{"id":722436,"date":"2026-06-25T20:39:32","date_gmt":"2026-06-25T18:39:32","guid":{"rendered":"https:\/\/www.dynseo.com\/cartes-de-recentrage-attentionnel-tdah-guide-pratique-pour-orthophonistes-dynseo-2\/"},"modified":"2026-06-25T20:42:45","modified_gmt":"2026-06-25T18:42:45","slug":"attention-re-focusing-cards-for-adhd-practical-guide-for-speech-therapists-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/attention-re-focusing-cards-for-adhd-practical-guide-for-speech-therapists-dynseo\/","title":{"rendered":"Attention Re-focusing Cards for ADHD: 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; 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rgba(255,255,255,.3);border-radius:50px}\n@media(max-width:560px) {\n.dbi-art-c71517 .cta-main, .dbi-art-c71517 .cta-sec {flex-direction:column}\n.dbi-art-c71517 .cards {grid-template-columns:1fr}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-c71517\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\u26a1 ADHD \u00b7 Attention \u00b7 Refocusing \u00b7 Speech therapy<\/div>\n<h1>How to use refocusing cards<!\u2013- [et_pb_br_holder] -\u2013>in ADHD sessions?<\/h1>\n<pee class=\"hero-sub\">Complete practical guide \u2014 speech therapist&#8217;s advice for integrating refocusing cards into ADHD management, developing self-regulation, and ensuring continuity between home-session-class<\/pee>\n<\/header>\n<div class=\"banner\">\n  <pee>\ud83c\udf81 Free tool \u00b7 Downloadable immediately \u00b7 No registration required<\/pee>\n  <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bws\">Access the refocusing cards \u2192<\/a>\n<\/div>\n<p><main class=\"container\"><\/p>\n<div class=\"intro\"><pee>ADHD manifests, among other things, as attention dysregulation that makes managing distractions particularly difficult \u2014 at school, at home, and even in speech therapy sessions. DYNSEO&#8217;s refocusing cards are specifically designed to give the child with ADHD a concrete and autonomous tool to return to their task without relying on a verbal prompt from an adult. This guide explains how to effectively integrate them into your speech therapy practice and the overall support ecosystem for ADHD.<\/pee><\/div>\n<h2>1. ADHD Attention Dysregulation: Choosing the Right Card for the Right Distraction<\/h2>\n<h3>1.1 The 4 Types of Distractions and the Appropriate Cards<\/h3>\n<div class=\"decrochage-grid\">\n<div class=\"dg\">\n<h5>\ud83c\udf00 External Distraction<\/h5>\n<pee>Attention captured by an external stimulus \u2014 noise, object, movement. Very common in class.<\/pee><span class=\"dg-carte\">\u2192 &#8220;5 things I see&#8221; card or sensory anchoring<\/span><\/div>\n<div class=\"dg\">\n<h5>\ud83d\udcad Internal Distraction<\/h5>\n<pee>Attention wanders into thoughts, daydreams, associations. Difficult to spot.<\/pee><span class=\"dg-carte\">\u2192 &#8220;My current task&#8221; card or guiding question<\/span><\/div>\n<div class=\"dg\">\n<h5>\ud83d\ude29 Saturation Distraction<\/h5>\n<pee>Attention resources exhausted. The child needs a real break.<\/pee><span class=\"dg-carte\">\u2192 &#8220;Micro-pause 2 min&#8221; card or breathing<\/span><\/div>\n<div class=\"dg\">\n<h5>\ud83d\ude24 Emotional Distraction<\/h5>\n<pee>Frustration, boredom, or anxiety monopolizing cognitive resources.<\/pee><span class=\"dg-carte\">\u2192 Breathing card + emotions thermometer<\/span><\/div>\n<\/p><\/div>\n<h2>2. Introduction Protocol in Session: The 4 Phases<\/h2>\n<div class=\"nc\">\n<div class=\"nb\">1<\/div>\n<div>\n<h4>Phase 1 \u2014 Psychoeducation on Distraction (1 session)<\/h4>\n<pee>Before introducing the cards, explain to the child what happens in their brain when they get distracted \u2014 using simple words and without judgment. &#8220;Your brain is very curious \u2014 it loves new and interesting things. When a task becomes boring, it looks for something more interesting. That&#8217;s normal \u2014 but we will teach it to return to the task with a card.&#8221; This psychoeducation demystifies distraction and gives meaning to the tool.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">2<\/div>\n<div>\n<h4>Phase 2 \u2014 Explore the Cards and Choose (1 session)<\/h4>\n<pee>Present all available cards and test each strategy during the session. For each card: &#8220;Let&#8217;s try this together \u2014 close your eyes, breathe for 4 seconds&#8230;&#8221; Observe which strategies create a real difference in engagement and which are rejected. Let the child choose their 2 to 3 favorite cards.