Parenting a child with ADHD requires tailored guidance, structure, and support to meet their unique needs. While it comes with some challenges, it also offers opportunities for families to strengthen their bonds and practice patience. Research shows that the quality of one’s parenting practices may impact the child’s behaviors.
The Parenting Tips For Kids With ADHD is designed to help parents better support and understand their child. It introduces the acronym EMPOWER, with each letter representing a key strategy for effective parenting. The resource not only outlines these seven essential tips but also provides practical examples to implement them successfully.
Parents using the handout have the opportunity to learn alongside their children and help them thrive and reach their full potential. After reviewing the handout, parents can get started by selecting one or two manageable tips that align with their child's needs and their own capabilities. Our ADHD: The Invisible Disability handout is another informative resource that helps parents better understand what their child might be experiencing underneath some of their challenging behaviors.
Feel free to check out our ADHD Handouts Bundle, which includes 29 pages of strategies and psychoeducation to help kids and teens better manage ADHD symptoms or executive function deficits.
*This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed.
Want more resources like this? Check out our full catalog of ADHD worksheets and handouts.
References:
- Marino, R. L., Teixeira, M. C., Cantiere, C. N., Ribeiro, A. D., Micieli, A. P., & Carreiro, L. R. (2020). Parenting styles and mental health in parents of children with ADHD. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 53(3), 417-430. https://doi.org/10.30849/rip/ijp.v53i3.949
- Muñoz-Silva, A., Lago-Urbano, R., & Sanchez-Garcia, M. (2017). Family impact and parenting styles in families of children with ADHD. Journal of Child and Family Studies, 26(10), 2810-2823. https://doi.org/10.1007/s10826-017-0798-1
