{"id":722187,"date":"2026-06-25T20:15:53","date_gmt":"2026-06-25T18:15:53","guid":{"rendered":"https:\/\/www.dynseo.com\/tableau-de-motivation-tdah-guide-pratique-pour-orthophonistes-dynseo-2\/"},"modified":"2026-06-25T20:17:47","modified_gmt":"2026-06-25T18:17:47","slug":"adhd-motivation-table-practical-guide-for-speech-therapists-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/adhd-motivation-table-practical-guide-for-speech-therapists-dynseo\/","title":{"rendered":"ADHD Motivation Table: Practical Guide for Speech Therapists \u2014 DYNSEO"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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22px}\n.dbi-art-720602 .bcta {display:inline-block;background:linear-gradient(135deg,var(--pink),#c0204e);color:#fff;font-family:'Montserrat',sans-serif;font-weight:700;font-size:14px;padding:13px 30px;border-radius:50px;text-decoration:none;margin-bottom:10px}\n.dbi-art-720602 .bsec {display:inline-block;background:var(--blue);color:#fff;font-family:'Montserrat',sans-serif;font-weight:600;font-size:13px;padding:11px 24px;border-radius:50px;text-decoration:none;margin-left:10px}\n.dbi-art-720602 .faq-s {background:var(--light-bg);padding:48px 20px;margin-top:48px}\n.dbi-art-720602 .faq-s h2 {color:var(--blue);border-color:var(--teal)}\n.dbi-art-720602 .fi {background:#fff;border-radius:var(--br);padding:22px 26px;margin-bottom:12px;box-shadow:var(--shc)}\n.dbi-art-720602 .fi h4 {font-size:15px;font-weight:700;color:var(--blue);margin-bottom:10px;display:flex;gap:10px}\n.dbi-art-720602 .fi h4 span {color:var(--teal)}\n.dbi-art-720602 .fi p {font-size:14px;margin:0}\n.dbi-art-720602 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:36px 20px;text-align:center}\n.dbi-art-720602 footer p {color:rgba(255,255,255,.8);font-size:13px;margin-bottom:14px}\n.dbi-art-720602 .fl {display:flex;justify-content:center;gap:12px;flex-wrap:wrap}\n.dbi-art-720602 .fl a {color:#fff;text-decoration:none;font-size:12px;font-weight:600;padding:7px 16px;border:1px solid rgba(255,255,255,.3);border-radius:50px}\n@media(max-width:560px) {\n.dbi-art-720602 .cta-main, .dbi-art-720602 .cta-sec {flex-direction:column}\n.dbi-art-720602 .cards {grid-template-columns:1fr}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-720602\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\u26a1 ADHD \u00b7 Motivation \u00b7 Executive Functions \u00b7 Speech Therapy<\/div>\n<h1>How to use the motivation chart<!\u2013- [et_pb_br_holder] -\u2013>in ADHD sessions?<\/h1>\n<pee class=\"hero-sub\">Complete practical guide \u2014 speech therapist tips for integrating the motivation chart into ADHD management, in sessions, at home, and in class<\/pee>\n<\/header>\n<div class=\"banner\">\n  <pee>\ud83c\udf81 Free tool \u00b7 Available for immediate download \u00b7 No registration required<\/pee>\n  <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\" class=\"bws\">Access the motivation chart \u2192<\/a>\n<\/div>\n<p><main class=\"container\"><\/p>\n<div class=\"intro\"><pee>ADHD (Attention Deficit Hyperactivity Disorder) is characterized, among other things, by a dysregulation of motivation that goes far beyond simple &#8220;lack of willpower.&#8221; This dysregulation has a documented neurobiological basis and requires appropriate tools \u2014 not injunctions to &#8220;make an effort.&#8221; The DYNSEO motivation chart is one of these tools: designed to create the frequent positive reinforcements that the ADHD brain needs. This guide explains precisely how to use it in speech therapy sessions and how to ensure continuity at home and in class.<\/pee><\/div>\n<h2>1. ADHD and motivation: understanding dysregulation to intervene better<\/h2>\n<h3>1.1 Dopaminergic deficit at the heart of the motivational problem<\/h3>\n<div class=\"hl\">\n<h4>\ud83e\udde0 Why the ADHD brain &#8220;is not motivated&#8221;<\/h4>\n<pee>In ADHD, the dopaminergic system \u2014 the reward and motivation circuit \u2014 has a reduced availability of dopamine at the prefrontal synapses. Practical consequence: distant reinforcements (&#8220;if you work well this year, you will get good grades&#8221;) generate little dopamine and therefore little motivation. In contrast, immediate and frequent reinforcements effectively activate the dopaminergic circuit. The motivation chart is precisely a system of immediate and visible reinforcements.<\/pee>\n  <\/div>\n<h3>1.2 The 4 specificities of ADHD that condition the use of the chart<\/h3>\n<div class=\"tdah-specs\">\n<div class=\"ts-card tc1\">\n<h5>\u23f0 Altered perception of time<\/h5>\n<pee>The ADHD brain lives in a &#8220;permanent now.