\nThe best games for autistic children and children with ADHD or dyslexia are short, clearly structured, enjoyable in their own right and adjustable. They can gently exercise attention, working memory, language and self-regulation, provided the child has a say in what is played and how. This article is written for parents in England; where Scotland, Wales and Northern Ireland differ, we say so.<\/pee>\n<\/div>\n
\nKey points<\/h4>\n
Key points<\/h4>\n\n- Play is a natural way to practise attention, memory, language and calming skills, without the pressure of “work”.<\/li>\n
- The aim is to support your child’s strengths and ease everyday difficulties, not to make an autistic child “appear typical”.<\/li>\n
- Choose games by what your child enjoys first, then by the skill involved; adapt the pace, noise, rules and length.<\/li>\n
- Little and often works better than one long session, and stopping early is always allowed.<\/li>\n
- If everyday life is hard, speak to the school’s SENCO or your GP; games complement professional support but never replace it.<\/li>\n<\/ul>\n<\/div>\n
Why do games help children who are autistic or have ADHD or dyslexia?<\/h2>\nAutism, 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.<\/pee>\nWhat 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.<\/pee>\nIt 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.<\/pee>\nHow can you play in a way that respects an autistic child?<\/h2>\nMany 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:<\/pee>\n\n- Start from their interests.<\/strong> If your child loves trains, maps or a particular character, use those as the theme for a counting, matching or storytelling game.<\/li>\n
- Accept different ways of playing.<\/strong> Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.<\/li>\n
- Do not demand eye contact or “quiet hands”.<\/strong> Stimming, such as flapping or rocking, often helps a child regulate and concentrate.<\/li>\n
- Offer choices.<\/strong> Two options (“this game or that one?”) give a sense of control and reduce anxiety.<\/li>\n
- Be predictable.<\/strong> Say how long the game will last and what comes next, using a visual timer or picture cards if they help.<\/li>\n
- Listen to “no”.<\/strong> If your child withdraws, that is communication. Stop, and try again another day.<\/li>\n<\/ul>\n
The same principles help children with ADHD or dyslexia, who also tend to do better when they feel understood rather than corrected.<\/pee>\nWhich games and activities help attention?<\/h2>\nAttention 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.<\/pee>\n\n- Spot-the-difference and search-and-find books.<\/strong> They reward careful looking and can be done in short bursts.<\/li>\n
- Jigsaws and building sets.<\/strong> Choose a size that leads to success within ten or fifteen minutes, then build up gradually.<\/li>\n
- “Red light, green light” and “Simon says”.<\/strong> These train listening and stopping on a signal. Add a twist, such as doing the opposite, once the basic game is secure.<\/li>\n
- Sorting and matching.<\/strong> Sort buttons by colour, then by size, then by both. Switching the rule midway exercises flexible thinking.<\/li>\n
- Short timed challenges.<\/strong> “How many blue things can you find in two minutes?” works well for children who need a clear, quick goal.<\/li>\n<\/ul>\n\n
Tip:<\/strong> For a child with ADHD, movement is often part of the solution, not the problem. A game that lets them stand, jump or walk between turns may keep attention better than one that demands sitting still.<\/pee>\n<\/div>\nWhich games support working memory?<\/h2>\nWorking 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.<\/pee>\n\n- Pairs (matching cards).<\/strong> Start with six or eight cards and add more as your child improves.<\/li>\n
- Kim’s game.<\/strong> Place a few objects on a tray, cover them, remove one and ask what is missing.<\/li>\n
- “I went to the shop and I bought\u2026”.<\/strong> Each player adds an item to a growing list. Pictures can make it easier.<\/li>\n
- Treasure hunts with stepped instructions.<\/strong> “Go to the kitchen, find a spoon, bring it to me.” Move from one step to two, then three, only when ready.<\/li>\n
- Copy-the-pattern games.<\/strong> Show a short sequence of coloured blocks, hide it, and ask your child to rebuild it.<\/li>\n
- Cooking together.<\/strong> A picture recipe turns sequencing and remembering into a real, tasty result.<\/li>\n<\/ul>\n
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.<\/pee>\nWhich activities encourage language and communication?<\/h2>\nLanguage 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.<\/pee>\n\n- Rhyming and sound games.<\/strong> For dyslexia, games that notice sounds in words, such as finding rhymes or clapping syllables, are especially useful and need no reading at all.<\/li>\n
