Through my blog, I help parents who have children with ADHD and teachers who work with these children. I discuss social skills as well as executive function skills, such as organizational skills.
Through my private practice, I teach children with ADHD to obtain positive social skills as well as to learn more effective executive function skills, such as how to plan their academic work by developing efficient organizational skills.
Tuesday, April 16, 2013
Are you Trying to Decide if a Child with ADHD you know has Social Skills Problems?
Perhaps some examples of social
skills deficits/problems might be helpful. Read and see if the child in
question in your classroom or home exhibits any of these behaviors.
Among some examples of social
skills deficits are the following, accompanied by the specific behaviors
characterizing these deficits below, so please keep reading:
✱ Deficits in social perception and
social cognition that inhibit students’ abilities to interact with others
✱ Lack of consequential thinking
✱ Difficulty expressing feelings
✱ Difficulty in feeling empathy for
✱ Difficulty delaying gratification
✱ Inappropriate grooming and hygiene
✱ Failure to understand and fulfill the
role of listener
✱ Inability to take the perspective of
✱ Less time spent looking and smiling at
a conversational partner
✱ Unwilling to act in a social situation
to influence the outcome
✱ Less likely to request clarification
when given ambiguous or incomplete information
✱ Tendency to talk more or less
✱ More likely to approach teacher and ask
✱ Less proficient in interpersonal
problem solving. (Vaughn, Bos, & Schumm, 2007, p. 255)
Before you check to see if the
children in question have social skills deficits, let me give you some specific
behaviors that may occur if a child has these deficits:
✱Difficulties in social perception:
A child walks up to two children who are disagreeing and asks “Can I play?” Even
though the child clearly sees the ongoing argument between the two children, he
seemingly is unaware that they may be so involved with disagreeing that they
may not consider including him at that moment. Additionally, they may become
annoyed with him if he intercedes.
✱Lack of consequential thinking:
A child walks up to another and pulls the chair out from under him. The child
who pulled the chair out does not realize that the child who was sitting on the
chair will fall down on the floor, possibly hurting himself.
✱Difficulty expressing feelings:
A child pushes another one down and cannot say he was sorry.
✱Difficulty delaying gratification:
A child walks up to another who is using a shovel at a sand table. Instead of asking
to use the shovel, he grabs it and knocks the child down. The child did not
have the patience to wait until the other child finished with the shovel.
Instead, he acted on impulse.
✱Inappropriate grooming and hygiene:
A child arrives at school with dirty hands wearing the same soiled clothes he
wore the day before. He may not pay attention to how others view his physical
✱Failure to understand and fulfill
the role of listener: In conversations
with peers or adults, the child
talks incessantly and continuously interrupts. He does not understand that when
one person talks the other person listens.
✱Inability to take the perspective of
another: One child is upset because the other children did not permit him
to play. The child with ADHD does not understand why that child is upset.
✱Less time spent looking and smiling
at a conversational partner: As a child is playing with another, the child
withADHD does not look or smile frequently at the other.
✱Unwilling to act in a social
situation to influence the outcome:
A child is playing by himself on
the playground while watching the others play together. He is unwilling to go
over to those children to ask them to play.
✱Less likely to request clarification
when given ambiguous or incomplete information: A teacher hands out
permissionslips and tells the children to return them to school signedby their parents. She does not tell the children when they
have to return it. The child with
social skills deficits does not ask the teacher when to return the permission
slip and, typically, forgets to hand it in to the teacher.
✱Tendency to talk more or less: A
child either talks too little or excessively to peers and adults.
✱More likely to approach teacher and
ask inappropriate questions: A teacher gives instructions on speaking out
in class. She instructs the children to raise their hands when they have
something important to ask her or to tell to the class.
The child with ADHD raises his
hand and asks “Can we stand up in our seats and shout out our questions?”
✱Less proficient in interpersonal
problem solving: A child feels rejected by another child. He has not
actually been rejected but does not understand how to go about trying to be
friends. (Vaughn et al., 2007, p. 255)