PeertutoringBeempatheticBeenthusiasticand positiveClearsignallingbetweenactivitiesUse steppedlanguage -'first this,then this'Name thebehaviour,not thechildUse when/then'when you haveput the chairback, then youcan go'LinkmemorytomovementEncourageand rewardforproductivityBreakinstructionsinto simplestepsIndividual/pairedwork space -facing teachingareaInstructions -stand nearstudent andmake eyecontactOpportunitiesfor creativityGet to knowthem - whatmotivatesthem?GivechoicesUseeither/orPost-itnotes forthings torememberOpportunitiesforlateral/divergentthinkingMakerewards andsanctionsimmediateand specfificDon't ask why,ask what e.g.'what shouldyou be doingnow?'Activelyengagedlearners - givethem somethingto do as part ofthe lessonWhole classresponses -miniwhiteboards,fingers /5Check in -how istheir daygoing?Visualaids andsensorystimulusConnectideas tocurrentevents / reallife examplesRegularandspecificpraiseEncourageactive notetaking -movement andprocessingClearoverviewOffervarietySelf-esteem- avoidsarcasm andput downsBe flexibleandadaptableVisualchecklistsAllowcoolingdown timeIncentivestructure2:1 reward topunishmentMovementbreaksManagetransitions -clear startingand stoppingpointsGive priorwarning tochangesof routineRewardbehavioursyou wantto seeChunk tasks- build inbreaks andapprovalAsk studentsto repeatinstructionsout loudExternalisetime e.g.visualtimersKeepinstructionsshort andpositiveConstantinterrupters -post-it notesfor questionsand ideasGivereasons forwhat youare doingDecreasetheworkload -SimplerepetitivemovementsaidconcentrationEstablishrules androutinesbeforecontentRemaincalmTasksappropriateto skill levelPeertutoringBeempatheticBeenthusiasticand positiveClearsignallingbetweenactivitiesUse steppedlanguage -'first this,then this'Name thebehaviour,not thechildUse when/then'when you haveput the chairback, then youcan go'LinkmemorytomovementEncourageand rewardforproductivityBreakinstructionsinto simplestepsIndividual/pairedwork space -facing teachingareaInstructions -stand nearstudent andmake eyecontactOpportunitiesfor creativityGet to knowthem - whatmotivatesthem?GivechoicesUseeither/orPost-itnotes forthings torememberOpportunitiesforlateral/divergentthinkingMakerewards andsanctionsimmediateand specfificDon't ask why,ask what e.g.'what shouldyou be doingnow?'Activelyengagedlearners - givethem somethingto do as part ofthe lessonWhole classresponses -miniwhiteboards,fingers /5Check in -how istheir daygoing?Visualaids andsensorystimulusConnectideas tocurrentevents / reallife examplesRegularandspecificpraiseEncourageactive notetaking -movement andprocessingClearoverviewOffervarietySelf-esteem- avoidsarcasm andput downsBe flexibleandadaptableVisualchecklistsAllowcoolingdown timeIncentivestructure2:1 reward topunishmentMovementbreaksManagetransitions -clear startingand stoppingpointsGive priorwarning tochangesof routineRewardbehavioursyou wantto seeChunk tasks- build inbreaks andapprovalAsk studentsto repeatinstructionsout loudExternalisetime e.g.visualtimersKeepinstructionsshort andpositiveConstantinterrupters -post-it notesfor questionsand ideasGivereasons forwhat youare doingDecreasetheworkload -SimplerepetitivemovementsaidconcentrationEstablishrules androutinesbeforecontentRemaincalmTasksappropriateto 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. Peer tutoring
  2. Be empathetic
  3. Be enthusiastic and positive
  4. Clear signalling between activities
  5. Use stepped language - 'first this, then this'
  6. Name the behaviour, not the child
  7. Use when/then 'when you have put the chair back, then you can go'
  8. Link memory to movement
  9. Encourage and reward for productivity
  10. Break instructions into simple steps
  11. Individual/paired work space - facing teaching area
  12. Instructions - stand near student and make eye contact
  13. Opportunities for creativity
  14. Get to know them - what motivates them?
  15. Give choices
  16. Use either/or
  17. Post-it notes for things to remember
  18. Opportunities for lateral/divergent thinking
  19. Make rewards and sanctions immediate and specfific
  20. Don't ask why, ask what e.g. 'what should you be doing now?'
  21. Actively engaged learners - give them something to do as part of the lesson
  22. Whole class responses - mini whiteboards, fingers /5
  23. Check in - how is their day going?
  24. Visual aids and sensory stimulus
  25. Connect ideas to current events / real life examples
  26. Regular and specific praise
  27. Encourage active note taking - movement and processing
  28. Clear overview
  29. Offer variety
  30. Self-esteem - avoid sarcasm and put downs
  31. Be flexible and adaptable
  32. Visual checklists
  33. Allow cooling down time
  34. Incentive structure 2:1 reward to punishment
  35. Movement breaks
  36. Manage transitions - clear starting and stopping points
  37. Give prior warning to changes of routine
  38. Reward behaviours you want to see
  39. Chunk tasks - build in breaks and approval
  40. Ask students to repeat instructions out loud
  41. Externalise time e.g. visual timers
  42. Keep instructions short and positive
  43. Constant interrupters - post-it notes for questions and ideas
  44. Give reasons for what you are doing
  45. Decrease the workload -
  46. Simple repetitive movements aid concentration
  47. Establish rules and routines before content
  48. Remain calm
  49. Tasks appropriate to skill level