If you have a unique child who is unmotivated academically, consider using the WIFM strategy. Try to figure out what motivates your child. Your child’s motivator doesn’t have to be something that you think is an “acceptable” motivator. What comes up in my sessions all the time is that kids are motivated; they just aren’t motivated by what their parents want them to motivated by.
I had seen this phenomenon work for some of my other ADHD clients as well. White noise helped them focus when nothing else worked. When I was prepping to talk about this subject on Attention Talk Radio, my co-host, Jeff Copper, said, “Oh yeah. That works for me too. I call it the white noise experience.” Now, I use Copper’s term to describe this tool I have used with my kids consistently over the last decade.
I dreaded reading time. By the second grade, I had a problem: I was in the slowest reading group. Each reading group sat at a colored table. These primary colors were like banners announcing each student’s reading level. Blue was for the best readers. Yellow was for mid-level readers. And red was for the slowest readers.
Kids will have so many different teachers throughout their young academic years – all with different teaching styles, different ways they relate to each child, some in their first years of teaching, some growing close to retirement, some good, and some bad. But we’ve all heard the stories about the one teacher that made a difference, and they may not have even known it.
“If he could, he would.” Children with ADHD don’t always act rudely or awkwardly on purpose — sometimes, they simply lack the executive function skills to keep up with confusing social norms and fast-paced conversations. Here’s how parents can reframe these social challenges and better bolster weak skills.