ADHD LINKS FOR

https://www.additudemag.com/what-is-adhd-symptoms-causes-treatments/

https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

https://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder-adhd-the-
basics/index.shtml

https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc-20350889

https://www.cdc.gov/ncbddd/adhd/facts.html

https://www.cdc.gov/ncbddd/adhd/treatment.html
The following are suggestions that may help with your child’s behavior:

 Create a routine. Try to follow the same schedule every day, from

wake-up time to bedtime.
 Get organizedexternal icon. Encourage your child to put schoolbags,
clothing, and toys in the same place every day so that they will be less
likely to lose them.
 Manage distractions. Turn off the TV, limit noise, and provide a clean
workspace when your child is doing homework. Some children with
ADHD learn well if they are moving or listening to background music.
Watch your child and see what works.
 Limit choices. To help your child not feel overwhelmed or
overstimulated, offer choices with only a few options. For example, have
them choose between this outfit or that one, this meal or that one, or
this toy or that one.
 Be clear and specific when you talk with your child. Let your child
know you are listening by describing what you heard them say. Use
clear, brief directions when they need to do something.
 Help your child plan. Break down complicated tasks into simpler,
shorter steps. For long tasks, starting early and taking breaks may help
limit stress.
 Use goals and praise or other rewards. Use a chart to list goals and
track positive behaviors, then let your child know they have done well
by telling them or by rewarding their efforts in other ways. Be sure the
goals are realistic—small steps are important!
 Discipline effectively. Instead of scolding, yelling, or spanking,
use effective directions, time-outs or removal of privileges
as consequences for inappropriate behavior.
 Create positive opportunities. Children with ADHD may find certain
situations stressful. Finding out and encouraging what your child does
well—whether it’s school, sports, art, music, or play—can help create
positive experiences.
 Provide a healthy lifestyle. Nutritious food, lots of physical activity,
and sufficient sleep are important; they can help keep ADHD symptoms
from getting worse.

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 Tips to Help Kids and Adults with ADHD Stay Organized

For Kids:

Parents and teachers can help kids with ADHD stay organized and follow directions
with tools such as:

 Keeping a routine and a schedule. Keep the same routine every day, from
wake-up time to bedtime. Include times for homework, outdoor play, and indoor
activities. Keep the schedule on the refrigerator or a bulletin board in the kitchen.
Write changes on the schedule as far in advance as possible.
 Organizing everyday items. Have a place for everything, (such as clothing,
backpacks, and toys), and keep everything in its place.
 Using homework and notebook organizers. Use organizers for school material
and supplies. Stress to your child the importance of writing down assignments and
bringing home the necessary books.
 Being clear and consistent. Children with ADHD need consistent rules they
can understand and follow.
 Giving praise or rewards when rules are followed. Children with ADHD often
receive and expect criticism. Look for good behavior and praise it.

For Adults:

A professional counselor or therapist can help an adult with ADHD learn how to
organize his or her life with tools such as:

 Keeping routines
 Making lists for different tasks and activities
 Using a calendar for scheduling events
 Using reminder notes
 Assigning a special place for keys, bills, and paperwork

Breaking down large tasks into more manageable, smaller steps so that completing each
part of the task provides a sense of accomplishment

https://www.healthline.com/health/adhd#outlook
SYMPTOMS SIGNS
1.     DIFFICULTY
PAYING ATTENTION . Overlook or miss details, make careless mistakes in
(INATTENTION) schoolwork, at work, or during other activities.
. Have problems sustaining attention in tasks or play,
  including conversations, lectures, or lengthy reading.
  . Seem to not listen when spoken to directly.
. Fail to not follow through on instructions, fail to finish
schoolwork, chores, or duties in the workplace, or start tasks
  but quickly lose focus and get easily side tracked.
. Have problems organizing tasks and activities, such as doing
tasks in sequence, keeping materials and belongings in order,
keeping work organized, managing time, and meeting
deadlines.
. Avoid or dislike tasks that require sustained mental effort,
such as schoolwork or homework, or for teens and older adults,
preparing reports, completing forms, or reviewing lengthy
  papers.
.Lose things necessary for tasks or activities, such as school
supplies, pencils, books, tools, wallets, keys, paperwork,
  eyeglasses, and cell phones.
  . Become easily distracted by unrelated thoughts or stimuli.
. Forgetful in daily activities, such as chores, errands,
  returning calls, and keeping appointments.
   
2.HYPERACTIVITY ·   Fidgeting and squirming while seated.
·   Getting up and moving around in situations when staying
  seated is expected, such as in the classroom or in the office.
·    Running or dashing around or climbing in situations where
  it is inappropriate, or, in teens and adults, often feeling restless.
  ·    Being unable to play or engage in hobbies quietly.
·    Being constantly in motion or “on the go,” or acting as if
  “driven by a motor”.
   
3.  IMPULSIVITY ·   Talking nonstop.
·   Blurting out an answer before a question has been
completed, finishing other people’s sentences, or speaking
  without waiting for a turn in conversation.
  ·   Having trouble waiting his or her turn.
·   Interrupting or intruding on others, for example in
  conversations, games, or activities.