Decreasetheworkload -Opportunitiesfor creativityEncourageactive notetaking -movement andprocessingSelf-esteem- avoidsarcasm andput downsMovementbreaksSimplerepetitivemovementsaidconcentrationBeenthusiasticand positiveUse steppedlanguage -'first this,then this'Externalisetime e.g.visualtimersIndividual/pairedwork space -facing teachingareaBe flexibleandadaptableMakerewards andsanctionsimmediateand specfificManagetransitions -clear startingand stoppingpointsKeepinstructionsshort andpositivePost-itnotes forthings torememberDon't ask why,ask what e.g.'what shouldyou be doingnow?'Instructions -stand nearstudent andmake eyecontactUseeither/orEncourageand rewardforproductivityOpportunitiesforlateral/divergentthinkingConnectideas tocurrentevents / reallife examplesEstablishrules androutinesbeforecontentWhole classresponses -miniwhiteboards,fingers /5Ask studentsto repeatinstructionsout loudRewardbehavioursyou wantto seeGive priorwarning tochangesof routineRegularandspecificpraiseRemaincalmBreakinstructionsinto simplestepsChunk tasks- build inbreaks andapprovalActivelyengagedlearners - givethem somethingto do as part ofthe lessonVisualaids andsensorystimulusGivereasons forwhat youare doingPeertutoringAllowcoolingdown timeIncentivestructure2:1 reward topunishmentCheck in -how istheir daygoing?VisualchecklistsTasksappropriateto skill levelClearsignallingbetweenactivitiesOffervarietyGet to knowthem - whatmotivatesthem?Constantinterrupters -post-it notesfor questionsand ideasName thebehaviour,not thechildBeempatheticUse when/then'when you haveput the chairback, then youcan go'LinkmemorytomovementGivechoicesClearoverviewDecreasetheworkload -Opportunitiesfor creativityEncourageactive notetaking -movement andprocessingSelf-esteem- avoidsarcasm andput downsMovementbreaksSimplerepetitivemovementsaidconcentrationBeenthusiasticand positiveUse steppedlanguage -'first this,then this'Externalisetime e.g.visualtimersIndividual/pairedwork space -facing teachingareaBe flexibleandadaptableMakerewards andsanctionsimmediateand specfificManagetransitions -clear startingand stoppingpointsKeepinstructionsshort andpositivePost-itnotes forthings torememberDon't ask why,ask what e.g.'what shouldyou be doingnow?'Instructions -stand nearstudent andmake eyecontactUseeither/orEncourageand rewardforproductivityOpportunitiesforlateral/divergentthinkingConnectideas tocurrentevents / reallife examplesEstablishrules androutinesbeforecontentWhole classresponses -miniwhiteboards,fingers /5Ask studentsto repeatinstructionsout loudRewardbehavioursyou wantto seeGive priorwarning tochangesof routineRegularandspecificpraiseRemaincalmBreakinstructionsinto simplestepsChunk tasks- build inbreaks andapprovalActivelyengagedlearners - givethem somethingto do as part ofthe lessonVisualaids andsensorystimulusGivereasons forwhat youare doingPeertutoringAllowcoolingdown timeIncentivestructure2:1 reward topunishmentCheck in -how istheir daygoing?VisualchecklistsTasksappropriateto skill levelClearsignallingbetweenactivitiesOffervarietyGet to knowthem - whatmotivatesthem?Constantinterrupters -post-it notesfor questionsand ideasName thebehaviour,not thechildBeempatheticUse when/then'when you haveput the chairback, then youcan go'LinkmemorytomovementGivechoicesClearoverview

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