To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

Graziano, Paulo A.; Garcia, Alexis; Landis, Taylor D.

doi:10.1177/1087054718770009

Cited by 52 publications

(18 citation statements)

References 30 publications

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“…Recently, fidget spinners were sold as the miracle solution to the attention difficulties of ADHD children. However, their detrimental effect on attention, in line with the current findings, had been evidenced (Graziano, Garcia, & Landis, 2020). Hence, avoiding or reducing as much as possible any kind of motor activities during a cognitive task requiring attentional resources in classroom as well as in reeducation should be recommended.…”

Section: Discussionsupporting

confidence: 91%

Do goal cue and motor activity impact preschoolers’ working memory?

Fitamen

Blaye

Camos

2021

British J of Dev Psycho

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Preschoolers are well known for their poor working memory (WM) performance. This could result from goal neglect, which would hamper the setting of maintenance strategies. Previous studies have shown that preschoolers’ WM performance can be improved in game‐like tasks, because they provide cues to support goal maintenance. However, in these studies, it was unclear what features of the task (either the main toy or the motor activity required by the game) provide efficient cues. The aim of the present study was to disentangle the two features to examine cue effects in 5‐ to 7‐year‐old children. No improvement of WM performance was observed when the toy was a potential goal cue, whereas the motor activity had a detrimental effect in all age groups. The latter effect could result from a distraction of attention from attention‐based maintenance activities. Hence, preschoolers' poor WM performance would not be fundamentally due to goal neglect.

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Section: Discussionsupporting

confidence: 91%

Do goal cue and motor activity impact preschoolers’ working memory?

Fitamen

Blaye

Camos

2021

British J of Dev Psycho

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“…Of utmost concern, providing students with sensory items resulted in negative effects and was significantly less likely to help students than prompting and self-management. Similar to the findings of Graziano et al (2020), sensory items such as fidget spinners, did not serve as self-regulating tools that improved performance and cognitive control, as has been projected. Although commonly advertised in the popular media and a popular fad with students, this is the second study to negate this contention.…”

Section: Discussionsupporting

confidence: 66%

“…Unlike prompting and breaks, sensory proprioception strategies (SPS) have not been reported in reviews of IEPS; however, SPS is a commonly recommended strategy for students with ADHD and can frequently be found in classrooms (Schecter et al, 2017). In practice, students are encouraged to engage with the activity through movement, such as fidgeting with a spinner or cube, manipulating putty, or kicking an exercise band attached to a chair (Graziano et al, 2020;Kercood & Banda, 2012). The stated purpose is to stimulate senses that promote sensory modulation and regulation, moving toward a comfortable state of homeostasis within the kinetic system (Mangeot et al, 2007;Sanz-Cervera et al, 2017;Shimizu et al, 2014).…”

Section: Evidence For Strategies On Iepsmentioning

confidence: 99%

Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled Trial

et al. 2022

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Middle school students with ADHD often experience negative academic outcomes. To intervene, schools frequently provide services through special education or section 504. These services include strategies, such as breaks, prompting, and sensory proprioception to remove the impact of construct-irrelevant variance. Student plans rarely include strategies, such as selfmanagement, designed to teach students skills to increase independent functioning. The purpose of this study was to compare the effectiveness of four strategies on engagement, disruptive behavior, and time to initiate tasks. Fifteen sixth and seventh grade students were randomized daily to one of four conditions. Results indicated large statistically significant differences. Social validity data indicated that students found prompting and self-management helpful, but preferred breaks and sensory proprioception. This study builds on a growing empirical base that supports the prioritization of strategies to teach skills over strategies to remove the impact of ADHD on performance.

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“…Fidget spinners vary from other sensory toys, such as sensory putty, rubber bands, and squeeze balls, because they generate a whirring noise and are visually distracting when used which may explain why anxiety scores were lower. Also, fidget spinners have high reward sensitivity and were useful in diverting child's attention in the initial phases of treatment as reported by Graziano et al [24].…”

Section: Discussionmentioning

confidence: 81%

Comparison of effectiveness of three distraction techniques to allay dental anxiety during inferior alveolar nerve block in children: A randomized controlled clinical trial

Aditya

Prasad

Nagaradhakrishna

et al. 2021

Heliyon

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Background: Among the numerous methods used to control anxiety, distraction is the most popular method for controlling behavior during dental procedures in children. The present study aimed to use a fidget spinner, kaleidoscope, and virtual reality as distraction techniques individually and observe the effects on the anxiety levels of children subjected to inferior alveolar nerve block (IANB). Methods: In this parallel-group randomized clinical trial, 102 children aged 6-9 years requiring IANB for various dental treatments were screened and 60 children who met the inclusion criteria were enrolled and randomly assigned into four groups of 15 each; Group 1 fidget spinner (FS), Group 2 kaleidoscope, Group 3 virtual reality (VR) and Group 4 no distraction (Control). The child's self-reported anxiety levels using Venham's picture test (VPT); the pulse oximeter was used to measure physiological signs of oxygen saturation and pulse rate at three intervals i.e. before, during, and after the IANB procedure. The collected data were statistically analyzed with SPSS 21 software. Paired t-test and One way ANOVA were used to compare the VPT, oxygen saturation, and pulse rate values. Findings: Groups 1, 2, and 3 showed significantly lower mean VPT scores compared to Group 4. Groups 1 & 3 showed lower mean pulse rates and Group 2 showed comparable mean pulse rates to Group 4 respectively during the IANB procedure. Oxygen saturation levels remained non-significant between all the Groups (p > 0.05). Interpretation: Fidget spinner, kaleidoscope, and virtual reality seem to be effective distraction methods and can be recommended as effective approaches to help alleviate children's dental anxiety during IANB procedures.

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To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

Abstract: Fidget spinners negatively influence young children with ADHD's attentional functioning, even in the context of an evidence-based classroom intervention.

Cited by 52 publications

References 30 publications

Do goal cue and motor activity impact preschoolers’ working memory?

Do goal cue and motor activity impact preschoolers’ working memory?

Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled Trial

Comparison of effectiveness of three distraction techniques to allay dental anxiety during inferior alveolar nerve block in children: A randomized controlled clinical trial

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