School days can be a perfect opportunity for children to work on social skills. Children are surrounded by their peers throughout the day and there are endless opportunities for interaction.
Here are some opportunities to promote social skills throughout the school day:
During circle time, snack time and lunch time, have the child sit next to different peers each day. This will promote multiple opportunities to meet new peers!
Assign different “peer buddies” for the child throughout the day and week. These peer buddies can help assist the child complete tasks, play games with the child, engage them in conversation and model appropriate behaviors.
Set up small, group structured activities such as completing puzzles, building train tracks, playing a board game or playing catch. It is often easier for children to interact and develop appropriate skills in a small group setting, rather than in a large group.
For older kids, during lunch time, give the table a topic of conversation to talk about that day to promote conversational skills.
If children need help throughout the day, prompt them to ask their peers for help, rather than always approaching an adult.
Set up situations where the child would need to interact with peers. For example, if there is a play dough station, have all the tools with the other peers, so that the child would need to ask their friend for tools in order to complete the activity.
Parents can also talk to the teacher about peers who the child gets along with, and set up play dates at home with the peers so they can practice those skills in different places.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/09/Blog-Social-Skills-Tips-FeaturedImage.png?time=1586030265186183Rachel Nitekmanhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Nitekman2016-09-06 05:30:582016-09-02 15:21:517 Tips for Working on Social Skills During School
The next few weeks are full of big and exciting changes! Back-to-school time can be full of fun and excitement, but also can bring up worries and nervous feelings. It is normal for children to experience sadness, worry or feel unsure as they embark on new classrooms, new friends, and new experiences. With support and help to manage their emotions, young children can be successful and experience delight and fun in their new adventures.
Teachers work hard to provide children with the support and encouragement for a smooth and positive back to school transition and help to build comfort and confidence at school.
Parents and families can continue the support and encouragement at home to help their child feel successful and happy as they head back to school with the following 10 tips:
Talk through the steps of a new situation so children can know what to expect and can feel prepared. It also allows you to see how they might be feeling about it. Children don’t need to repeat it or have a long conversation about it, just the basics on what to expect can help.
Talk about, draw or write down the steps to a new experience (even if your child isn’t reading yet), visuals provide a concrete guide that children like to follow. It is helpful to talk during a calm moment the night before, during meal time, or earlier in the day. Provide the steps clearly and concisely and let them know what you expect.
Talk about specifics that are new like car line and drop off. Talk through the steps of car line. “First we will pull up in line with the other cars, we will wait our turn, I will let you know when it’s time and then a teacher will come to the car door to walk you into school. We will wave goodbye and you will walk safely and calmly into school.” Provide specific cues on what you would like to see from your child.
Practice! Children love to move and be independent. Physically practicing a new task gives them the confidence to do it on their own when it’s time.
Take a walk up the stairs and let them show you their new classroom. Give the children the opportunity to be the leader and teach you all about the new classroom, materials or a new rule. Walk through the front door or observe older friends during car line together.
Acknowledge their feelings and listen to their thoughts and worries. We often don’t experience just one emotion around new experiences and they are all normal and okay! Remember to acknowledge, not fix.
Let them know you understand: I know it can be sad to say goodbye to your teacher and friends. Share a time you felt nervous at doing something new. Children love to hear about adult feelings and know that you have different feelings too!
Be encouraging and show confidence that they will be okay! Children take their cues from adults so our ability to manage our emotions and stay calm and positive is important.
A calming hand on a shoulder, practicing three deep breaths together to be calm, noticing our own body and actively trying to relax, and being consistent with the drop-off will model calm, consistency and confidence for your child.
Consider a routine or ritual that can support a positive drop off.
Listen or sing the same song daily or have a special goodbye high-five upon arrival. Allow these moments to help cue to children that it is time to say goodbye.
Make a calendar together that shows what day school starts.
Children can mark off the days with X’s or stickers to feel prepared and know what to expect.
Share a plan for after school or when you get home so that your child can predict the end of the day. Knowing that they will have special time with you will allow children to feel safe and secure, to explore, and work hard at school.
Have a special after school activity planned on the first day like walking to the park, eating a favorite meal together or getting in PJs right after school to relax and watch a movie.
Take time for quiet time or special moments and extra hugs leading up to the new school year and as they adjust to their new routine and schedule.
Plan for a fun snack together outside or listen to calming music in the car ride home.
Anticipate that there will be upsets and tiredness. Transitions are hard for everyone. Young children are working hard to regulate and focus to meet the expectations of their new classrooms and get to know the rules. This takes a lot of work and often results in upsets and tiredness at home. Be patient and flexible.