- Story dice and picture cards.<\/strong> Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.<\/li>\n
- Barrier games.<\/strong> 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.<\/li>\n
- Simple board and card games.<\/strong> Turn-taking, waiting and talking about moves are all communication practice. Use cooperative games, where everyone wins or loses together, if competition causes distress.<\/li>\n
- Role-play with toys.<\/strong> Acting out a trip to the shop or a doctor’s visit can prepare a child for real situations, if the child enjoys it.<\/li>\n
- Word and letter play.<\/strong> Magnetic letters, junior word games and treasure hunts using short written clues can make reading feel like play. Keep it light.<\/li>\n<\/ul>\n
How can games help with self-regulation?<\/h2>\nSelf-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.<\/pee>\n\n- Bubble or feather breathing.<\/strong> Blowing slowly gives a visual reason to breathe out slowly.<\/li>\n
- Freeze dance.<\/strong> Moving then stopping practises starting and stopping in a fun, low-stakes way.<\/li>\n
- “Heavy work”.<\/strong> Carrying shopping, pushing a cushion wall or helping with the laundry gives strong body feedback that many children find calming.<\/li>\n
- Emotion cards and a feelings thermometer.<\/strong> Pointing at a picture can be easier than finding words.<\/li>\n
- Tower-building and balancing games.<\/strong> These need patience and steady hands, and allow a child to practise coping with a tower that falls.<\/li>\n
- A calm corner.<\/strong> A cosy space with soft light, headphones and favourite items is not a punishment. Let your child help set it up.<\/li>\n<\/ul>\n\n
Advice:<\/strong> Practise calming strategies when your child is already calm, in play, rather than in the middle of a meltdown. A child in distress cannot learn new skills; at that moment, they need safety and quiet.<\/pee>\n<\/div>\nHow do you choose the right game for your child?<\/h2>\nWith so many options, a few simple questions help:<\/pee>\n\n- Does my child enjoy it?<\/strong> Enjoyment comes first. A game that is never chosen helps nobody.<\/li>\n
- What does it demand?<\/strong> Check reading load, speed, noise, waiting time and the amount of social interaction.<\/li>\n
- Is the level right?<\/strong> Aim for “achievable with effort”. If your child wins every time, make it a bit harder; if they quit, make it easier.<\/li>\n
- Is it sensory-friendly?<\/strong> Flashing lights, sudden sounds or sticky materials can ruin a game for a sensitive child.<\/li>\n
- Can it be shortened?<\/strong> A game with natural stopping points, such as rounds or levels, is easier to adapt.<\/li>\n<\/ol>\n
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.<\/pee>\nHow do you adapt a game when it is too hard, too loud or too stressful?<\/h2>\nAdapting a game is a normal part of playing. You can change almost anything: the rules, the pace, the setting and the goal.<\/pee>\n
Why do games help children who are autistic or have ADHD or dyslexia?<\/h2>\nAutism, 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.<\/pee>\nWhat 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.<\/pee>\nIt 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.<\/pee>\nHow can you play in a way that respects an autistic child?<\/h2>\nMany 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:<\/pee>\n\n- Start from their interests.<\/strong> If your child loves trains, maps or a particular character, use those as the theme for a counting, matching or storytelling game.<\/li>\n
- Accept different ways of playing.<\/strong> Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.<\/li>\n
- Do not demand eye contact or “quiet hands”.<\/strong> Stimming, such as flapping or rocking, often helps a child regulate and concentrate.<\/li>\n
- Offer choices.<\/strong> Two options (“this game or that one?”) give a sense of control and reduce anxiety.<\/li>\n
- Be predictable.<\/strong> Say how long the game will last and what comes next, using a visual timer or picture cards if they help.<\/li>\n
- Listen to “no”.<\/strong> If your child withdraws, that is communication. Stop, and try again another day.<\/li>\n<\/ul>\n
The same principles help children with ADHD or dyslexia, who also tend to do better when they feel understood rather than corrected.<\/pee>\nWhich games and activities help attention?<\/h2>\nAttention 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.<\/pee>\n\n- Spot-the-difference and search-and-find books.<\/strong> They reward careful looking and can be done in short bursts.<\/li>\n
