Don’t label your child with ADHD casually. There are 3 ways to help active children concentrate.

ADHD is a very misunderstood disease. Children are naughty and active. Undisciplined, It is often recognized by teachers and parents as suffering from ADHD. In fact, True ADHD is also called attention deficit, It is a brain dysfunction. There are many diagnostic criteria online, Most of them are oversimplified, It is easy for people to label children with hyperactivity as ADHD. If you want to know more, You can read the diagnostic criteria for ADHD in the American Psychiatric Diagnostic Standard DSM-V at the end of this article. However, it should be emphasized that, Do not diagnose your child at will. If you are really worried about your child’s ADHD, You should go to the hospital as soon as possible. Don’t label your child at will. Children with ADHD may show signs such as forgetting to bring homework, not listening to instructions, talking too much, But in fact, Many children will have similar performance at a certain age or situation. This is because children are curious, impulsive, Poor self-control, Less social experience. Occasionally show hyperactivity behavior or often show a certain hyperactivity behavior, It doesn’t mean ADHD, Parents and teachers should never label their children casually, let alone diagnose and treat them casually. The real ADHD is different from just some hyperactive behaviors. The former is hyperactive in any situation. Some children do not concentrate on their homework, but playing games or playing Lego for half an hour or even an hour or two is not ADHD. There are also children who are naughty at home. He is very good in a strange environment. Nor is it ADHD. There was once a nine-year-old boy brought by his mother for treatment. He has just transferred to a boarding school for less than three months. According to the teacher, Children are absent-minded in class and play with pencil boxes and other little tricks. The life teacher also reflected that He can’t be quiet in the dormitory, Sometimes they take the initiative to pick things up, I didn’t get along well with my classmates. Twenty minutes before we sat down, The boy had been sitting stiffly in the same position on the chair, But the hands kept rubbing the chair mat, wiping the handle, The feet are rubbing or kicking the legs of the chair. It’s true that I haven’t been idle for a moment. After getting familiar with it in 20 minutes, The child became particularly fond of saying, Although the logic of language and the refinement of words are not good enough, But in particular, he would like to say that, Speaking of happiness, He also stood up and felt around the room as he walked. West touch. I asked his mother about what’s performance at home. His mother said, At home, he can sometimes play with building blocks all morning alone. And did not make any noise, Not even drinking water, Sometimes I can’t stop talking when I’m excited. Besides, I didn’t hear the teacher talk about his problems before I transferred to school. It was only three months after the transfer that this kind of problem occurred. As can be seen from the time and overall performance, This child has not reached the point of ADHD. Children with hyperactivity do not pay attention, Because he was too lively and excited, The real ADHD children are precisely because the brain is not excited enough, After doing this for a while, I’m not interested in it. Then it moved to something else. Such a child, You can see from his eyes that he is bored or has a tired and boring expression, which is in sharp contrast to the bright and energetic children of fake hyperactivity. When children with real ADHD talk, one topic will shift to another topic, and you can detect that he forgets or is absent-minded while talking. Although children with false ADHD speak from all over the world, they generally do not deviate from the theme or have continuity of content. Why are children active? Please remember that you can’t just see your child’s behavior itself. There are many problems behind it, such as purpose, strategy, understanding and emotion. Some mothers said: “Children can’t hide from me, crying is to succeed, dawdling is because they are fond of playing and don’t like learning.” Not bad. Can you go deeper and ask why he wants to succeed so much? So not fond of studying? Before and after he cried, what? How do different people in the family view and treat his crying? Continue with the child’s example. After in-depth investigation, The child’s [history] is this: Parents are busy with their work, The child lived at Grandma’s house before primary school, My parents often come back to see him. Grandma is a talkative person. There are two menstruation with children in the family. On weekends, a large family and two other grandchildren will have dinner together. It was very lively. The first kindergarten the children went to was the [good] kindergarten. But far from home, Halfway back to the ordinary kindergarten near Grandma’s home. The primary school went to the nearby public primary school first. Later, Grandma was in poor health, It is not convenient to pick up and drop off, The mother was not satisfied with the way the school was taught, He transferred to this private boarding primary school. The child was loved by everyone in the family from an early age. Although there are not many rules in the family, However, because the family members are polite to each other, The child did not show excessive willfulness, More polite and disciplined. Besides, Teachers in kindergartens and former primary schools all think that children behave normally. At least I didn’t find that the children moved more than other children. My observation and later in-depth investigation revealed that, The child is very uncomfortable with the new school, And more worried about grandma’s health, When listening to lectures in the classroom, I am very nervous. At first, I took the initiative to straighten out pencil cases or books. To avoid being criticized by the teacher, Later, I couldn’t help feeling things before I felt at ease. In the dormitory, the children very much hope to make friends with everyone. But since he was a new comer, Other children have relatively fixed playmates. He doesn’t know what what should and can be done in the dormitory. He wants to take the initiative to contact others, but he doesn’t have a good grasp of the methods and discretion. In addition, there are naughty children deceiving students, so his performance in the dormitory appears aggressive and picky. Children are active. What should parents do? ADHD requires both medication and psychological treatment, Hyperactivity also requires parents to make corresponding adjustments in the environment and parenting style. 1. Guide children to focus on an activity. If children have a wide range of interests, Energetic, So, on the one hand, parents arrange more activities for him, On the other hand, we should also guide, accompany or restrain him. Be focused on every activity and try your best. Sports activities are a good choice. Children who have just entered the first grade, I don’t know how to call it study yet. Parents can accompany, Then gradually let go, Don’t worry about staying with me. With me, It is to not accompany. 