Connectideas tocurrentevents / reallife examplesGive priorwarning tochangesof routineAsk studentsto repeatinstructionsout loudLinkmemorytomovementExternalisetime e.g.visualtimersCheck in -how istheir daygoing?Breakinstructionsinto simplestepsGivereasons forwhat youare doingRegularandspecificpraiseVisualaids andsensorystimulusGet to knowthem - whatmotivatesthem?Opportunitiesfor creativityRemaincalmPeertutoringClearoverviewRewardbehavioursyou wantto seeGivechoicesUse when/then'when you haveput the chairback, then youcan go'Instructions -stand nearstudent andmake eyecontactIndividual/pairedwork space -facing teachingareaVisualchecklistsManagetransitions -clear startingand stoppingpointsDon't ask why,ask what e.g.'what shouldyou be doingnow?'Tasksappropriateto skill levelOpportunitiesforlateral/divergentthinkingIncentivestructure2:1 reward topunishmentConstantinterrupters -post-it notesfor questionsand ideasBe flexibleandadaptableEncourageactive notetaking -movement andprocessingUse steppedlanguage -'first this,then this'Whole classresponses -miniwhiteboards,fingers /5Allowcoolingdown timeKeepinstructionsshort andpositiveMovementbreaksName thebehaviour,not thechildActivelyengagedlearners - givethem somethingto do as part ofthe lessonEstablishrules androutinesbeforecontentClearsignallingbetweenactivitiesBeenthusiasticand positiveSelf-esteem- avoidsarcasm andput downsPost-itnotes forthings torememberBeempatheticOffervarietyMakerewards andsanctionsimmediateand specfificSimplerepetitivemovementsaidconcentrationEncourageand rewardforproductivityDecreasetheworkload -Chunk tasks- build inbreaks andapprovalUseeither/orConnectideas tocurrentevents / reallife examplesGive priorwarning tochangesof routineAsk studentsto repeatinstructionsout loudLinkmemorytomovementExternalisetime e.g.visualtimersCheck in -how istheir daygoing?Breakinstructionsinto simplestepsGivereasons forwhat youare doingRegularandspecificpraiseVisualaids andsensorystimulusGet to knowthem - whatmotivatesthem?Opportunitiesfor creativityRemaincalmPeertutoringClearoverviewRewardbehavioursyou wantto seeGivechoicesUse when/then'when you haveput the chairback, then youcan go'Instructions -stand nearstudent andmake eyecontactIndividual/pairedwork space -facing teachingareaVisualchecklistsManagetransitions -clear startingand stoppingpointsDon't ask why,ask what e.g.'what shouldyou be doingnow?'Tasksappropriateto skill levelOpportunitiesforlateral/divergentthinkingIncentivestructure2:1 reward topunishmentConstantinterrupters -post-it notesfor questionsand ideasBe flexibleandadaptableEncourageactive notetaking -movement andprocessingUse steppedlanguage -'first this,then this'Whole classresponses -miniwhiteboards,fingers /5Allowcoolingdown timeKeepinstructionsshort andpositiveMovementbreaksName thebehaviour,not thechildActivelyengagedlearners - givethem somethingto do as part ofthe lessonEstablishrules androutinesbeforecontentClearsignallingbetweenactivitiesBeenthusiasticand positiveSelf-esteem- avoidsarcasm andput downsPost-itnotes forthings torememberBeempatheticOffervarietyMakerewards andsanctionsimmediateand specfificSimplerepetitivemovementsaidconcentrationEncourageand rewardforproductivityDecreasetheworkload -Chunk tasks- build inbreaks andapprovalUseeither/or

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