The Challenges Faced by Students with ADHD in the Classroom
Students with attention-deficit/hyperactivity disorder (ADHD) encounter numerous difficulties in the classroom. ADHD, a neurodevelopmental disorder affecting a significant portion of the population, is characterized by inattention, hyperactivity, and impulsivity. These students not only exhibit high levels of motor activity but also struggle with maintaining attention, planning, and resisting impulses. As a result, they often fail to pay attention, make mistakes, lose items, and avoid challenging tasks, leading to poor academic achievements and mental health issues. Traditional classroom-based interventions may be time-consuming and disruptive, making teachers and parents seek quicker and less effort-demanding solutions.
The Role of Fidget Toys in the Classroom
Fidget toys have been considered as potential tools to help students with ADHD. The evidence suggests that body movements during learning can enhance concentration. However, large or abrupt movements can be disruptive, and finding quiet and nondisruptive outlets like fidget spinners is crucial. Fidget devices are often employed in the classroom, and some studies have shown positive effects on on-task behavior and academic performance, while others have indicated no improvement or even negative impacts.
The Present Study
The current study differed from previous research in several ways. It involved elementary-aged participants in general education settings and targeted only those students with ADHD who displayed disruptive behaviors. Three second-grade students with ADHD participated, and a concurrent multiple-baseline across-students design was used to evaluate the effects of fidget spinners on on-task behavior. The study was conducted over 5 weeks, and data were collected during language arts centers. On-task behavior was defined, and momentary time-sampling data collection procedures were employed.
Procedures and Results
During the baseline phase, students did not use fidget spinners, and during the intervention phase, they were introduced to the fidget spinner and provided with rules. The results showed that all three students had significant and immediate increases in on-task behavior when using the fidget spinner. Allison's on-task behavior increased from 27% during baseline to 79% during intervention. Ben's on-task intervals improved from 25% to 67%, and Carl's increased from 34% to 55%. The nonoverlap of all pairs (NAP) effect size measures indicated moderate to large effects for all students.
Acceptability and Discussion
At the conclusion of the study, the students and teacher completed acceptability measures. Two of the three students liked the fidget spinner intervention, but the teacher expressed dissatisfaction, as she believed the students did not complete their work despite being on task. The study discussed possible explanations for the effectiveness of the fidget spinner intervention, such as serving as a motivating operation and differential reinforcement of alternative behavior. It also mentioned the importance of providing the fidget spinner concurrently with the task and the possible habituation effect.
Limitations and Future Research
The study had several limitations, including not differentiating between passive and active on-task behavior, not measuring work completion or accuracy, not calculating the amount of active fidget spinner use, and not determining whether the unique aspects of the fidget spinner were crucial. Future research could address these limitations by using more comprehensive behavioral observation systems, measuring work outcomes, timing fidget spinner use, and investigating alternative objects.
Implications for Practice and Conclusion
Although the fidget spinner intervention increased on-task behavior, accurately defining and understanding on-task behavior is challenging. Behavioral consultants need to have clear discussions with teachers about goals. The present study provides initial evidence of the potential of fidget spinners for students with ADHD, but more research is needed to explore its long-term effects and functional outcomes.
In conclusion, this study contributes to the understanding of the use of fidget spinners as an intervention for students with ADHD. While it shows promise in improving on-task behavior for some, further studies are necessary to fully assess its benefits and limitations.
