Recommendaudio booksMinimizebreaks toimproveproductivity anddecreasedistractionsRecommendstudying witha friend orclassmateCreateartificialpressureGive asmanyinstructionsas you canat onceRecommendusing a paperplanner fortimemanagementAsk abouttheirdiagnosisand theimpactSetambitiousgoalsRecommendstudying intheirbedroomShare your owndiagnosis/disabilityStart withthe hardestquestionfirstBreak downstudy plansinto smaller,mini stepsRecommendsmall rewardsfor finishing achapter orhomework setCheck forunderstandingfrequentlyConnect whatthey arelearning totheir degree orcareer goalsRecommendstudyingaloneRecommendstarting anassignmentas soon asit’s givenMaintaina growthmindsetRecommend workingwith SDS if you’venoticed specificbehaviors or thoughtpatterns, but theyhaven’t disclosed adiagnosisSet generalgoals so theydo not feel toomuch pressureto do too muchNormalize theirexperience bysaying“everyoneusually struggleswith focus!”Use thesandwichmethod forprovidingfeedbackKeep theconversationmoving if younotice the studentstruggling toanswer or moveon from a questionRecommendstudying inintervalsGoalsettingEncourage“lockingin”Provideinstructions inmultiple formatsat the sametime (verbal,written, etc)Share anagenda or gameplan ahead oftime (at the startof class or asession)Recommendaudio booksMinimizebreaks toimproveproductivity anddecreasedistractionsRecommendstudying witha friend orclassmateCreateartificialpressureGive asmanyinstructionsas you canat onceRecommendusing a paperplanner fortimemanagementAsk abouttheirdiagnosisand theimpactSetambitiousgoalsRecommendstudying intheirbedroomShare your owndiagnosis/disabilityStart withthe hardestquestionfirstBreak downstudy plansinto smaller,mini stepsRecommendsmall rewardsfor finishing achapter orhomework setCheck forunderstandingfrequentlyConnect whatthey arelearning totheir degree orcareer goalsRecommendstudyingaloneRecommendstarting anassignmentas soon asit’s givenMaintaina growthmindsetRecommend workingwith SDS if you’venoticed specificbehaviors or thoughtpatterns, but theyhaven’t disclosed adiagnosisSet generalgoals so theydo not feel toomuch pressureto do too muchNormalize theirexperience bysaying“everyoneusually struggleswith focus!”Use thesandwichmethod forprovidingfeedbackKeep theconversationmoving if younotice the studentstruggling toanswer or moveon from a questionRecommendstudying inintervalsGoalsettingEncourage“lockingin”Provideinstructions inmultiple formatsat the sametime (verbal,written, etc)Share anagenda or gameplan ahead oftime (at the startof class or asession)

Neurodiversity Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Recommend audio books
  2. Minimize breaks to improve productivity and decrease distractions
  3. Recommend studying with a friend or classmate
  4. Create artificial pressure
  5. Give as many instructions as you can at once
  6. Recommend using a paper planner for time management
  7. Ask about their diagnosis and the impact
  8. Set ambitious goals
  9. Recommend studying in their bedroom
  10. Share your own diagnosis/disability
  11. Start with the hardest question first
  12. Break down study plans into smaller, mini steps
  13. Recommend small rewards for finishing a chapter or homework set
  14. Check for understanding frequently
  15. Connect what they are learning to their degree or career goals
  16. Recommend studying alone
  17. Recommend starting an assignment as soon as it’s given
  18. Maintain a growth mindset
  19. Recommend working with SDS if you’ve noticed specific behaviors or thought patterns, but they haven’t disclosed a diagnosis
  20. Set general goals so they do not feel too much pressure to do too much
  21. Normalize their experience by saying “everyone usually struggles with focus!”
  22. Use the sandwich method for providing feedback
  23. Keep the conversation moving if you notice the student struggling to answer or move on from a question
  24. Recommend studying in intervals
  25. Goal setting
  26. Encourage “locking in”
  27. Provide instructions in multiple formats at the same time (verbal, written, etc)
  28. Share an agenda or game plan ahead of time (at the start of class or a session)