RemaincalmBe flexibleandadaptablePost-itnotes forthings torememberUseeither/orChunk tasks- build inbreaks andapprovalSimplerepetitivemovementsaidconcentrationLinkmemorytomovementMakerewards andsanctionsimmediateand specfificClearoverviewOpportunitiesfor creativityUse steppedlanguage -'first this,then this'Self-esteem- avoidsarcasm andput downsEncourageactive notetaking -movement andprocessingGivechoicesActivelyengagedlearners - givethem somethingto do as part ofthe lessonRewardbehavioursyou wantto seeConnectideas tocurrentevents / reallife examplesDecreasetheworkload -Get to knowthem - whatmotivatesthem?Establishrules androutinesbeforecontentBeempatheticOpportunitiesforlateral/divergentthinkingKeepinstructionsshort andpositiveIncentivestructure2:1 reward topunishmentAllowcoolingdown timeGivereasons forwhat youare doingRegularandspecificpraiseEncourageand rewardforproductivityAsk studentsto repeatinstructionsout loudInstructions -stand nearstudent andmake eyecontactBreakinstructionsinto simplestepsClearsignallingbetweenactivitiesUse when/then'when you haveput the chairback, then youcan go'Whole classresponses -miniwhiteboards,fingers /5Don't ask why,ask what e.g.'what shouldyou be doingnow?'Check in -how istheir daygoing?Managetransitions -clear startingand stoppingpointsMovementbreaksConstantinterrupters -post-it notesfor questionsand ideasPeertutoringName thebehaviour,not thechildExternalisetime e.g.visualtimersGive priorwarning tochangesof routineTasksappropriateto skill levelIndividual/pairedwork space -facing teachingareaVisualchecklistsOffervarietyVisualaids andsensorystimulusBeenthusiasticand positiveRemaincalmBe flexibleandadaptablePost-itnotes forthings torememberUseeither/orChunk tasks- build inbreaks andapprovalSimplerepetitivemovementsaidconcentrationLinkmemorytomovementMakerewards andsanctionsimmediateand specfificClearoverviewOpportunitiesfor creativityUse steppedlanguage -'first this,then this'Self-esteem- avoidsarcasm andput downsEncourageactive notetaking -movement andprocessingGivechoicesActivelyengagedlearners - givethem somethingto do as part ofthe lessonRewardbehavioursyou wantto seeConnectideas tocurrentevents / reallife examplesDecreasetheworkload -Get to knowthem - whatmotivatesthem?Establishrules androutinesbeforecontentBeempatheticOpportunitiesforlateral/divergentthinkingKeepinstructionsshort andpositiveIncentivestructure2:1 reward topunishmentAllowcoolingdown timeGivereasons forwhat youare doingRegularandspecificpraiseEncourageand rewardforproductivityAsk studentsto repeatinstructionsout loudInstructions -stand nearstudent andmake eyecontactBreakinstructionsinto simplestepsClearsignallingbetweenactivitiesUse when/then'when you haveput the chairback, then youcan go'Whole classresponses -miniwhiteboards,fingers /5Don't ask why,ask what e.g.'what shouldyou be doingnow?'Check in -how istheir daygoing?Managetransitions -clear startingand stoppingpointsMovementbreaksConstantinterrupters -post-it notesfor questionsand ideasPeertutoringName thebehaviour,not thechildExternalisetime e.g.visualtimersGive priorwarning tochangesof routineTasksappropriateto skill levelIndividual/pairedwork space -facing teachingareaVisualchecklistsOffervarietyVisualaids andsensorystimulusBeenthusiasticand positive

ADHD Strategies - 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. Remain calm
  2. Be flexible and adaptable
  3. Post-it notes for things to remember
  4. Use either/or
  5. Chunk tasks - build in breaks and approval
  6. Simple repetitive movements aid concentration
  7. Link memory to movement
  8. Make rewards and sanctions immediate and specfific
  9. Clear overview
  10. Opportunities for creativity
  11. Use stepped language - 'first this, then this'
  12. Self-esteem - avoid sarcasm and put downs
  13. Encourage active note taking - movement and processing
  14. Give choices
  15. Actively engaged learners - give them something to do as part of the lesson
  16. Reward behaviours you want to see
  17. Connect ideas to current events / real life examples
  18. Decrease the workload -
  19. Get to know them - what motivates them?
  20. Establish rules and routines before content
  21. Be empathetic
  22. Opportunities for lateral/divergent thinking
  23. Keep instructions short and positive
  24. Incentive structure 2:1 reward to punishment
  25. Allow cooling down time
  26. Give reasons for what you are doing
  27. Regular and specific praise
  28. Encourage and reward for productivity
  29. Ask students to repeat instructions out loud
  30. Instructions - stand near student and make eye contact
  31. Break instructions into simple steps
  32. Clear signalling between activities
  33. Use when/then 'when you have put the chair back, then you can go'
  34. Whole class responses - mini whiteboards, fingers /5
  35. Don't ask why, ask what e.g. 'what should you be doing now?'
  36. Check in - how is their day going?
  37. Manage transitions - clear starting and stopping points
  38. Movement breaks
  39. Constant interrupters - post-it notes for questions and ideas
  40. Peer tutoring
  41. Name the behaviour, not the child
  42. Externalise time e.g. visual timers
  43. Give prior warning to changes of routine
  44. Tasks appropriate to skill level
  45. Individual/paired work space - facing teaching area
  46. Visual checklists
  47. Offer variety
  48. Visual aids and sensory stimulus
  49. Be enthusiastic and positive