Allowcoolingdown timeEncourageactive notetaking -movement andprocessingPost-itnotes forthings torememberClearoverviewName thebehaviour,not thechildUse when/then'when you haveput the chairback, then youcan go'Self-esteem- avoidsarcasm andput downsInstructions -stand nearstudent andmake eyecontactIncentivestructure2:1 reward topunishmentGet to knowthem - whatmotivatesthem?SimplerepetitivemovementsaidconcentrationGivereasons forwhat youare doingBreakinstructionsinto simplestepsVisualaids andsensorystimulusUseeither/orRemaincalmDecreasetheworkload -VisualchecklistsLinkmemorytomovementIndividual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasClearsignallingbetweenactivitiesGive priorwarning tochangesof routineOffervarietyRewardbehavioursyou wantto seeAsk studentsto repeatinstructionsout loudOpportunitiesfor creativityBe flexibleandadaptableMakerewards andsanctionsimmediateand specfificTasksappropriateto skill levelChunk tasks- build inbreaks andapprovalEncourageand rewardforproductivityActivelyengagedlearners - givethem somethingto do as part ofthe lessonBeempatheticKeepinstructionsshort andpositiveManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersOpportunitiesforlateral/divergentthinkingDon't ask why,ask what e.g.'what shouldyou be doingnow?'Establishrules androutinesbeforecontentRegularandspecificpraiseUse steppedlanguage -'first this,then this'PeertutoringGivechoicesWhole classresponses -miniwhiteboards,fingers /5Check in -how istheir daygoing?MovementbreaksBeenthusiasticand positiveConnectideas tocurrentevents / reallife examplesAllowcoolingdown timeEncourageactive notetaking -movement andprocessingPost-itnotes forthings torememberClearoverviewName thebehaviour,not thechildUse when/then'when you haveput the chairback, then youcan go'Self-esteem- avoidsarcasm andput downsInstructions -stand nearstudent andmake eyecontactIncentivestructure2:1 reward topunishmentGet to knowthem - whatmotivatesthem?SimplerepetitivemovementsaidconcentrationGivereasons forwhat youare doingBreakinstructionsinto simplestepsVisualaids andsensorystimulusUseeither/orRemaincalmDecreasetheworkload -VisualchecklistsLinkmemorytomovementIndividual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasClearsignallingbetweenactivitiesGive priorwarning tochangesof routineOffervarietyRewardbehavioursyou wantto seeAsk studentsto repeatinstructionsout loudOpportunitiesfor creativityBe flexibleandadaptableMakerewards andsanctionsimmediateand specfificTasksappropriateto skill levelChunk tasks- build inbreaks andapprovalEncourageand rewardforproductivityActivelyengagedlearners - givethem somethingto do as part ofthe lessonBeempatheticKeepinstructionsshort andpositiveManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersOpportunitiesforlateral/divergentthinkingDon't ask why,ask what e.g.'what shouldyou be doingnow?'Establishrules androutinesbeforecontentRegularandspecificpraiseUse steppedlanguage -'first this,then this'PeertutoringGivechoicesWhole classresponses -miniwhiteboards,fingers /5Check in -how istheir daygoing?MovementbreaksBeenthusiasticand positiveConnectideas tocurrentevents / reallife examples

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