Donald Slater


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The poster session will report on summarized and analyzed research data that was collected from Fall 2008 through Fall 2010 semesters and demonstrate the value of one hundred sixty-seven (167) student self-reported perspectives, values, opinions, and observations in the use of fidget toys in the classroom as a behavior modification technique. The multiplicity of in-class negative distractions (including clicking pens, tapping fingers, doodling, text messaging, working cross-word puzzles, reading newspapers, working on assignments from other classes, and doing math puzzles) detract contemporary students from the learning process. The researcher initiated the use of fidget toys in the classroom in order to create a positive distraction to help refocus student attention on in-class topics. The fidget toys used in this research were small, squeezable, spongy, hand-held, construction-hat shaped items. Research survey results suggest that fidget toys were instrumental in refocusing the attention of those students who had previously succumbed to distractions to the learning process.


Fidget toys in the classroom