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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

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:

ADHD Fidget spinner Intervention On task Single-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.