ADHD in children | What are the best parenting Styles for ADHD child?

The term ADHD means Attention Deficit Hyperactivity Disorder which is a brain disorder. Other words indicate ADHD in Children, like “attention deficit disorder,” “Hyperkinetic disorder,” “Hyperkinesias,” and “minimal brain dysfunction.”

Parenting a child with ADHD can be challenging. There are a variety of parenting styles that can be effective in managing ADHD symptoms in children. It is important to find what works best for your child and family. Some common parenting styles for children with ADHD include:

• Authoritative: This parenting style is characterized by clear rules, expectations, and consistent discipline.

• Permissive: This parenting style is more relaxed, with fewer rules and expectations.

• Uninvolved: This parenting style is characterized by little involvement in the child’s life.
Each of these parenting styles has its strengths and weaknesses. It is important to find what works best for your child and family.

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How to characterize ADHD in children?

Also, ADHD syndrome is characterized by persistent hyperactivity, impulsivity, and difficulties sustaining attention which may lead to poor attainment in school and problems making and maintaining appropriate peer relationships.

Inattention, impulsivity, and hyperactivity make it difficult for the teenager with this acknowledgment to confirm parental expectations, so children with ADHD are often involved in conflict-type relationships with their parents. For children, ADHD may long 17 years, and for adults, it occurs after 18 years of age.

For two-thirds of cases, the primary problems of ADHD in children occur in adulthood. Roughly a third develop significant antisocial behavior problems in adulthood, including conduct disorder and substance abuse, which may lead to criminality, adjustment problems, and suicidal attempts.

ADHD was first introduced in 1980 in the DSM (The Diagnostic and Statistical Manual of Mental Disorders). In 1994 ADHD was included in DSM 5 by defining the name “Attention Deficit Hyperactivity Disorder “; three main criteria changed the definition.

• Inattention
• Hyperactivity
• Impulsivity

In adolescence, ADHD may lead to excessive risk-taking with complications such as drug abuse, dropping out of school, etc. All of these risk-taking behaviors have knock-on effects and compromise later adjustment.

Relationship difficulties with parents, teachers, and peers are principal interpersonal adjustment problems. Children with ADHD have poor playmates for their impulsive behavior. Children with ADHD may continue after adolescence period.

Children’s failures to manage ADHD internalize rules of social conduct at home and meet parental exceptions for appropriate social and academic behavior. So this leads to conflict in parent-child relationships. In addition, in school, children with ADHD have classroom management problems.

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Historically the following features have been used for subtyping ADHD;

• The pervasiveness of the problem
• The presence or absence of both inattention and hyperactivity
• Co-morbidity with conduct disorder.

Parents can see some of the behavioral symptoms in their children during attention deficit hyperactivity disorder (ADHD):

Diagnostic Symptoms of ADHD in Children:

• Children with ADHD may have a short attention span, and they feel difficulty paying attention to activities
• Susceptibility to interruption by extraneous stimuli and internal thoughts
• It gives the impression that they are not listening well
• Frequently failed to follow instructions, finish school assignments and other minor activities
• They may be forgetful, lack attention in activities, and lose equipment essential for tasks
• They are Hyperactive with high energy levels, agitation, and the problem of sitting silent, being noisy, or having an unnecessary conversation.
• Impulsivity is shown by awaiting the turn in group situations
• Before finishing the question, they go through the answer
• Frequent intrusions into others’ business
• Routine disruptive, aggressive, or harmful attention-seeking behaviors
• The tendency to engage in carelessness or potentially dangerous activities
• Difficulty working accurately to complete effective tasks way, frequently blaming others for their own mistake, and, most of the time, they fail to work from experience
• Low self-esteem and poor social skills.

Some of the clinical features of attention deficit hyperactivity disorder (ADHD)

Cognitive features:

• Short attention span
• Distractedly
• Inability to foresee the consequences of behavior
• Immature self-speech (internal language)
• Low self-esteem
• Lack of consequence
• Learning difficulties and poor school performance.

Emotional/effective feature:

• Lack of impulse control
• Excitability
• Low frustration tolerance
• Low mood.

Behavior Features:

• A high rate of activity
• Delay in motor development and poor coordination
• High level of risk-taking behavior.

Physical Conditional feature:

• Immature physical size and bone-growth
• Minor physical abnormalities
• Allergies
• Increased respiratory infections and otitis media.

Interpersonal adjust mental features:

• Problematic relationships happen with parents, teachers, and peers.

Factors/causes for Attention Deficit Hyperactivity Disorder (ADHD)

The exact factors/causes of attention deficit hyperactivity disorder (ADHD) cannot be described in a word, but ADHD may influence various combined factors. These factors are personal, biological, contextual, and psychological.

