Instructions -stand nearstudent andmake eyecontactEstablishrules androutinesbeforecontentGivereasons forwhat youare doingIncentivestructure2:1 reward topunishmentRemaincalmTasksappropriateto skill levelVisualchecklistsUse when/then'when you haveput the chairback, then youcan go'Connectideas tocurrentevents / reallife examplesSelf-esteem- avoidsarcasm andput downsVisualaids andsensorystimulusPost-itnotes forthings torememberGive priorwarning tochangesof routineRegularandspecificpraiseMakerewards andsanctionsimmediateand specfificWhole classresponses -miniwhiteboards,fingers /5Get to knowthem - whatmotivatesthem?Ask studentsto repeatinstructionsout loudDon't ask why,ask what e.g.'what shouldyou be doingnow?'Encourageand rewardforproductivityConstantinterrupters -post-it notesfor questionsand ideasClearoverviewRewardbehavioursyou wantto seeAllowcoolingdown timeOffervarietyBeempatheticKeepinstructionsshort andpositiveGivechoicesOpportunitiesforlateral/divergentthinkingDecreasetheworkload -Breakinstructionsinto simplestepsMovementbreaksActivelyengagedlearners - givethem somethingto do as part ofthe lessonClearsignallingbetweenactivitiesManagetransitions -clear startingand stoppingpointsUse steppedlanguage -'first this,then this'PeertutoringChunk tasks- build inbreaks andapprovalExternalisetime e.g.visualtimersEncourageactive notetaking -movement andprocessingUseeither/orIndividual/pairedwork space -facing teachingareaSimplerepetitivemovementsaidconcentrationBe flexibleandadaptableBeenthusiasticand positiveOpportunitiesfor creativityName thebehaviour,not thechildLinkmemorytomovementCheck in -how istheir daygoing?Instructions -stand nearstudent andmake eyecontactEstablishrules androutinesbeforecontentGivereasons forwhat youare doingIncentivestructure2:1 reward topunishmentRemaincalmTasksappropriateto skill levelVisualchecklistsUse when/then'when you haveput the chairback, then youcan go'Connectideas tocurrentevents / reallife examplesSelf-esteem- avoidsarcasm andput downsVisualaids andsensorystimulusPost-itnotes forthings torememberGive priorwarning tochangesof routineRegularandspecificpraiseMakerewards andsanctionsimmediateand specfificWhole classresponses -miniwhiteboards,fingers /5Get to knowthem - whatmotivatesthem?Ask studentsto repeatinstructionsout loudDon't ask why,ask what e.g.'what shouldyou be doingnow?'Encourageand rewardforproductivityConstantinterrupters -post-it notesfor questionsand ideasClearoverviewRewardbehavioursyou wantto seeAllowcoolingdown timeOffervarietyBeempatheticKeepinstructionsshort andpositiveGivechoicesOpportunitiesforlateral/divergentthinkingDecreasetheworkload -Breakinstructionsinto simplestepsMovementbreaksActivelyengagedlearners - givethem somethingto do as part ofthe lessonClearsignallingbetweenactivitiesManagetransitions -clear startingand stoppingpointsUse steppedlanguage -'first this,then this'PeertutoringChunk tasks- build inbreaks andapprovalExternalisetime e.g.visualtimersEncourageactive notetaking -movement andprocessingUseeither/orIndividual/pairedwork space -facing teachingareaSimplerepetitivemovementsaidconcentrationBe flexibleandadaptableBeenthusiasticand positiveOpportunitiesfor creativityName thebehaviour,not thechildLinkmemorytomovementCheck in -how istheir daygoing?

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