Question:

I’ve heard a lot about fidget toys and am interested in using them with students. When are they appropriate? Which ones should I use? Where can I find them?

Laura

Answer:

Dear Laura,

Fidget toys can be calming, but they don’t work for everyone. Because AD/HD is a neurological condition, children with AD/HD often have sensory differences. Most experts consider AD/HD to be related to under-stimulated, under-active, areas of the brain. Many research studies (Barkley, 2006) have shown that children with AD/HD have greater variability in sensory arousal patterns and tend to be underactive to stimulation. Children with AD/HD often seek stimuli in order to alert them to their environment and help them organize incoming information.

The principle behind fidget toys is to stimulate the arousal level so the child becomes more attentive. Some children, however, are not able to cope with stimulation that might compete with the expected item of focus. Instead, they over-focus on the toy and become disruptive. Douglas (1972) and others have suggested that the person with AD/HD has difficulty regulating arousal to meet situational demands. This means that many children with AD/HD are overreactive to high stimulation and under-react to low levels of stimulation. Only experimentation can predict whether a particular child will benefit from holding a fidget toy.

Toys are often introduced during times when the child is expected to sit quietly without much physical activity and during transitions. Children with AD/HD have most difficulty transitioning from unstructured to structured settings, such as returning to the classroom from recess. A short transitional activity involving fidget toys, coupled with quiet music can often assist the student to refocus after returning from recess. Before providing the toys, be sure to discuss guidelines for their use. To optimize success, rehearse the activity before expecting children to use it in the appropriate situation.

Fidget toys can also be used during lecture periods, read-alouds, and while waiting for an activity to start. While reading aloud “The Indian in the Cupboard,” one teacher provided students with plastic miniature figures like that in the story. Fidget toys are also useful when students are expected to wait for an activity such as the arrival of a specialist teacher or while waiting to line up. Whenever possible, during lectures, link the toy to the theme being discussed. For example, try passing out metal shavings and a magnet during a lecture about magnets. Crafts, such as knitting and braiding can also be productive fidgets as many adults will attest.

Fidget toys are available in many toy stores and online at a variety of sites. Materials catalogues for occupational therapists are often good sources because occupational therapists often intervene on arousal and sensory issues. Below are some of my favorites:

Sensory Comfort Toys. http://www.sensorycomfort.com/toys.htm

The Therapy Shoppe. http://therapyshoppe.com/

Therapro. www.theraproducts.com

TFH Special Needs Toys. www.specialneedstoys.com

Star Magic. www.starmagic.com

Sources:

Barkley, Russell. (2006) Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, Third Edition. New York: The Guilford Press.

Zentall, Sydney S. (2006). ADHD and Education: Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, New Jersey: Pearson Education, Inc.