Practices

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.

What matches

83 practices

Narrow these down

Before asking for something new, find out what has already been agreed. A great many adjustments sit unused on paper because the student was never told, or the teacher was never told.

Get hold of the actual document and read it properly. Extra time, a quiet room, not being made to read aloud, notes given in advance: these are often…

Twenty minutesSystems for daily lifeADHD skillsQur’an 18:95One line of research

Start at the moment you have to be there and work backwards, writing each step and how long it takes, until you reach the hour you have to get up.

Interview at ten. Twenty five minutes on the train, ten minutes walking, fifteen minutes early to be safe, twenty five to dress and eat, and the…

Twenty minutesSystems for daily lifeADHD skillsQur’an 96:4One line of research

A calendar holds things that happen at a time. A list holds things that must get done but not at any particular hour. Put both in one place and you break both.

When everything goes in the calendar, the real appointments get lost among forty invented blocks. When everything goes on the list, the dentist at…

Twenty minutesSystems for daily lifeADHD skillsQur’an 2:282One line of research

Pick one aim big enough to hold the year, and let it be the thing you measure choices against. Not a list of values. One.

It might be finishing the course, or being the parent who is actually there in the evenings. When something new arrives you hold it against that one…

Twenty minutesSystems for daily lifeADHD skillsQur’an 12:55One line of research

Looking for a whole subject rather than a single practice? Start from the nine areas.

Screens and attention

Grounding and settling

Get started

When you use something to cope

Posture and how you carry yourself

Shame

Choosing your response

Being seen and judged

A ladder worth climbing has six things: real steps, built with you rather than for you, in your own words, a first rung that is genuinely easy, your hand on the pace throughout, and practice often enough to add up.

Most ladders come apart for dull reasons. The bottom rung was somebody else's idea of easy. The wording came out of a manual. Nobody said you were…

Twenty minutesFacing it a step at a timeCBTQur’an 84:19One line of research

Years of avoiding people leave real gaps, not only fear. How to start small talk, how to join a group already talking, how to get out of a conversation. Those can be taught, and being taught them is not an insult.

Sending someone into a peer group without the ordinary moves risks a genuinely bad afternoon, which then teaches exactly the wrong lesson. Practise…

Twenty minutesFacing it a step at a timeCBTQur’an 20:28One line of research

Put a number on each step, nought to ten, and let it be your number. Two people facing the same school will not agree about which part is worst, and the ladder has to belong to the person climbing it.

One child dreads the bus and is fine once inside the building. Another would happily ride the bus all morning and cannot get through the front door.…

Twenty minutesFacing it a step at a timeCBTQur’an 23:62One line of research

Run it in your head first, then act it out with someone safe, then do it for real. It is a preseason, and nobody thinks the preseason is cheating.

Each round adds a little pressure while help is still to hand. Imagining it stirs the fear enough to show whether your plan holds up. Acting it out…

Twenty minutesFacing it a step at a timeCBTQur’an 92:7One line of research

When you cannot skip it, shorten it. Come for the meal and skip the drinks afterwards. Two hours of you at your best is worth more to everyone than five hours ending badly.

Decide the leaving time before you arrive and say it out loud on the way in, so that it is a plan rather than a walkout. Booking something afterwards…

Twenty minutesFeelings and focusADHD skillsQur’an 25:63One line of research

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…

Twenty minutesFeelings and focusADHD skillsQur’an 23:97One line of research

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…

Twenty minutesFeelings and focusADHD skillsQur’an 48:4One line of research

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…

Twenty minutesGet startedADHD skillsQur’an 5:48One line of research

If you cannot remember much about being six, you are in the majority. Early childhood comes back poorly for most adults, while the teenage years are far easier to describe.

So do not sit in an assessment feeling you have failed a test because the early years are a blur. Bring what you can find instead: old school…

Twenty minutesGetting assessed and diagnosedADHD skillsQur’an 2:286One line of research

A list of symptoms on its own does not make a diagnosis. What counts is that they cost you something real in at least two areas of ordinary life.

That means work or school, money, home, friendships, driving, getting through the week. Almost everyone loses keys and drifts off in meetings, so the…

Twenty minutesGetting assessed and diagnosedADHD skillsQur’an 24:61One line of research

Much of the symptom wording was written with children in mind. If a question sounds like it is about someone climbing the furniture, translate it into your adult life rather than answering no.

Restlessness at forty is rarely running about. It is being unable to sit through a film, the leg going under the table, two jobs left out of boredom.…

Twenty minutesGetting assessed and diagnosedADHD skillsQur’an 91:8One line of research

If someone is about to send off a saliva kit to fill in the family history they never had, have a conversation first. These tests hand back more than health information, and they hand it back with nobody in the room.

A father who is not the father, a sibling nobody mentioned, a donor conception no one planned to explain: these arrive by email on an ordinary…

Twenty minutesGetting assessed and diagnosedADHD skillsQur’an 42:38One line of research

Before intensive work ends, turn what you have learned about a child's thinking into things a teacher can actually do on a Tuesday morning. That translation is what decides whether any of the gains survive going back to school.

A profile written for clinicians is no use in a classroom of thirty. Give three or four concrete actions instead: where this child sits, how…

Twenty minutesGetting assessed and diagnosedCoreQur’an 3:159One line of research

Your settling kit should cost nothing. Tea you already buy, a photo already on your phone, an old jumper, a smooth stone, a puzzle that takes your whole attention.

Anything you have to buy first becomes a reason not to start, and for anyone short of money it can add a layer of shame to the thing that was meant…

Twenty minutesGrounding and settlingBody basedQur’an 16:80Long taught, never tested

Before adding more content, look at what the child has to receive it with: attention, memory for what was just said, language. Two children given the same lesson do not take away the same amount, and that difference is usually where the real gap sits.

It is tempting to answer a gap with better materials, since materials are the part that can be bought. But if a child cannot hold a sentence in mind…

Twenty minutesReading, numbers and learning differencesCoreQur’an 4:28One line of research

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

Twenty minutesReading, numbers and learning differencesCoreQur’an 55:4One line of research