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

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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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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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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Keywords

  • Intervention
  • ADHD
  • Fidget spinner
  • Single-case design
  • On task