ADHD children with impaired executive function need a plan to restrain them, but it is generally not the children themselves who make the plan, so some concepts are very poor. We think that children can or can't, so it is easy to plan tightly or loosely.

Many parents say that they have made an appointment with their children, but they still don't eat, don't get up, and forget to take things. In the morning, and the plan can never keep up with the change.

Or if the child doesn't carry out as planned and doesn't get the "little red flower" of the day, he will be depressed and uncooperative. ...

Our starting point is good, but we didn't follow it in the implementation process. Don't turn the plan into a constraint. The above picture lists several pits that are easy to step on when making a plan.

First of all, planning through rewards has limited effect.

Parents think that making plans through these rewards and then restraining their children's behavior will be done once and for all. In fact, through the practice in recent years, the role of rewards is limited.

Second, don't evaluate the child's consciousness.

Parents think that as long as a plan is made, the child will abide by it. If so, all parents will save trouble. Don't evaluate children's perseverance and consciousness, which is difficult for adults to do, let alone children.

Third, parents are the objects of assessment in family education.

In family education, parents want their children to form good habits, first of all, they should set an example, and it is parents who assess in family education. The best way to establish a sense of rules is to demonstrate by parents.

Fourth, don't build too many plans at once.

Too many rules will inevitably lead to failure. We should not make plans to control and restrain children, but help them grow up. The plan can start with one or two, and then be adjusted slowly according to the actual situation.