- Jigsaws and building sets.<\/strong> Choose a size that leads to success within ten or fifteen minutes, then build up gradually.<\/li>\n
- “Red light, green light” and “Simon says”.<\/strong> These train listening and stopping on a signal. Add a twist, such as doing the opposite, once the basic game is secure.<\/li>\n
- Sorting and matching.<\/strong> Sort buttons by colour, then by size, then by both. Switching the rule midway exercises flexible thinking.<\/li>\n
- Short timed challenges.<\/strong> “How many blue things can you find in two minutes?” works well for children who need a clear, quick goal.<\/li>\n<\/ul>\n\n
Tip:<\/strong> For a child with ADHD, movement is often part of the solution, not the problem. A game that lets them stand, jump or walk between turns may keep attention better than one that demands sitting still.<\/pee>\n<\/div>\nWhich games support working memory?<\/h2>\nWorking 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.<\/pee>\n\n- Pairs (matching cards).<\/strong> Start with six or eight cards and add more as your child improves.<\/li>\n
- Kim’s game.<\/strong> Place a few objects on a tray, cover them, remove one and ask what is missing.<\/li>\n
- “I went to the shop and I bought\u2026”.<\/strong> Each player adds an item to a growing list. Pictures can make it easier.<\/li>\n
- Treasure hunts with stepped instructions.<\/strong> “Go to the kitchen, find a spoon, bring it to me.” Move from one step to two, then three, only when ready.<\/li>\n
- Copy-the-pattern games.<\/strong> Show a short sequence of coloured blocks, hide it, and ask your child to rebuild it.<\/li>\n
- Cooking together.<\/strong> A picture recipe turns sequencing and remembering into a real, tasty result.<\/li>\n<\/ul>\n
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.<\/pee>\nWhich activities encourage language and communication?<\/h2>\nLanguage 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.<\/pee>\n\n- Rhyming and sound games.<\/strong> For dyslexia, games that notice sounds in words, such as finding rhymes or clapping syllables, are especially useful and need no reading at all.<\/li>\n
- Story dice and picture cards.<\/strong> Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.<\/li>\n
- Barrier games.<\/strong> 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.<\/li>\n
- Simple board and card games.<\/strong> Turn-taking, waiting and talking about moves are all communication practice. Use cooperative games, where everyone wins or loses together, if competition causes distress.<\/li>\n
- Role-play with toys.<\/strong> Acting out a trip to the shop or a doctor’s visit can prepare a child for real situations, if the child enjoys it.<\/li>\n
- Word and letter play.<\/strong> Magnetic letters, junior word games and treasure hunts using short written clues can make reading feel like play. Keep it light.<\/li>\n<\/ul>\n
How can games help with self-regulation?<\/h2>\nSelf-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.<\/pee>\n\n- Bubble or feather breathing.<\/strong> Blowing slowly gives a visual reason to breathe out slowly.<\/li>\n
- Freeze dance.<\/strong> Moving then stopping practises starting and stopping in a fun, low-stakes way.<\/li>\n
- “Heavy work”.<\/strong> Carrying shopping, pushing a cushion wall or helping with the laundry gives strong body feedback that many children find calming.<\/li>\n
- Emotion cards and a feelings thermometer.<\/strong> Pointing at a picture can be easier than finding words.<\/li>\n
- Tower-building and balancing games.<\/strong> These need patience and steady hands, and allow a child to practise coping with a tower that falls.<\/li>\n
- A calm corner.<\/strong> A cosy space with soft light, headphones and favourite items is not a punishment. Let your child help set it up.<\/li>\n<\/ul>\n\n
Advice:<\/strong> Practise calming strategies when your child is already calm, in play, rather than in the middle of a meltdown. A child in distress cannot learn new skills; at that moment, they need safety and quiet.<\/pee>\n<\/div>\nHow do you choose the right game for your child?<\/h2>\nWith so many options, a few simple questions help:<\/pee>\n\n- Does my child enjoy it?<\/strong> Enjoyment comes first. A game that is never chosen helps nobody.<\/li>\n
- What does it demand?<\/strong> Check reading load, speed, noise, waiting time and the amount of social interaction.<\/li>\n
- Is the level right?<\/strong> Aim for “achievable with effort”. If your child wins every time, make it a bit harder; if they quit, make it easier.<\/li>\n
