{"product_id":"socially-addept-9780470596838","title":"Socially ADDept","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e* An easy-to-follow program to teach special needs children basic social skills.     * Covers everything from body language and being a good listener to joining an ongoing group and dealing with teasing.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout This Book v\u003c\/p\u003e \u003cp\u003eAbout the Author vii\u003c\/p\u003e \u003cp\u003eAcknowledgments ix\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: What Parents and Teachers Need to Know\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Why Children with Special Needs Struggle Socially 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Teach Social Skills? 7\u003c\/p\u003e \u003cp\u003eLanguage Difficulties and the Hidden Rules of Conversation 9\u003c\/p\u003e \u003cp\u003eDifficulty Recognizing and Labeling Feelings 10\u003c\/p\u003e \u003cp\u003ePoor Problem-Solving Skills 10\u003c\/p\u003e \u003cp\u003eFailure to Mimic Behavior 12\u003c\/p\u003e \u003cp\u003eHow Children Deal with ‘‘Different” Behavior 12\u003c\/p\u003e \u003cp\u003eWhy Train Preadolescent Children? 12\u003c\/p\u003e \u003cp\u003eTwo Major Weaknesses That Lead to Social Mistakes 13\u003c\/p\u003e \u003cp\u003eBlack-or-White Thinking 15\u003c\/p\u003e \u003cp\u003eTeaching Children with SN the Behaviors of Popular Children 15\u003c\/p\u003e \u003cp\u003eThe Importance of Early Intervention 16\u003c\/p\u003e \u003cp\u003eTeaching Joint Attention 16\u003c\/p\u003e \u003cp\u003eTwo Major Deficits 16\u003c\/p\u003e \u003cp\u003eTen Essential Skills for Being Socially ADDept 19\u003c\/p\u003e \u003cp\u003eNotes 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Tips for Communicating with Children 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCoaching Children on Desirable Behaviors 27\u003c\/p\u003e \u003cp\u003eRole-Playing the Right Way Versus the Wrong Way 28\u003c\/p\u003e \u003cp\u003eEmpathy: Being in the Other Person’s Shoes 28\u003c\/p\u003e \u003cp\u003eUsing Humor 29\u003c\/p\u003e \u003cp\u003eObserving and Dealing with Perseveration 29\u003c\/p\u003e \u003cp\u003eRecess 30\u003c\/p\u003e \u003cp\u003eMonitoring Play 30\u003c\/p\u003e \u003cp\u003eUsing Opportunistic Reinforcement 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Setting Individual Goals and Giving Structured Feedback 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBuilding Skills Teaches Resiliency 33\u003c\/p\u003e \u003cp\u003eHelping Children Set Their Goals 34\u003c\/p\u003e \u003cp\u003eCreating an Individual Program for Each Child 35\u003c\/p\u003e \u003cp\u003eUsing the Self-Evaluation Forms 36\u003c\/p\u003e \u003cp\u003eUsing the Self-Evaluation Form to Confirm Joint Perception 37\u003c\/p\u003e \u003cp\u003eThe Parent’s Role as Facilitator 38\u003c\/p\u003e \u003cp\u003eThe Teacher’s Role as Facilitator 39\u003c\/p\u003e \u003cp\u003eParents and Teachers Working Together 39\u003c\/p\u003e \u003cp\u003eRewarding Progress 39\u003c\/p\u003e \u003cp\u003eCorrecting Omissions or Inappropriate Behaviors 40\u003c\/p\u003e \u003cp\u003eSelf-Evaluation Form: Listening 41\u003c\/p\u003e \u003cp\u003eSelf-Evaluation Form: Showing Interest 42\u003c\/p\u003e \u003cp\u003eSelf-Evaluation Form: Paying Attention to Stop Signs 43\u003c\/p\u003e \u003cp\u003eSelf-Evaluation Form: Controlling Talking Too Much 44\u003c\/p\u003e \u003cp\u003eSelf-Evaluation Form: Being a Good Host 45\u003c\/p\u003e \u003cp\u003eCharting Negative Behavior 46\u003c\/p\u003e \u003cp\u003eCharting Positive Behavior 46\u003c\/p\u003e \u003cp\u003eNotes 48\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Ways Parents Can Help 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHelping Your Child Find and Excel in an Activity 49\u003c\/p\u003e \u003cp\u003ePreparing for Social Situations 50\u003c\/p\u003e \u003cp\u003eUsing Discipline During a Play Date 51\u003c\/p\u003e \u003cp\u003ePreparing Children for New Situations 52\u003c\/p\u003e \u003cp\u003eTeaching Manners 52\u003c\/p\u003e \u003cp\u003eBuilding Physical Coordination 53\u003c\/p\u003e \u003cp\u003eHelping Children Learn About Time 53\u003c\/p\u003e \u003cp\u003eUsing Humor Appropriately 54\u003c\/p\u003e \u003cp\u003eFinding a Social Skills Group 54\u003c\/p\u003e \u003cp\u003eMeeting Other Parents 55\u003c\/p\u003e \u003cp\u003eGetting Help for Yourself 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: The Socially ADDept Lessons\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson One: Friendship Skills and Setting Goals 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 What Makes a Friend? 59\u003c\/p\u003e \u003cp\u003e1.2 What Do Friendly People Do? 60\u003c\/p\u003e \u003cp\u003e1.3 Ten Friendship Skills 60\u003c\/p\u003e \u003cp\u003e1.4 Defining Personal Goals 61\u003c\/p\u003e \u003cp\u003e1.5 Defining Positive Qualities 61\u003c\/p\u003e \u003cp\u003e1.6 Identifying Children’s Special Interests 64\u003c\/p\u003e \u003cp\u003eExercise 1: What Do Friendly People Do? 65\u003c\/p\u003e \u003cp\u003eExercise 2: Defining My Personal Goals 66\u003c\/p\u003e \u003cp\u003eExercise 3: Tooting Your Own Horn 67\u003c\/p\u003e \u003cp\u003eExercise 4: Private or Public Talk? 68\u003c\/p\u003e \u003cp\u003eExercise 5: Identify Your Interests 69\u003c\/p\u003e \u003cp\u003eExercise 6: Friendship Cards: Keep a Record of Facts About Your Friends 70\u003c\/p\u003e \u003cp\u003eExercise 7: Good Host Rules 71\u003c\/p\u003e \u003cp\u003eExercise 8: Finding Neighborhood Activities: The Parent’s Job 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Two: Being a Good Listener and Other Conversational Skills 74\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Listening 74\u003c\/p\u003e \u003cp\u003e2.2 Listening Mistakes 75\u003c\/p\u003e \u003cp\u003e2.3 The Body Language of Listening 76\u003c\/p\u003e \u003cp\u003e2.4 Elements of a Good Conversation: Listening and Responding 77\u003c\/p\u003e \u003cp\u003e2.5 Different Types of Questions 78\u003c\/p\u003e \u003cp\u003e2.6 Other Kinds of Responses 79\u003c\/p\u003e \u003cp\u003e2.7 How to Deal with Perseveration 79\u003c\/p\u003e \u003cp\u003e2.8 Arranging a STOP Sign 81\u003c\/p\u003e \u003cp\u003eExercise 9: Listening Facts 83\u003c\/p\u003e \u003cp\u003eExercise 10: Eye Contact 84\u003c\/p\u003e \u003cp\u003eExercise 11: It’s Those Eyes! 85\u003c\/p\u003e \u003cp\u003eExercise 12: Stopping When Asked 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Three: Verbal Conversational Skills 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 Greetings 87\u003c\/p\u003e \u003cp\u003e3.2 Conversation Openers: Small Talk 88\u003c\/p\u003e \u003cp\u003e3.3 The Middle of the Conversation: Asking Questions and Making Comments 90\u003c\/p\u003e \u003cp\u003e3.4 Other Ways to Continue a Conversation 92\u003c\/p\u003e \u003cp\u003e3.5 Exiting a Conversation 92\u003c\/p\u003e \u003cp\u003e3.6 Conversation Mistakes 93\u003c\/p\u003e \u003cp\u003e3.7 The Four Kinds of Friendship and When to Share Feelings 94\u003c\/p\u003e \u003cp\u003e3.8 Off-Limits Topics 95\u003c\/p\u003e \u003cp\u003eExercise 13: Sharing the Airtime 97\u003c\/p\u003e \u003cp\u003eExercise 14: Listening and Adding to the Story 97\u003c\/p\u003e \u003cp\u003eExercise 15: TV Host 98\u003c\/p\u003e \u003cp\u003eExercise 16: Using the Telephone (for Children at Home) 98\u003c\/p\u003e \u003cp\u003eExercise 17: How Do Boys Greet Each Other at Your School? How Do Girls Greet Each Other? 99\u003c\/p\u003e \u003cp\u003eExercise 18: How Do Children Say Good-Bye to Each Other? 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Four: Communicating Feelings Through Body Language 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Facial Expressions 102\u003c\/p\u003e \u003cp\u003e4.2 It’s Those Eyes 103\u003c\/p\u003e \u003cp\u003e4.3 Open or Closed Gestures and Posture 105\u003c\/p\u003e \u003cp\u003e4.4 Respecting Personal Space 106\u003c\/p\u003e \u003cp\u003e4.5 Touching People 107\u003c\/p\u003e \u003cp\u003e4.6 STOP Signs 107\u003c\/p\u003e \u003cp\u003eExercise 19: Facial Expressions 109\u003c\/p\u003e \u003cp\u003eExercise 20: Practice Identifying Feelings in Facial Expressions and Body Language 110\u003c\/p\u003e \u003cp\u003eExercise 21: Body Language 111\u003c\/p\u003e \u003cp\u003eExercise 22: Physical Proximity 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Five: Being ‘‘in Sync”—Understanding and Echoing Tone 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Using Music to Teach Emotional Harmony 114\u003c\/p\u003e \u003cp\u003e5.2 The Tone of Emotions 115\u003c\/p\u003e \u003cp\u003e5.3 When the Tone or Body Language Disagrees with the Spoken Words 116\u003c\/p\u003e \u003cp\u003eExercise 23: The Right Tone of Voice 118\u003c\/p\u003e \u003cp\u003eExercise 24: Volume Control 119\u003c\/p\u003e \u003cp\u003eExercise 25: Practice Identifying How Feelings Sound 120\u003c\/p\u003e \u003cp\u003eExercise 26: Copy Cat: Practicing Being in Someone Else’s Shoes 121\u003c\/p\u003e \u003cp\u003eNote for Lesson Five 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Six: Recognizing Friendly Behavior 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Recognizing Friendly Behavior 123\u003c\/p\u003e \u003cp\u003e6.2 Review of STOP Signs 124\u003c\/p\u003e \u003cp\u003e6.3 Nonverbal STOP Signs 125\u003c\/p\u003e \u003cp\u003e6.4 Verbal STOP Signs 126\u003c\/p\u003e \u003cp\u003e6.5 Reading STOP Signs 127\u003c\/p\u003e \u003cp\u003e6.6 Play Red Light, Green Light 128\u003c\/p\u003e \u003cp\u003e6.7 Using Manners to Say STOP 129\u003c\/p\u003e \u003cp\u003eExercise 27: Reading Friendly and Unfriendly Body Language 131\u003c\/p\u003e \u003cp\u003eExercise 28: STOP Signs 132\u003c\/p\u003e \u003cp\u003eExercise 29: Recognizing How Other Children Say Good-Bye 133\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Seven: Joining an Ongoing Group 134\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Joining a Group 135\u003c\/p\u003e \u003cp\u003e7.2 Join, Don’t Intrude 135\u003c\/p\u003e \u003cp\u003e7.3 Demonstrate the Wrong Way to Join a Group 136\u003c\/p\u003e \u003cp\u003e7.4 Demonstrate the Right Way to Join a Group 137\u003c\/p\u003e \u003cp\u003e7.5 Inclusion or Exclusion? 