ADHD clearly affects the child's social environment, his friendships and causes the rejection he experiences. Intervening on social effects is, at times, difficult due to the fact that children with ADHD understand social expectations and can actually explain what is acceptable, yet are unable to behave within the social boundaries they know (DuPaul & Weyandt, 2006 ). These children do not need to be taught what is acceptable, because they already understand what is acceptable; they need to learn how to behave within acceptable social boundaries (DuPaul & Weyandt, 2006). Social cues are usually indirect, and because children diagnosed with ADHD have difficulty identifying things that are not obvious, they have a tendency to miss social cues (Ashley, 2005). For this reason it is more difficult to treat these effects and according to DuPaul & Weyandt (2006) there are two explanations for this. One reason is that current treatments focus on building social skills that are nonexistent and not on displaying social skills (DuPaul & Weyandt, 2006). DuPaul & Weyandt (2006) state that the second explanation is due to the fact that inappropriate social behaviors occur in different environments, the child needs to be treated in different situations. However, participation in therapy in a group setting has not been shown to produce significant improvements in social performance (DuPaul & Weyandt, 2006). However, with all of these known challenges, Sheridan (1995) “developed the Tough Kids Social Skills program for use in school settings” (as cited in DuPaul & Weyandt, 2006, p. 170). Sheridan's program consisted of several phases of social treatment...... half of article......26(4), 221-233. Walsh, J. (2010). Behavior theory. In J. Walsh (2nd), Theories for the direct practice of social work (123-146). Belmont, CA: Wadsworth Cengage Learning. Walsh, J. (2010). Cognitive theory. In J. Walsh (2nd), Theories for the direct practice of social work (147-176). Belmont, CA: Wadsworth Cengage Learning. Walsh, J. (2010). Narrative theory. In J. Walsh (2nd), Theories for the direct practice of social work (273-300). Belmont, CA: Wadsworth Cengage Learning.Young. S. & Amarasinghe, M. (2010). Practitioner review: Nondrug treatments for ADHD: A lifelong approach. Journal of Child Psychology and Psychiatry, 51(2), 116-133. doi:10.1111/j.1469-7610.2009.02191.xZentall, S.S. (2005). Theory- and evidence-based strategies for children with attention problems. Psychology in Schools, 42(8), 821-836. doi: 10.1002/box.20114