Using fidget toys is one way to allow students with attention-deficit/hyperactivity disorder (ADHD) to move while completing academic assignments in the classroom. This study investigated the effect of fidget spinners on the on-task behavior of three second-grade students with ADHD. Before beginning treatment, the rules of use were briefly explained and demonstrated to students by the researchers; students were then provided with fidget spinners during treatment sessions in language arts class. A multiple-baseline design across students was used to determine whether each student had higher levels of on-task behavior when using the fidget spinner. Momentary time sampling was used to record on-task behavior; visual analysis of time-series graphs showed large immediate and sustained increases in on-task behavior during fidget spinner use. Implications for implementing a fidget spinner intervention and suggestions for future research are discussed.

使用坐立​​不安的玩具是让注意力缺陷/多动障碍 (ADHD) 学生在课堂上完成学术作业时移动的一种方法。本研究调查了指尖陀螺对三名患有 ADHD 的二年级学生的任务行为的影响。开始治疗前，研究人员对使用规则进行了简要说明并向学生演示；然后，在语言艺术课的治疗过程中，学生们获得了指尖陀螺。跨学生的多基线设计用于确定每个学生在使用指尖陀螺时是否具有更高水平的任务行为。瞬时时间采样用于记录任务行为；时间序列图的可视化分析显示，在使用指尖陀螺时，任务行为会立即和持续地大幅增加。