- Is it sensory-friendly?<\/strong> Flashing lights, sudden sounds or sticky materials can ruin a game for a sensitive child.<\/li>\n
- Can it be shortened?<\/strong> A game with natural stopping points, such as rounds or levels, is easier to adapt.<\/li>\n<\/ol>\n
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.<\/pee>\nHow do you adapt a game when it is too hard, too loud or too stressful?<\/h2>\nAdapting a game is a normal part of playing. You can change almost anything: the rules, the pace, the setting and the goal.<\/pee>\n
How can you play in a way that respects an autistic child?<\/h2>\nMany 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:<\/pee>\n\n- Start from their interests.<\/strong> If your child loves trains, maps or a particular character, use those as the theme for a counting, matching or storytelling game.<\/li>\n
- Accept different ways of playing.<\/strong> Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.<\/li>\n
- Do not demand eye contact or “quiet hands”.<\/strong> Stimming, such as flapping or rocking, often helps a child regulate and concentrate.<\/li>\n
- Offer choices.<\/strong> Two options (“this game or that one?”) give a sense of control and reduce anxiety.<\/li>\n
- Be predictable.<\/strong> Say how long the game will last and what comes next, using a visual timer or picture cards if they help.<\/li>\n
- Listen to “no”.<\/strong> If your child withdraws, that is communication. Stop, and try again another day.<\/li>\n<\/ul>\n
The same principles help children with ADHD or dyslexia, who also tend to do better when they feel understood rather than corrected.<\/pee>\nWhich games and activities help attention?<\/h2>\nAttention 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.<\/pee>\n\n- Spot-the-difference and search-and-find books.<\/strong> They reward careful looking and can be done in short bursts.<\/li>\n
- Jigsaws and building sets.<\/strong> Choose a size that leads to success within ten or fifteen minutes, then build up gradually.<\/li>\n
- “Red light, green light” and “Simon says”.<\/strong> These train listening and stopping on a signal. Add a twist, such as doing the opposite, once the basic game is secure.<\/li>\n
- Sorting and matching.<\/strong> Sort buttons by colour, then by size, then by both. Switching the rule midway exercises flexible thinking.<\/li>\n
- Short timed challenges.<\/strong> “How many blue things can you find in two minutes?” works well for children who need a clear, quick goal.<\/li>\n<\/ul>\n\n
Tip:<\/strong> For a child with ADHD, movement is often part of the solution, not the problem. A game that lets them stand, jump or walk between turns may keep attention better than one that demands sitting still.<\/pee>\n<\/div>\nWhich games support working memory?<\/h2>\nWorking 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.<\/pee>\n\n- Pairs (matching cards).<\/strong> Start with six or eight cards and add more as your child improves.<\/li>\n
- Kim’s game.<\/strong> Place a few objects on a tray, cover them, remove one and ask what is missing.<\/li>\n
- “I went to the shop and I bought\u2026”.<\/strong> Each player adds an item to a growing list. Pictures can make it easier.<\/li>\n
- Treasure hunts with stepped instructions.<\/strong> “Go to the kitchen, find a spoon, bring it to me.” Move from one step to two, then three, only when ready.<\/li>\n
- Copy-the-pattern games.<\/strong> Show a short sequence of coloured blocks, hide it, and ask your child to rebuild it.<\/li>\n
- Cooking together.<\/strong> A picture recipe turns sequencing and remembering into a real, tasty result.<\/li>\n<\/ul>\n
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.<\/pee>\nWhich activities encourage language and communication?<\/h2>\nLanguage 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.<\/pee>\n\n- Rhyming and sound games.<\/strong> For dyslexia, games that notice sounds in words, such as finding rhymes or clapping syllables, are especially useful and need no reading at all.<\/li>\n
- Story dice and picture cards.<\/strong> Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.<\/li>\n
- Barrier games.<\/strong> 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.<\/li>\n
- Simple board and card games.<\/strong> Turn-taking, waiting and talking about moves are all communication practice. Use cooperative games, where everyone wins or loses together, if competition causes distress.<\/li>\n
- Role-play with toys.<\/strong> Acting out a trip to the shop or a doctor’s visit can prepare a child for real situations, if the child enjoys it.<\/li>\n
- Word and letter play.<\/strong> Magnetic letters, junior word games and treasure hunts using short written clues can make reading feel like play. Keep it light.<\/li>\n<\/ul>\n
