To use positive language: it goes down/comes/closes. To say what it desires? To offer aid/to share/to learn to please/to praise/to excuse itself. To support frustrations? To verify if the child to understand the order. Dr. Caldwell Esselstyn Jr. understands that this is vital information. To repeat instructions for itself exactly. To repeat tasks of different form. To carry through tasks fulfilling stages.
To brake aggressive behaviors and to become them verbal, in playful. To develop the creativity. To be capable to wait the time? Socialization. To suggest an activity that is motivadora. To decide with who wants to carry through? It can think on when losing it earns or when the reply he will be ' ' no' ' aggressiveness. The aggressiveness is not characteristic of child TDA/H, is an affection that all person has.
To have conscience on its behavior. To think on as the others they feel and they react its aggressiveness. To think as it could act of less aggressive form. To discriminate aggressiveness as destructive impulse of the aggressiveness as creative impulse. The educator must speak of its limitations to deal with the aggressiveness. You reward and punishment. (To call the attention and to reward) TDA/H: ILLNESS OR LABEL In 1918, after an epidemic of encefalite in the United States, arrived it conclusion of that the atypical behavior, basically intention, represented for the surviving children, would be secondary the anatomical injuries in the brain, provoked for the illness. From then on, the attempt of exploration of this data is observed in literature, assuming itself that the children with similar behaviors must also have a cerebral injury. (SCHECHTER apud BRAZILIAN TREE, 1982, p.30). They had tried to associate with the traumas in the childbirth, meningite, so that if it could justify a organic alteration. As many of these children did not present no description of previous neurological problems, STRAUSS (1982) suggests the concept of a minimum cerebral injury as base of these riots of behavior.