139\u003c\/p\u003e \u003cp\u003e7.6 Rejection Versus Refusal 139\u003c\/p\u003e \u003cp\u003e7.7 Groups and Cliques 141\u003c\/p\u003e \u003cp\u003e7.8 When Your Child Cannot Join a Group (for Parents) 143\u003c\/p\u003e \u003cp\u003eExercise 30: Practice Joining an Ongoing Group 144\u003c\/p\u003e \u003cp\u003eExercise 31: Defining the Groups at School 145\u003c\/p\u003e \u003cp\u003eNote for Lesson Seven 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Eight: Dealing with Teasing 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Why Children Tease Others 147\u003c\/p\u003e \u003cp\u003e8.2 Three Major Types of Teasing 148\u003c\/p\u003e \u003cp\u003e8.3 Why Children Use Status Teasing (or Put-Down Humor) 150\u003c\/p\u003e \u003cp\u003e8.4 Boys and Status Teasing 150\u003c\/p\u003e \u003cp\u003e8.5 Evaluating the Type of Teasing 151\u003c\/p\u003e \u003cp\u003e8.6 The Wrong Way to Handle Teasing 152\u003c\/p\u003e \u003cp\u003e8.7 Three Strategies to Handle Teasing 153\u003c\/p\u003e \u003cp\u003e8.8 Role-Play Being Teased 154\u003c\/p\u003e \u003cp\u003e8.9 When Jokes Aren’t Funny: The Rules of Humor 155\u003c\/p\u003e \u003cp\u003e8.10 The Rule of Equals 156\u003c\/p\u003e \u003cp\u003eExercise 32: Figuring Out the Type of Teasing 159\u003c\/p\u003e \u003cp\u003eNotes for Lesson Eight 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Nine: Managing Anger 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Why Do We Get Angry? 161\u003c\/p\u003e \u003cp\u003e9.2 Why Should Children Control Their Anger? 162\u003c\/p\u003e \u003cp\u003e9.3 The Hot-Tempered Child 163\u003c\/p\u003e \u003cp\u003e9.4 Identifying Physical Responses to Anger 163\u003c\/p\u003e \u003cp\u003e9.5 Identifying the Child’s Anger Style 163\u003c\/p\u003e \u003cp\u003e9.6 Identifying Anger Triggers 164\u003c\/p\u003e \u003cp\u003e9.7 Checking Out the Other Person’s Intentions 164\u003c\/p\u003e \u003cp\u003e9.8 Handling Anger the Wrong Way 165\u003c\/p\u003e \u003cp\u003e9.9 Seven Steps to Process Anger 166\u003c\/p\u003e \u003cp\u003e9.10 Role-Play Handling Anger 167\u003c\/p\u003e \u003cp\u003e9.11 When There is an Outburst 168\u003c\/p\u003e \u003cp\u003e9.12 Apologizing 169\u003c\/p\u003e \u003cp\u003eExercise 33: What Makes You Angry? 170\u003c\/p\u003e \u003cp\u003eExercise 34: Handling Anger Differently 172\u003c\/p\u003e \u003cp\u003eExercise 35: Practice Apologizing 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLesson Ten: Children in Cyberspace: Old Rules, New Rules 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Cell Phone Etiquette and Rules 175\u003c\/p\u003e \u003cp\u003e10.2 Rules About Internet Use 176\u003c\/p\u003e \u003cp\u003e10.3 Cyber-Bullying 177\u003c\/p\u003e \u003cp\u003eExercise 36: Watch ‘‘Kids Online” 178\u003c\/p\u003e \u003cp\u003eConclusion: Learning Social Skills is a Lifelong Process 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Appendices\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAppendix A: What is ADHD? 183\u003c\/p\u003e \u003cp\u003eAppendix B: What are Learning Disabilities? 187\u003c\/p\u003e \u003cp\u003eAppendix C: What is Asperger’s Syndrome? 191\u003c\/p\u003e \u003cp\u003eBibliography and Resources 195\u003c\/p\u003e \u003cp\u003eIndex 203\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402373669207,"sku":"9780470596838","price":20.0,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/socially-addept-9780470596838","provider":"Book Curl","version":"1.0","type":"link"}