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Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.
Saying I need a break only works if you have agreed beforehand what a break means. How long it lasts, what the other person does meanwhile, and when the two of you come back to it.
Settle it on a calm evening. Twenty minutes, no following, no messages in between, and we sit back down at nine. Then keep the return time exactly,…
Explain the calming corner on a quiet Tuesday, not in the middle of a meltdown. New instructions do not go in once a child is already rising.
Walk them through it when nothing is happening. This is where it is, this is what you can do there, this is how you come back. Let the whole class…
Whatever the correction is, teach it before you need it. A routine the child already knows can be started with two words instead of a negotiation in front of everybody.
Show them the table, the worksheets, what happens when they finish, and let them try it once while nothing is wrong. After that the instruction is…
If you are helping someone get moving, start with the thing they mind about, even when you can see something else that needs it more. A goal a person picked for themselves is the only kind they will chase when you are not in the room.
Keep that first target small and specific enough to finish: one drawer, one email, the bag by the door on Tuesday. The thing you can see needs…
There is more about focus, starting, and adhd than the practices: the focus, starting, and adhd area has the themes and the courses too.