Just like we may want to come home and relax on the couch after a hard day, children may need a little more time, support, and understanding to manage expectations and emotions they are experiencing during big transitions. Offer help to complete a task rather than another verbal reminder. Allow extra time to get ready in the morning or to get ready for bed. Slowing down and supporting will allow for a positive, peaceful transition for all.
Focus on familiar routines and consistency at home. Stick to a morning and bedtime routine as best as you can (even if you have been able to move away from it over the summer or as they got bigger). Routine and rituals provide children with a sense of stability and safety so they can go out and explore their world with confidence!
Bring back that favorite book and read it nightly or add in time where each family member shares a feeling or experience from their day over dinner or before bed.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-School-10Tips-FeaturedImage.png?time=1586030265186183Meghan Greeleyhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngMeghan Greeley2016-08-30 05:30:442016-08-26 15:13:5010 Tips for a Positive, Fun and Confident Transition Back to School
It’s that time of year again! Each new school year is an exciting time not only for students, but also for teachers! They have worked diligently all summer to prepare their classrooms in order to welcome their new students. Creating a learning environment to fit the needs of each unique student is a big task, but with an understanding of sensory processing and self-regulation and implementation of simple classroom strategies, back-to-school can be a breeze!
What is Sensory Processing?
The classroom is a rich, sensory environment that enhances students’ development. For some students, however, their unique patterns of sensory processing may affect their ability to fully participate in activities. Sensory processing is the body’s ability to filter out important information that is taken in via many sensory pathways and utilize that information to provide appropriate responses within the environment. There may be some students who are over-responsive to input within the classroom, such as covering his or her ears when the fire alarm rings or avoiding art projects that include messy play. For other students, they may be under-responsive and seeking input within the classroom, such as difficulty sitting still at his or her desk and being too rough with peers or classroom materials.
What is Self-regulation?
Sensory processing has a profound impact on self-regulation, which is the ability to maintain an optimum level of arousal in order to participate in daily activities. Self-regulation is a critical component of learning, as it can impact a student’s attention, emotional regulation, and impulse control. Providing individualized sensory experiences increases self-regulation, attention, and overall participation.
Sensory Strategies to Increase Self-regulation Within the Classroom:
Provide clear, precise, and short directions
Ask students to repeat directions back to you
Place felt pads or tennis balls on the bottom of chairs to decrease unexpected, loud noises
Use large rugs to absorb sound
Offer headphones, ear plugs, or calming music
Create a “cozy or quiet” corner
Minimize bright or florescent lights
Reduce “clutter” within the room, such as art projects or decorations on walls
Reduce the amount of words and pictures on worksheets
Provide directions on the student’s eye level to increase visual attention
Utilize visual schedules
Seat students near the front of the room or near you
Incorporate messy play, including sand trays, finger paint, and shaving cream
Do squeezes with Play-doh
Utilize hand fidgets while seated at desk or circle time
Offer modifications to activities for over-responsive students
Incorporate heavy work into the daily routine. Heavy work is any resistive activity that provides deep pressure input to the muscles and joints which provides increased feedback about body position in space.
Wall or chair push-ups
Animal walks during transition times
Utilize sit-and-move cushion or therapy ball for seated work
Provide alternatives to sitting at a desk, such as standing to complete work
Remember, you know your students best! Get to know their individual characteristics and needs prior to implementing these strategies. Whenever possible, consult with an occupational therapist at your school! With the use of these simple strategies, your classroom will provide the best environment for all students to learn and grow!
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Sensory-Classroom-FeaturedImage.png?time=1586030265186183Laura Mansonhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngLaura Manson2016-08-24 05:30:092019-09-06 20:48:29Making Back-to-School a Breeze with Classroom Sensory Strategies for Teachers
Your elementary and middle school child spends the majority of his or her week in school– 7-7.5 hours per day, 5 days per week adding up to 35-37.5 hours per week. But don’t forget the average of 3 hours per week of homework for kindergarten-8th graders. With long days in school sitting at desks, doing homework, increased time in front of televisions, on cell phones, or in front of computers, now, more than ever, it is important to make sure your child has ways to stay active. With so much time spent in school each week, what better avenue could there be to incorporate fitness in your child’s routine than in school? Physical education classes are a great start, but is there more they could be doing?
Here are Some Options You Can Present to Your PTA for Additional Fitness Programming:
Apex Fun Run
Instead of using the old-school chocolate bar or wrapping paper sales, Apex is a company that utilizes fitness as a means of fund raising. Their goal is to encourage fitness and healthy lifestyles among elementary school-aged children while also helping schools raise money. Apex team members spend 2 weeks at a school teaching a curriculum about healthy lifestyle choices, ways to stay active, and assistance in getting the kids sponsors, culminating in the fun run!
