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Updated: Sep 8, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Using Fidget Spinners to Improve On-Task Classroom Behavior for Students With ADHD.

Kathleen B Aspiranti1, David M Hulac2

  • 1Educational, School, and Counseling Psychology, University of Kentucky, 170H Taylor Hall, Lexington, KY 40506 USA.

Behavior Analysis in Practice
|June 13, 2022
PubMed
Summary

Fidget spinners significantly improved on-task behavior in second-grade students with attention-deficit/hyperactivity disorder (ADHD) during classroom activities. This intervention offers a practical way to support focus for students with ADHD.

Keywords:
ADHDFidget spinnerInterventionOn taskSingle-case design

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Area of Science:

  • Pediatric Psychology
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • Students with attention-deficit/hyperactivity disorder (ADHD) often struggle with maintaining focus during academic tasks.
  • Fidget toys offer a potential avenue for students to self-regulate and improve engagement.
  • Classroom-based interventions are crucial for supporting students with ADHD.

Purpose of the Study:

  • To investigate the impact of fidget spinner use on the on-task behavior of second-grade students diagnosed with ADHD.
  • To determine if fidget spinners can enhance academic engagement in a classroom setting.
  • To provide empirical evidence for the efficacy of fidget spinners as an ADHD management tool.

Main Methods:

  • A multiple-baseline design across three second-grade students with ADHD was employed.
  • On-task behavior was measured using momentary time sampling during language arts instruction.
  • Fidget spinners were introduced to students after clear instructions and demonstrations.

Main Results:

  • Visual analysis revealed immediate and sustained increases in on-task behavior for all participating students upon introduction of fidget spinners.
  • The intervention demonstrated a clear positive effect on student engagement during academic tasks.
  • Individual student data showed consistent improvements in focus.

Conclusions:

  • Fidget spinners can be an effective intervention for increasing on-task behavior in students with ADHD.
  • The findings suggest practical implications for incorporating fidget toys into classroom management strategies.
  • Further research is recommended to explore long-term effects and broader applicability.