1. Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities
- Author
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Emilee R. Harbin, Kirsten C. Osborne, Hunter A. Gast, Katherine E. Severini, Kathleen N. Zimmerman, and Jennifer R. Ledford
- Subjects
050103 clinical psychology ,Evidence-based practice ,Cognitive Neuroscience ,05 social sciences ,Attendance ,050301 education ,Report evaluation ,medicine.disease ,behavioral disciplines and activities ,Developmental psychology ,Psychiatry and Mental health ,Neurology ,Interpersonal competence ,Learner engagement ,Intervention (counseling) ,Pediatrics, Perinatology and Child Health ,medicine ,Autism ,0501 psychology and cognitive sciences ,Neurology (clinical) ,Psychology ,0503 education - Abstract
Provision of small “sensory” fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities.
- Published
- 2020