something, etc.

We offer a free five-minute behavior consultation via text for parents, educators, or other interested parties. Please text 484 201 3815 or email rachelwise@educationandbehavior.com for more information.

Video Presentation:

Sometimes toddlers have communication difficulties that interfere with their ability to understand or express themselves. This can lead to behavioral challenges. Toddler Talk: Techniques and Games might be a helpful book for you if you find yourself in this situation with your toddler.

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Education and Behavior - A Free Resource for Parents, Educators, Counselors, and Therapists! Keeping Us On the Same Page!

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This article provides information about the 7 essential motor skills needed to "awaken" the brain for better academic success. Integrated Learning Strategies (ILS) is a learning and academic center. As a reminder, ILS is not a health care provider. None of our materials or services provide a diagnosis or treatment of a specific condition or learning challenge you may see in your child or student. If you seek a diagnosis or treatment for your child or student, please contact a trained professional who can provide an evaluation of the child.
We have always been a big proponent of purposeful movement to help kids learn and thrive in the classroom. But, more importantly, we have seen the impact purposeful movement has on the brain.

Did you know building your child's motor skills is not only for staying healthy and strong, but also for supporting every area and aspect of your child's learning development?

Don't believe me?

Think of the body as a tool needed for the mind to grow so it can reach the highest level of academic performance. Just like when we lift weights or run a marathon, the more we build our endurance, our bodies get stronger and faster.

As we "exercise" and "warm-up" the body, we are also giving the brain an even better workout.

Why does the body need strong motor skills for my child to learn?

Most people don't realize there is a body and mind connection. When the body is prepared for learning, learning becomes automatic.

We want our kids to naturally read words across the page, have the ability to write words on the page and copy notes on the chalkboard. Surprisingly, many kids today are entering school without these simple basic skills.

The end result, gaps in learning start to form and a child may begin to breakdown as those gaps get wider and wider.

However, purposeful movement exercises can help. They can be the key to strengthening a child's body for academic success.

Here's a breakdown of all the motor skills kids need and use on a daily basis for higher learning. Did you even realize they use their bodies so much?

7 Motor Skills needed for better Academic Performance

#1 - Hand-eye Coordination

A strong development of hand-eye coordination can prepare the brain and body for handwriting, letter formation and tracking words across the page

#2 - Bilateral Coordination

Developing bilateral coordination is an important skill needed for simple tasks like holding the paper with one hand while the other writes across the page.

#3 - Core Muscle

Believe it or not, a strong core can help a child sit upright in their chair while supporting the head for copying notes off the chalkboard.

#4 - Balance and Coordination

If a child's balance is off, you may begin to see them fidget in their chair. Building better balance and coordination can support your child's attention and focus, emotional regulation and behavior.

#5 - Crossing the Midline

Crossing the midline activities are important for brain development. They can help a child track words across the page, problem solve and write words from sentence to sentence, paragraph to paragraph.

#6 - Back to Front Activities

Because higher learning takes place in the higher centers of the brain, kids can do back to front activities to help organize thoughts, improve speech and language, support memory and help follow directions.

#7 - Patterning

Playing games and participating in activities that require different patterns help kids with sequencing, fact retention, math and equations.

Warm-Up Activities for "Awakening" the Brain

If you don't know where to begin or if you have students that need additional support at home, this FREE warm-up packet can help.

It's a great way to get your children and students better prepared for homework, studying, tests and other academic performances.

For a copy of the free warm-up packet, click .

Integrated Movement Activity Center

If you still feel your child has not developed the necessary skills for learning readiness, there is more you can do to help.

The Integrated Movement Activity Center provides parents and therapists with step-by-step videos to strengthen all areas of the body and the brain. Parents and professionals can use the activity center to help their kids and students "awaken" the brain for higher learning development.

For more information or to enroll, click .

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Integrated Learning Strategies is a Utah-based center dedicated to helping mainstream children and children with learning challenges achieve academic success. Our services provide kids with non-traditional tutoring programs within the Davis County, Kaysville, Layton, Syracuse, Farmington, and Centerville areas. Areas to find Integrated Learning Strategies include: Reading tutors in Kaysville, Math tutors in Kaysville, Common Core Tutors in Kaysville, Tutors in Utah, Utah Tutoring Programs

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7 Essential Motor Skills needed for a Child to Reach Academic Success - Integrated Learning Strategies

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7 Essential Motor Skills needed for a Child to Reach Academic Success. The body is a tool to help the brain reach its highest learning potential.