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">3<\/div>\n<div>\n<h4>Phase 3 \u2014 Training in Simulated Session (2-3 sessions)<\/h4>\n<pee>Intentionally create distraction situations in the session (boring task, intentional distraction) and ask the child to practice the refocusing protocol with their card. Measure the time taken to return to the task before and after using the card. This concrete measure reinforces the child&#8217;s belief that the card &#8220;really works&#8221;.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">4<\/div>\n<div>\n<h4>Phase 4 \u2014 Transfer to Home and Class (ongoing)<\/h4>\n<pee>Laminate the chosen cards and create a card holder (ring or bookmark) that the child keeps with them at all times. Convey to the parents and teacher the usage protocol in 3 sentences. Debrief each week in session: &#8220;Did you remember to use your card this week? When? Did it help?&#8221;<\/pee><\/div>\n<\/div>\n<div class=\"cta-main\">\n<div class=\"ico\">\u26a1<\/div>\n<div>\n<h4>Refocusing Cards \u2014 Free DYNSEO<\/h4>\n<pee>Attention self-regulation supports adapted to the specifics of the ADHD brain. Downloadable immediately \u2014 to be introduced from the first ADHD session. No registration required.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>3. The Most Effective Cards in ADHD: Selection Guide<\/h2>\n<div class=\"cartes-tdah\">\n<div class=\"ct\"><span class=\"ct-ico\">\ud83e\udec1<\/span><\/p>\n<h5>Breathing 4-4-4<\/h5>\n<pee>Activates the parasympathetic brake. Particularly effective for emotional distraction and saturation.<\/pee><\/div>\n<div class=\"ct\"><span class=\"ct-ico\">\ud83d\udc40<\/span><\/p>\n<h5>5 Visible Things<\/h5>\n<pee>Sensory anchoring in the present. Very effective for external distraction \u2014 brings attention back to the workspace.<\/pee><\/div>\n<div class=\"ct\"><span class=\"ct-ico\">\ud83d\udccb<\/span><\/p>\n<h5>My Current Task<\/h5>\n<pee>&#8220;What am I doing now?&#8221; \u2014 the simplest and often the most effective card for internal distraction.<\/pee><\/div>\n<div class=\"ct\"><span class=\"ct-ico\">\ud83d\udcaa<\/span><\/p>\n<h5>Anchoring Gesture<\/h5>\n<pee>Feet on the ground + breathing + &#8220;I am ready&#8221;. Kinesthetic \u2014 excellent for hyperactive profiles.<\/pee><\/div>\n<div class=\"ct\"><span class=\"ct-ico\">\u23f8\ufe0f<\/span><\/p>\n<h5>Micro-pause 2 min<\/h5>\n<pee>Allowed pause limited in time. Prevents saturation and reduces guilt associated with taking a break.<\/pee><\/div>\n<div class=\"ct\"><span class=\"ct-ico\">\ud83c\udfaf<\/span><\/p>\n<h5>Next Small Step<\/h5>\n<pee>&#8220;What is the very next thing to do?&#8221; Restarts initiation \u2014 very effective for inattentive distraction.<\/pee><\/div>\n<\/p><\/div>\n<h3>3.1 Adapt to Specific ADHD Profile<\/h3>\n<div class=\"two\">\n<div class=\"cb\">\n<h4>\u26a1 Hyperactive-Impulsive ADHD<\/h4>\n<ul>\n<li>Kinesthetic cards as a priority (anchoring gesture)<\/li>\n<li>Physical micro-pause (stretching, walking for 30 s)<\/li>\n<li>Active breathing (blowing hard)<\/li>\n<li>Sensory anchoring (object to hold in hand)<\/li>\n<li>Immediate reward after successful refocusing<\/li>\n<\/ul><\/div>\n<div class=\"cb\">\n<h4>\ud83d\udcad Predominantly Inattentive ADHD<\/h4>\n<ul>\n<li>Cognitive cards as a priority (my task, next step)<\/li>\n<li>Visible guiding question permanently on the desk<\/li>\n<li>Associated timer to limit the task<\/li>\n<li>Very short card (1 single gesture) to avoid overload<\/li>\n<li>Discreet signal from the adult if distraction persists<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div class=\"tip\">\n<div class=\"ico\">\ud83d\udca1<\/div>\n<pee><strong>Golden Rule in ADHD Sessions:<\/strong> Never use refocusing cards as punishment (&#8220;you&#8217;re not listening, use your card&#8221;). The card is a chosen aid \u2014 never an imposed punishment. A child who is forced to use the card as punishment will quickly abandon it.<\/pee><\/div>\n<h3>3.2 Measuring Progress: Indicators to Follow<\/h3>\n<ul class=\"cl\">\n<li><strong>Time to Return to Task:<\/strong> measure in seconds the delay between distraction and return to task, with and without card<\/li>\n<li><strong>Spontaneous Use:<\/strong> track the number of spontaneous uses of the card per session \u2014 key indicator of ownership<\/li>\n<li><strong>Number of Distractions per Session:<\/strong> gradually decreases as automation strengthens<\/li>\n<li><strong>Generalizations Observed:<\/strong> use reported by parents or teachers outside of sessions<\/li>\n<\/ul>\n<div class=\"qte\"><pee>\u201cWhat always strikes me about the refocusing cards is the moment when the child starts using them on their own initiative in the session \u2014 without me asking them to. It&#8217;s a sign that self-regulation is internalizing. For some children with ADHD, it&#8217;s the first time in their lives that they have a tool to manage their own attention.