Research on Fidget Spinners and ADHD
Students with attention-deficit/hyperactivity disorder (ADHD) have challenges maintaining attentiveness and focus. Many display high motor activity and difficulty in maintaining and controlling attention, planning, and resisting impulses. This leads to academic, financial, and mental health issues. School-based interventions often focus on behavioral therapies, but some are time-consuming and disruptive. Fidget toys are sometimes preferred for their potential to provide nondisruptive movement outlets, but evidence supporting their use is mixed. Some studies suggest benefits, while others show no improvement or even impairment in performance.
Current Study Details
The current study involved three second-grade students with ADHD in an urban charter school. They were selected due to frequent off-task behaviors. The researchers used a concurrent multiple-baseline across-students design to evaluate the effect of fidget spinners on on-task behavior during language arts centers over 5 weeks. On-task behavior was defined, and data were collected using a specific app and method. Procedural integrity and interobserver agreement were high.
Procedures and Rules
During baseline, students were observed without fidget spinners. In the intervention phase, students were introduced to the fidget spinner, given rules, and trained. The researcher provided the spinner during center time and collected it at the end. Students were reminded of rules for misuse but not for non-disruptive non-compliance.
Analysis and Results
Data were analyzed visually and using nonoverlap of all pairs (NAP) effect size measures. All three students showed large, immediate increases in on-task behavior when using the fidget spinner intervention. Allison had a consistently high on-task percentage. Ben had a moderate effect, with some variability. Carl also had a moderate effect, and removing days of sleeping improved the data. At the end of the study, students and the teacher completed acceptability measures. Two students liked the intervention, but the teacher did not, despite seeing increased on-task behavior, as she was concerned about work completion.
Discussion and Implications
The study suggests that fidget spinner intervention can increase on-task behavior for some students with ADHD. It may function as a motivating operation or differential reinforcement of alternative behavior. The study had limitations, such as not differentiating between passive and active engagement and not measuring work completion. For practice, obtaining an accurate definition of problematic behavior and having candid discussions are important. Future research could explore various aspects, including different observation systems, measures of work completion, and the nature of the fidget spinner's effect.
The current study investigated the use of fidget spinners to enhance the on-task behavior of students with ADHD. It found that the intervention led to significant improvements for some students, but there were also limitations and considerations for future research and practical applications.
