Originally Posted by indigo
This is something else, entirely, and you may wish to consider direct teaching of social skills, flexibility, and perspective taking which other kids may pick up on naturally, as if by osmosis. Here is a brief roundup of some potential resources:
- book: 100 social rules for kids (hat tip to sanne)
- direct teaching of non-verbal cues
- direct teaching of friendship
- direct teaching of perspective taking
- link to an article on the Davidson Database, Tips For Parents: Gifted Children's Friendships
- post with roundup of articles on friendship
Wow thank you for the tips. I always to address what happened after he calms down. Seems to me he gets it when we talk about it. He would sincerely apologize to his friend about what happened. Until the next time it happens again. I will try direct teaching and be more proactive.

Originally Posted by indigo
There is actually very little of this when a kid is single-subject-accelerated (SSA), for example placed in a higher grade for math... or has one or more years of full-grade acceleration (grade-skipping).

Please expand on this. I don't think I quite understand.

Originally Posted by indigo
There is a difference between tantrums and meltdowns...
Again, thank you. I've never really thought about distinguishing. When we talk about him getting upset, he usually say he didn't want to be that way but it's just too much for him and he can't calm himself down. I guess this would be mostly meltdowns. He is very logical and can listen to reason when he wants something but can't get it. But then if the upset is too much he lose control. It's mostly tied to overwhelming feelings.