\u201d<\/pee><cite>\u2014 Freelance Speech Therapist, specialized in ADHD and executive functions<\/cite><\/div>\n<h2>4. The DYNSEO ADHD Ecosystem<\/h2>\n<div class=\"oc\">\n<h4>\ud83e\uddf0 Complementary DYNSEO Tools \u2014 ADHD<\/h4>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\">\u26a1 Refocusing Cards<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\">\ud83d\uded1 Impulsivity Management Sheet<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-comportemental\/\">\ud83d\udcca Behavioral Tracking Chart<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-strategies-attention\/\">\ud83c\udfaf Attention Strategy Cards<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-regulation-emotionnelle-tdah\/\">\ud83d\udc99 Emotional Regulation Sheet for ADHD<\/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\">\ud83d\uded1<\/div>\n<div>\n<h4>Impulsivity Management Sheet \u2014 Free Complementary Tool<\/h4>\n<pee>To complement the work on attention with impulsivity management \u2014 the other major aspect of ADHD \u2014 the DYNSEO impulsivity management sheet guides the child in recognizing and managing impulsive behaviors.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\" class=\"bb\">Access the sheet \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 ideal digital complement to the cards.<\/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 attentional and executive functions of adolescents and adults with ADHD.<\/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 specific attentional difficulties to guide the choice of cards.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-p\">\ud83c\udf93<\/div>\n<h4>Trainings<\/h4>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" style=\"color:var(--blue)\">DYNSEO Qualia\u010di trainings<\/a> cover ADHD, executive functions, and refocusing strategies.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"ccl\">\n<h2>From Tool to Autonomy: The Path to Self-Regulation<\/h2>\n<pee>DYNSEO&#8217;s refocusing cards are the beginning of a path toward autonomous self-regulation. Well introduced in session, they give the child with ADHD something essential: the conviction that they can act on their own attention. Free, adaptable, immediately usable.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bcta\">Download for free \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\" class=\"bsec\">Impulsivity management sheet<\/a>\n  <\/div>\n<p><\/main><\/p>\n<section class=\"faq-s\">\n<div class=\"container\">\n<h2>FAQ \u2014 Attention Redirection Cards and ADHD in Session<\/h2>\n<div class=\"fi\">\n<h4><span>Q1<\/span> How to know which card to choose for which child with ADHD?<\/h4>\n<pee>The best criterion is the session test. Offer 4 to 6 different cards and measure which strategy produces the quickest and most pleasant return to task for the child. What matters is not the &#8220;best card in theory&#8221; but the card that this specific child will actually and spontaneously use. Some hyperactive children with ADHD respond very well to kinesthetic anchors (feet on the ground, physical gesture); inattentive profiles often respond better to cognitive guiding questions (&#8220;what is my next step?&#8221;).<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q2<\/span> Are redirection cards compatible with medication treatment (methylphenidate)?<\/h4>\n<pee>Absolutely \u2014 the two approaches are complementary and reinforce each other. Medication reduces the intensity of attentional dysregulation and makes the use of the cards easier (the child can more easily detect their disengagement and activate the strategy). The cards develop self-regulation skills that persist outside the medication&#8217;s effective periods (before morning, evening, weekends). A multimodal approach (medication + behavioral tools + rehabilitation) is always more effective than a unimodal approach.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q3<\/span> How to handle the case where the teacher refuses to allow the child to use their cards in class?