Externalisetime e.g.visualtimersConnectideas tocurrentevents / reallife examplesVisualchecklistsSimplerepetitivemovementsaidconcentrationWhole classresponses -miniwhiteboards,fingers /5Incentivestructure2:1 reward topunishmentUseeither/orBe flexibleandadaptableBreakinstructionsinto simplestepsPeertutoringManagetransitions -clear startingand stoppingpointsClearsignallingbetweenactivitiesOffervarietyRemaincalmClearoverviewDecreasetheworkload -Givereasons forwhat youare doingConstantinterrupters -post-it notesfor questionsand ideasActivelyengagedlearners - givethem somethingto do as part ofthe lessonAllowcoolingdown timeOpportunitiesfor creativityRewardbehavioursyou wantto seeLinkmemorytomovementEstablishrules androutinesbeforecontentCheck in -how istheir daygoing?Don't ask why,ask what e.g.'what shouldyou be doingnow?'Ask studentsto repeatinstructionsout loudBeempatheticMovementbreaksOpportunitiesforlateral/divergentthinkingGive priorwarning tochangesof routinePost-itnotes forthings torememberUse when/then'when you haveput the chairback, then youcan go'Get to knowthem - whatmotivatesthem?Encourageactive notetaking -movement andprocessingBeenthusiasticand positiveEncourageand rewardforproductivityInstructions -stand nearstudent andmake eyecontactVisualaids andsensorystimulusMakerewards andsanctionsimmediateand specfificName thebehaviour,not thechildUse steppedlanguage -'first this,then this'GivechoicesChunk tasks- build inbreaks andapprovalKeepinstructionsshort andpositiveTasksappropriateto skill levelRegularandspecificpraiseSelf-esteem- avoidsarcasm andput downsIndividual/pairedwork space -facing teachingareaExternalisetime e.g.visualtimersConnectideas tocurrentevents / reallife examplesVisualchecklistsSimplerepetitivemovementsaidconcentrationWhole classresponses -miniwhiteboards,fingers /5Incentivestructure2:1 reward topunishmentUseeither/orBe flexibleandadaptableBreakinstructionsinto simplestepsPeertutoringManagetransitions -clear startingand stoppingpointsClearsignallingbetweenactivitiesOffervarietyRemaincalmClearoverviewDecreasetheworkload -Givereasons forwhat youare doingConstantinterrupters -post-it notesfor questionsand ideasActivelyengagedlearners - givethem somethingto do as part ofthe lessonAllowcoolingdown timeOpportunitiesfor creativityRewardbehavioursyou wantto seeLinkmemorytomovementEstablishrules androutinesbeforecontentCheck in -how istheir daygoing?Don't ask why,ask what e.g.'what shouldyou be doingnow?'Ask studentsto repeatinstructionsout loudBeempatheticMovementbreaksOpportunitiesforlateral/divergentthinkingGive priorwarning tochangesof routinePost-itnotes forthings torememberUse when/then'when you haveput the chairback, then youcan go'Get to knowthem - whatmotivatesthem?Encourageactive notetaking -movement andprocessingBeenthusiasticand positiveEncourageand rewardforproductivityInstructions -stand nearstudent andmake eyecontactVisualaids andsensorystimulusMakerewards andsanctionsimmediateand specfificName thebehaviour,not thechildUse steppedlanguage -'first this,then this'GivechoicesChunk tasks- build inbreaks andapprovalKeepinstructionsshort andpositiveTasksappropriateto skill levelRegularandspecificpraiseSelf-esteem- avoidsarcasm andput downsIndividual/pairedwork space -facing teachingarea

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.


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