1. SET A TIMER: Have your child only work in 10-15 minute increments (elementary) or 20-30 minute increments (middle school) and then allow a 3-5 min movement break (i.e. jumping jacks, run around the couch, carry a laundry basket to the laundry room for you (adjusting the load according to the age of your child), skip around the house (maybe a parent/child race), empty can goods from a grocery bag onto the shelves (could be "planted" for him, not necessarily b/c you just went shopping). Let your child see the time so he/she knows that he won't be sitting there for what could feel like forever! Or even have your child set the timer themself.
2. CHECKLIST: Give your child a checklist of only 3 activities/tasks at a time (i.e. 1.) Math, 2.) 5 min free choice 3.) Fundations). Have your child erase each task after each is completed (if using a dry erase board) or check off each completed task (if using paper and pencil) then write 3 more (this way your child does not feel overwhelmed by looking at a full day of assignments). Again, timer will be going off every 10-15 minutes or 20-30 minutes so if he/she is not done math, for example, when the timer goes off, that's ok, timer is just for a break. After the 3-5 min movement break, he/she can return to math.
3. WRITE A SCHEDULE EACH DAY: Your child is use to having a set schedule at school (usually written on the board). So, tell him/her each morning what his/her "schedule" is going to look like (i.e. MATH, then Social Studies, Library (unless he/she is saving specials for Friday) etc.)
4. CHANGE WORK STATIONS: After each subject is completed, have your child change his/her work location (remember, students are use to a variety of stimuli in the classroom: moving to the carpet, to the back table, students walking around, chatting, etc. They are not use to sitting in the same spot all day with no other stimuli). Maybe he/she completes math at his/her desk or table and then reads on the floor in the living room (in a beanbag chair or on a bunch of pillows) or outside, then completes any writing standing at the kitchen counter etc. Incorporate "heavy work" as he/she transitions to a new work spot (i.e. carrying his books, book bag etc.). Heavy work activities help with self-regulation. Maybe you and your child can develop the work stations together. This could be a fun activity!
5. CHOICES: Give your child 2 choices for movement breaks so he/she feels a bit of control over his/her day and activities (i.e. “You can either do 20 jumping jacks or run 10 short laps in the backyard for your next movement break”).