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Social Skills Programs for Boys

Do any of these describe your son? 

  • Relates better to younger children and adults than similar-age peers
  • Can act like the “class clown” when he doesn’t know what to do in social situations or is seeking attention from peers
  • Has been in one or more social skills groups but did not seem to benefit 
  • Difficulty “reading” social cues or “reading a room” 
  • Appears to prefer video games/internet to socializing with peers
  • Tries to control unstructured social/play situations or “police” other kids
  • Struggles with understanding other’s thoughts, feelings and intentions
  • Tends to have one-sided conversations about topics of interest to him
  • Has difficulty showing other boys he wants to be friends
  • Reluctant to start conversations with similar-age peers or join groups
  • Only wants to be friends with boys who do not accept him 
  • Does not socialize with peers outside of school or structured activities
  • Had friends in elementary school but became more socially isolated upon entering middle school
  • Says his friends are people he plays video games with but has never met and knows nothing about

As the only social skills programs in the United States that are designed specifically for boys and taught from a male perspective we teach boys how to authentically relate and connect with their similar-age male peers.  Additionally, we are the only social skills provider in the United States who focuses on treating social anxiety in boys. 

Some of the skills we cover include:

-Understanding how you come across to others and understanding others’ thoughts, feelings and intentions
-Learning how to show an interest in others
-Developing situational awareness (reading a room)
-Learning how to ‘go with the flow’ for the sake of others
-Managing social anxiety around similar-age peers
-Moving friendships beyond “lunch table friends” to outside of school friends              -Unlearning “social skills” that sound awkward to similar-age boys and learning natural sounding male-male social communication 

Our Approach
At Center for ADHD  our programs are based on the Social Thinking® methodology. Pioneered by world renowned expert Michelle Garcia Winner, Social Thinking builds the fundamental skills that we all need to function socially, such as perspective-taking, reading nonverbal cues and learning how to be cognitively flexible.

Ryan Wexelblatt, Center for ADHD Director has completed more training in using the Social Thinking methodology than any social skills provider throughout the Philadelphia area and Southern New Jersey.   He received a Social Thinking® Clinical Training Level 1 Certificate of Completion and applies the framework to our different programs. 

We are the only provider of social skills programs in the Philadelphia area and South Jersey that focuses on teaching social skill to individuals diagnosed with ADHD. 

We carefully screen all participants who attend our programs to ensure the right fit.  We do not use a “one size fits all” approach where students are simply grouped together by age.


Our current social skills programs for boys

 Social Anxiety Groups

How to Hang Out Program

Guy Stuff Program

Ready for Middle School Program

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Center for ADHD provides a high-specialized specialized, skill-building approach in order to learn practical strategies and skills to compensate for lagging skills found in these profiles. We offer both individual sessions as well as small groups. Parents are always involved in learning with their children.

We understand from a male perspective how to make therapy an enjoyable and successful experience for boys and young men who may have any aversion to participating in therapy based on their past experiences.

Areas we frequently work on during our sessions include:

  • Developing age-expected emotional regulation skills
  • Improving compliance at home
  • Developing resiliency to get through non-preferred tasks
  • Improving cognitive flexibility (being less “black and white” in thought process)
  • Learning how to differentiate between what’s a “small problem” or “big problem”
  • Reducing compulsive video gaming/internet usage
  • Managing social anxiety around similar-age peers
  • Improving self-advocacy skills
  • Developing perspective taking ability (understanding other’s thoughts and feelings & understanding how you come across to others)
  • Improving self-confidence
  • Cultivating and sustaining friendships

Topics frequently addressed with parents include:

  • Improving compliance and avoiding power struggles
  • Helping your child to develop resiliency
  • Improving executive function skills (going from being prompt-dependent to independent)
  • Teaching children and teenagers how to engage in independent problem solving
  • Setting realistic expectations at home
  • Helping your child shift from a sense of entitlement towards a motivation to earn things
  • Creating parameters around “screen time” usage in the home
  • Understanding how to move your child away from being over-dependent to feeling empowered
  • Managing your child’s emotional/behavioral dysregulation at home so family life is not revolving around your child’s moods and behaviors
  • Communicating with your child about difficult/uncomfortable topics

Our individual social skills instruction is based on the Social Thinking methodology. Social Thinking®, a methodology developed by Michelle Garcia Winner is designed for individuals with average to above average cognitive ability. This groundbreaking methodology involves teaching the “why” behind social communication so individuals can learn how to think in a social context and apply skills relevant to the situation.

