Communication With ADHD Children

Introduction The most commonly diagnosed mental condition in children is Attention-Deficit/ Hyperactivity Disorder (ADHD) (LeFever et al, 2002). Unfortunately, children with ADHD are more likely to experience negative outcomes in school. According to research, these children are more likely to receive bad test grades, twice as likely to repeat a grade, and 2 to 4 times more likely to receive low academic grades (C, D, F). In addition, researchers suggest that ADHD children are 4 to 5 times more likely to use special education services (Loe & Feldman, 2005) . They also use more ancillary services, which includes tutoring, after-school programs, and special accommodations. Experts have found that in the long run, children with ADHD have significantly
It is important for teachers to know what parents want to hear and how to maintain a relationship with minimal conflicts. Firstly, parents would like insight into their child’s day, which they may not receive from the child. They desire to know how they are doing on projects and assignments (Davern, 2004). For teachers to communicate this effectively, it is proven that teachers must use positive reinforcement, which is possible through teachers making it clear that they are happy to have the child in the classroom and despite their disabilities, expect the child to be successful educationally and socially (Davern, 1996). In a series of interviews conducted by an expert in parent-teacher communication, it is shown that when talking to parents, teachers must make sure to use vocabulary that parents will be able to understand when presenting ideas or information about the child. They need to consider all suggestions made by parents, as parents desire to be involved and an important part of all decisions made for their child (Davern,
According to the Center for Children and Families [CCF], a DRC is a means of identifying, monitoring, and changing the child’s classroom problems at the same time as it is a way for the parents and the teacher to regularly communicate. It does this by having teachers choose target behaviors, which are specific behaviors that can be changed to facilitate progress towards goals. A home-based reward system will then be established to motivate the child to want a good DRC. After the teachers and parents discuss the behaviors and establish the reward system, the target behaviors will be formed into a report card format which the teacher will grade daily by checking yes or no for whether the child achieved their target behaviors. They are extremely motivating to students if the parents treat the achievement of daily goals correctly (CCF, n.d.). Additionally, research proves that DRCs are effective in changing children’s behavior in school. It is also inexpensive, provides positive reinforcement for children and parents, reduces the need for teachers to call home, and keeps communication steady between parents and the teacher. This is because it regulates the child with the use of a reward system (Owens et al, 2012). The success associated with DRCs as a treatment option is a result of the collaboration between teachers, students, and parents. Although there