Individual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasDecreasetheworkload -Name thebehaviour,not thechildUseeither/orVisualchecklistsUse when/then'when you haveput the chairback, then youcan go'MovementbreaksGet to knowthem - whatmotivatesthem?Use steppedlanguage -'first this,then this'Establishrules androutinesbeforecontentBe flexibleandadaptableLinkmemorytomovementRegularandspecificpraiseGive priorwarning tochangesof routineCheck in -how istheir daygoing?Activelyengagedlearners - givethem somethingto do as part ofthe lessonGivereasons forwhat youare doingGivechoicesMakerewards andsanctionsimmediateand specfificManagetransitions -clear startingand stoppingpointsInstructions -stand nearstudent andmake eyecontactOpportunitiesforlateral/divergentthinkingBeenthusiasticand positiveChunk tasks- build inbreaks andapprovalConnectideas tocurrentevents / reallife examplesTasksappropriateto skill levelPost-itnotes forthings torememberEncourageactive notetaking -movement andprocessingIncentivestructure2:1 reward topunishmentBeempatheticRewardbehavioursyou wantto seeSimplerepetitivemovementsaidconcentrationAsk studentsto repeatinstructionsout loudBreakinstructionsinto simplestepsClearoverviewClearsignallingbetweenactivitiesDon't ask why,ask what e.g.'what shouldyou be doingnow?'Self-esteem- avoidsarcasm andput downsVisualaids andsensorystimulusPeertutoringEncourageand rewardforproductivityOpportunitiesfor creativityOffervarietyExternalisetime e.g.visualtimersWhole classresponses -miniwhiteboards,fingers /5Allowcoolingdown timeRemaincalmKeepinstructionsshort andpositiveIndividual/pairedwork space -facing teachingareaConstantinterrupters -post-it notesfor questionsand ideasDecreasetheworkload -Name thebehaviour,not thechildUseeither/orVisualchecklistsUse when/then'when you haveput the chairback, then youcan go'MovementbreaksGet to knowthem - whatmotivatesthem?Use steppedlanguage -'first this,then this'Establishrules androutinesbeforecontentBe flexibleandadaptableLinkmemorytomovementRegularandspecificpraiseGive priorwarning tochangesof routineCheck in -how istheir daygoing?Activelyengagedlearners - givethem somethingto do as part ofthe lessonGivereasons forwhat youare doingGivechoicesMakerewards andsanctionsimmediateand specfificManagetransitions -clear startingand stoppingpointsInstructions -stand nearstudent andmake eyecontactOpportunitiesforlateral/divergentthinkingBeenthusiasticand positiveChunk tasks- build inbreaks andapprovalConnectideas tocurrentevents / reallife examplesTasksappropriateto skill levelPost-itnotes forthings torememberEncourageactive notetaking -movement andprocessingIncentivestructure2:1 reward topunishmentBeempatheticRewardbehavioursyou wantto seeSimplerepetitivemovementsaidconcentrationAsk studentsto repeatinstructionsout loudBreakinstructionsinto simplestepsClearoverviewClearsignallingbetweenactivitiesDon't ask why,ask what e.g.'what shouldyou be doingnow?'Self-esteem- avoidsarcasm andput downsVisualaids andsensorystimulusPeertutoringEncourageand rewardforproductivityOpportunitiesfor creativityOffervarietyExternalisetime e.g.visualtimersWhole classresponses -miniwhiteboards,fingers /5Allowcoolingdown timeRemaincalmKeepinstructionsshort andpositive

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