Evaluating the Evidence for Fidget Toys in the Classroom

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-10-18 DOI:10.1177/10534512221130070

Stephanie Kriescher, David M. Hulac, Alexandra M. Ryan, Breanna L. King

引用次数: 2

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.

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评估烦躁玩具在教室中的证据

在缺乏科学依据的情况下，坐立不安的玩具被宣传为普及教育的辅助工具。本文概述了现有的关于使用烦躁玩具对学生注意力、行为和学习的影响的文献，并回顾了烦躁玩具的两种相互竞争的理论方法:感觉加工理论和认知负荷理论。目前，没有足够的支持在课堂上实施坐立不安的玩具。其中包括在教育环境中使用坐立不安玩具的最佳实践建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.