Classroom strategies

Strategies that can be used in the classroom include:

• ensuring that the child has a good seated position for participating in table top activities – see Good seating advice sheet
• have a box of fine motor activities that they are allowed to use during transitions between lessons or classroom activities - puzzles, threading, peg boards, pencil tasks
• provide as many opportunities as possible for active work during the day, for example instead of sitting to do Maths have them do the problem on the board standing up or use a standing desk
• desk stretches - grab one side of the back of the chair with both hands and twist your torso as far as possible in that direction. Repeat on the other side
• finger pulls - hook the index fingers together and pull for three seconds. Repeat with each set of fingers
• pressure push - sit up straight and clasp hands together on top of the head. Push firmly down through the top of the head. Alternatively, press flat palms together in front of the chest as firmly as possible
• changing position in the chair - turning the chair around and straddling it or turning it sideways for a while require different postural muscles and can be effective in ‘waking up’ the brain
• chair press-ups - place hands on each side of the chair and straighten arms to lift your bottom off the chair. Repeat 10 times
• allow children to fiddle with objects such as elastic bands, tangles and blue tac or doodle, as long as they are demonstrating that it is helping them to maintain attention and not distracting
• attach stretchy material such as Lycra to the leg of the chair for a child to press their legs against whilst sitting

For children who have good core stability use a wobble cushion on a chair or place a folded piece of paper under the leg of the leg to introduce a natural wobble.

Environmental modifications

Using a ‘defined’ spot for the child, fro example carpet square or wobble cushion, sequencing spot during carpet time or assembly

Sitting near the front will reduce the distraction in their visual field during carpet time.

Allow the child to sit beside the teacher to help maintain attention.

Work within success; if they can stay on task for 20 seconds, use this as your baseline and gradually increase the time from this point.

Lighting – is there enough natural light for them to see the task.

Displays – bright, reflective colours can be too distracting.

Clutter – is the table/desk as clear as possible with only the equipment required for the task on the table

Room temperature – is it too hot or cold, is there enough fresh air circulating

White/black board – to be kept clean when not in use to reduce distraction

Noise – keep it to a minimum or allow the child ‘time out’ when they can go to a quieter space when needed. Sometimes background music can be helpful.