5/6/2023 0 Comments Clicky cube vs fidget cube![]() ( 2015) defined SBIs as “adult-directed sensory modalities that are applied to the child to improve behaviors associated with modulation disorders” (p. SBI refers to auditory, kinesthetic, or visual stimulation added to a child’s environment to increase or decrease target behaviors. Sensory-based interventions (SBIs) are often implemented for students with attention difficulties, including ADHD and autism spectrum disorder (ASD). Children with ADHD are more likely to exhibit decreased academic achievement and poorer educational outcomes compared with peers without ADHD (Loe & Feldman, 2007). Research suggests approximately 10% of children ages 2–17 have been diagnosed with attention deficit/hyperactivity disorder (ADHD) in the United States (Danielson et al., 2018). Results suggest behavior analysts should consider alternative, evidence-based strategies for students with perceived attention difficulties in classroom settings and consider deimplementation strategies for fidget toys. None of the participants showed improvements on study outcomes. Three participants with perceived attention difficulties were provided noncontingent access to a commercially available fidget toy, the Fidget Cube, during independent seatwork. ![]() We extended existing research on fidget toys in the classroom by measuring their effect on both classroom behavior (i.e., academically engaged behavior, off-task behavior) and academic productivity (i.e., math problems attempted, math problems correct). There is currently minimal empirical data supporting fidget toy use in classroom settings. Behavior analytic clinicians and researchers are likely to encounter noncontingent applications of fidget toys in classroom settings. Limitations of the study are discussed, along with future directions for research.įidget toys, one class of sensory-based interventions, enjoy favorable coverage in popular media outlets supporting their impact on attention, memory, and stress. Results suggest school personnel should consider alternative strategies for students with perceived attention difficulties. Participants engaged with the Fidget Cube less in the second intervention phase than the first. Results indicated that noncontingent access to the Fidget Cube during independent seatwork did not improve study outcomes. Participants were three 3rd-graders referred for having attention difficulties. The present study used an ABAB withdrawal design to investigate the impact of noncontingent access to a commercially available fidget toy, the Fidget Cube, on academically engaged behavior, off-task behavior, Fidget Cube engagement, math problems attempted, and math problems completed accurately during independent seatwork. However, there is minimal data supporting their use in the classroom. ![]() Fidget toys, one class of sensory-based interventions, enjoy favorable coverage in popular media outlets supporting their impact on attention, memory, and stress.
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