Fidget Tools and On-Task Behavior in First Grade
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
This study investigated how fidget tools affect first-grade students’ on-task behavior during independent work. Fidget tools such as stress balls, textured putty, and small manipulatives were defined as sensory supports aimed at enhancing attention and self-regulation rather than serving as toys. Operating within a democratic classroom framework that emphasizes student choice and shared responsibility, students were given optional access to these tools. The research was conducted in a first-grade classroom in Illinois with nine students ages six to seven. During 20–25 minute literacy and math sessions, access to fidget tools alternated. Data were collected through structured observations, student work samples, and reflective notes, with engagement recorded every 30 seconds as on-task or off-task. Results showed that fidget tools supported attention and self-management for some students, although effectiveness varied depending on individual needs and classroom context.
Fidget Tools and On-Task Behavior in First Grade
CNS Atrium
This study investigated how fidget tools affect first-grade students’ on-task behavior during independent work. Fidget tools such as stress balls, textured putty, and small manipulatives were defined as sensory supports aimed at enhancing attention and self-regulation rather than serving as toys. Operating within a democratic classroom framework that emphasizes student choice and shared responsibility, students were given optional access to these tools. The research was conducted in a first-grade classroom in Illinois with nine students ages six to seven. During 20–25 minute literacy and math sessions, access to fidget tools alternated. Data were collected through structured observations, student work samples, and reflective notes, with engagement recorded every 30 seconds as on-task or off-task. Results showed that fidget tools supported attention and self-management for some students, although effectiveness varied depending on individual needs and classroom context.