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-Movement breaks
-reward systems
-giving them time to think

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Helping children with ADHD:

- Offer a variety of different choices when asking them to do a task. (ie, would you rather write on flash cards or practice spelling them out loud)
- Offer active participation in your lessons
- Allow time for them to calm down/fidget.
- Check in with their parents as some children with ADHD are reluctant to ask for help.

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It often feels silly to sit in silence, but some students need extra time to process a question and then think of what they want to say. Try counting to 10 before rephrasing the question or prompting the student

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Instructional:
- Hands on strategies: For example highlighting, clapping, building blocks etc.
- Students may have difficulty remembering things that are presented orally. Take time to have students write, manipulate or move to comprehend material that is being presented.

Environmental:
- Post reference information relating to phonology (word walls, word families, suffix and prefix rules, etc.).
- In tutoring these could be set on Canva and the student could print them out/reference them.

Assessment:
- Allow the student concrete opportunities to demonstrate their learning.
- Ensure the student comprehends what is expected of them during the assessment.

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Use checklists and agendas.
Focus on one task at a time.
Teach them how to prioritize and stay organized in a system that works best for them.
Check in frequently with them to check understanding of longer tasks with multiple parts.

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Instructional Strategies
- Provide clapping, rhymes, word patterns, singing and chanting to build student’s awareness of the parts of words
and sentences
- Provide direct instruction in combining sounds and small words into bigger chunks (e.g. cow+boy=cowboy)
- Use visual sequences (e.g. manipulatives to represent sounds)
- Provide visual prompts (e.g. cover chunks of words)
- Consider use of multi-sensory methods to develop sound/symbol association (e.g. visual auditory,
kinesthetic-tactile senses)

Environmental Strategies
• Preferential seating away from sources of noise or distraction
• Arrange word walls in order of increasing the complexity of sounds

Assessment Strategies
• Provide a variety of opportunities to demonstrate understanding
• Provide access to resources such as spell check and/or a personalized word bank to prompt use of words and
sentences when spelling is not the focus of the assessment

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Use prior knowledge to teach new vocabulary
• Provide definitions for new terms and concepts before teaching the lesson
• Use modelling to teach concepts
• Present information using a variety of visual and concrete formats
• Keep the language of instruction as simple as possible
• Paraphrase questions using more simple language
• Teach the student to repeat directions and to ask for clarification if needed
• Teach the student to create a visual image of what is heard
• Teach new vocabulary in the context of information that the student already knows on the topic
(prior knowledge)
• Explicitly teach and model reading and writing skills
• Teach written language skills (e.g. how to write expository, argumentative, persuasive essays)
• Provide concrete examples with main features identified as models to follow; teach the use of an editing checklist
which includes making a plan, organizing ideas into paragraphs, vocabulary words to use, grammatical structure and
ways of concluding
• Teach the student to understand and look for indicators of feelings and other non-verbal information

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Use concrete objects and tools for the student to participate in hands-on learning when physically creating a word while reading and saying a word.
Highlight parts of words.
Positive reinforcement.

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phonological processing difficulties and ADHD and I have found that making learning active is a great strategy. One could do this by tailoring the learning activity to the child's interests and using visual prompts and manipulatives. When teaching children how to break down the sounds in words one could ask them what their favourite hobby is (ex. painting) and then use magnet letters to arrange the letters in the proper order and help the child to sound out each letter in that word

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- Allow students to use computer/assisted technology during assignments and/or tests. Assisted technology includes allowing the student to type instead of write, use text-to-speech, etc.
- Allow student to have extra time on written assignments
- When creating assignments/tests, make sure to create tests that students with visual-motor skill disabilities are able to comfortably complete (including short written answers e.g true/false, fill in the blank, matching, or short answer).

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Attention Strategy: Provide frequent physical breaks; avoid long periods of sitting or being physically inactive. One strategy could be to ask the student to collect/distribute materials. 

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Attention Strategy: Provide frequent physical breaks; avoid long periods of sitting or being physically inactive. One strategy could be to ask the student to collect/distribute materials. 

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chunk the lessons into small pieces,
one instruction at a time, rules and clear expectation,
Away from noise , multiple working areas

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An environmental strategy I found that could be tailored for online use was the use of a word wall created through a program or sent through the chat for the tutee to reference during the session. This was suggested for phonological processing issues 

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An environmental strategy I found that could be tailored for online use was the use of a word wall created through a program or sent through the chat for the tutee to reference during the session. This was suggested for phonological processing issues 

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Teach Math like a foreign language
-important to show the interconnectedness of the symbols.
-provide clear verbal instructions and a demo (or demos) of the activity.
-pair visual concepts with verbal explanations.
-encourage students to talk themselves through it (self-talk).

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Visual Spatial (perceptual) processing:
strategies include minimizing visual clutter, providing verbal and visual instruction, using visual tools that are not overly busy or confusing. Provide meditative and calming approaches for students to work through tasks.

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- Use clapping, rhyming, word patterns, and chanting
- Use multi-media sources (board and computer games)
- Use auditory, visual and kinesthetic senses
- Seat away from noise and distractions
- Use rewards and reinforcement

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Visual spatial: using pictures to associate with words/numbers

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Visual spatial: using pictures to associate with words/numbers

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An important strategy: patience with technology!!

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An important strategy: patience with technology!!

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For attention: linking learning content to their interests like soccer for example.

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For attention: linking learning content to their interests like soccer for example.