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.