&#8221; A reward in 3 weeks does not exist psychologically. The chart must offer reinforcements within 1 to 5 days maximum.<\/pee><\/div>\n<div class=\"ts-card tc2\">\n<h5>\ud83d\ude24 Emotional dysregulation<\/h5>\n<pee>The frustration of not reaching the reward can trigger an intense emotional reaction. The chart must be built with sufficiently easy goals to ensure frequent successes.<\/pee><\/div>\n<div class=\"ts-card tc3\">\n<h5>\ud83d\udd04 Rapid habituation<\/h5>\n<pee>The dopaminergic circuit quickly habituates to the same reinforcements \u2014 interest in the chart can drop rapidly. Plan for rotations of rewards and goals from the outset.<\/pee><\/div>\n<div class=\"ts-card tc4\">\n<h5>\u2705 Power of immediacy<\/h5>\n<pee>Immediate reinforcement (point awarded in the second following the behavior) is much more effective than delayed reinforcement. Build the system so that validation is almost instantaneous.<\/pee><\/div>\n<\/p><\/div>\n<h2>2. Building a motivation chart adapted to ADHD<\/h2>\n<h3>2.1 Specific design rules for ADHD<\/h3>\n<div class=\"nc\">\n<div class=\"nb\">1<\/div>\n<div>\n<h4>Very short-term goals (1-3 days max)<\/h4>\n<pee>For a child with ADHD, 5 days to obtain a reward is already long. Start with charts where the reward is obtained in 1 to 3 days. Gradually increase the delay (5 days, then 1 week) as the child integrates the process and develops their tolerance for waiting.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">2<\/div>\n<div>\n<h4>No more than 2-3 simultaneous goals<\/h4>\n<pee>An ADHD chart with 10 different goals creates cognitive overload and confusion. Target 2 to 3 priority behaviors \u2014 those that have the most impact on academic success and family relationships. Fewer goals = more focus = more success.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">3<\/div>\n<div>\n<h4>Rewards co-chosen with the child<\/h4>\n<pee>For an ADHD brain, a reward imposed by adults generates much less dopamine than a reward chosen by the child themselves. Dedicate an entire session to building the &#8220;reward menu&#8221; with the child \u2014 it&#8217;s valuable therapeutic time, not wasted time.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">4<\/div>\n<div>\n<h4>Immediate and physical validation<\/h4>\n<pee>The point must be awarded in the seconds following the behavior. Using stickers, stamps, or colored markers (that the child places themselves) maximizes the reinforcing effect through the physical aspect and the child&#8217;s active participation.<\/pee><\/div>\n<\/div>\n<div class=\"exemple-tableau\">\n<h4>\ud83d\udccb Example of a motivation chart adapted to ADHD (short week)<\/h4>\n<div class=\"et-grid\">\n<div class=\"et-bloc\">\n<h5>\ud83c\udfaf Goals (2-3 max)<\/h5>\n<ul>\n<li>I did my speech exercises (10 min)<\/li>\n<li>I stayed seated during homework<\/li>\n<li>I organized my backpack in the evening<\/li>\n<\/ul><\/div>\n<div class=\"et-bloc\">\n<h5>\ud83c\udfc6 Points system<\/h5>\n<ul>\n<li>1 point for each goal achieved per day<\/li>\n<li>3 points max per day<\/li>\n<li>10 points = small reward (choice of movie)<\/li>\n<li>20 points = big reward (go-kart outing)<\/li>\n<\/ul><\/div>\n<div class=\"et-bloc\">\n<h5>\u2705 Clear rules<\/h5>\n<ul>\n<li>Point awarded immediately<\/li>\n<li>Never take away points<\/li>\n<li>The child places the sticker themselves<\/li>\n<li>Weekly renewal<\/li>\n<\/ul><\/div>\n<div class=\"et-bloc\">\n<h5>\ud83d\udeab To absolutely avoid<\/h5>\n<ul>\n<li>Points taken away as punishment<\/li>\n<li>Reward postponed from week to week<\/li>\n<li>Goals too vague (&#8220;behave well&#8221;)<\/li>\n<li>Same chart + same rewards > 3 weeks<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"cta-main\">\n<div class=\"ico\">\u26a1<\/div>\n<div>\n<h4>Motivation chart \u2014 Free DYNSEO<\/h4>\n<pee>Structured positive reinforcement support, particularly suited to the specific needs of the ADHD brain. Available for immediate download \u2014 to be used in sessions, at home, and in class. No registration required.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>3. The motivation chart in ADHD speech therapy sessions<\/h2>\n<h3>3.1 In-session uses<\/h3>\n<div class=\"ub\">\n<h4>\ud83c\udfaf Mini-session chart (15-20 minutes)<\/h4>\n<pee>For ADHD children with very low frustration tolerance, create a mini-session chart: each successful exercise earns a point, and 5 points = an immediate reward at the end of the session (5 minutes of free play, choice of final activity). This system turns each exercise into a motivating micro goal.