@article{ref1,
title="To fidget or not to fidget, that is the question: a systematic classroom evaluation of fidget spinners among young children with ADHD",
journal="Journal of attention disorders",
year="2018",
author="Graziano, Paulo A. and Garcia, Alexis M. and Landis, Taylor D.",
volume="ePub",
number="ePub",
pages="1087054718770009-1087054718770009",
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. <br><br>METHOD: Using an A-B-A-B design, 60 children ( M<sub>age</sub> = 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. <br><br>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. <br><br>CONCLUSION: Fidget spinners negatively influence young children with ADHD's attentional functioning, even in the context of an evidence-based classroom intervention.<p /> <p>Language: en</p>",
language="en",
issn="1087-0547",
doi="10.1177/1087054718770009",
url="http://dx.doi.org/10.1177/1087054718770009"
}