TY  - JOUR
PY  - 2018//
TI  - To fidget or not to fidget, that is the question: a systematic classroom evaluation of fidget spinners among young children with ADHD
JO  - Journal of attention disorders
A1  - Graziano, Paulo A.
A1  - Garcia, Alexis M.
A1  - Landis, Taylor D.
SP  - 1087054718770009
EP  - 1087054718770009
VL  - ePub
IS  - ePub
N2  - 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>
LA  - en
SN  - 1087-0547
UR  - http://dx.doi.org/10.1177/1087054718770009
ID  - ref1
ER  -