Citation

Graziano PA, Garcia AM, Landis TD. J. Atten. Disord. 2018; ePub(ePub): 1087054718770009.

Affiliation

Florida International University, Miami, USA.

Copyright

(Copyright © 2018, SAGE Publishing)

DOI

10.1177/1087054718770009

PMID

29676193

Abstract

OBJECTIVE: To examine how fidget spinners affect children with ADHD's gross motor activity and attentional functioning in class, both during the initial and final phase of an intensive evidence-based behavioral treatment.

METHOD: Using an A-B-A-B design, 60 children ( M_age = 4.86 years, 83% Hispanic) diagnosed with ADHD participated in the study. Following a baseline period, four random children from each classroom were given fidget spinners across three separate days ( n = 48). Children wore accelerometers and were videotaped for 5-min during class in which attentional data were coded.

RESULTS: During the initial phase of treatment (but not during the final phase), the use of fidget spinners was associated with a decrease in activity levels. Children's use of fidget spinners was associated with poorer attention across both phases of treatment.

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

Language: en

Keywords

ADHD; fidget spinner; intervention; young children