Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
General Parenting
Back from regional CHADD conference
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="gcvmom" data-source="post: 300081" data-attributes="member: 3444"><p>One of the tips was for using checklists and providing visual cues for your difficult child to help get you out of the nag rut for daily routines.</p><p> </p><p>Since difficult child 1 has developed 6 cavities despite my nagging him about brushing, I created a bedtime routine checklist for him as well as the other two (who don't have the same issues) because it was said that it doesn't hurt to have the others do it, that way they get credit for doing something right! I had to enlist difficult child 1's input about what should be on it, how it would work, where to put it, etc. So we'll be trying that the next two weeks to see if it helps. My goal for the first month is to simply announce the time in order to set the ball in motion. There will be some kind of reward tied to successfully following the checklist (we're still discussing), too.</p><p> </p><p>It's all about creating external prompts since my difficult child's lack the internal "voice" to do these things on their own. Initiation is a big hurdle for them.</p><p> </p><p>Another important point I learned is that progress is success. If things improve even the slightest, then we've succeeded. I should NOT be focusing on perfection. Period. </p><p> </p><p>Another important point is that there should not be too many "rules" in our family, and the ones we have should be simple and easy to remember. For stealing problems, the rule in one presenter's house is "If I did not give it to you, or I did not see you buy it, you do not own it." I suppose in the case of a teenager, you'd have to substitute "and if you don't not have a receipt for it" for actually witnessing the purchase. For physical contact issues, the rule is simply "Keep your hands and feet to yourself."</p><p> </p><p>They should also be involved in advocating for themselves and understand what having their disorder means to what they need at school. So this year I'm having both difficult child's help write their "Dear Teacher" letter that I usually do for the beginning of the year. It will go over what works for them and what doesn't, as well as some personal get-to-know-me things. They'll hand these out the first week of school.</p><p> </p><p>There's more... but that's all I've got time for this morning! <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /></p></blockquote><p></p>
[QUOTE="gcvmom, post: 300081, member: 3444"] One of the tips was for using checklists and providing visual cues for your difficult child to help get you out of the nag rut for daily routines. Since difficult child 1 has developed 6 cavities despite my nagging him about brushing, I created a bedtime routine checklist for him as well as the other two (who don't have the same issues) because it was said that it doesn't hurt to have the others do it, that way they get credit for doing something right! I had to enlist difficult child 1's input about what should be on it, how it would work, where to put it, etc. So we'll be trying that the next two weeks to see if it helps. My goal for the first month is to simply announce the time in order to set the ball in motion. There will be some kind of reward tied to successfully following the checklist (we're still discussing), too. It's all about creating external prompts since my difficult child's lack the internal "voice" to do these things on their own. Initiation is a big hurdle for them. Another important point I learned is that progress is success. If things improve even the slightest, then we've succeeded. I should NOT be focusing on perfection. Period. Another important point is that there should not be too many "rules" in our family, and the ones we have should be simple and easy to remember. For stealing problems, the rule in one presenter's house is "If I did not give it to you, or I did not see you buy it, you do not own it." I suppose in the case of a teenager, you'd have to substitute "and if you don't not have a receipt for it" for actually witnessing the purchase. For physical contact issues, the rule is simply "Keep your hands and feet to yourself." They should also be involved in advocating for themselves and understand what having their disorder means to what they need at school. So this year I'm having both difficult child's help write their "Dear Teacher" letter that I usually do for the beginning of the year. It will go over what works for them and what doesn't, as well as some personal get-to-know-me things. They'll hand these out the first week of school. There's more... but that's all I've got time for this morning! :) [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
General Parenting
Back from regional CHADD conference
Top