OffervarietyBeenthusiasticand positiveRegularandspecificpraiseActivelyengagedlearners - givethem somethingto do as part ofthe lessonPost-itnotes forthings torememberGivereasons forwhat youare doingVisualchecklistsClearoverviewCheck in -how istheir daygoing?Constantinterrupters -post-it notesfor questionsand ideasManagetransitions -clear startingand stoppingpointsAllowcoolingdown timeBeempatheticOpportunitiesforlateral/divergentthinkingOpportunitiesfor creativityInstructions -stand nearstudent andmake eyecontactGivechoicesMakerewards andsanctionsimmediateand specfificEstablishrules androutinesbeforecontentAsk studentsto repeatinstructionsout loudBe flexibleandadaptableKeepinstructionsshort andpositiveIndividual/pairedwork space -facing teachingareaName thebehaviour,not thechildSelf-esteem- avoidsarcasm andput downsClearsignallingbetweenactivitiesUse when/then'when you haveput the chairback, then youcan go'Connectideas tocurrentevents / reallife examplesWhole classresponses -miniwhiteboards,fingers /5Tasksappropriateto skill levelChunk tasks- build inbreaks andapprovalIncentivestructure2:1 reward topunishmentRemaincalmGive priorwarning tochangesof routineUse steppedlanguage -'first this,then this'Rewardbehavioursyou wantto seeDon't ask why,ask what e.g.'what shouldyou be doingnow?'Decreasetheworkload -Useeither/orLinkmemorytomovementBreakinstructionsinto simplestepsGet to knowthem - whatmotivatesthem?MovementbreaksExternalisetime e.g.visualtimersEncourageactive notetaking -movement andprocessingSimplerepetitivemovementsaidconcentrationPeertutoringVisualaids andsensorystimulusEncourageand rewardforproductivityOffervarietyBeenthusiasticand positiveRegularandspecificpraiseActivelyengagedlearners - givethem somethingto do as part ofthe lessonPost-itnotes forthings torememberGivereasons forwhat youare doingVisualchecklistsClearoverviewCheck in -how istheir daygoing?Constantinterrupters -post-it notesfor questionsand ideasManagetransitions -clear startingand stoppingpointsAllowcoolingdown timeBeempatheticOpportunitiesforlateral/divergentthinkingOpportunitiesfor creativityInstructions -stand nearstudent andmake eyecontactGivechoicesMakerewards andsanctionsimmediateand specfificEstablishrules androutinesbeforecontentAsk studentsto repeatinstructionsout loudBe flexibleandadaptableKeepinstructionsshort andpositiveIndividual/pairedwork space -facing teachingareaName thebehaviour,not thechildSelf-esteem- avoidsarcasm andput downsClearsignallingbetweenactivitiesUse when/then'when you haveput the chairback, then youcan go'Connectideas tocurrentevents / reallife examplesWhole classresponses -miniwhiteboards,fingers /5Tasksappropriateto skill levelChunk tasks- build inbreaks andapprovalIncentivestructure2:1 reward topunishmentRemaincalmGive priorwarning tochangesof routineUse steppedlanguage -'first this,then this'Rewardbehavioursyou wantto seeDon't ask why,ask what e.g.'what shouldyou be doingnow?'Decreasetheworkload -Useeither/orLinkmemorytomovementBreakinstructionsinto simplestepsGet to knowthem - whatmotivatesthem?MovementbreaksExternalisetime e.g.visualtimersEncourageactive notetaking -movement andprocessingSimplerepetitivemovementsaidconcentrationPeertutoringVisualaids andsensorystimulusEncourageand rewardforproductivity

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