<\/pee><\/div>\n<div class=\"ub\">\n<h4>\ud83c\udfaf Behavioral goals chart in session<\/h4>\n<pee>For very restless children, the chart can reward behaviors during the session: staying seated during the exercise, trying even when it&#8217;s difficult, asking for help instead of giving up. These self-regulated behaviors are exactly what rehabilitation aims to develop.<\/pee><\/div>\n<h3>3.2 Transmission to home: the role of the speech therapist<\/h3>\n<ul class=\"cl\">\n<li>Build the chart with the child and parents together in session \u2014 not one without the other<\/li>\n<li>Provide clear written instructions to parents on the rules of the chart (when to validate, when to give the reward, what to do if the goal is not achieved)<\/li>\n<li>Check the chart each week in session and debrief with the child and parents<\/li>\n<li>Regularly adjust goals and rewards to maintain novelty<\/li>\n<li>Train parents on the golden rule: never take away points \u2014 negative behaviors are managed separately<\/li>\n<\/ul>\n<div class=\"tip\">\n<div class=\"ico\">\ud83d\udca1<\/div>\n<pee><strong>School-home consistency:<\/strong> Ideally, the same chart (or a consistent chart) is used at home AND at school. Coordinate with the teacher and the AVS\/AESH to align behavioral goals. An ADHD child who receives contradictory signals depending on the adult loses confidence in the system.<\/pee><\/div>\n<h3>3.3 Linking the chart to specific speech therapy goals<\/h3>\n<div class=\"cards\">\n<div class=\"card\">\n<div class=\"ci ci-b\">\ud83d\udcd6<\/div>\n<h4>Reading exercises<\/h4>\n<pee>&#8220;I read aloud for 5 minutes&#8221; \u2192 1 point. Quantify in time rather than quality to avoid performance pressure on a child who stutters or struggles to read.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-t\">\u270d\ufe0f<\/div>\n<h4>Speech therapy exercises<\/h4>\n<pee>&#8220;I did my phonology\/articulation exercises for 10 minutes&#8221; \u2192 1 point. The behavior (doing the exercises) rather than the result (doing well).<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-y\">\ud83e\udde0<\/div>\n<h4>Metacognitive strategies<\/h4>\n<pee>&#8220;I used my b\/d memory aid before writing&#8221; \u2192 1 point. Rewarding the use of compensatory strategies reinforces their spontaneous adoption.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-p\">\ud83c\udfaf<\/div>\n<h4>Self-regulation behaviors<\/h4>\n<pee>&#8220;I asked for help when I didn&#8217;t understand&#8221; \u2192 1 point. These self-regulation behaviors are at the heart of the executive development targeted by rehabilitation.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"qte\"><pee>\u201cWith my ADHD patients, I never start a treatment without building a motivation chart with them in the first session. Not because it&#8217;s a protocol \u2014 but because without it, the home exercises don&#8217;t happen. The chart creates the bridge between the session and home.\u201d<\/pee><cite>\u2014 Freelance speech therapist, specialized in ADHD and learning disorders<\/cite><\/div>\n<h2>4. The DYNSEO Executive Functions ADHD ecosystem<\/h2>\n<div class=\"oc\">\n<h4>\ud83e\uddf0 Complementary DYNSEO tools \u2014 Executive Functions<\/h4>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\">\ud83c\udfc6 Motivation chart<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\">\u23f1\ufe0f Visual timer<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/3-column-table\/\">\ud83d\udccb 3-column chart<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">\ud83d\udcc5 Homework planner<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">\ud83c\udfae School gamification system<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">\ud83d\uddc2\ufe0f Complete catalog<\/a><\/li>\n<\/ul><\/div>\n<div class=\"cta-sec\">\n<div class=\"ico\">\u23f1\ufe0f<\/div>\n<div>\n<h4>Visual timer \u2014 Free complementary tool DYNSEO<\/h4>\n<pee>Combined with the motivation chart, the visual timer structures the time of tasks \u2014 the chart says WHAT to do and HOW MANY points it brings, the timer says FOR HOW LONG. This combination is particularly effective for ADHD profiles.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\" class=\"bb\">Access the visual timer \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<div class=\"cards\">\n<div class=\"card\">\n<div class=\"ci ci-b\">\ud83d\udcf1<\/div>\n<h4>COCO App<\/h4>\n<pee><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\">COCO<\/a> offers attention and working memory games for 5-10 year olds \u2014 key skills in ADHD management.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-t\">\ud83d\udcf1<\/div>\n<h4>CLINT App<\/h4>\n<pee><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\">CLINT<\/a> maintains the executive functions of ADHD adolescents and adults between sessions.