Janet Z. Giler

Socially ADDept (eBook, PDF)

Teaching Social Skills to Children with ADHD, LD, and Asperger's, Revised Edition

• Format: PDF

Produktbeschreibung

Decodes the often confusing rules of social behavior for all children Socially ADDept helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and professionals need to know to help kids learn social skills in simple, concise explanations. The book is divided into eight sections that educators can use as teaching units or parents can work through one week (or month) at a time. * Includes a way for children to see themselves and how their behavior looks to others * Deciphers the complex rules of nonverbal language into friendly, bite-sized morsels that kids can understand * Offers a field-tested collection of suggestions and strategies for parents and professionals who want to enhance a child's social competence Socially ADDept is presented in a hands-on workbook format, complete with reproducible student worksheets that are also available for free download from the publisher web site.

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 224
• Erscheinungstermin: 13. Dezember 2010
• Englisch
• ISBN-13: 9780470925928
• Artikelnr.: 38207098

Autorenporträt

JANET Z. GILER, Ph.D., M.F.T., has more than 25 years of experience as a family therapist. She offers training to parents and professionals about the needs of the ADHD/LD population. Dr. Giler has spoken on national television, radio, and at numerous professional conferences on how to teach children with ADHD/LD. To learn more, visit her at www.ADDept.org.