Play 60 school is a program sponsored by the NFL to encourage 60 minutes of play every day. The NFL has partnered with the National Dairy Counsel, American Heart Association, and Brax Fundraising to create different programs for incorporating fitness in schools. This includes a focus on healthy food choices, implementing activity breaks during daily curriculums, and fundraising by selling various sports team SpiritCups.
Most schools already implement Presidential Fitness Testing in their regular physical education curriculum. However, if your school does not or if you are interested in more information about the programming, take a look at the website. The Presidential Youth Fitness Programming allows students to individually track their fitness progress and achievements.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Fitness-FeaturedImage.png?time=1586030265186183Jamie Katzhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJamie Katz2016-08-23 05:30:192016-08-19 15:15:43Keeping Fitness on Track at School
Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) may face many obstacles in the classroom. Structure and consistency are the two main keys to success for children with ADHD, but each case presents with its own challenges and accommodations should address the unique needs of the individual student.
The following are examples of what a child with ADHD may present in the classroom and associated accommodations:
For a student presenting with difficulties sustaining attention and following directions:
Instructions should be kept brief and specific and presented one step at a time.
Maintain eye contact with child while presenting instructions and have the child “teach” the instructions back to the teacher.
Reduce task length (i.e., focus on quality of work rather than quantity) or break complex tasks into smaller pieces.
Seat the child near the teacher and away from distractions such as doors, windows, or other students who may be disruptive.
Provide a “quiet zone” for the student to complete tests or in-class assignments.
Use verbal cues or signals as behavioral prompts when the child falls off task.
Set time limits or “challenges” for completing tasks.
Provide visual prompts for classroom routines.
For a child presenting with excessive activity and/or impulse control:
Allow the child to stand near his or her desk or kneel in his or her chair during seated work as long as no disruption is caused.
Use instructional approaches that encourage active responding such as talking, moving, or working at the board.
Provide breaks for directed movement such as passing out materials.
Reward short periods of waiting or on task behavior and gradually increase the period a child is successful.
Encourage non-disruptive activities such as reading or doodling during times of day that have proven problematic.
Clearly state rules and expectations, and clearly state positive and negative consequences for behaviors. Review these rules often and post visual reminders.
All children will benefit from positive feedback, reinforcement for small improvements, frequent opportunities for active participation, and assignments related to the child’s interests. Additionally, established routines and schedules, along with both verbal and visual reminders, will help any child to be successful in the classroom environment. Most importantly, remember not to assume that a failure to follow instructions is due to a lack of effort or an intentional failure to pay attention, nor is overactivity or impulsive behavior intended as an act of defiance.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-ADHD-Accommodations-FeaturedImage.png?time=1586030265186183Cynthia Kanehttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngCynthia Kane2016-08-19 05:30:252019-12-19 20:18:00Academic Accommodations for Children with ADHD
Beginning a new school year with any child can be harrowing for parents! You may wonder, “Will my child get the support that he needs?” or “How will I communicate with her teacher?” and “What can I do as a parent to reinforce what is happening in the classroom?” These questions and worries can be even greater when the child in question has a diagnosis of autism spectrum disorder. The first step in starting any school year is to think proactively and approach your child’s classroom teacher prior to beginning the year!
Below are some tips for having a fun and successful year for you and your child with autism:
Communication – Communication is key! It is vital to communicate with your child’s teacher before starting school. Letting the teacher know all about your child and his or her strengths will help the teacher provide the best care in the school setting. Additionally, set up means to communicate in an ongoing manner with your child’s teacher—this could be email, notes in your child’s backpack, or even a notebook that the child writes in themselves outlining their day!
Reinforcement – Give the teacher a list of things that are motivating to your child that the teacher can incorporate into your child’s day, and keep him or her learning!
Triggers – Letting the teacher know what can be triggering to your child will help avoid potential problematic behaviors in the classroom. This allows school staff to be proactive about managing potential challenging behavior.
Calming strategies – Let the teacher know what works best for calming your child down if he or she becomes upset.
All in all, STAY POSITIVE and BE PATIENT! Remember that the beginning of the school year is a time of getting comfortable and establishing routines…for kids and adults alike!
Jennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Autism-and-Teachers-FeaturedImage.png?time=1586030265186183Rachel Nitekmanhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Nitekman2016-08-17 05:30:512019-09-03 21:04:49Preparing a Teacher to Work With Your Child With Autism
With the summer months winding down, and the back to school sales in full force, it’s probably time for you and your child to start the annual transition from summer camp to school! For many children, this transition is filled with excitement and happiness. For others, the worry monster might be just around the corner. Children might demonstrate tearfulness, tantrums, and frustration due to their anxiety about school.
