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

Kathleen B Aspiranti; David M Hulac

doi:10.1007/s40617-021-00588-2

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

Behav Anal Pract. 2021 Jun 2;15(2):454-465. doi: 10.1007/s40617-021-00588-2. eCollection 2022 Jun.

Authors

Kathleen B Aspiranti¹, David M Hulac²

Affiliations

¹ Educational, School, and Counseling Psychology, University of Kentucky, 170H Taylor Hall, Lexington, KY 40506 USA.
² Department of School Psychology, University of Northern Colorado, Greeley, CO USA.

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.

Keywords: ADHD; Fidget spinner; Intervention; On task; Single-case design.