Social Rules for Students at Risk for ADHD

Students at risk for ADHD typically exhibit more
negative verbal (tell others what to do, in what
order and how to do it) and off-task behavior (out-
of-seat, disruptive noises) and less positive
nonverbal behavior (giving sharing, cooperation)
than all other comparison peers. Undocumented in the
literature are interventions that could benefit
these students in both dyadic and small group
settings. It is important to learn more about
children with ADHD because they experience social
rejection at high rates, which is associated with a
cycle of aggression and counter-aggression,
decisions to drop out of school, and poor long-term
behavioral, mental health, and vocational outcomes.
This book provides an overview of the literature and
offers effective recommendations based on positive
outcomes of social rule applications for use by
teachers, parents and service providers alike. Added
social rules yielded not only improvement in student
performance but also differential benefits for
individuals at risk for ADHD. Implications about how
to help individuals at risk for ADHD across settings
and environments are discussed.

Autorentext

Deitra A. Kuester, Ph.D.: Having earned her Doctorate from Purdue University, her interests center on special education, small groups and inclusive environments for individuals with special needs. Seven year classroom teacher, nine year higher education instructor and currently an Assistant Professor at Bradley University, Peoria, IL.

Klappentext

Students at risk for ADHD typically exhibit more negative verbal (tell others what to do, in what order and how to do it) and off-task behavior (out-of-seat, disruptive noises) and less positive nonverbal behavior (giving sharing, cooperation) than all other comparison peers. Undocumented in the literature are interventions that could benefit these students in both dyadic and small group settings. It is important to learn more about children with ADHD because they experience social rejection at high rates, which is associated with a cycle of aggression and counter-aggression, decisions to drop out of school, and poor long-term behavioral, mental health, and vocational outcomes. This book provides an overview of the literature and offers effective recommendations based on positive outcomes of social rule applications for use by teachers, parents and service providers alike. Added social rules yielded not only improvement in student performance but also differential benefits for individuals at risk for ADHD. Implications about how to help individuals at risk for ADHD across settings and environments are discussed.