ADHD Social Skills Perspective Taking Classroom Support Intervention Guide OT

Children with ADHD often demonstrate a significant developmental delay in the underlying executive function and self-regulation skills that impacts their ability to navigate the social domain of their school day.

Perspective-taking is a developmental skill that requires adequate development of core executive functions, particularly inhibition, working memory, and cognitive flexibility. When these executive functions are delayed (estimated at about 30% behind peers), a student will have extreme difficulty understanding the impact their actions have on others, considering different perspectives of the same event, and applying past social consequences to the present context. 

While most neurotypical children begin learning to take perspective intuitively by early elementary school, students with ADHD may need explicit guidance and tools well beyond what is developmentally expected of their age level. 

This product provides actionable classroom tools and additional resources for the school-based professional to empower authentic and meaningful performance in the social context of the school environment, without encouraging rigid scripts and masking.