<\/h4>\n<pee>This refusal is often related to a lack of information about the nature of the cards. Strategies: propose a 5-minute demonstration in class to concretely show the teacher how the child uses their card (discreet, quick, non-disruptive); obtain a written mention in the PAP (&#8220;the student may use their redirection cards during school activities&#8221;) that makes the accommodation mandatory; invite the teacher to observe a session where the child uses their cards; and choose particularly discreet cards for the classroom context (a &#8220;breathing&#8221; card visible only to the student, pocket-sized card).<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q4<\/span> Can redirection cards be used with a child with ADHD who also has an ASD?<\/h4>\n<pee>Yes \u2014 ADHD and autism are frequently comorbid (20-50% of autistic children also present with ADHD). Redirection cards work in both contexts, with adaptations: for ASD\/ADHD profiles, choose cards with very clear and predictable sequences (autistic profiles appreciate structure); avoid overly flexible or ambiguous cards; associate the cards with the alert signal card for moments when disengagement is related to sensory or emotional overload (ASD context) rather than pure attentional dysregulation (ADHD context).<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q5<\/span> When to introduce redirection cards in ADHD sessions?<\/h4>\n<pee>The cards can be introduced as early as the first or second session \u2014 they do not require extensive prior work. Early introduction has several advantages: it immediately gives the child a concrete tool for homework and class; it creates a working framework in session (each disengagement becomes an opportunity to practice); and it sends the message that speech therapy provides practical tools usable in real life, not just exercises in the office.<\/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\/nos-outils\/cartes-recentrage-attentionnel\/\">Redirection Cards<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\">Impulsivity Management<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-comportemental\/\">Behavioral Tracking<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-strategies-attention\/\">Attention Strategies<\/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":150367,"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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{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-c71517 .faq-s {background:var(--light-bg);padding:48px 20px;margin-top:48px}\n.dbi-art-c71517 .faq-s h2 {color:var(--blue);border-color:var(--teal)}\n.dbi-art-c71517 .fi {background:#fff;border-radius:var(--br);padding:22px 26px;margin-bottom:12px;box-shadow:var(--shc)}\n.dbi-art-c71517 .fi h4 {font-size:15px;font-weight:700;color:var(--blue);margin-bottom:10px;display:flex;gap:10px}\n.dbi-art-c71517 .fi h4 span {color:var(--teal)}\n.dbi-art-c71517 .fi p {font-size:14px;margin:0}\n.dbi-art-c71517 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:36px 20px;text-align:center}\n.dbi-art-c71517 footer p {color:rgba(255,255,255,.8);font-size:13px;margin-bottom:14px}\n.dbi-art-c71517 .fl {display:flex;justify-content:center;gap:12px;flex-wrap:wrap}\n.dbi-art-c71517 .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-c71517 .cta-main, .dbi-art-c71517 .cta-sec {flex-direction:column}\n.dbi-art-c71517 .cards {grid-template-columns:1fr}\n}\n\n<\/style>\n<div class=\"dbi-art-c71517\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\u26a1 ADHD \u00b7 Attention \u00b7 Refocusing \u00b7 Speech therapy<\/div>\n  <h1>How to use refocusing cards<br>in ADHD sessions?<\/h1>\n  <p class=\"hero-sub\">Complete practical guide \u2014 speech therapist's advice for integrating refocusing cards into ADHD management, developing self-regulation, and ensuring continuity between home-session-class<\/p>\n<\/header>\n<div class=\"banner\">\n  <p>\ud83c\udf81 Free tool \u00b7 Downloadable immediately \u00b7 No registration required<\/p>\n  <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bws\">Access the refocusing cards \u2192<\/a>\n<\/div>\n<main class=\"container\">\n  <div class=\"intro\"><p>ADHD manifests, among other things, as attention dysregulation that makes managing distractions particularly difficult \u2014 at school, at home, and even in speech therapy sessions. DYNSEO's refocusing cards are specifically designed to give the child with ADHD a concrete and autonomous tool to return to their task without relying on a verbal prompt from an adult. This guide explains how to effectively integrate them into your speech therapy practice and the overall support ecosystem for ADHD.