Encourageand rewardforproductivityTasksappropriateto skill levelEncourageactive notetaking -movement andprocessingEstablishrules androutinesbeforecontentInstructions -stand nearstudent andmake eyecontactName thebehaviour,not thechildPost-itnotes forthings torememberVisualchecklistsSimplerepetitivemovementsaidconcentrationChunk tasks- build inbreaks andapprovalOpportunitiesforlateral/divergentthinkingUse when/then'when you haveput the chairback, then youcan go'Be flexibleandadaptableExternalisetime e.g.visualtimersRegularandspecificpraiseGet to knowthem - whatmotivatesthem?Decreasetheworkload -GivechoicesManagetransitions -clear startingand stoppingpointsRemaincalmSelf-esteem- avoidsarcasm andput downsLinkmemorytomovementAsk studentsto repeatinstructionsout loudAllowcoolingdown timeMovementbreaksIncentivestructure2:1 reward topunishmentVisualaids andsensorystimulusOpportunitiesfor creativityClearsignallingbetweenactivitiesMakerewards andsanctionsimmediateand specfificBeenthusiasticand positiveRewardbehavioursyou wantto seeBreakinstructionsinto simplestepsPeertutoringUse steppedlanguage -'first this,then this'Useeither/orKeepinstructionsshort andpositiveClearoverviewGive priorwarning tochangesof routineOffervarietyIndividual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasBeempatheticActivelyengagedlearners - givethem somethingto do as part ofthe lessonCheck in -how istheir daygoing?Don't ask why,ask what e.g.'what shouldyou be doingnow?'Whole classresponses -miniwhiteboards,fingers /5Connectideas tocurrentevents / reallife examplesGivereasons forwhat youare doingEncourageand rewardforproductivityTasksappropriateto skill levelEncourageactive notetaking -movement andprocessingEstablishrules androutinesbeforecontentInstructions -stand nearstudent andmake eyecontactName thebehaviour,not thechildPost-itnotes forthings torememberVisualchecklistsSimplerepetitivemovementsaidconcentrationChunk tasks- build inbreaks andapprovalOpportunitiesforlateral/divergentthinkingUse when/then'when you haveput the chairback, then youcan go'Be flexibleandadaptableExternalisetime e.g.visualtimersRegularandspecificpraiseGet to knowthem - whatmotivatesthem?Decreasetheworkload -GivechoicesManagetransitions -clear startingand stoppingpointsRemaincalmSelf-esteem- avoidsarcasm andput downsLinkmemorytomovementAsk studentsto repeatinstructionsout loudAllowcoolingdown timeMovementbreaksIncentivestructure2:1 reward topunishmentVisualaids andsensorystimulusOpportunitiesfor creativityClearsignallingbetweenactivitiesMakerewards andsanctionsimmediateand specfificBeenthusiasticand positiveRewardbehavioursyou wantto seeBreakinstructionsinto simplestepsPeertutoringUse steppedlanguage -'first this,then this'Useeither/orKeepinstructionsshort andpositiveClearoverviewGive priorwarning tochangesof routineOffervarietyIndividual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasBeempatheticActivelyengagedlearners - givethem somethingto do as part ofthe lessonCheck in -how istheir daygoing?Don't ask why,ask what e.g.'what shouldyou be doingnow?'Whole classresponses -miniwhiteboards,fingers /5Connectideas tocurrentevents / reallife examplesGivereasons forwhat youare doing

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