How can games help with self-regulation?<\/h2>\nSelf-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.<\/pee>\n\n- Bubble or feather breathing.<\/strong> Blowing slowly gives a visual reason to breathe out slowly.<\/li>\n
- Freeze dance.<\/strong> Moving then stopping practises starting and stopping in a fun, low-stakes way.<\/li>\n
- “Heavy work”.<\/strong> Carrying shopping, pushing a cushion wall or helping with the laundry gives strong body feedback that many children find calming.<\/li>\n
- Emotion cards and a feelings thermometer.<\/strong> Pointing at a picture can be easier than finding words.<\/li>\n
- Tower-building and balancing games.<\/strong> These need patience and steady hands, and allow a child to practise coping with a tower that falls.<\/li>\n
- A calm corner.<\/strong> A cosy space with soft light, headphones and favourite items is not a punishment. Let your child help set it up.<\/li>\n<\/ul>\n\n
Advice:<\/strong> Practise calming strategies when your child is already calm, in play, rather than in the middle of a meltdown. A child in distress cannot learn new skills; at that moment, they need safety and quiet.<\/pee>\n<\/div>\nHow do you choose the right game for your child?<\/h2>\nWith so many options, a few simple questions help:<\/pee>\n\n- Does my child enjoy it?<\/strong> Enjoyment comes first. A game that is never chosen helps nobody.<\/li>\n
- What does it demand?<\/strong> Check reading load, speed, noise, waiting time and the amount of social interaction.<\/li>\n
- Is the level right?<\/strong> Aim for “achievable with effort”. If your child wins every time, make it a bit harder; if they quit, make it easier.<\/li>\n
- Is it sensory-friendly?<\/strong> Flashing lights, sudden sounds or sticky materials can ruin a game for a sensitive child.<\/li>\n
- Can it be shortened?<\/strong> A game with natural stopping points, such as rounds or levels, is easier to adapt.<\/li>\n<\/ol>\n
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.<\/pee>\nHow do you adapt a game when it is too hard, too loud or too stressful?<\/h2>\nAdapting a game is a normal part of playing. You can change almost anything: the rules, the pace, the setting and the goal.<\/pee>\n
- \n
- Start from their interests.<\/strong> If your child loves trains, maps or a particular character, use those as the theme for a counting, matching or storytelling game.<\/li>\n
- Accept different ways of playing.<\/strong> Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.<\/li>\n
- Do not demand eye contact or “quiet hands”.<\/strong> Stimming, such as flapping or rocking, often helps a child regulate and concentrate.<\/li>\n
- Offer choices.<\/strong> Two options (“this game or that one?”) give a sense of control and reduce anxiety.<\/li>\n
- Be predictable.<\/strong> Say how long the game will last and what comes next, using a visual timer or picture cards if they help.<\/li>\n
- Listen to “no”.<\/strong> If your child withdraws, that is communication. Stop, and try again another day.<\/li>\n<\/ul>\n
The same principles help children with ADHD or dyslexia, who also tend to do better when they feel understood rather than corrected.<\/pee>\n Which games and activities help attention?<\/h2>\n
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.<\/pee>\n - \n
- Spot-the-difference and search-and-find books.<\/strong> They reward careful looking and can be done in short bursts.<\/li>\n
- Jigsaws and building sets.<\/strong> Choose a size that leads to success within ten or fifteen minutes, then build up gradually.<\/li>\n
- “Red light, green light” and “Simon says”.<\/strong> These train listening and stopping on a signal. Add a twist, such as doing the opposite, once the basic game is secure.<\/li>\n
- Sorting and matching.<\/strong> Sort buttons by colour, then by size, then by both. Switching the rule midway exercises flexible thinking.<\/li>\n
- Short timed challenges.<\/strong> “How many blue things can you find in two minutes?” works well for children who need a clear, quick goal.<\/li>\n<\/ul>\n
\nTip:<\/strong> For a child with ADHD, movement is often part of the solution, not the problem. A game that lets them stand, jump or walk between turns may keep attention better than one that demands sitting still.<\/pee>\n<\/div>\n Which games support working memory?<\/h2>\n
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.<\/pee>\n - \n
- Pairs (matching cards).<\/strong> Start with six or eight cards and add more as your child improves.<\/li>\n
- Kim’s game.<\/strong> Place a few objects on a tray, cover them, remove one and ask what is missing.<\/li>\n
