Connectideas tocurrentevents / reallife examplesLinkmemorytomovementGivechoicesActivelyengagedlearners - givethem somethingto do as part ofthe lessonSelf-esteem- avoidsarcasm andput downsRegularandspecificpraiseMakerewards andsanctionsimmediateand specfificDecreasetheworkload -Individual/pairedwork space -facing teachingareaChunk tasks- build inbreaks andapprovalBreakinstructionsinto simplestepsAllowcoolingdown timeBeenthusiasticand positiveCheck in -how istheir daygoing?Visualaids andsensorystimulusKeepinstructionsshort andpositiveEncourageand rewardforproductivityMovementbreaksOpportunitiesfor creativityBeempatheticGet to knowthem - whatmotivatesthem?Managetransitions -clear startingand stoppingpointsName thebehaviour,not thechildAsk studentsto repeatinstructionsout loudSimplerepetitivemovementsaidconcentrationPeertutoringUse steppedlanguage -'first this,then this'Establishrules androutinesbeforecontentIncentivestructure2:1 reward topunishmentClearoverviewOpportunitiesforlateral/divergentthinkingWhole classresponses -miniwhiteboards,fingers /5Instructions -stand nearstudent andmake eyecontactEncourageactive notetaking -movement andprocessingRewardbehavioursyou wantto seeRemaincalmUse when/then'when you haveput the chairback, then youcan go'Constantinterrupters -post-it notesfor questionsand ideasUseeither/orGive priorwarning tochangesof routineGivereasons forwhat youare doingBe flexibleandadaptableDon't ask why,ask what e.g.'what shouldyou be doingnow?'OffervarietyTasksappropriateto skill levelVisualchecklistsClearsignallingbetweenactivitiesExternalisetime e.g.visualtimersPost-itnotes forthings torememberConnectideas tocurrentevents / reallife examplesLinkmemorytomovementGivechoicesActivelyengagedlearners - givethem somethingto do as part ofthe lessonSelf-esteem- avoidsarcasm andput downsRegularandspecificpraiseMakerewards andsanctionsimmediateand specfificDecreasetheworkload -Individual/pairedwork space -facing teachingareaChunk tasks- build inbreaks andapprovalBreakinstructionsinto simplestepsAllowcoolingdown timeBeenthusiasticand positiveCheck in -how istheir daygoing?Visualaids andsensorystimulusKeepinstructionsshort andpositiveEncourageand rewardforproductivityMovementbreaksOpportunitiesfor creativityBeempatheticGet to knowthem - whatmotivatesthem?Managetransitions -clear startingand stoppingpointsName thebehaviour,not thechildAsk studentsto repeatinstructionsout loudSimplerepetitivemovementsaidconcentrationPeertutoringUse steppedlanguage -'first this,then this'Establishrules androutinesbeforecontentIncentivestructure2:1 reward topunishmentClearoverviewOpportunitiesforlateral/divergentthinkingWhole classresponses -miniwhiteboards,fingers /5Instructions -stand nearstudent andmake eyecontactEncourageactive notetaking -movement andprocessingRewardbehavioursyou wantto seeRemaincalmUse when/then'when you haveput the chairback, then youcan go'Constantinterrupters -post-it notesfor questionsand ideasUseeither/orGive priorwarning tochangesof routineGivereasons forwhat youare doingBe flexibleandadaptableDon't ask why,ask what e.g.'what shouldyou be doingnow?'OffervarietyTasksappropriateto skill levelVisualchecklistsClearsignallingbetweenactivitiesExternalisetime e.g.visualtimersPost-itnotes forthings toremember

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