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-y\">\ud83e\uddea<\/div>\n<h4>Cognitive tests<\/h4>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> objectively assess the attentional and executive functions specifically involved in ADHD.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-p\">\ud83c\udf93<\/div>\n<h4>Training<\/h4>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" style=\"color:var(--blue)\">DYNSEO training<\/a> Qualiopi covers ADHD, executive functions, and positive reinforcement for professionals.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"ccl\">\n<h2>Making rehabilitation motivating: the prerequisite that the chart builds<\/h2>\n<pee>In the management of ADHD, the motivation chart is not an accessory \u2014 it is the motivational infrastructure that makes everything else possible. Free, adaptable to each ADHD profile, usable from the first session.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\" class=\"bcta\">Download for free \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\" class=\"bsec\">Visual timer<\/a>\n  <\/div>\n<p><\/main><\/p>\n<section class=\"faq-s\">\n<div class=\"container\">\n<h2>FAQ \u2014 Motivation Chart and ADHD in Session<\/h2>\n<div class=\"fi\">\n<h4><span>Q1<\/span> Does the motivation chart replace medication treatment for ADHD?<\/h4>\n<pee>No \u2014 the motivation chart is a behavioral tool that complements, but does not replace, medication management for ADHD when indicated. It acts on behaviors and motivation, not on the underlying neurobiological mechanisms. In practice, both approaches are synergistic: medication treatment reduces impulsivity and improves the ability to engage in tasks, making the motivation chart easier to use. The chart reinforces good behaviors and develops self-regulation skills that persist even outside of medication times.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q2<\/span> My ADHD patient systematically disables the chart after 2 weeks. How can I maintain adherence?<\/h4>\n<pee>Burnout after 2-3 weeks is expected and normal for a novelty-reactive ADHD brain. Strategies: change rewards every 2 weeks (same system, new rewards); modify the visual presentation of the chart (colors, format, medium); introduce a random element (reward wheel where the child spins a wheel when they reach their threshold); take a &#8220;chart break&#8221; of 1-2 weeks before relaunching it with a new theme. The long-term goal is to move towards intrinsic self-regulation \u2014 which takes months, not weeks.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q3<\/span> How to manage parents who take away points as punishment despite guidelines?<\/h4>\n<pee>This is the most common and counterproductive mistake in using the chart. At the next session, explain again and very directly why this practice destroys the system: &#8220;Taking away points sends the message to the ADHD brain that the system is unfair and arbitrary \u2014 which destroys trust in the chart and motivation to participate.&#8221; Offer an alternative: negative behaviors are managed by a separate and immediate consequence (not related to the chart), never by taking away earned points.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q4<\/span> Is the motivation chart effective for predominantly inattentive ADHD (without hyperactivity)?<\/h4>\n<pee>Yes \u2014 motivational dysregulation is present in all types of ADHD, including the inattentive type. For inattentive profiles, the goals of the chart are often different: rather than visible behaviors (staying seated, not interrupting), they target internal cognitive behaviors (asking for help, checking work before submitting, consulting the to-do list). These behaviors are harder to observe and validate \u2014 the speech therapist plays a central role in educating parents to recognize and value these less visible behaviors.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q5<\/span> At what age can the motivation chart be used for ADHD?<\/h4>\n<pee>From 4-5 years old for very simplified versions (1-2 goals, reward in 1-2 days). The complete version with estimation and prioritization is suitable from 7-8 years old. For ADHD adolescents, the chart remains effective but co-construction and the choice of goals by the adolescent themselves are even more central \u2014 an adolescent who perceives the chart as imposed by adults sabotages it. For ADHD adults, the principle is the same but the goals are professional and personal, and the rewards are valued activities or purchases.