Therapy is provided by Ryan Wexelblatt, Center Director. Please contact us for a free phone consultation or to set up an appointment.

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Executive Function Coaching

Your child may be having trouble with executive functioning if he:

  • Struggles with feeling the passage of time or seems to have no sense of time
  • Appears to lack situational awareness (reading a room)
  • Requires constant prompting and supervision to complete non-preferred tasks
  • Seems to lack motivation for anything that is not interesting to him
  • Has trouble comprehending how much time a task will take to complete
  • Has difficulty getting off of video games/computers or transition to non-preferred tasks like chores and homework
  • Struggles to tell a story in a narrative format (clear beginning, middle, end)
  • Leaves belongings at various places
  • Does homework but forgets to turn it in
  • Shoves papers in his backpack and lacks an organization system

Our approach to teaching executive functioning isn’t about just telling students what to do,  it’s getting to the root of executive functioning weaknesses and building skills that have not developed naturally.  Additionally, we teach parents how to help their child move from being “prompt-dependent” to independent.

We teach user-friendly specific skills and strategies which include:

  • Improving situational intelligence  so they can “read a room” and develop greater awareness of their surroundings..
  • “Feel” the passage of time to estimate how long tasks will take as well as how to change or maintain their pace to finish tasks within an allotted amount of time.
  • Develop a goal-setting approach to homework, including personalized study habits such as recording, bringing home, completing and returning assignments.
  • Manage multiple activities, including homework, long-term projects and extracurricular activities, while still having time to themselves.
  • Become less prompt-dependent on parents and teachers and more independent

Executive Function Coaching is done in individual sessions with Ryan Wexelblatt, Center for ADHD Director. 

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Meet Ryan

Ryan Wexelblatt, LCSW

  • Licensed Clinical Social Worker
  • Certified School Social Worker
  • Certificate in Cognitive Behavior Therapy for Youth from the Beck Institute
  • Received Social Thinking® Clinical Training Level 1 Certificate of Completion
  • Extensive training in executive function skill development strategies

For nearly 20 years, Ryan has dedicated himself to working with students with social learning and executive functioning challenges often associated with ADHD, learning disabilities and Asperger’s syndrome.

Previously, he worked as a Clinician at Hill Top Preparatory School and Y.A.L.E. School Cherry Hill and Philadelphia campuses.   He also created and directed social learning programs including Hill Top Summer Camp, Camp Sequoia, and Sequoia Kids Program.  He is a graduate of Bryn Mawr College Graduate School of Social Work and Temple University. 

He’s also one of the few professionals in the Philadelphia and South Jersey areas to have earned a Social Thinking® Clinical Training Level 1 Certificate of Completion.  

Well known in the Philadelphia area ADHD and Asperger’s communities, Ryan has presented to parent groups throughout the Northeast including CHADD (Children and Adults with ADHD). His national speaking engagements include the International Conference on ADHD, the Social Thinking® Global Providers Conference, and the Autism Society National Conference. He has presented to peers and colleagues at the Florida Statewide Autism Conference, Gwynedd Mercy Autism Conference, the Pennsylvania Secondary Transition Conference and the American Camp Association Tri-State Conference. Ryan is known for his authentic, affable presentation style.

Please go to upcoming presentations for a list of Ryan’s upcoming speaking engagements or visit past presentations to see his speaking engagements from the past year. 

Originally from Narberth, Pennsylvania Ryan serves on the professional advisory board of the BuxMont CHADD chapter.   He and his son, Austin, who attends vocational school for carpentry, live with their dog Sasha, a Bergamasco sheepdog.

View Ryan’s C.V.

Watch some of Ryan’s presentations and videos on the ADHD Dude You Tube Channel. 

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