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Using Fidget Spinners to Improve On-Task Classroom Behavior for Students With ADHD

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Abstract

Using fidget toys is one way to allow students with attention-deficit/hyperactivity disorder (ADHD) to move while completing academic assignments in the classroom. This study investigated the effect of fidget spinners on the on-task behavior of three second-grade students with ADHD. Before beginning treatment, the rules of use were briefly explained and demonstrated to students by the researchers; students were then provided with fidget spinners during treatment sessions in language arts class. A multiple-baseline design across students was used to determine whether each student had higher levels of on-task behavior when using the fidget spinner. Momentary time sampling was used to record on-task behavior; visual analysis of time-series graphs showed large immediate and sustained increases in on-task behavior during fidget spinner use. Implications for implementing a fidget spinner intervention and suggestions for future research are discussed.

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Authors and Affiliations

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

    Kathleen B. Aspiranti

  2. Department of School Psychology, University of Northern Colorado, Greeley, CO, USA

    David M. Hulac

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  1. Kathleen B. Aspiranti
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  2. David M. Hulac
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Correspondence to Kathleen B. Aspiranti.

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Kathleen B. Aspiranti declares she has no conflict of interest; David M. Hulac declares he has no conflict of interest.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained for all participants included in the study.

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Aspiranti, K.B., Hulac, D.M. Using Fidget Spinners to Improve On-Task Classroom Behavior for Students With ADHD. Behav Analysis Practice 15, 454–465 (2022). https://doi.org/10.1007/s40617-021-00588-2

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