Instructions -stand nearstudent andmake eyecontactDecreasetheworkload -Individual/pairedwork space -facing teachingareaRemaincalmUse steppedlanguage -'first this,then this'GivechoicesSimplerepetitivemovementsaidconcentrationBreakinstructionsinto simplestepsChunk tasks- build inbreaks andapprovalMovementbreaksVisualaids andsensorystimulusIncentivestructure2:1 reward topunishmentSelf-esteem- avoidsarcasm andput downsRegularandspecificpraiseCheck in -how istheir daygoing?PeertutoringConnectideas tocurrentevents / reallife examplesOffervarietyTasksappropriateto skill levelGivereasons forwhat youare doingExternalisetime e.g.visualtimersOpportunitiesfor creativityActivelyengagedlearners - givethem somethingto do as part ofthe lessonPost-itnotes forthings torememberRewardbehavioursyou wantto seeManagetransitions -clear startingand stoppingpointsEncourageand rewardforproductivityUse when/then'when you haveput the chairback, then youcan go'ClearoverviewAllowcoolingdown timeWhole classresponses -miniwhiteboards,fingers /5Be flexibleandadaptableGive priorwarning tochangesof routineLinkmemorytomovementBeenthusiasticand positiveOpportunitiesforlateral/divergentthinkingKeepinstructionsshort andpositiveDon't ask why,ask what e.g.'what shouldyou be doingnow?'Ask studentsto repeatinstructionsout loudBeempatheticEncourageactive notetaking -movement andprocessingEstablishrules androutinesbeforecontentMakerewards andsanctionsimmediateand specfificGet to knowthem - whatmotivatesthem?Useeither/orClearsignallingbetweenactivitiesName thebehaviour,not thechildConstantinterrupters -post-it notesfor questionsand ideasVisualchecklistsInstructions -stand nearstudent andmake eyecontactDecreasetheworkload -Individual/pairedwork space -facing teachingareaRemaincalmUse steppedlanguage -'first this,then this'GivechoicesSimplerepetitivemovementsaidconcentrationBreakinstructionsinto simplestepsChunk tasks- build inbreaks andapprovalMovementbreaksVisualaids andsensorystimulusIncentivestructure2:1 reward topunishmentSelf-esteem- avoidsarcasm andput downsRegularandspecificpraiseCheck in -how istheir daygoing?PeertutoringConnectideas tocurrentevents / reallife examplesOffervarietyTasksappropriateto skill levelGivereasons forwhat youare doingExternalisetime e.g.visualtimersOpportunitiesfor creativityActivelyengagedlearners - givethem somethingto do as part ofthe lessonPost-itnotes forthings torememberRewardbehavioursyou wantto seeManagetransitions -clear startingand stoppingpointsEncourageand rewardforproductivityUse when/then'when you haveput the chairback, then youcan go'ClearoverviewAllowcoolingdown timeWhole classresponses -miniwhiteboards,fingers /5Be flexibleandadaptableGive priorwarning tochangesof routineLinkmemorytomovementBeenthusiasticand positiveOpportunitiesforlateral/divergentthinkingKeepinstructionsshort andpositiveDon't ask why,ask what e.g.'what shouldyou be doingnow?'Ask studentsto repeatinstructionsout loudBeempatheticEncourageactive notetaking -movement andprocessingEstablishrules androutinesbeforecontentMakerewards andsanctionsimmediateand specfificGet to knowthem - whatmotivatesthem?Useeither/orClearsignallingbetweenactivitiesName thebehaviour,not thechildConstantinterrupters -post-it notesfor questionsand ideasVisualchecklists

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.


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