<\/pee><\/div>\n<\/p><\/div>\n<\/section>\n<footer>\n  <pee>DYNSEO \u2014 Free tools for professionals and families<\/pee>\n<div class=\"fl\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\">Motivation Chart<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\">Visual Timer<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Homework Planner<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">Gamification<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">All Tools<\/a>\n  <\/div>\n<\/footer>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":410101,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style 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26px;margin-bottom:12px;box-shadow:var(--shc)}\n.dbi-art-720602 .fi h4 {font-size:15px;font-weight:700;color:var(--blue);margin-bottom:10px;display:flex;gap:10px}\n.dbi-art-720602 .fi h4 span {color:var(--teal)}\n.dbi-art-720602 .fi p {font-size:14px;margin:0}\n.dbi-art-720602 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:36px 20px;text-align:center}\n.dbi-art-720602 footer p {color:rgba(255,255,255,.8);font-size:13px;margin-bottom:14px}\n.dbi-art-720602 .fl {display:flex;justify-content:center;gap:12px;flex-wrap:wrap}\n.dbi-art-720602 .fl a {color:#fff;text-decoration:none;font-size:12px;font-weight:600;padding:7px 16px;border:1px solid rgba(255,255,255,.3);border-radius:50px}\n@media(max-width:560px) {\n.dbi-art-720602 .cta-main, .dbi-art-720602 .cta-sec {flex-direction:column}\n.dbi-art-720602 .cards {grid-template-columns:1fr}\n}\n\n<\/style>\n<div class=\"dbi-art-720602\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\u26a1 ADHD \u00b7 Motivation \u00b7 Executive Functions \u00b7 Speech Therapy<\/div>\n  <h1>How to use the motivation chart<br>in ADHD sessions?<\/h1>\n  <p class=\"hero-sub\">Complete practical guide \u2014 speech therapist tips for integrating the motivation chart into ADHD management, in sessions, at home, and in class<\/p>\n<\/header>\n<div class=\"banner\">\n  <p>\ud83c\udf81 Free tool \u00b7 Available for immediate download \u00b7 No registration required<\/p>\n  <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\" class=\"bws\">Access the motivation chart \u2192<\/a>\n<\/div>\n<main class=\"container\">\n  <div class=\"intro\"><p>ADHD (Attention Deficit Hyperactivity Disorder) is characterized, among other things, by a dysregulation of motivation that goes far beyond simple \"lack of willpower.\" This dysregulation has a documented neurobiological basis and requires appropriate tools \u2014 not injunctions to \"make an effort.\" The DYNSEO motivation chart is one of these tools: designed to create the frequent positive reinforcements that the ADHD brain needs. This guide explains precisely how to use it in speech therapy sessions and how to ensure continuity at home and in class.<\/p><\/div>\n\n  <h2>1. ADHD and motivation: understanding dysregulation to intervene better<\/h2>\n\n  <h3>1.1 Dopaminergic deficit at the heart of the motivational problem<\/h3>\n  <div class=\"hl\">\n    <h4>\ud83e\udde0 Why the ADHD brain \"is not motivated\"<\/h4>\n    <p>In ADHD, the dopaminergic system \u2014 the reward and motivation circuit \u2014 has a reduced availability of dopamine at the prefrontal synapses. Practical consequence: distant reinforcements (\"if you work well this year, you will get good grades\") generate little dopamine and therefore little motivation. In contrast, immediate and frequent reinforcements effectively activate the dopaminergic circuit. The motivation chart is precisely a system of immediate and visible reinforcements.<\/p>\n  <\/div>\n\n  <h3>1.2 The 4 specificities of ADHD that condition the use of the chart<\/h3>\n  <div class=\"tdah-specs\">\n    <div class=\"ts-card tc1\"><h5>\u23f0 Altered perception of time<\/h5><p>The ADHD brain lives in a \"permanent now.\" A reward in 3 weeks does not exist psychologically. The chart must offer reinforcements within 1 to 5 days maximum.<\/p><\/div>\n    <div class=\"ts-card tc2\"><h5>\ud83d\ude24 Emotional dysregulation<\/h5><p>The frustration of not reaching the reward can trigger an intense emotional reaction. The chart must be built with sufficiently easy goals to ensure frequent successes.<\/p><\/div>\n    <div class=\"ts-card tc3\"><h5>\ud83d\udd04 Rapid habituation<\/h5><p>The dopaminergic circuit quickly habituates to the same reinforcements \u2014 interest in the chart can drop rapidly. Plan for rotations of rewards and goals from the outset.<\/p><\/div>\n    <div class=\"ts-card tc4\"><h5>\u2705 Power of immediacy<\/h5><p>Immediate reinforcement (point awarded in the second following the behavior) is much more effective than delayed reinforcement. Build the system so that validation is almost instantaneous.