Below are a couple suggestions to help you and your anxious child get through the first few days back at school:
Create a School Day Routine
The structure of the school day might look a lot different than your child’s summer schedule. Before school begins:
Create a morning routine with a timeline of activities your child will need to accomplish. Depending on your child’s level of independence, think about how much supervision your child will need for each task.
Remember to adjust your child’s wake up time to fit the school day schedule if it had changed during the summer. Helping your child create this routine prior to the first day of school will allow your child to understand what is expected and can lead to lower levels of worry.
Separation from parents in the first few days of school can be traumatic. For younger children, a handful of difficult drop offs is age-appropriate and should decrease over time as your child acclimates to this new routine. One way to support your child through this transition can be through allowing them to bring something to school that reminds them of mom and dad. Transitional objects should be small and minimally distracting in class. A special key chain, small plush toy, or laminated picture of the family can be used for this. Remind your child to hold or look at these objects if they are feeling worried or missing home.
If you notice that your child is having a harder than expected time, their functioning in school is being impacted, or their anxiety about school is not subsiding, reach out for additional support.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Anxious-Back-to-School-FeaturedImage.png?time=1586030265186183Rachel Ostrovhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Ostrov2016-08-11 05:30:362019-12-20 19:09:15Helping Your Anxious Child Return to School
All parents hope that their children will meet new friends and have an active social life—this is not any less true for parents of kids with autism! In fact, it is this very subject that is mentioned near the top of many parents’ wish lists when asked what their greatest hope is for their child on the autism spectrum!
It can occasionally be more challenging for friendships to occur naturally due to the reduced interest in social interaction demonstrated by kids on the spectrum. However, as with many of the academic, life, and self-care skills that are taught systematically to these kids, social interaction skills and rules of friendship may be slowly introduced and put into action!
In order for these skills to be taught and practiced, however, there are a few things that parents can do to set their child with autism up for success in this area:
Ask your child’s teacher about possible peers: There are frequently a few kids in each general education classroom that appear empathetic and interested in our kids with autism. These are great candidates for peer interactions and possible friendships! Your child’s teacher will most likely have a few ideas about whom might pair well with your child in this manner, within the first few weeks of school.
Observe your child’s classroom, if possible: Most schools have parent observation policies that designate times of day that are best suited to seeing what’s going on in the classroom. Take some time to notice which kids are approaching him or her and whether these might be kids to ask over for a play date!
Volunteer to present a mini autism lesson, if possible: There are countless resources online for helping typically developing kids understand autism spectrum disorders, and what they can expect from someone who is on the spectrum. One I particularly like outlines some amazing books to help peers understand your child and his or her diagnosis: https://www.angelsense.com/blog/10-great-books-for-families-of-kids-with-autism/
Reach out to parents: Upon observing a child approaching or interacting with your child (or upon recommendation from the teacher), attempt to contact that child’s parents, and set up a time for the kids to get together!
Plan your play date: It will be very important that both kids are having a great time! Try to think of activities that are of particular interest to your child, and bring that peer along. For example, if your child really enjoys going to the zoo, and has an interest in animals, plan to visit the zoo on the kids’ first play date. This will pair the typically developing peer with something that is your child’s absolute favorite thing, and could lead to a stronger relationship!
Speak to the BCBA/supervisor in charge of your child’s services about programming for peer interaction: This is very common, and should be an integral part of any child’s treatment plan. Ensure that this is being programmed for specifically, and that there are opportunities to practice the skills both one-to-one during therapy, as well as in vivo with another child!
With practice, patience, and mindfulness on the part of adults, kids on the autism spectrum can develop meaningful and fulfilling relationships with their typically developing peers!
Rachel is a Board Certified Behavior Analyst (BCBA) with over 10 years of experience working with children with autism, Down syndrome, and other developmental delays. After graduating from the Blitstein Institute in 2011, she went on to receive her Masters in Psychology specializing in ABA, from Kaplan University, while working full time as a pediatric behavior therapist. Rachel has worked with children in a variety of settings, including home, camp and school. She also worked for KESHET, an organization that provides services for children and young adults with varying developmental delays. Rachel is passionate about her work in helping children succeed to their fullest potentials in life.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Autism-Classmates-FeaturedImage.png?time=1586030265186183Jennifer Bartellhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJennifer Bartell2016-08-09 05:30:402019-09-03 21:05:37Introducing Your Child with Autism to Classmates
There are many strategies children use to attempt to regulate themselves. Whether this is more obvious and large scale such as jumping on a trampoline or spinning around in circles continuously, or smaller, more discrete ways such as grinding their teeth, picking their skin, or squeezing their fists, each of these strategies are satisfying a need within their sensory systems.
