Games and activities for autistic children and children with ADHD or dyslexia

Why do games help children who are autistic or have ADHD or dyslexia?

Autism, ADHD and dyslexia are different. Autism is a difference in how a person communicates, processes sensory information and experiences the social world. ADHD affects attention, activity levels and impulse control. Dyslexia is a specific learning difficulty that mainly affects reading, spelling and the way sounds in words are handled. Many children have more than one of these, and every child is an individual.

What they often share is that formal, desk-based tasks can feel exhausting, while a well-chosen game feels worthwhile. Games offer a clear goal, immediate feedback, repetition without boredom and a safe place to get things wrong. They also give you a shared activity with your child, which matters as much as any skill practised.

It is worth being honest about the limits. There is no game that "cures" or "fixes" any of these conditions, and you should be wary of any product that claims otherwise. What games can do is make practice enjoyable and help you notice what helps your child and what does not.

How can you play in a way that respects an autistic child?

Many autistic people and their families ask professionals to move away from a model of "correcting" behaviour. In practice, an autistic-respectful approach to play looks like this:

• Start from their interests. If your child loves trains, maps or a particular character, use those as the theme for a counting, matching or storytelling game.
• Accept different ways of playing. Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.
• Do not demand eye contact or "quiet hands". Stimming, such as flapping or rocking, often helps a child regulate and concentrate.
• Offer choices. Two options ("this game or that one?") give a sense of control and reduce anxiety.
• Be predictable. Say how long the game will last and what comes next, using a visual timer or picture cards if they help.
• Listen to "no". If your child withdraws, that is communication. Stop, and try again another day.

The same principles help children with ADHD or dyslexia, who also tend to do better when they feel understood rather than corrected.

Which games and activities help attention?

Attention is not one skill. A child may focus intensely on a favourite topic yet struggle to keep going with a task someone else has chosen. Games can practise sustaining attention, switching it and ignoring distractions.

• Spot-the-difference and search-and-find books. They reward careful looking and can be done in short bursts.
• Jigsaws and building sets. Choose a size that leads to success within ten or fifteen minutes, then build up gradually.
• "Red light, green light" and "Simon says". These train listening and stopping on a signal. Add a twist, such as doing the opposite, once the basic game is secure.
• Sorting and matching. Sort buttons by colour, then by size, then by both. Switching the rule midway exercises flexible thinking.
• Short timed challenges. "How many blue things can you find in two minutes?" works well for children who need a clear, quick goal.

Which games support working memory?

Working memory is the ability to hold information in mind while using it, for example remembering a three-step instruction while carrying it out. Children with ADHD and dyslexia in particular often find this tiring, and it can look like "not listening" when it is nothing of the sort.

• Pairs (matching cards). Start with six or eight cards and add more as your child improves.
• Kim's game. Place a few objects on a tray, cover them, remove one and ask what is missing.
• "I went to the shop and I bought…". Each player adds an item to a growing list. Pictures can make it easier.
• Treasure hunts with stepped instructions. "Go to the kitchen, find a spoon, bring it to me." Move from one step to two, then three, only when ready.
• Copy-the-pattern games. Show a short sequence of coloured blocks, hide it, and ask your child to rebuild it.
• Cooking together. A picture recipe turns sequencing and remembering into a real, tasty result.

Written or pictorial supports are not "cheating". They are how many adults cope too, and they let a child practise the skill without being overwhelmed.

Which activities encourage language and communication?

Language includes understanding, speaking, reading and the social side of conversation. The right activity depends on the child. Some autistic children are non-speaking or use communication aids; their ways of communicating should be welcomed and used during play.

• Rhyming and sound games. For dyslexia, games that notice sounds in words, such as finding rhymes or clapping syllables, are especially useful and need no reading at all.
• Story dice and picture cards. Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.
• Barrier games. Sit back to back: one person describes a drawing or a block model while the other tries to recreate it. This practises precise, clear language.
• Simple board and card games. Turn-taking, waiting and talking about moves are all communication practice. Use cooperative games, where everyone wins or loses together, if competition causes distress.
• Role-play with toys. Acting out a trip to the shop or a doctor's visit can prepare a child for real situations, if the child enjoys it.
• Word and letter play. Magnetic letters, junior word games and treasure hunts using short written clues can make reading feel like play. Keep it light.