<\/p><\/div>\n  <\/div>\n\n  <h2>2. Building a motivation chart adapted to ADHD<\/h2>\n\n  <h3>2.1 Specific design rules for ADHD<\/h3>\n  <div class=\"nc\"><div class=\"nb\">1<\/div><div><h4>Very short-term goals (1-3 days max)<\/h4><p>For a child with ADHD, 5 days to obtain a reward is already long. Start with charts where the reward is obtained in 1 to 3 days. Gradually increase the delay (5 days, then 1 week) as the child integrates the process and develops their tolerance for waiting.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">2<\/div><div><h4>No more than 2-3 simultaneous goals<\/h4><p>An ADHD chart with 10 different goals creates cognitive overload and confusion. Target 2 to 3 priority behaviors \u2014 those that have the most impact on academic success and family relationships. Fewer goals = more focus = more success.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">3<\/div><div><h4>Rewards co-chosen with the child<\/h4><p>For an ADHD brain, a reward imposed by adults generates much less dopamine than a reward chosen by the child themselves. Dedicate an entire session to building the \"reward menu\" with the child \u2014 it's valuable therapeutic time, not wasted time.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">4<\/div><div><h4>Immediate and physical validation<\/h4><p>The point must be awarded in the seconds following the behavior. Using stickers, stamps, or colored markers (that the child places themselves) maximizes the reinforcing effect through the physical aspect and the child's active participation.<\/p><\/div><\/div>\n\n  <div class=\"exemple-tableau\">\n    <h4>\ud83d\udccb Example of a motivation chart adapted to ADHD (short week)<\/h4>\n    <div class=\"et-grid\">\n      <div class=\"et-bloc\">\n        <h5>\ud83c\udfaf Goals (2-3 max)<\/h5>\n        <ul>\n          <li>I did my speech exercises (10 min)<\/li>\n          <li>I stayed seated during homework<\/li>\n          <li>I organized my backpack in the evening<\/li>\n        <\/ul>\n      <\/div>\n      <div class=\"et-bloc\">\n        <h5>\ud83c\udfc6 Points system<\/h5>\n        <ul>\n          <li>1 point for each goal achieved per day<\/li>\n          <li>3 points max per day<\/li>\n          <li>10 points = small reward (choice of movie)<\/li>\n          <li>20 points = big reward (go-kart outing)<\/li>\n        <\/ul>\n      <\/div>\n      <div class=\"et-bloc\">\n        <h5>\u2705 Clear rules<\/h5>\n        <ul>\n          <li>Point awarded immediately<\/li>\n          <li>Never take away points<\/li>\n          <li>The child places the sticker themselves<\/li>\n          <li>Weekly renewal<\/li>\n        <\/ul>\n      <\/div>\n      <div class=\"et-bloc\">\n        <h5>\ud83d\udeab To absolutely avoid<\/h5>\n        <ul>\n          <li>Points taken away as punishment<\/li>\n          <li>Reward postponed from week to week<\/li>\n          <li>Goals too vague (\"behave well\")<\/li>\n          <li>Same chart + same rewards > 3 weeks<\/li>\n        <\/ul>\n      <\/div>\n    <\/div>\n  <\/div>\n\n  <div class=\"cta-main\">\n    <div class=\"ico\">\u26a1<\/div>\n    <div>\n      <h4>Motivation chart \u2014 Free DYNSEO<\/h4>\n      <p>Structured positive reinforcement support, particularly suited to the specific needs of the ADHD brain. Available for immediate download \u2014 to be used in sessions, at home, and in class. No registration required.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>3. The motivation chart in ADHD speech therapy sessions<\/h2>\n\n  <h3>3.1 In-session uses<\/h3>\n  <div class=\"ub\"><h4>\ud83c\udfaf Mini-session chart (15-20 minutes)<\/h4><p>For ADHD children with very low frustration tolerance, create a mini-session chart: each successful exercise earns a point, and 5 points = an immediate reward at the end of the session (5 minutes of free play, choice of final activity). This system turns each exercise into a motivating micro goal.<\/p><\/div>\n  <div class=\"ub\"><h4>\ud83c\udfaf Behavioral goals chart in session<\/h4><p>For very restless children, the chart can reward behaviors during the session: staying seated during the exercise, trying even when it's difficult, asking for help instead of giving up. These self-regulated behaviors are exactly what rehabilitation aims to develop.