<\/p><\/div>\n\n  <h2>1. ADHD Attention Dysregulation: Choosing the Right Card for the Right Distraction<\/h2>\n\n  <h3>1.1 The 4 Types of Distractions and the Appropriate Cards<\/h3>\n  <div class=\"decrochage-grid\">\n    <div class=\"dg\"><h5>\ud83c\udf00 External Distraction<\/h5><p>Attention captured by an external stimulus \u2014 noise, object, movement. Very common in class.<\/p><span class=\"dg-carte\">\u2192 \"5 things I see\" card or sensory anchoring<\/span><\/div>\n    <div class=\"dg\"><h5>\ud83d\udcad Internal Distraction<\/h5><p>Attention wanders into thoughts, daydreams, associations. Difficult to spot.<\/p><span class=\"dg-carte\">\u2192 \"My current task\" card or guiding question<\/span><\/div>\n    <div class=\"dg\"><h5>\ud83d\ude29 Saturation Distraction<\/h5><p>Attention resources exhausted. The child needs a real break.<\/p><span class=\"dg-carte\">\u2192 \"Micro-pause 2 min\" card or breathing<\/span><\/div>\n    <div class=\"dg\"><h5>\ud83d\ude24 Emotional Distraction<\/h5><p>Frustration, boredom, or anxiety monopolizing cognitive resources.<\/p><span class=\"dg-carte\">\u2192 Breathing card + emotions thermometer<\/span><\/div>\n  <\/div>\n\n  <h2>2. Introduction Protocol in Session: The 4 Phases<\/h2>\n\n  <div class=\"nc\"><div class=\"nb\">1<\/div><div><h4>Phase 1 \u2014 Psychoeducation on Distraction (1 session)<\/h4><p>Before introducing the cards, explain to the child what happens in their brain when they get distracted \u2014 using simple words and without judgment. \"Your brain is very curious \u2014 it loves new and interesting things. When a task becomes boring, it looks for something more interesting. That's normal \u2014 but we will teach it to return to the task with a card.\" This psychoeducation demystifies distraction and gives meaning to the tool.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">2<\/div><div><h4>Phase 2 \u2014 Explore the Cards and Choose (1 session)<\/h4><p>Present all available cards and test each strategy during the session. For each card: \"Let's try this together \u2014 close your eyes, breathe for 4 seconds...\" Observe which strategies create a real difference in engagement and which are rejected. Let the child choose their 2 to 3 favorite cards.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">3<\/div><div><h4>Phase 3 \u2014 Training in Simulated Session (2-3 sessions)<\/h4><p>Intentionally create distraction situations in the session (boring task, intentional distraction) and ask the child to practice the refocusing protocol with their card. Measure the time taken to return to the task before and after using the card. This concrete measure reinforces the child's belief that the card \"really works\".<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">4<\/div><div><h4>Phase 4 \u2014 Transfer to Home and Class (ongoing)<\/h4><p>Laminate the chosen cards and create a card holder (ring or bookmark) that the child keeps with them at all times. Convey to the parents and teacher the usage protocol in 3 sentences. Debrief each week in session: \"Did you remember to use your card this week? When? Did it help?\"<\/p><\/div><\/div>\n\n  <div class=\"cta-main\">\n    <div class=\"ico\">\u26a1<\/div>\n    <div>\n      <h4>Refocusing Cards \u2014 Free DYNSEO<\/h4>\n      <p>Attention self-regulation supports adapted to the specifics of the ADHD brain. Downloadable immediately \u2014 to be introduced from the first ADHD session. No registration required.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>3. The Most Effective Cards in ADHD: Selection Guide<\/h2>\n\n  <div class=\"cartes-tdah\">\n    <div class=\"ct\"><span class=\"ct-ico\">\ud83e\udec1<\/span><h5>Breathing 4-4-4<\/h5><p>Activates the parasympathetic brake. Particularly effective for emotional distraction and saturation.<\/p><\/div>\n    <div class=\"ct\"><span class=\"ct-ico\">\ud83d\udc40<\/span><h5>5 Visible Things<\/h5><p>Sensory anchoring in the present. Very effective for external distraction \u2014 brings attention back to the workspace.<\/p><\/div>\n    <div class=\"ct\"><span class=\"ct-ico\">\ud83d\udccb<\/span><h5>My Current Task<\/h5><p>\"What am I doing now?\" \u2014 the simplest and often the most effective card for internal distraction.<\/p><\/div>\n    <div class=\"ct\"><span class=\"ct-ico\">\ud83d\udcaa<\/span><h5>Anchoring Gesture<\/h5><p>Feet on the ground + breathing + \"I am ready\". Kinesthetic \u2014 excellent for hyperactive profiles.<\/p><\/div>\n    <div class=\"ct\"><span class=\"ct-ico\">\u23f8\ufe0f<\/span><h5>Micro-pause 2 min<\/h5><p>Allowed pause limited in time. Prevents saturation and reduces guilt associated with taking a break.