- “I went to the shop and I bought\u2026”.<\/strong> Each player adds an item to a growing list. Pictures can make it easier.<\/li>\n
- Treasure hunts with stepped instructions.<\/strong> “Go to the kitchen, find a spoon, bring it to me.” Move from one step to two, then three, only when ready.<\/li>\n
- Copy-the-pattern games.<\/strong> Show a short sequence of coloured blocks, hide it, and ask your child to rebuild it.<\/li>\n
- Cooking together.<\/strong> A picture recipe turns sequencing and remembering into a real, tasty result.<\/li>\n<\/ul>\n
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.<\/pee>\n Which activities encourage language and communication?<\/h2>\n
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.<\/pee>\n - \n
- Rhyming and sound games.<\/strong> For dyslexia, games that notice sounds in words, such as finding rhymes or clapping syllables, are especially useful and need no reading at all.<\/li>\n
- Story dice and picture cards.<\/strong> Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.<\/li>\n
- Barrier games.<\/strong> 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.<\/li>\n
- Simple board and card games.<\/strong> Turn-taking, waiting and talking about moves are all communication practice. Use cooperative games, where everyone wins or loses together, if competition causes distress.<\/li>\n
- Role-play with toys.<\/strong> Acting out a trip to the shop or a doctor’s visit can prepare a child for real situations, if the child enjoys it.<\/li>\n
- Word and letter play.<\/strong> Magnetic letters, junior word games and treasure hunts using short written clues can make reading feel like play. Keep it light.<\/li>\n<\/ul>\n
How can games help with self-regulation?<\/h2>\n
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.<\/pee>\n - \n
- Bubble or feather breathing.<\/strong> Blowing slowly gives a visual reason to breathe out slowly.<\/li>\n
- Freeze dance.<\/strong> Moving then stopping practises starting and stopping in a fun, low-stakes way.<\/li>\n
- “Heavy work”.<\/strong> Carrying shopping, pushing a cushion wall or helping with the laundry gives strong body feedback that many children find calming.<\/li>\n
- Emotion cards and a feelings thermometer.<\/strong> Pointing at a picture can be easier than finding words.<\/li>\n
- Tower-building and balancing games.<\/strong> These need patience and steady hands, and allow a child to practise coping with a tower that falls.<\/li>\n
- A calm corner.<\/strong> A cosy space with soft light, headphones and favourite items is not a punishment. Let your child help set it up.<\/li>\n<\/ul>\n
\nAdvice:<\/strong> Practise calming strategies when your child is already calm, in play, rather than in the middle of a meltdown. A child in distress cannot learn new skills; at that moment, they need safety and quiet.<\/pee>\n<\/div>\n How do you choose the right game for your child?<\/h2>\n
With so many options, a few simple questions help:<\/pee>\n - \n
- Does my child enjoy it?<\/strong> Enjoyment comes first. A game that is never chosen helps nobody.<\/li>\n
- What does it demand?<\/strong> Check reading load, speed, noise, waiting time and the amount of social interaction.<\/li>\n
- Is the level right?<\/strong> Aim for “achievable with effort”. If your child wins every time, make it a bit harder; if they quit, make it easier.<\/li>\n
- Is it sensory-friendly?<\/strong> Flashing lights, sudden sounds or sticky materials can ruin a game for a sensitive child.<\/li>\n
- Can it be shortened?<\/strong> A game with natural stopping points, such as rounds or levels, is easier to adapt.<\/li>\n<\/ol>\n
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.<\/pee>\n How do you adapt a game when it is too hard, too loud or too stressful?<\/h2>\n
Adapting a game is a normal part of playing. You can change almost anything: the rules, the pace, the setting and the goal.<\/pee>\n - What does it demand?<\/strong> Check reading load, speed, noise, waiting time and the amount of social interaction.<\/li>\n
- Freeze dance.<\/strong> Moving then stopping practises starting and stopping in a fun, low-stakes way.<\/li>\n
- Story dice and picture cards.<\/strong> Roll or pick, then tell a story together. There is no wrong answer, which lowers the pressure.<\/li>\n
- Kim’s game.<\/strong> Place a few objects on a tray, cover them, remove one and ask what is missing.<\/li>\n
- Jigsaws and building sets.<\/strong> Choose a size that leads to success within ten or fifteen minutes, then build up gradually.<\/li>\n
- Accept different ways of playing.<\/strong> Lining things up, repeating a favourite game or playing alongside you rather than with you are all valid.<\/li>\n