Inhaltsangabe

About This Book v
About the Author vii
Acknowledgments ix
Introduction 1
Part I: What Parents and Teachers Need to Know
Chapter 1: Why Children with Special Needs Struggle Socially 7
Why Teach Social Skills? 7
Language Difficulties and the Hidden Rules of Conversation 9
Difficulty Recognizing and Labeling Feelings 10
Poor Problem-Solving Skills 10
Failure to Mimic Behavior 12
How Children Deal with ''Different" Behavior 12
Why Train Preadolescent Children? 12
Two Major Weaknesses That Lead to Social Mistakes 13
Black-or-White Thinking 15
Teaching Children with SN the Behaviors of Popular Children 15
The Importance of Early Intervention 16
Teaching Joint Attention 16
Two Major Deficits 16
Ten Essential Skills for Being Socially ADDept 19
Notes 22
Chapter 2: Tips for Communicating with Children 25
Coaching Children on Desirable Behaviors 27
Role-Playing the Right Way Versus the Wrong Way 28
Empathy: Being in the Other Person's Shoes 28
Using Humor 29
Observing and Dealing with Perseveration 29
Recess 30
Monitoring Play 30
Using Opportunistic Reinforcement 31
Chapter 3: Setting Individual Goals and Giving Structured Feedback 33
Building Skills Teaches Resiliency 33
Helping Children Set Their Goals 34
Creating an Individual Program for Each Child 35
Using the Self-Evaluation Forms 36
Using the Self-Evaluation Form to Confirm Joint Perception 37
The Parent's Role as Facilitator 38
The Teacher's Role as Facilitator 39
Parents and Teachers Working Together 39
Rewarding Progress 39
Correcting Omissions or Inappropriate Behaviors 40
Self-Evaluation Form: Listening 41
Self-Evaluation Form: Showing Interest 42
Self-Evaluation Form: Paying Attention to Stop Signs 43
Self-Evaluation Form: Controlling Talking Too Much 44
Self-Evaluation Form: Being a Good Host 45
Charting Negative Behavior 46
Charting Positive Behavior 46
Notes 48
Chapter 4: Ways Parents Can Help 49
Helping Your Child Find and Excel in an Activity 49
Preparing for Social Situations 50
Using Discipline During a Play Date 51
Preparing Children for New Situations 52
Teaching Manners 52
Building Physical Coordination 53
Helping Children Learn About Time 53
Using Humor Appropriately 54
Finding a Social Skills Group 54
Meeting Other Parents 55
Getting Help for Yourself 55
Part II: The Socially ADDept Lessons
Lesson One: Friendship Skills and Setting Goals 59
1.1 What Makes a Friend? 59
1.2 What Do Friendly People Do? 60
1.3 Ten Friendship Skills 60
1.4 Defining Personal Goals 61
1.5 Defining Positive Qualities 61
1.6 Identifying Children's Special Interests 64
Exercise 1: What Do Friendly People Do? 65
Exercise 2: Defining My Personal Goals 66
Exercise 3: Tooting Your Own Horn 67
Exercise 4: Private or Public Talk? 68
Exercise 5: Identify Your Interests 69
Exercise 6: Friendship Cards: Keep a Record of Facts About Your Friends 70
Exercise 7: Good Host Rules 71
Exercise 8: Finding Neighborhood Activities: The Parent's Job 72
Lesson Two: Being a Good Listener and Other Conversational Skills 74
2.1 Listening 74
2.2 Listening Mistakes 75
2.3 The Body Language of Listening 76
2.4 Elements of a Good Conversation: Listening and Responding 77
2.5 Different Types of Questions 78
2.6 Other Kinds of Responses 79
2.7 How to Deal with Perseveration 79
2.8 Arranging a STOP Sign 81
Exercise 9: Listening Facts 83
Exercise 10: Eye Contact 84
Exercise 11: It's Those Eyes! 85
Exercise 12: Stopping When Asked 86
Lesson Three: Verbal Conversational Skills 87
3.1 Greetings 87
3.2 Conversation Openers: Small Talk 88
3.3 The Middle of the Conversation: Asking Questions and Making Comments 90
3.4 Other Ways to Continue a Conversation 92
3.5 Exiting a Conversation 92
3.6 Conversation Mistakes 93
3.7 The Four Kinds of Friendship and When to Share Feelings 94
3.8 Off-Limits Topics 95
Exercise 13: Sharing the Airtime 97
Exercise 14: Listening and Adding to the Story 97
Exercise 15: TV Host 98
Exercise 16: Using the Telephone (for Children at Home) 98
Exercise 17: How Do Boys Greet Each Other at Your School? How Do Girls
Greet Each Other? 99
Exercise 18: How Do Children Say Good-Bye to Each Other? 100
Lesson Four: Communicating Feelings Through Body Language 101
4.1 Facial Expressions 102
4.2 It's Those Eyes 103
4.3 Open or Closed Gestures and Posture 105
4.4 Respecting Personal Space 106
4.5 Touching People 107
4.6 STOP Signs 107
Exercise 19: Facial Expressions 109
Exercise 20: Practice Identifying Feelings in Facial Expressions and Body
Language 110
Exercise 21: Body Language 111
Exercise 22: Physical Proximity 112
Lesson Five: Being ''in Sync"-Understanding and Echoing Tone 113
5.1 Using Music to Teach Emotional Harmony 114
5.2 The Tone of Emotions 115
5.3 When the Tone or Body Language Disagrees with the Spoken Words 116
Exercise 23: The Right Tone of Voice 118
Exercise 24: Volume Control 119
Exercise 25: Practice Identifying How Feelings Sound 120
Exercise 26: Copy Cat: Practicing Being in Someone Else's Shoes 121
Note for Lesson Five 122
Lesson Six: Recognizing Friendly Behavior 123
6.1 Recognizing Friendly Behavior 123
6.2 Review of STOP Signs 124
6.3 Nonverbal STOP Signs 125
6.4 Verbal STOP Signs 126
6.5 Reading STOP Signs 127
6.6 Play Red Light, Green Light 128
6.7 Using Manners to Say STOP 129
Exercise 27: Reading Friendly and Unfriendly Body Language 131
Exercise 28: STOP Signs 132
Exercise 29: Recognizing How Other Children Say Good-Bye 133
Lesson Seven: Joining an Ongoing Group 134
7.1 Joining a Group 135
7.2 Join, Don't Intrude 135
7.3 Demonstrate the Wrong Way to Join a Group 136
7.4 Demonstrate the Right Way to Join a Group 137
7.5 Inclusion or Exclusion? 139
7.6 Rejection Versus Refusal 139
7.7 Groups and Cliques 141
7.8 When Your Child Cannot Join a Group (for Parents) 143
Exercise 30: Practice Joining an Ongoing Group 144
Exercise 31: Defining the Groups at School 145
Note for Lesson Seven 146
Lesson Eight: Dealing with Teasing 147
8.1 Why Children Tease Others 147
8.2 Three Major Types of Teasing 148
8.3 Why Children Use Status Teasing (or Put-Down Humor) 150
8.4 Boys and Status Teasing 150
8.5 Evaluating the Type of Teasing 151
8.6 The Wrong Way to Handle Teasing 152
8.7 Three Strategies to Handle Teasing 153
8.8 Role-Play Being Teased 154
8.9 When Jokes Aren't Funny: The Rules of Humor 155
8.10 The Rule of Equals 156
Exercise 32: Figuring Out the Type of Teasing 159
Notes for Lesson Eight 160
Lesson Nine: Managing Anger 161
9.1 Why Do We Get Angry? 161
9.2 Why Should Children Control Their Anger? 162
9.3 The Hot-Tempered Child 163
9.4 Identifying Physical Responses to Anger 163
9.5 Identifying the Child's Anger Style 163
9.6 Identifying Anger Triggers 164
9.7 Checking Out the Other Person's Intentions 164
9.8 Handling Anger the Wrong Way 165
9.9 Seven Steps to Process Anger 166
9.10 Role-Play Handling Anger 167
9.11 When There is an Outburst 168
9.12 Apologizing 169
Exercise 33: What Makes You Angry? 170
Exercise 34: Handling Anger Differently 172
Exercise 35: Practice Apologizing 173
Lesson Ten: Children in Cyberspace: Old Rules, New Rules 174
10.1 Cell Phone Etiquette and Rules 175
10.2 Rules About Internet Use 176
10.3 Cyber-Bullying 177
Exercise 36: Watch ''Kids Online" 178
Conclusion: Learning Social Skills is a Lifelong Process 179
Part III: Appendices
Appendix A: What is ADHD? 183
Appendix B: What are Learning Disabilities? 187
Appendix C: What is Asperger's Syndrome? 191
Bibliography and Resources 195
Index 203