Predisposing factors for ADHD in Children:

• Genetic vulnerability
• Intrusive parenting
• Parental psychological problem
• Family disorganization
• Maternal smoking, alcohol use in pregnancy
• Anorexia at birth
• Diseases in infancy
• Social disadvantage
• Institutional upbringing
• Minor physical abnormalities at birth
• Early neurological problem

Maintaining factors For ADHD in Children:

• Deregulation of dopamine, adrenergic and nor-adrenergic system
• Co-morbid with various disability
• Low self-efficacy
• Dysfunctional coping strategy
• Family deny problem
• Lack of coordination involves professionals
• Unhelpful parenting
• Father absence
• Low parental self-esteem
• Poor social support network
• High family stress
• Confused communication patterns
• Parental psychological problem or criminology.

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How can parents deal with ADHD in Children?

Treatment/Management for Attention Deficit Hyperactivity Disorder (ADHD):

1. Parents’ psychoeducation about child ADHD:

Parents require clear, authoritative information about inattention, hyperactivity, and impulsivity syndrome. They need to learn the above symptoms and factors that cause ADHD. In addition, parents need to know their children’s rights to appropriate educational resources and local guidance on how best to access them.

2. Psychological Test:

Complete psychological testing to identify the child with a diagnosis of ADHD and find the common emotional factors.

3. Proper Medication for ADHD in Children:

Take prescribed medication as directed by the physician. Parents must monitor the child for psychotropic medication prescription compliance, side effects, and effectiveness; and consult with the prescribing physician regularly.

4. Introduce an organized system:

Parents must develop and utilize an organized system to keep track of the child’s school assignments, chores, and household responsibilities.

5. Communication with school:

Parents should maintain communication with the school to increase the child’s complaints about completing the school assignment.

6. Discuss with the child’s teachers:

Parents must consult with the child’s teachers to implement strategies to improve school performance. For example:

• Sitting in the front row during class
• Using a prearranged signal to redirect the child back to tasks
• Providing frequent feedback
• Calling on the child often
• Arranging for a listening buddy
• Implementing a daily behavioral report card.

7. Reinforcement for ADHD in Children:

Ensure the reward system/reinforcement for appropriate behavior and completion of their assignments.

8. Teaching the child about task-taking strategies:

Teach the child more task-taking processes, such as:

• Reviewing material regularly
• Reading directions twice and
• Rechecking work.

9. Teaching the child about coping mechanisms:

Teach the child meditation and self-control strategies (e.g., “stop, look, listen, and think”) to delay the need for instant gratification and inhibit impulses to achieve more meaningful, longer-term goals.

10. Psychological training for ADHD in Children:

Parents need to know from a psychological expert about the “Parents management Training approach” which they will be able to implement:

• A reward and punishment system
• Contingency contract
• Token economy
• How parent-child behavioral interaction can reduce the frequency of impulsivity, disruptive, negative attention-seeking behaviors and
• Increased desired behavior through promoting and reinforcing positive behaviors.

11. Enhancement of parents and child bonding:

Parents need to spend 10-15 minutes of one-on-one time with the child daily to create a closer parent-child bond. Allow the child to take the lead in selecting the activity for the task.

12. The confrontation of the child’s disruptive behavior:

Firmly confront the child’s impulsive behaviors, pointing out consequences for them and others.

13. Coordination activities:

Parents need to assign children the task of showing empathy, kindness, or sensitivity to the needs of others (e.g., allowing a sibling or peer to take the first time to play a video game or helping with a school fundraiser).

14. Confront the child stalemates:

Confront stalemates in which a child blames others for their annoying or impulsive behaviors and fails to accept responsibility for their actions.

15. Identify the stressors of ADHD in Children:

Parents must identify stressful events or factors contributing to increased impulsivity, hyperactivity, and destructibility.

16. Stress management techniques for ADHD in Children:

Parents and clients will develop a positive coping strategy (e.g., anger management techniques, meditation with assertiveness techniques, positive self-talk) to manage stress more effectively.

17. Group therapy session:

Parents and children will regularly attend and actively participate in group therapy. Here, parents and child may be given their homework assignments.

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The above strategies are not a complete treatment plan to handle ADHD children. Many other methods are used by expert clinical/counseling/educational psychologists. They can support drug-free child ADHD treatment.

In the end, we can say that the disruptive behavior of a child with ADHD can be identified after proper diagnosis. ADHD children spend most of their time with their parents, so they have more roles than teachers or psychotherapists for the child’s well-being.

Written by: Raju Akon, MPhil research fellow, DU

Last update on 2024-11-21 / Affiliate links / Images from Amazon Product Advertising API