- Hardcover: 260 pages
- Publisher: R&L Education (September 16, 2009)
- Language: English
- ISBN-10: 1607092808
- ISBN-13: 978-1607092803
- Product Dimensions: 6.4 x 1 x 9.4 inches
- Shipping Weight: 1.2 pounds (View shipping rates and policies)
- Average Customer Review: 2 customer reviews
- Amazon Best Sellers Rank: #2,178,983 in Books (See Top 100 in Books)
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ADHD and Social Skills: A Step-by-Step Guide for Teachers and Parents
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An insightful resource filled with useful examples and anecdotes from Rapoport's field research with families of children with ADHD. This book provides parents and teachers numerous concrete methods and techniques to help children with ADHD learn and perform appropriate social skills that are critical for getting along with others and experiencing social success. (Sandra Rief, author of How to Reach and Teach Children with ADD/ADHD The ADHD Book of Lists)
This is a lavishly detailed book providing numerous recommendations for ways to address the social interaction problems and social skills impairments associated with ADHD in children. Rapoport combines her knowledge of the research literature on social skills interventions for children with her own direct, hands-on experience in designing and implementing social skills programs for socially impaired children. Teachers will find here a wealth of information on how to improve the manner in which they educate children with ADHD around their social interaction problems while parents are likely to benefit as well from adapting these same methods for use at home with their children's peer relationship problems. (Russell A. Barkley Russell A. BarkleyRu Russell A. Barkley R, clinical professor of psychiatry, Medical University of South Carolina, Charleston)
About the Author
Esta M. Rapoport is an assistant professor of special education at the College of New Rochelle in New York, and does social skills training with children who have ADHD, as well.
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The rest of the book lists 52 specific social skills with practical, step-by-step methods to teach them to children. Rapoport includes many examples to illustrate these methods. She suggests using the book like a cookbook--not working through it from beginning to end but choosing particular social skills to focus on depending on the child's needs. Some of the skills are more concrete--"answering the phone"--while others are more general and abstract--"having good character." It may be difficult for some teachers and parents to implement the suggestions for teaching the more general skills, but never mind--there are plenty of others to choose from.
Research clearly supports Rapoport's central message--social skills CAN be taught, and such training DOES help a wide variety of children--not just kids with ADHD, but also children with autism, intellectual disability, conduct disorders, and even kids who are depressed, withdrawn, and anxious. And let's face it, almost all of us who are parents or teachers want the children in our care--whether they are "atypical" or not--to learn positive social skills, and many of us could benefit from a more intentional approach to teaching them. This book is a very good step in that direction.
The only criticism I have is that the price is a little high at the moment. I think the book would have a much broader appeal at a price more in keeping with publications marketed to the general public rather than to professionals (which are usually more expensive). Overall, though, I recommend the book for any parents or teachers who are struggling to help kids with ADHD.