|
By Rynette R. Kjesbo, M.S., CCC-SLP
Most of us have been around people who seem to
always have the need to move or make noise. Whether they
call it “nervous energy,” “restlessness,” “excess energy,”
or some other name, the symptoms are similar… These
people click their pens, shuffle their feet, jiggle their legs,
twist their hair, smack their gum, drum their fingers, chew
on their pencils, wiggle, rock, shake, bang, squirm, knock,
doodle, tap, and/or fidget. For some individuals, like some
students diagnosed with autism, anxiety, or Attention-Deficit
Hyperactivity Disorder (ADHD), these movements are often
characteristic of the diagnosis. (For more information about
autism, anxiety, or ADHD, check out Handy Handouts #447 “Childhood
Anxiety,” or #464 “ADHD – Myths and Facts.”)
Search the internet for solutions for “nervous energy” and you’ll undoubtedly
come across the word “fidget.” So, what is a “fidget?” A fidget is an object that a
person can touch or manipulate to ease anxiety or restlessness. A fidget can be a stress
ball, wad of putty, stretchy tube, pencil grip, or anything that can be moved, pinched,
spun, stretched, squeezed, pushed, etc. There is plenty of research available to show
that fidgets can be helpful for some students with diagnosed attention deficits, but are
fidgets helpful for all students? No. We must remember that students are individuals
and what might be helpful for one won’t necessarily be helpful for another, even if they
share the same diagnosis.
You must also evaluate the type of fidget you are thinking about using. Some
fidgets are tools which can help the user accomplish something (in this case, focus
and attend to a teacher or task) while other fidgets are toys that are played with and
entertain the user (thus distracting his/her attention from a teacher or task). So how do
you know? Here are some guidelines to think about when considering the use of fidgets
-
A fidget should be felt and not seen. The purpose of a fidget should be to give
a student an outlet for his/her excess energy or anxiety so that he/she can focus
attention on the teacher or assignment. If a student needs to look at a fidget in
order to use it, it’s likely that his/her attention will be on the fidget as well.
-
A fidget should be quiet. If a fidget makes noise, not only could it be distracting
to the student using it, but there is a good chance the fidget will be disruptive
to any student within earshot.
-
Fidgets should not be able to perform tricks or stunts. Performing tricks or
stunts with a fidget requires focus and attention – on the fidget. Sometimes
simple fidgets are the best solutions. A strip of textured fabric that is taped to
the underside of a desk may provide just enough tactile stimulation to help a
student focus.
-
A fidget is not appropriate for EVERY student diagnosed with autism, anxiety,
ADHD, or other similar diagnoses. One way to know if a fidget would be
helpful for a student would be to try one out. Does the fidget seem to improve
his/her attention and focus? If not, look for another solution
-
Set up rules in advance that regulate when and where it is appropriate for a
student to use a fidget. Parents, teachers, therapists, and the student (if he/she
is old enough) should work together to develop the rules. If the student is not
involved in developing the rules, make sure the student knows the rules.
The decision to use or not use a fidget shouldn’t be taken lightly. Fidgets, when
used by the right students in appropriate situations, and when used as tools, can be
extremely valuable. But the wrong kind of fidget in the wrong hands can be
detrimental – not only to the student using it, but to other students nearby who might
be distracted by its use.
|