ADHD

Attention Deficit Hyperactivity Disorder (ADHD) presents multiple symptoms in children and adults such as impulsivity, inability to sit still, inability to concentrate, excessive talking, and fidgeting.

These symptoms and habits aren’t new. Fidgeting, as it is labeled in the 21st century, has been a custom and practice of many groups for a significant amount of time. History has shown us several instances of humans handling objects for religious and mental reasons, such as worry beads and Baoding balls. Now, the public has become fascinated with handheld toys such as yo-yos and Rubik’s cubes.

Schools have seen a steady increase in these handheld toys in the forms of fidget spinners, pop-its, fidget cubes, slime, and stretchable and chewable necklaces. While students with ADHD are the most common owners, these are seen in most students’ desks, backpacks, and hands. However, for students with ADHD, there are pros and cons to these fidgets.

There are several things to focus on during a day at school. If there is an inability to focus, information that leads to foundational understanding is lost. This can make it difficult and frustrating to make up for lost learning, especially as students progress through grade levels. Many students with ADHD have a medical plan and others have an academic plan that builds on the former to create an accessible learning environment.

Individualized Education Programs (known as IEPs) and 504 plans are based on laws and are implemented in schools to ensure that all students are given what they need to succeed. The Individuals with Disabilities Education Act (IDEA) aims to allow students with disabilities access to public education where their needs can be serviced to prepare them for future education and employment.

IEPs are written legal documents that are agreed upon by the student and their family, the special education providers, and the student’s teacher to ensure academic access and success. According to IDEA, “An IEP must consider a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities.”

Section 504 of the Rehabilitation Act of 1973 protects those with disabilities from discrimination. According to the US Department of Health and Human Services, “Section 504 forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services.”

Both IEPs and 504 plans can provide a student with disability access to accommodations to meet their learning needs. Sometimes, these accommodations include access to fidgets. Some students are allowed access to a wobble seat, a handheld fidget, or a chewable object to help narrow focus on the content in the classroom.

The organization of Children and Adults with Attention Deficit/Hyperactivity Disorder analyzed research on fidgets and found, “Several research studies have confirmed what many people have experienced through fidgeting: Their ability to pay attention, their memory recall, and their problem-solving improves. Another study concluded that the fidgety behavior displayed by children and adults with ADHD may be an effort to increase their attention and alertness.”

Many times, students with ADHD are so distracted by their own thoughts as well as the noise and activity of those around them that they are unable to direct a significant amount of undivided attention to the content being presented. Fidgets might help some calm their impulsivity and refocus their inability to sit still and inability to concentrate.

While access to accommodations is not only beneficial to students, it is also legally required for teachers to allow the implementation of these accommodations in the classroom. However, is the use of fidgets beneficial for the learning environment, or are they more of a distraction, not only for a student with ADHD but for the class as a whole?

The organization of Children and Adults with Attention Deficit/Hyperactivity Disorder also explains, “While fidgeting is scientifically shown to help with attention, we lack studies showing that fidget toys do help. Simple fidgeting tools, such as textured putty or squeezy balls that allow quiet, non-distracting movement seem to be helpful. More elaborate toys like fidget spinners, twirling toys, or links pull attention away from where it should be, however.”

With the increased popularity of fidget toys in stores, students with and without IEPs and 504s are bringing in objects that cause a distraction and increase the inability to concentrate. Teachers see that these toys become the talk of the table and take several students’ focus away from the lesson and redirect it onto the cool colors, sounds, or actions of the toy. The noisy, colorful, and sometimes large toys make it more difficult for students to sit still or concentrate.

There may be a thin line that separates beneficial fidgets from fidget toys. As teachers, we absolutely want to create a classroom environment that is inclusive and accessible to all. The fidget toys that are brought to class seem to take away from the accessibility of the learning environment. Objects that are advertised at each store, boast fun new colors and sounds, and are labeled as fun and entertaining are often more of a toy than a beneficial fidget for those with ADHD. Fidget spinners, pop-its, and stretchy toys are some that are marketed as such.

Objects that are intentionally quieter, smaller and less of an object of entertainment fit into the category of fidgets that would benefit the learning of a student with ADHD while not also taking away from the learning of others. Spinning rings, putty and stress balls are quieter alternatives that can provide the needed accommodation for those with ADHD.

The Maverick Observer is an online free-thinking publication interested in the happenings in our region. We launched in February 2020 to hold our politicians and businesses accountable. We hope to educate, inform, entertain, and infuse you with a sense of community.

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