<\/p><\/div>\n    <div class=\"ct\"><span class=\"ct-ico\">\ud83c\udfaf<\/span><h5>Next Small Step<\/h5><p>\"What is the very next thing to do?\" Restarts initiation \u2014 very effective for inattentive distraction.<\/p><\/div>\n  <\/div>\n\n  <h3>3.1 Adapt to Specific ADHD Profile<\/h3>\n  <div class=\"two\">\n    <div class=\"cb\">\n      <h4>\u26a1 Hyperactive-Impulsive ADHD<\/h4>\n      <ul>\n        <li>Kinesthetic cards as a priority (anchoring gesture)<\/li>\n        <li>Physical micro-pause (stretching, walking for 30 s)<\/li>\n        <li>Active breathing (blowing hard)<\/li>\n        <li>Sensory anchoring (object to hold in hand)<\/li>\n        <li>Immediate reward after successful refocusing<\/li>\n      <\/ul>\n    <\/div>\n    <div class=\"cb\">\n      <h4>\ud83d\udcad Predominantly Inattentive ADHD<\/h4>\n      <ul>\n        <li>Cognitive cards as a priority (my task, next step)<\/li>\n        <li>Visible guiding question permanently on the desk<\/li>\n        <li>Associated timer to limit the task<\/li>\n        <li>Very short card (1 single gesture) to avoid overload<\/li>\n        <li>Discreet signal from the adult if distraction persists<\/li>\n      <\/ul>\n    <\/div>\n  <\/div>\n\n  <div class=\"tip\"><div class=\"ico\">\ud83d\udca1<\/div><p><strong>Golden Rule in ADHD Sessions:<\/strong> Never use refocusing cards as punishment (\"you're not listening, use your card\"). The card is a chosen aid \u2014 never an imposed punishment. A child who is forced to use the card as punishment will quickly abandon it.<\/p><\/div>\n\n  <h3>3.2 Measuring Progress: Indicators to Follow<\/h3>\n  <ul class=\"cl\">\n    <li><strong>Time to Return to Task:<\/strong> measure in seconds the delay between distraction and return to task, with and without card<\/li>\n    <li><strong>Spontaneous Use:<\/strong> track the number of spontaneous uses of the card per session \u2014 key indicator of ownership<\/li>\n    <li><strong>Number of Distractions per Session:<\/strong> gradually decreases as automation strengthens<\/li>\n    <li><strong>Generalizations Observed:<\/strong> use reported by parents or teachers outside of sessions<\/li>\n  <\/ul>\n\n  <div class=\"qte\"><p>\u201cWhat always strikes me about the refocusing cards is the moment when the child starts using them on their own initiative in the session \u2014 without me asking them to. It's a sign that self-regulation is internalizing. For some children with ADHD, it's the first time in their lives that they have a tool to manage their own attention.\u201d<\/p><cite>\u2014 Freelance Speech Therapist, specialized in ADHD and executive functions<\/cite><\/div>\n\n  <h2>4. The DYNSEO ADHD Ecosystem<\/h2>\n  <div class=\"oc\">\n    <h4>\ud83e\uddf0 Complementary DYNSEO Tools \u2014 ADHD<\/h4>\n    <ul>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\">\u26a1 Refocusing Cards<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\">\ud83d\uded1 Impulsivity Management Sheet<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-comportemental\/\">\ud83d\udcca Behavioral Tracking Chart<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-strategies-attention\/\">\ud83c\udfaf Attention Strategy Cards<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-regulation-emotionnelle-tdah\/\">\ud83d\udc99 Emotional Regulation Sheet for ADHD<\/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\">\ud83d\uded1<\/div>\n    <div>\n      <h4>Impulsivity Management Sheet \u2014 Free Complementary Tool<\/h4>\n      <p>To complement the work on attention with impulsivity management \u2014 the other major aspect of ADHD \u2014 the DYNSEO impulsivity management sheet guides the child in recognizing and managing impulsive behaviors.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\" class=\"bb\">Access the sheet \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 ideal digital complement to the cards.<\/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 attentional and executive functions of adolescents and adults with ADHD.<\/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 specific attentional difficulties to guide the choice of cards.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-p\">\ud83c\udf93<\/div><h4>Trainings<\/h4><p>The <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" style=\"color:var(--blue)\">DYNSEO Qualia\u010di trainings<\/a> cover ADHD, executive functions, and refocusing strategies.