Reduce the number of changes/disruptions as far as possible

Give one task at a time and monitor progress, use timer when appropriate   

Work with the pupil to determine pre-established consequences for acceptable and unacceptable behaviour.  

Make tasks short/split into small chunks  with frequent breaks and opportunities to move around 

Allow pupil to scribble, draw, squeeze stress ball whilst you talk , or something that will allow them to fiddle (but only if they can do this sensibly)– encourage highlighting, underlining and use ‘post its’ for questions and ideas rather than interrupt

Use the words ‘concentration aid’ rather than fiddle toy or doodle book – teach the pupil how to use this and agree expectations 

Control size and members of any group work – begin with positive peer buddy

Give a set time for writing and do not extend into break time – your pupil will need these breaks

Use pupil’s name and give eye contact before giving instructions, giving instructions simply and clearly. Check that they have understood.  Chunk instructions and support with visual cues

Support with organisation reminders—is work written in planner / can they take a picture of homework written on the board, so they have a record 

Name what you want the child to do rather than what you don’t, “I want you to keep your hands in your lap instead of stop bothering…”

Agree a discreet signal,  cue, phrase or visual prompt to raise their awareness of when off-task to develop their self-awareness and redirect their attention positively 

Offer alternatives at playtimes  or make unstructured sessions shorter 

Set clear targets and rewards to help manage impulsive behaviours eg shouting out – set number of questions that can be asked in a session