Attention deficit hyperactivity disorder is closely related to problems in social development. Children with ADHD have more difficulties establishing and maintaining appropriate social relationships than their peers due to a poorly developed inhibitory system of behaviour and consequent poorer self-control. Social skills and first friendships normally develop through play from an early age, but preschool children with ADHD develop these skills more slowly and insufficiently.
Early detection and treatment of social problems in preschool children with ADHD play an important role in preventing or reducing risk factors for the escalation of these problems in later life. With the help of various tools for measuring social skills – Strengths and Difficulties Questionnaire, for the research adapted Questionnaire of social skills, sociometric tests, and functional assessment of behavior, we tried to gain insight into the functioning of a 5-year-old boy with ADHD. He was tested in different areas: communication skills, cooperation and interpersonal relationships, recognizing and expressing emotions, and resolving conflicts. We find that there are many different tools for measuring social skills, though in thesis we highlight and represent the use of those that are available to special and rehabilitation educators in the process of initial data acquisition and final evaluation. The results of a preschool boy with ADHD, obtained with these measurement tools show a dispersion of weaknesses in different areas of social skills.
Therefore we present a possible way of synthesizing the results obtained with various measuring tools. This represents the basis for identifying weak social skills, setting priority goals, and preparing a program to promote social skills, as well as a plan for ongoing monitoring and evaluation of the program. Although the prepared social skills training is primarily intended for the child included in the research, we offer examples of concrete activities, strategies, and approaches that we have included in the program and can be used for other preschool children with and without ADHD and similar problems in the area of social skills. With this master's thesis, we want to emphasize the importance of process in obtaining initial data as the basis for preparing social skills training and planning ongoing and final evaluation of social skills training performance. Namely, only with a holistic approach to early social action in preschool children with ADHD can we have the greatest impact on later functioning in the social and consequently in other areas.
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