Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Examining the Effectiveness of Fidgets on Attention of Elementary Students with ADHD

  • Leslie A. Mathews, MA.Ed. (Author) University of Oklahoma image/svg+xml
    Leslie Mathews received a B.S. in Special Education from Union University with teaching endorsements ranging from birth to 12th grade in mild/moderate disabilities. She later pursued her M.A. Ed. in Special Education from the same university where she served as a graduate assistant, adjunct faculty, and then assistant professor. She has 17 years of teaching experience in public and private schools in Kentucky, South Carolina, Tennessee, and Oklahoma where she has taught Pre-kindergarten through 4th grade special education, middle and high school math, and special education pre-service teachers. Currently, Leslie is the Director of Special Services at Grove School in Shawnee, Oklahoma while she pursues her doctorate in Special Education at the University of Oklahoma. Her research interests include evidence-based practices in reading and math, attention-deficit hyperactivity disorder, and special education teacher preparation programs.
  • Kimberly J. Osmani, M. Ed. (Author) University of Oklahoma
    Kimberly Osmani received a B. A. and M.Ed. in Special Education from the University of Florida. She began her teaching career as an elementary special education teacher in a K-5 classroom. Upon moving to Oklahoma, Kim earned a second M.Ed. in Educational Administration at the University of Oklahoma while teaching grades 6-12. Upon leaving the classroom, Kim then worked for the Oklahoma State Department of Education, Special Education Services, beginning as a compliance coordinator and ultimately serving as an Associate State Director. Her interest in transition of youth with disabilities began in the classroom, grew in her state level work, and allowed her to transition to serve as the Statewide Transition Coordinator the Oklahoma’s vocational rehabilitation (VR) agency. Kim’s expertise and area of research focus is on the collaboration of agencies, educators, and partners to ensure the transition of students and youth with disabilities to employment and other post-school endeavors. Currently, Kim works for the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability at Cornell University as an Extension Associate working on two federally-funded national centers, while also pursuing her doctorate in Special Education with an emphasis on transition at the University of Oklahoma.
  • James E. Martin, Ph.D. (Author) University of Oklahoma
    James Martin, Ph.D. Emeritus Zarrow Family Professor, University of Oklahoma, Department of Educational Psychology, founded and directed OU’s Zarrow Center from 2000 through 2018. His professional interests focus upon the transition of youth with disabilities from high school into postsecondary education and the workforce, and facilitating success in high school and postsecondary environments. He examines identifying, assessing, and teaching secondary-aged youth and adults with disabilities generalizable self-determination and other skills that when learned will increase the likelihood of desired educational and employment outcomes. He has had a career-long interest in using the IEP transition planning process as an excellent repeating opportunity to teach students critical self-determination skills, which several studies now verify does indeed happen. Professor Martin has authored several books, numerous chapters for edited books, journal articles, several curriculum lesson packages, and instructional assessments. Most recently he and colleagues co-authored the on-line Transition Assessment and Goal Generator (TAGG) and wrote supporting materials, which a research grant from IES’ National Center on Special Education Research supported.
DOI
https://doi.org/10.64546/jaasep.438
Abstract
Research demonstrates students with attention-deficit hyperactivity disorder (ADHD) and other attention difficulties benefit from using tools to expend energy in positive, socially acceptable means while not distracting others. Tactile fidgets may assist with self-regulated behaviors. This study examined the effectiveness of using hand and foot fidgets to increase the focused instructional attention of four elementary students with ADHD. All four participants selected and used their preferred fidget appropriately as directed. ABAB withdrawal design results indicated immediate level and trend change with a 45-55% overall attention gain. Results and implications for future research are discussed.
Keywords
Attention Control, Attention Deficit Hyperactivity Disorder, Elementary School Students, Intervention, Manipulative Materials, Outcomes of Treatment
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There are 20 references in total.
How to Cite
Mathews, L. A., Osmani, K. J., & Martin, J. E. (2020). Examining the Effectiveness of Fidgets on Attention of Elementary Students with ADHD. Journal of the American Academy of Special Education Professionals, 15(3), 86-102. https://doi.org/10.64546/jaasep.438

Fall 2020

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  • Article Type Articles
  • Submitted August 7, 2020
  • Published October 15, 2020
  • Issue Fall 2020
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