<\/p><\/div>\n  <\/div>\n  <div class=\"ccl\">\n    <h2>From Tool to Autonomy: The Path to Self-Regulation<\/h2>\n    <p>DYNSEO's refocusing cards are the beginning of a path toward autonomous self-regulation. Well introduced in session, they give the child with ADHD something essential: the conviction that they can act on their own attention. Free, adaptable, immediately usable.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-recentrage-attentionnel\/\" class=\"bcta\">Download for free \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\" class=\"bsec\">Impulsivity management sheet<\/a>\n  <\/div>\n<\/main>\n<section class=\"faq-s\">\n<div class=\"container\">\n    <h2>FAQ \u2014 Attention Redirection Cards and ADHD in Session<\/h2>\n    <div class=\"fi\"><h4><span>Q1<\/span> How to know which card to choose for which child with ADHD?<\/h4><p>The best criterion is the session test. Offer 4 to 6 different cards and measure which strategy produces the quickest and most pleasant return to task for the child. What matters is not the \"best card in theory\" but the card that this specific child will actually and spontaneously use. Some hyperactive children with ADHD respond very well to kinesthetic anchors (feet on the ground, physical gesture); inattentive profiles often respond better to cognitive guiding questions (\"what is my next step?\").<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q2<\/span> Are redirection cards compatible with medication treatment (methylphenidate)?<\/h4><p>Absolutely \u2014 the two approaches are complementary and reinforce each other. Medication reduces the intensity of attentional dysregulation and makes the use of the cards easier (the child can more easily detect their disengagement and activate the strategy). The cards develop self-regulation skills that persist outside the medication's effective periods (before morning, evening, weekends). A multimodal approach (medication + behavioral tools + rehabilitation) is always more effective than a unimodal approach.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q3<\/span> How to handle the case where the teacher refuses to allow the child to use their cards in class?<\/h4><p>This refusal is often related to a lack of information about the nature of the cards. Strategies: propose a 5-minute demonstration in class to concretely show the teacher how the child uses their card (discreet, quick, non-disruptive); obtain a written mention in the PAP (\"the student may use their redirection cards during school activities\") that makes the accommodation mandatory; invite the teacher to observe a session where the child uses their cards; and choose particularly discreet cards for the classroom context (a \"breathing\" card visible only to the student, pocket-sized card).<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q4<\/span> Can redirection cards be used with a child with ADHD who also has an ASD?<\/h4><p>Yes \u2014 ADHD and autism are frequently comorbid (20-50% of autistic children also present with ADHD). Redirection cards work in both contexts, with adaptations: for ASD\/ADHD profiles, choose cards with very clear and predictable sequences (autistic profiles appreciate structure); avoid overly flexible or ambiguous cards; associate the cards with the alert signal card for moments when disengagement is related to sensory or emotional overload (ASD context) rather than pure attentional dysregulation (ADHD context).<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q5<\/span> When to introduce redirection cards in ADHD sessions?<\/h4><p>The cards can be introduced as early as the first or second session \u2014 they do not require extensive prior work. Early introduction has several advantages: it immediately gives the child a concrete tool for homework and class; it creates a working framework in session (each disengagement becomes an opportunity to practice); and it sends the message that speech therapy provides practical tools usable in real life, not just exercises in the office.<\/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\/cartes-recentrage-attentionnel\/\">Redirection Cards<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-gestion-impulsivite\/\">Impulsivity Management<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-comportemental\/\">Behavioral Tracking<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-strategies-attention\/\">Attention Strategies<\/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-722436","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>Attention Re-focusing Cards for ADHD: Practical Guide for Speech Therapists \u2014 DYNSEO - DYNSEO - Educational apps &amp; 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