These can be mindless or intentional, but the bottom line is that it is fulfilling their bodies and brains in a way that only they can truly understand. While we want to allow children to gain as much sensory input as they need to maintain a regulated state, it is important to explore options that are appropriate and safe. One such option is called “fidgets,” and they are a great tool, especially within the classroom environment, so as not to draw attention away from class learning.
It is important to understand the root of your child’s sensory seeking behaviors in order to provide him or her with the most appropriate fidget tool. There are two main sensory systems that fidget toys typically stimulate; these are the tactile and the proprioceptive system. The body reads touch based on light and deep touch, light being more stimulating (tactile) and deep being more calming (proprioceptive). Think, the feeling of a feather brushing across the underside of your arm versus the feeling of a deep tissue back massage.
If your child seeks regulation through obtaining deep pressure input i.e. jumping, crashing, and squeezing, a fidget that targets the proprioceptive system may be the best option. To put this in perspective, think about a child friendly and inviting “stress ball.” These may be in various forms, i.e. foam resistance balls, stretchy theraband, theraputty, and squeeze toys.
If your child tends to seek regulation through touch i.e. seemingly mindlessly touching other people, fabrics, or objects, a fidget that targets the tactile system may be the best option. For example, swatches of various fabrics, bracelets with a preferred fabric, and balls or other toys with bumps or (soft) spikes.
If your child seeks regulation through movement, and you are looking for something to provide him or her with that while maintaining appropriateness based on the environment (…as it may be frowned upon to start doing jumping jacks in the middle of circle time), there are options for this, as well. When it comes to movement, though it is important to consider if the fidget is facilitating the child to cope and pay better attention, or if it is actually contributing to increased distractibility. Typically, if a child needs their eyes to utilize the fidget, it may not be serving its ideal purpose and other options should be considered. Fidgets that provide movement include snaps, marble tubes, and plastic tangle tubes.
This guest blog was written by retired teacher, Joyce Wilson.
It’s common for parents of children with ADHD to be concerned for their children’s behavior at school.
But there’s no need to feel powerless. Implementing a few best practices at home will create a ripple effect and help improve your child’s behavior in the classroom, too.
Encourage Physical Activity
Regular exercise has many benefits for children with ADHD, most having to do with increased brain function. Play games and sports with your child or simply go for a walk outside. The fresh air and bodily movement will help calm his restlessness and sharpen his focus.
It’s wise to let your child’s teacher know that taking away his recess time as a punishment is the exact opposite of what she should do if she wants to see an improvement in his behavior. Let her know how important this active time is for his mental focus.
Teach her the importance of having a tidy room and work space and help her organize her school supplies. Use dividers, Post-it notes, folders, and color coordination to break her schoolwork down into a manageable, organized chunks.
Your child will benefit from routine in the form of a daily schedule that runs morning to night. Keep schedules and to-do lists posted where your child can see them and include checkboxes next to each task on a list.
Sticking to a schedule helps children with ADHD persist with tasks that they might not necessarily feel like doing at the moment. Insisting they stick to a routine will help performing these tasks become habits for them. For instance, although it’s often difficult for children with ADHD to fall asleep, they still need to stick to a regular sleep schedule the best they can.
Make Your Expectations Clear
When your child is organized, sticking to his schedule, and participating in physical activity like you’ve asked him to, make sure you’re rewarding him for his efforts and thanking him for his cooperation.
Positive reinforcement through small rewards is just one aspect of managing your child’s behavior. Set rules and make it clear to your child that you expect him to follow them at home and at school. Be specific when disciplining your child and let him know exactly how you’d like him to improve his behavior.
Be specific with your praise as well so he can continue to make you proud by doing exactly what you’ve asked him to. Giving him the praise he deserves will encourage him to continue to succeed in life at home and life in the classroom.
Joyce Wilson is a retired teacher with decades of experience. Today, she is a proud grandmom and mentor to teachers in her local public school system. She and a fellow retired teacher created TeacherSpark.org to share creative ideas and practical resources for the classroom.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/07/Blog-ADHD-FeaturedImage.png?time=1586030265186183North Shore Pediatric Therapyhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngNorth Shore Pediatric Therapy2016-07-26 12:11:502016-07-26 12:11:504 Practices Parents Can Do at Home That Will Help Children with ADHD at School