Constantinterrupters -post-it notesfor questionsand ideasSimplerepetitivemovementsaidconcentrationName thebehaviour,not thechildAllowcoolingdown timeBeenthusiasticand positiveEncourageand rewardforproductivityChunk tasks- build inbreaks andapprovalBe flexibleandadaptableClearsignallingbetweenactivitiesOffervarietyOpportunitiesforlateral/divergentthinkingVisualchecklistsRemaincalmUse when/then'when you haveput the chairback, then youcan go'Use steppedlanguage -'first this,then this'Post-itnotes forthings torememberTasksappropriateto skill levelBreakinstructionsinto simplestepsActivelyengagedlearners - givethem somethingto do as part ofthe lessonDecreasetheworkload -MovementbreaksCheck in -how istheir daygoing?PeertutoringManagetransitions -clear startingand stoppingpointsDon't ask why,ask what e.g.'what shouldyou be doingnow?'RegularandspecificpraiseKeepinstructionsshort andpositiveEncourageactive notetaking -movement andprocessingGivechoicesGive priorwarning tochangesof routineBeempatheticConnectideas tocurrentevents / reallife examplesIndividual/pairedwork space -facing teachingareaOpportunitiesfor creativityRewardbehavioursyou wantto seeExternalisetime e.g.visualtimersGet to knowthem - whatmotivatesthem?Whole classresponses -miniwhiteboards,fingers /5LinkmemorytomovementUseeither/orGivereasons forwhat youare doingEstablishrules androutinesbeforecontentAsk studentsto repeatinstructionsout loudIncentivestructure2:1 reward topunishmentVisualaids andsensorystimulusMakerewards andsanctionsimmediateand specfificSelf-esteem- avoidsarcasm andput downsClearoverviewInstructions -stand nearstudent andmake eyecontactConstantinterrupters -post-it notesfor questionsand ideasSimplerepetitivemovementsaidconcentrationName thebehaviour,not thechildAllowcoolingdown timeBeenthusiasticand positiveEncourageand rewardforproductivityChunk tasks- build inbreaks andapprovalBe flexibleandadaptableClearsignallingbetweenactivitiesOffervarietyOpportunitiesforlateral/divergentthinkingVisualchecklistsRemaincalmUse when/then'when you haveput the chairback, then youcan go'Use steppedlanguage -'first this,then this'Post-itnotes forthings torememberTasksappropriateto skill levelBreakinstructionsinto simplestepsActivelyengagedlearners - givethem somethingto do as part ofthe lessonDecreasetheworkload -MovementbreaksCheck in -how istheir daygoing?PeertutoringManagetransitions -clear startingand stoppingpointsDon't ask why,ask what e.g.'what shouldyou be doingnow?'RegularandspecificpraiseKeepinstructionsshort andpositiveEncourageactive notetaking -movement andprocessingGivechoicesGive priorwarning tochangesof routineBeempatheticConnectideas tocurrentevents / reallife examplesIndividual/pairedwork space -facing teachingareaOpportunitiesfor creativityRewardbehavioursyou wantto seeExternalisetime e.g.visualtimersGet to knowthem - whatmotivatesthem?Whole classresponses -miniwhiteboards,fingers /5LinkmemorytomovementUseeither/orGivereasons forwhat youare doingEstablishrules androutinesbeforecontentAsk studentsto repeatinstructionsout loudIncentivestructure2:1 reward topunishmentVisualaids andsensorystimulusMakerewards andsanctionsimmediateand specfificSelf-esteem- avoidsarcasm andput downsClearoverviewInstructions -stand nearstudent andmake eyecontact

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