Tips to Protect Accident-Prone Children With ADHD

Understanding the risks that are present in the environment of accident-prone children with ADHD can help us in modifying the environment and providing appropriate interventions to curb accidents.

Introduction

          Children with ADHD are often categorised as having traits like impulsivity, hyperactivity, and inattention. These traits become problematic when they cause children with ADHD to get injured by accidents. A study by Chou et. al. (2014) found that children with ADHD are at higher risk of bone fractures compared to children without ADHD. With this in mind, it becomes vital for caregivers, educators, and therapists to be mindful of their safety when dealing with children with ADHD. Strategies and interventions are important factors to keep in mind when we have an accident-prone child with ADHD in the environment. This article discusses strategies such as environment modifications and behavioural interventions that can be catered towards reducing accidents for these children, and hence, providing a secure environment where they can feel safe and protected. 

Environmental Modifications

          We may not realise the potential hazards present in our environment until an accident happens. As such, it is important to organise our environment, such that it is free from clutter, so that when children with ADHD begin displaying symptoms like hyperactivity, they do not accidentally bump into sharp corners or trip over items on the floor. It is also important that adults child-proof the environment by adding safety locks to shelves or keeping gates and windows closed to avoid serious accidents. Being hypervigilant about the environment that an accident-prone child with ADHD is in can be crucial in providing a safe environment and protecting them.

Behavioural Interventions

          In managing accident-prone behaviours, strategies such as reinforcement can be helpful in teaching children with ADHD how to regulate themselves and thus, reduce behaviours that may compromise their safety. To promote safe behaviours, positive reinforcement can be used as a way to increase the desired behaviours that they are displaying by providing something desirable to the child. For example, if a child sits calmly on the chair instead of running around the classroom, the caregiver or educator can reinforce the behaviour by rewarding them with their favourite toy, snack, or a sticker. Doing so can help to shape behaviours that are desirable and safe, which therefore, reduces the accident-prone behaviours (Evans et. al., 2008).       

Awareness and Support for Caregivers

          While it is important to render our support to these children, it is also equally important that caregivers and educators receive support when facing challenging behaviours. Support can be provided through educational talks, workshops and even courses to help them learn important strategies and skills when dealing with such behaviours. Additionally, support groups can help caregivers feel heard and validated in their everyday experiences of dealing with children with ADHD. Understanding the accident-prone behaviours that the child may face creates opportunities to develop initiatives that can help curb accidents from occurring in the everyday lives of the caregiver and the child (Ringer et. al., 2020). 

Conclusion

          In summary, modifying the environment and providing behavioural interventions like positive reinforcement can help protect accident-prone children with ADHD. More than often, these behaviours cannot be helped, but we can do our best to change certain aspects of our environment and how we respond to them to help reduce accidents. However, it is also important that the adults take care of themselves by finding support in managing such challenging behaviours. Only by doing so are we appropriately equipped to handle such behaviours and hence, protect these children well.

Written by: Fadilah

References

Andreev, A. (n.d.). Schoolchildren playing and exercising in a summer park [Photograph]. Pexels. https://www.pexels.com/photo/schoolchildren-playing-and-exercising-in-a-summer-park-25748892/

Chou, I., Lin, C., Sung, F., & Kao, C. (2014). Attention‐deficit‐hyperactivity disorder 

increases risk of bone fracture: a population‐based cohort study. Developmental Medicine and Child Neurology, 56(11), 1111–1116. https://doi.org/10.1111/dmcn.12501

Evans, S. W., Schultz, B. K., & Sadler, J. M. (2008). Safety and efficacy of psychosocial 

interventions used to treat children with attention-deficit/hyperactivity disorder. Pediatric Annals, 37(1), 52–59. https://doi.org/10.3928/00904481-20080101-03

Ringer, N., Wilder, J., Scheja, M., & Gustavsson, A. (2020). Managing children with 

challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis. International Journal of Disability, Development, and Education, 67(4), 376–392. https://doi.org/10.1080/1034912X.2019.1596228