Fidgets: Toys or Tools

Are fidgets just toys that should be put away at the sound of the bell?  Are fidgets really a Special Needs’ tool to be used all day at home and in class with the blessing of both parents and teachers and on the recommendation of professionals?

Before choosing sides about the appropriate use of fidgets, one must understand the basic premise of their usefulness and what problems they can alleviate.

Many children can rarely sit still. It is not because they do not want to but because they simply cannot. These children have an uncontrollable urge to move or fidget. Their overwhelming need of movement is beyond their control. Punishment is counterproductive. For many, their brains are telling their bodies to get up and move to help them listen and attend BETTER.

According to Sydney Zentall, Ph.D., of Purdue University, an activity that uses a sense other than that required for the primary task — listening to music while reading a social studies textbook — can enhance performance in children with ADHD. Doing two things at once, she found, focuses the brain on the primary task.

Based on the collected stories of hundreds of people, authors Roland Rotz, Ph.D. — a licensed child and adult psychologist — and Sarah D. Wright, M.S., A.C.T. – a professional AD/HD coach – propose sifting the paradigm: Give yourself permission to fidget. “Restlessness is not just an expression of trying to ‘get out of the fidgets’ in order to become calm. It is rather an attempt to self-arouse to become focused.” So there we have it, a fidget is used to de-stress the body and help increase focus and attention.

Fidgets have particular properties that intrigue sensory systems. The premise is that children with special needs with learning disabilities, attention deficit hyperactivity disorder (ADHD), Tourette’s syndrome, autism, anxiety disorder or obsessive compulsive disorder (OCD), reduce their fidgeting and increase their focus through the handling of a fidget. Busy the hands to calm the mind.

Most adults can relate to a fidget, as they frequently use their own brand of fidget every day. For example, we often doodle, wind and unwind the telephone cord, or play with our pen. We do this naturally, almost subconsciously, to keep focused, and our brain thinking better. A little boy's answer about his new toy was: "No, a toy is for playing, this is a fidget, it is for thinking."

Fidgeting is moving away from its old stigma and now it is considered an accepted coping mechanism to stay on task. Fidgeting facilitates focus for listening, talking and thinking? It is now accepted that excessive movement does NOT prevent learning but actually facilitates it.

Understanding what is going on in these Special Needs children and proactively choosing an appropriate strategy is the essence of the fidget approach. Occupational therapist and teachers agree that fidgets effectively increase engagement and on-task behavior in learners.

To sum it up, NO, fidgets are not toys. The chewable fidgets like Kid Companions chewelry HAVE a rightful place in school. The use of fidgets should be among the accommodations allowed in schools and noted in IEP's.  Fidgets are a necessary coping tool and a life saver to parents, to kids and  naturally to teachers.

What are the qualities you and your child look for in a fidget?

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Hyperactive, Impulsive, Inattentive Children
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Children and Teens With ADHD and Depression
Michael Phelps ~ ADHD Did Not Stop Him
Chewing and Biting Tip- Chewing Is a Form Of Moving

ADHD Body and Brain Work in Tandem

"The Body Affects the Brain as

Much as the Brain Affects the Body"

It is known that half the kids who have attention deficit disorder/attention deficit hyperactivity disorder ADD/ADHD are easily distracted, get angry quickly, experience mood swings and cannot focus and concentrate long enough to finish their work at school nor at home.

Inattention in ADD/ADHD Students will result in the following behaviors:

*Has difficulty listening to lectures, instructions, presentations

*Misplaces tools (pencil, eraser, scribbler, books, lunch box)

*Seems disorganized and always rushing, moving

*Has trouble with tasks that require planning ahead

*Forgets things, neglects to write notes, lists, schedules
*Is easily distracted by classmates, outside noises, other family members

Why Fidgeting Works

This urge for constant motion in Hyperactive children is their way of coping. It is believed that these children’s brains are under-aroused and they use motion to stimulate their brain to focus and listen. If these Special Needs children can manage to subconsciously fidget or chew, say with Kid Companions chewelry, it allows their mind to focus on the main tasks. This is exactly like many people do when they doodle while speaking on the phone or when they listen to music while doing another task.

What Accomodations Should be Made in School

In a school environment, all accommodations given to the student with ADD/ADHD must not be disruptive to the rest of the class. Giving these children quieter options in class and organizing movement breaks for this child during long sitting periods will help him accomplish much more. Making him feel it is OK to quietly stand, do wall pushes or chair pushes will be very beneficial. Standing in the back is another option or sitting on a huge ball, swivel or rocking chairs has proven successful with some hyperactive students.

The adults in the life of a child with attention disorders must help him learn strategies to self regulate his energy body so that he can listen, learn and blend in with his peers.

What is the most effective accommodation that has been made for your child with ADD/ADHD?