Evaluating the Evidence for Fidget Toys in the Classroom

Autor/inn/en	Kriescher, Stephanie L.; Hulac, David M.; Ryan, Alexandra M.; King, Breanna L.
Titel	Evaluating the Evidence for Fidget Toys in the Classroom
Quelle	In: Intervention in School and Clinic, 59 (2023) 1, S.66-69 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221130070
Schlagwörter	Toys; Attention Control; Student Behavior; Academic Achievement; Literature Reviews; Sensory Aids; Sensory Experience; Cognitive Processes; Difficulty Level; Attention Deficit Hyperactivity Disorder; Autism Spectrum Disorders + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Aufmerksamkeitstest; Student behaviour; Schülerverhalten; Schulleistung; Sinnesreiz; Sinnerfahrung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Autism; Autismus
Abstract	Fidget toys have been marketed as universal educational supports in the absence of a scientific evidence base. This article gives an overview of the existing literature on the effect of fidget toy use on student attention, behavior, and learning, and a review of two competing theoretical approaches to fidget toys: sensory processing theory and cognitive load theory. Currently, there is not sufficient support for the implementation of fidget toys in the classroom. Suggestions for best practice when using fidget toys in an educational setting are included. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01