<\/p><\/div>\n\n  <h3>3.2 Transmission to home: the role of the speech therapist<\/h3>\n  <ul class=\"cl\">\n    <li>Build the chart with the child and parents together in session \u2014 not one without the other<\/li>\n    <li>Provide clear written instructions to parents on the rules of the chart (when to validate, when to give the reward, what to do if the goal is not achieved)<\/li>\n    <li>Check the chart each week in session and debrief with the child and parents<\/li>\n    <li>Regularly adjust goals and rewards to maintain novelty<\/li>\n    <li>Train parents on the golden rule: never take away points \u2014 negative behaviors are managed separately<\/li>\n  <\/ul>\n\n  <div class=\"tip\"><div class=\"ico\">\ud83d\udca1<\/div><p><strong>School-home consistency:<\/strong> Ideally, the same chart (or a consistent chart) is used at home AND at school. Coordinate with the teacher and the AVS\/AESH to align behavioral goals. An ADHD child who receives contradictory signals depending on the adult loses confidence in the system.<\/p><\/div>\n\n  <h3>3.3 Linking the chart to specific speech therapy goals<\/h3>\n  <div class=\"cards\">\n    <div class=\"card\"><div class=\"ci ci-b\">\ud83d\udcd6<\/div><h4>Reading exercises<\/h4><p>\"I read aloud for 5 minutes\" \u2192 1 point. Quantify in time rather than quality to avoid performance pressure on a child who stutters or struggles to read.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-t\">\u270d\ufe0f<\/div><h4>Speech therapy exercises<\/h4><p>\"I did my phonology\/articulation exercises for 10 minutes\" \u2192 1 point. The behavior (doing the exercises) rather than the result (doing well).<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-y\">\ud83e\udde0<\/div><h4>Metacognitive strategies<\/h4><p>\"I used my b\/d memory aid before writing\" \u2192 1 point. Rewarding the use of compensatory strategies reinforces their spontaneous adoption.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-p\">\ud83c\udfaf<\/div><h4>Self-regulation behaviors<\/h4><p>\"I asked for help when I didn't understand\" \u2192 1 point. These self-regulation behaviors are at the heart of the executive development targeted by rehabilitation.<\/p><\/div>\n  <\/div>\n\n  <div class=\"qte\"><p>\u201cWith my ADHD patients, I never start a treatment without building a motivation chart with them in the first session. Not because it's a protocol \u2014 but because without it, the home exercises don't happen. The chart creates the bridge between the session and home.\u201d<\/p><cite>\u2014 Freelance speech therapist, specialized in ADHD and learning disorders<\/cite><\/div>\n\n  <h2>4. The DYNSEO Executive Functions ADHD ecosystem<\/h2>\n  <div class=\"oc\">\n    <h4>\ud83e\uddf0 Complementary DYNSEO tools \u2014 Executive Functions<\/h4>\n    <ul>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\">\ud83c\udfc6 Motivation chart<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\">\u23f1\ufe0f Visual timer<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-3-colonnes\/\">\ud83d\udccb 3-column chart<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">\ud83d\udcc5 Homework planner<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">\ud83c\udfae School gamification system<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">\ud83d\uddc2\ufe0f Complete catalog<\/a><\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"cta-sec\">\n    <div class=\"ico\">\u23f1\ufe0f<\/div>\n    <div>\n      <h4>Visual timer \u2014 Free complementary tool DYNSEO<\/h4>\n      <p>Combined with the motivation chart, the visual timer structures the time of tasks \u2014 the chart says WHAT to do and HOW MANY points it brings, the timer says FOR HOW LONG. This combination is particularly effective for ADHD profiles.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\" class=\"bb\">Access the visual timer \u2192<\/a>\n    <\/div>\n  <\/div>\n  <div class=\"cards\">\n    <div class=\"card\"><div class=\"ci ci-b\">\ud83d\udcf1<\/div><h4>COCO App<\/h4><p><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\">COCO<\/a> offers attention and working memory games for 5-10 year olds \u2014 key skills in ADHD management.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-t\">\ud83d\udcf1<\/div><h4>CLINT App<\/h4><p><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\">CLINT<\/a> maintains the executive functions of ADHD adolescents and adults between sessions.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-y\">\ud83e\uddea<\/div><h4>Cognitive tests<\/h4><p>The <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> objectively assess the attentional and executive functions specifically involved in ADHD.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-p\">\ud83c\udf93<\/div><h4>Training<\/h4><p>The <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" style=\"color:var(--blue)\">DYNSEO training<\/a> Qualiopi covers ADHD, executive functions, and positive reinforcement for professionals.