1. Fidgets in the Classroom
Presented by: Pam Daniels- FSD1 Autism/OHI Resource
Sarah Folkens- FSD1 Autism Consultant

2. Gerry Brooks on Fidget Spinners 
Spinner be Gone

3. What is a fidget?
Self-regulation tool- helps with calming, focus, attention, and active listening
Mindfulness- limits the extra sensory input in the environment
Fidgets come in all shapes, textures, and sizes.
Examples- stress balls, tangles, squigglets, sensory bottles, etc

4. Which students need fidgets?
Males are three times more likely to be diagnosed than females
Average age of diagnosis is 7yrs old
Symptoms appear between the ages of 3-6
English speaking households 4 times more likely than ESL households
Children living in households less than two times the federal poverty level @ higher risk ($24,600 for a family of 4)
SC ranks #5 (tied w/Delaware) as having one of the highest percentage rates of children ages 4-17 with ADHD

5. Which students need fidgets?
About 1 in 68 children are diagnosed with Autism.
Boys are 4 to 5 times more likely than girls to be affected by autism.
Have siblings with autism.
Commonly occurs with other developmental disorders
Babies born extremely preterm (26 weeks or earlier)
Children of older parents
Affects all races, ethnicities, and social groups
Financial affects can be up to 27% less income for families
Mothers stay home with children
Mothers working outside of the home earn 39% less than mothers without autistic children
Fathers with autistic children tend to work 46 hrs/wk compared to other fathers working 44 hrs/wk

6. How can I tell if fidgets will work with my students?
Things to look for:
Constant need to get out of seat
Needs bathroom breaks often
Taps pencil
Beats on desk
Squirms in seat
Fidgets with hands
Rummages through backpack/desk
Needs repeated directions
Impulsive
Have sensory issues
Do you call them down constantly???? Hmm….This may be the child 

7. How can fidgets help?
If movement is directed then learning is enhanced.
Allows children to settle while alerting them to listen and focus
Helps the brain filter out extra sensory information in order to concentrate
Fidgets in a classroom

9. How do I introduce fidgets to the classroom?
Introduce the fidgets and talk about how they are used.
Have students explore their sensory preferences (What do they like/dislike?)
Make a sensory list and gather materials for your students’ specific needs.
Let the students help create fidgets for classroom use so they take ownership.
Create a sensory kit contract
What can be used during learning activities?
What can be used during breaks?
What are your rules? (Do they need permission or may they get materials as needed?)

10. Sensory Contract & Sensory Preferences

11. When do I let my students use them?
During group time
Quiet time
Specific lessons
Independent work
Examples:
Chewing gum during class/independent work
Standing to do work or read
Theraputty while doing math, etc
Stress balls while doing reading
Activ Stool for those that can’t be still in their seat while working

12. Classroom Friendly Fidgets
Fidgets should be effective for concentration and easily fit into the classroom environment without disruption.
Classroom Friendly Fidgets:
Safe
Small
Quiet
Inexpensive
Doesn’t distract others

13. Make & Take STRESS BALLS:
You will need 3 balloons of the same size (not water balloons)
Choose your filling.
Place a funnel in the neck of one of the balloons and pour filling in. (DO NOT clog the neck.)
Tie the neck of balloon.
Use scissors to cut off a small portion of the neck.
Take the second balloon and cut off a small piece of the neck, then fit around the first balloon.
Take the third balloon and repeat step 6.
Now you have your STRESS ball!!!
NO MORE STRESS!!!

14. Cited Research
they-help/
keep.html
%20Toys.pdf

15. Contact Information:
Pam Daniels
Autism/Aspergers Resource Teacher
Sneed Middle School/ FSD1
Sarah Folkens
Autism Consultant
Theodore Lester Elementary/FSD1