2. Pay attention to the social development of children. If children do not obey discipline because of ADHD, But because of a lack of discipline from an early age, More capricious, It is that parents neglect their children’s social development. Such children’s understanding of the collective and others is wrong. There may be [what am I doing, No one else will say no], They are accustomed to making mistakes and being forgiven. Anything you want is allowed or bribed. If you lose your temper, you can achieve your goal, etc. Therefore, He never thinks about others or groups in kindergarten or school. I personally met elementary schools in Germany, the United States and Australia. Discipline is very important, Line up and raise your hand before it’s your turn to talk to him. It is a rule that everyone knows and abides by without explanation. As a group animal, Without respect for each other’s boundaries and interests, There must be conflicts and contradictions. Parents should let their children have this awareness and habit as early as possible so as not to let their children experience setbacks, disappointments and perplexities in other environments in the future. 3. Considering the children’s age and character. If the children understand the truth but cannot control themselves, parents should look at it: Is the task too difficult or too simple to make the children lose interest? Or is the child unwilling, unwilling or unwilling to do this task or unwilling to do it at this time? Or is it too young and parents are demanding too much? There was once a parent who asked anxiously: How should the child be trained when he is one and a half years old and does not pay attention and cannot calm down to listen to stories told to him? However, what about what’s concentration when a one-and-a-half-year-old child says? It is too early to tell stories at this time. However, many people have not noticed the age of their children and have given advice on how to cultivate their concentration. Sometimes it is not the child’s hyperactivity, but the parents’ environment. What if the child is really ADHD? If ADHD is diagnosed, First of all, treatment should be carried out under the guidance of a professional doctor. What parents can do is: 1. Don’t blame the child. Don’t show despair and complaint in front of the child. Because ADHD is not the responsibility of children. In particular, 60% of ADHD children have conduct disorders. Stealing other people’s things, etc. On the one hand, parents should seriously tell their children that this is wrong, On the other hand, don’t overreact, Especially don’t humiliate children. 2. Spend more time, Be patient. When the child’s excitement decreases, Find ways to guide children to maintain excitement. 3. Cooperate with treatment Parents should cooperate with drug treatment, And strengthen the behavior training and social training of children. If long-term reasonable treatment, Prognosis in adulthood is generally good. Without treatment, Most children still have impulsive behavior and learning problems in adolescence, Even 30% of the children still have symptoms when they reach adulthood. 4. It is very important to pay attention to psychotherapy. Psychosocial factors are among the inducing causes of ADHD. Parents are also prone to disappointment and impatience in the face of children. Psychotherapy can help parents adjust their parenting styles. Promote benign interaction with children, Deal with emotional and behavioral conflicts in a timely manner. The diagnostic criteria for ADHD in the newly revised American Psychiatric Diagnostic Standard DSM-V, All points A ~ E must be satisfied, To judge ADHD. A. A persistent attention deficit and/or hyperactivity-impulsiveness state, Affect function or development, And has the following (1) or (2) characteristics: Must ≥ 6 of the following symptoms, Duration > 6 months, Symptoms are not commensurate with the level of development and have direct adverse effects on social and academic/professional activities. These symptoms are not only antagonistic behaviors, Disobedience, hostility, or incomprehension of tasks and instructions. There should be at least 5 symptoms for young people and adults (≥ 17 years old). (1) Attention deficit symptoms a. Frequent inability to pay attention to details or frequent careless mistakes in school, work or other activities. Such as ignoring or missing details, inaccurate work. B. In completing tasks or activities, Such as a speech, a conversation, or a long reading, It is often difficult to maintain attention. C. When talking directly with others, Often don’t seem to listen. For example, even if the environment is not obviously disturbing, you are often distracted. D. Often can’t follow instructions and can’t finish homework, housework or work. For example, when you start work, you are quickly distracted and easily shift your goals. E. It is often difficult to organize tasks and activities. For example, it is difficult to maintain the sequence of tasks. Placing articles and materials in disorder; Disordered work organization; Time management disorder; Can’t finish the task on time. F often avoid dislike or reluctantly engage in activities that require mental maintenance, such as school activities or housework; For young people or adults, it is similar to preparing reports, completing forms, reading long articles, etc. G often loses items necessary to complete tasks or activities, such as study materials, pencils and books; Tools, wallets, keys, written homework, glasses, cell phones. H. Irrelevant stimuli often cause distraction (irrelevant thoughts can be included for young people and adults). I. Often forget daily activities, such as housework and running errands; For young people and adults, it includes returning phone calls, paying bills and keeping appointments. (2) Hyperactivity/impulsiveness symptoms a. Frequent wriggling and restless. B. It is often difficult to control when it is necessary to sit down. Such as frequent absenteeism in classrooms, offices or other work environments or environments requiring perseverance. C. Frequent running and climbing in unsuitable places (youth or adults can be limited to uneasiness). D. Frequent inability to play quietly or engage in leisure activities. E. Frequent and continuous [activities], As if [driven by an engine], For example, in restaurants and meeting places, if the time is slightly prolonged, you will fidget and cannot keep pace with everyone. F. often talk too much. G. often answer other people’s questions in a hurry before they have finished, such as picking up quarrels and interrupting. H. often cannot wait, such as not being able to queue up quietly. I. often interrupt or interfere with others, such as roughly interfering in conversations, games or other activities; Unauthorized use of other people’s articles; For young people and adults, it includes interfering with or interfering in what others are doing. B. Symptoms occur before the age of 12. C. Symptoms occur in more than two environments, such as schools, families, restaurants, extra-curricular classes, libraries, etc. D. Symptoms significantly affect social, academic and professional functions. E. Symptoms are not caused by schizophrenia or other psychotic disorders; Nor can it be explained by other mental disorders (mood disorders, anxiety disorders, separation disorders, personality disorders, material dependence or withdrawal).