<\/p><\/div>\n  <\/div>\n  <div class=\"ccl\">\n    <h2>Making rehabilitation motivating: the prerequisite that the chart builds<\/h2>\n    <p>In the management of ADHD, the motivation chart is not an accessory \u2014 it is the motivational infrastructure that makes everything else possible. Free, adaptable to each ADHD profile, usable from the first session.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\" class=\"bcta\">Download for free \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\" class=\"bsec\">Visual timer<\/a>\n  <\/div>\n<\/main>\n<section class=\"faq-s\">\n<div class=\"container\">\n    <h2>FAQ \u2014 Motivation Chart and ADHD in Session<\/h2>\n    <div class=\"fi\"><h4><span>Q1<\/span> Does the motivation chart replace medication treatment for ADHD?<\/h4><p>No \u2014 the motivation chart is a behavioral tool that complements, but does not replace, medication management for ADHD when indicated. It acts on behaviors and motivation, not on the underlying neurobiological mechanisms. In practice, the two approaches are synergistic: medication treatment reduces impulsivity and improves the ability to engage in tasks, making the motivation chart easier to use. The chart reinforces good behaviors and develops self-regulation skills that persist even outside of medication times.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q2<\/span> My ADHD patient systematically disables the chart after 2 weeks. How can I maintain adherence?<\/h4><p>Burnout after 2-3 weeks is expected and normal for a novelty-reactive ADHD brain. Strategies: change the rewards every 2 weeks (same system, new rewards); modify the visual presentation of the chart (colors, format, medium); introduce a random element (reward wheel where the child spins a wheel when they reach their threshold); take a \"chart break\" of 1-2 weeks before relaunching it with a new theme. The long-term goal is to move towards intrinsic self-regulation \u2014 which takes months, not weeks.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q3<\/span> How to manage parents who deduct points as punishment despite the guidelines?<\/h4><p>This is the most common and counterproductive mistake in using the chart. In the next session, explain again and very directly why this practice destroys the system: \"Deducting points sends the message to the ADHD brain that the system is unfair and arbitrary \u2014 which destroys trust in the chart and motivation to participate.\" Offer an alternative: negative behaviors are managed by a separate and immediate consequence (not related to the chart), never by deducting earned points.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q4<\/span> Is the motivation chart effective for predominantly inattentive ADHD (without hyperactivity)?<\/h4><p>Yes \u2014 motivational dysregulation is present in all types of ADHD, including the inattentive type. For inattentive profiles, the goals of the chart are often different: rather than visible behaviors (staying seated, not interrupting), they target internal cognitive behaviors (asking for help, checking work before submitting, consulting the task list). These behaviors are harder to observe and validate \u2014 the speech therapist plays a central role in educating parents to recognize and value these less visible behaviors.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q5<\/span> At what age can the motivation chart be used for ADHD?<\/h4><p>From 4-5 years old for very simplified versions (1-2 goals, reward in 1-2 days). The complete version with estimation and prioritization is suitable from 7-8 years old. For ADHD adolescents, the chart remains effective but co-construction and the choice of goals by the adolescent themselves are even more central \u2014 an adolescent who perceives the chart as imposed by adults sabotages it. For ADHD adults, the principle is the same but the goals are professional and personal, and the rewards are valued activities or purchases.<\/p><\/div>\n  <\/div>\n<\/section>\n<footer>\n  <p>DYNSEO \u2014 Free tools for professionals and families<\/p>\n  <div class=\"fl\">\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\">Motivation Chart<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\">Visual Timer<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Homework Planner<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">Gamification<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">All Tools<\/a>\n  <\/div>\n<\/footer>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-722187","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>ADHD Motivation Table: Practical Guide for Speech Therapists \u2014 DYNSEO - DYNSEO - Educational apps &amp; 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