Whole classresponses -miniwhiteboards,fingers /5Encourageand rewardforproductivityMakerewards andsanctionsimmediateand specfificAllowcoolingdown timeBeempatheticUseeither/orRegularandspecificpraisePost-itnotes forthings torememberBeenthusiasticand positiveUse when/then'when you haveput the chairback, then youcan go'Establishrules androutinesbeforecontentLinkmemorytomovementClearsignallingbetweenactivitiesVisualaids andsensorystimulusRemaincalmGivereasons forwhat youare doingVisualchecklistsIndividual/pairedwork space -facing teachingareaRewardbehavioursyou wantto seeGivechoicesBe flexibleandadaptableConstantinterrupters -post-it notesfor questionsand ideasCheck in -how istheir daygoing?Give priorwarning tochangesof routineManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersSimplerepetitivemovementsaidconcentrationDon't ask why,ask what e.g.'what shouldyou be doingnow?'Activelyengagedlearners - givethem somethingto do as part ofthe lessonName thebehaviour,not thechildChunk tasks- build inbreaks andapprovalBreakinstructionsinto simplestepsEncourageactive notetaking -movement andprocessingConnectideas tocurrentevents / reallife examplesGet to knowthem - whatmotivatesthem?Opportunitiesforlateral/divergentthinkingPeertutoringUse steppedlanguage -'first this,then this'Incentivestructure2:1 reward topunishmentKeepinstructionsshort andpositiveAsk studentsto repeatinstructionsout loudDecreasetheworkload -MovementbreaksClearoverviewSelf-esteem- avoidsarcasm andput downsOpportunitiesfor creativityOffervarietyInstructions -stand nearstudent andmake eyecontactTasksappropriateto skill levelWhole classresponses -miniwhiteboards,fingers /5Encourageand rewardforproductivityMakerewards andsanctionsimmediateand specfificAllowcoolingdown timeBeempatheticUseeither/orRegularandspecificpraisePost-itnotes forthings torememberBeenthusiasticand positiveUse when/then'when you haveput the chairback, then youcan go'Establishrules androutinesbeforecontentLinkmemorytomovementClearsignallingbetweenactivitiesVisualaids andsensorystimulusRemaincalmGivereasons forwhat youare doingVisualchecklistsIndividual/pairedwork space -facing teachingareaRewardbehavioursyou wantto seeGivechoicesBe flexibleandadaptableConstantinterrupters -post-it notesfor questionsand ideasCheck in -how istheir daygoing?Give priorwarning tochangesof routineManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersSimplerepetitivemovementsaidconcentrationDon't ask why,ask what e.g.'what shouldyou be doingnow?'Activelyengagedlearners - givethem somethingto do as part ofthe lessonName thebehaviour,not thechildChunk tasks- build inbreaks andapprovalBreakinstructionsinto simplestepsEncourageactive notetaking -movement andprocessingConnectideas tocurrentevents / reallife examplesGet to knowthem - whatmotivatesthem?Opportunitiesforlateral/divergentthinkingPeertutoringUse steppedlanguage -'first this,then this'Incentivestructure2:1 reward topunishmentKeepinstructionsshort andpositiveAsk studentsto repeatinstructionsout loudDecreasetheworkload -MovementbreaksClearoverviewSelf-esteem- avoidsarcasm andput downsOpportunitiesfor creativityOffervarietyInstructions -stand nearstudent andmake eyecontactTasksappropriateto skill level

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