How can games help with self-regulation?

Self-regulation means noticing and managing feelings, energy levels and impulses. It is a skill that develops over many years and depends heavily on the adults around, and on the environment. Games do not teach a child to "behave". They help a child notice what is happening in their body and find things that help.

• Bubble or feather breathing. Blowing slowly gives a visual reason to breathe out slowly.
• Freeze dance. Moving then stopping practises starting and stopping in a fun, low-stakes way.
• "Heavy work". Carrying shopping, pushing a cushion wall or helping with the laundry gives strong body feedback that many children find calming.
• Emotion cards and a feelings thermometer. Pointing at a picture can be easier than finding words.
• Tower-building and balancing games. These need patience and steady hands, and allow a child to practise coping with a tower that falls.
• A calm corner. A cosy space with soft light, headphones and favourite items is not a punishment. Let your child help set it up.

How do you choose the right game for your child?

With so many options, a few simple questions help:

1. Does my child enjoy it? Enjoyment comes first. A game that is never chosen helps nobody.
2. What does it demand? Check reading load, speed, noise, waiting time and the amount of social interaction.
3. Is the level right? Aim for "achievable with effort". If your child wins every time, make it a bit harder; if they quit, make it easier.
4. Is it sensory-friendly? Flashing lights, sudden sounds or sticky materials can ruin a game for a sensitive child.
5. Can it be shortened? A game with natural stopping points, such as rounds or levels, is easier to adapt.

Digital games can be a good option too, particularly if they offer adjustable difficulty and calm design. Choose ones without aggressive timers, constant rewards or in-game purchases, and play alongside your child when you can.

How do you adapt a game when it is too hard, too loud or too stressful?

Adapting a game is a normal part of playing. You can change almost anything: the rules, the pace, the setting and the goal.

Keep sessions brief, particularly at the start. Ten enjoyable minutes are worth more than forty tense ones. Finish while your child still wants more, and they are likely to come back.

When is play not enough, and where can you get support in England?

Games are a gentle complement, but if your child is struggling at school, at home or with friendships, further support is available. In England, the usual route is as follows:

• Talk to the school. Every mainstream school has a Special Educational Needs Co-ordinator (SENCO). Ask what support is already in place and what could be tried.
• Speak to your GP or health visitor if you think your child may be autistic or have ADHD. They can refer your child for an assessment. Waiting times can be long, so ask what help is available in the meantime.
• Ask about specialist assessment for dyslexia. The school may arrange it, or you may seek an educational psychologist or specialist teacher assessor.
• Know about an EHC plan. If a child needs more support than a school can usually provide, you can ask your local authority for an assessment for an Education, Health and Care plan (EHCP). The rules sit in the SEND Code of Practice.
• Know your child's rights. Under the Equality Act 2010, schools must make reasonable adjustments for disabled pupils. Many autistic children and some children with ADHD are covered.

The system differs elsewhere in the UK. Scotland uses "additional support for learning", Wales has "additional learning needs" with an individual development plan, and Northern Ireland has its own SEN framework. Check with your local authority or education authority for details in your area.

Which DYNSEO tools and courses can help?

DYNSEO designs digital activities that stimulate memory, attention and thinking skills, and training for families and professionals.

Activities and games to support attention and memory:

• Brain games for children: COCO THINKS and COCO MOVES offer short playful activities for attention, memory and thinking, including activities that involve movement. They are a good fit for short daily sessions at home.
• Understanding autism: the course Supporting a child with autism offers keys and solutions for everyday life.
• Understanding ADHD: Accompanying a child with ADHD focuses on practical day-to-day support.
• Dyslexia and related learning difficulties: the course on identifying and supporting these difficulties in primary school helps parents and teachers recognise signs and respond.

You can browse everything on the DYNSEO tools page or explore our training courses.

What do parents often ask?