Opportunitiesforlateral/divergentthinkingSimplerepetitivemovementsaidconcentrationName thebehaviour,not thechildVisualaids andsensorystimulusEncourageand rewardforproductivityActivelyengagedlearners - givethem somethingto do as part ofthe lessonGive priorwarning tochangesof routineSelf-esteem- avoidsarcasm andput downsMovementbreaksUse when/then'when you haveput the chairback, then youcan go'Whole classresponses -miniwhiteboards,fingers /5Chunk tasks- build inbreaks andapprovalOffervarietyTasksappropriateto skill levelBreakinstructionsinto simplestepsManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersPeertutoringIncentivestructure2:1 reward topunishmentLinkmemorytomovementConstantinterrupters -post-it notesfor questionsand ideasGet to knowthem - whatmotivatesthem?Instructions -stand nearstudent andmake eyecontactKeepinstructionsshort andpositiveCheck in -how istheir daygoing?Allowcoolingdown timePost-itnotes forthings torememberConnectideas tocurrentevents / reallife examplesOpportunitiesfor creativityGivechoicesIndividual/pairedwork space -facing teachingareaUse steppedlanguage -'first this,then this'ClearsignallingbetweenactivitiesMakerewards andsanctionsimmediateand specfificEncourageactive notetaking -movement andprocessingRewardbehavioursyou wantto seeUseeither/orClearoverviewEstablishrules androutinesbeforecontentBe flexibleandadaptableBeenthusiasticand positiveDon't ask why,ask what e.g.'what shouldyou be doingnow?'RemaincalmBeempatheticAsk studentsto repeatinstructionsout loudDecreasetheworkload -RegularandspecificpraiseGivereasons forwhat youare doingVisualchecklistsOpportunitiesforlateral/divergentthinkingSimplerepetitivemovementsaidconcentrationName thebehaviour,not thechildVisualaids andsensorystimulusEncourageand rewardforproductivityActivelyengagedlearners - givethem somethingto do as part ofthe lessonGive priorwarning tochangesof routineSelf-esteem- avoidsarcasm andput downsMovementbreaksUse when/then'when you haveput the chairback, then youcan go'Whole classresponses -miniwhiteboards,fingers /5Chunk tasks- build inbreaks andapprovalOffervarietyTasksappropriateto skill levelBreakinstructionsinto simplestepsManagetransitions -clear startingand stoppingpointsExternalisetime e.g.visualtimersPeertutoringIncentivestructure2:1 reward topunishmentLinkmemorytomovementConstantinterrupters -post-it notesfor questionsand ideasGet to knowthem - whatmotivatesthem?Instructions -stand nearstudent andmake eyecontactKeepinstructionsshort andpositiveCheck in -how istheir daygoing?Allowcoolingdown timePost-itnotes forthings torememberConnectideas tocurrentevents / reallife examplesOpportunitiesfor creativityGivechoicesIndividual/pairedwork space -facing teachingareaUse steppedlanguage -'first this,then this'ClearsignallingbetweenactivitiesMakerewards andsanctionsimmediateand specfificEncourageactive notetaking -movement andprocessingRewardbehavioursyou wantto seeUseeither/orClearoverviewEstablishrules androutinesbeforecontentBe flexibleandadaptableBeenthusiasticand positiveDon't ask why,ask what e.g.'what shouldyou be doingnow?'RemaincalmBeempatheticAsk studentsto repeatinstructionsout loudDecreasetheworkload -RegularandspecificpraiseGivereasons forwhat youare doingVisualchecklists

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