Fidget Tools

Fidget toys…. or tools??

Part of our role as occupational therapists is creating ‘sensory diets’ of tools that assist with keeping kids regulated. These are commonly talked about in terms of the following categories.

• Body tools

• Hand tools

• Mouth tools

• Eye tools

• Ear tools

Allowing kids to use these tools can help to keep them alert for learning at school, but also calm enough for sleep onset. For example, for sensory seeking kids we might provide ideas for movement breaks, alternative seating surfaces like a wobble stool, a chewy or crunchy snack, something to fiddle with in their hands, and a room that is not too visually overwhelming. 

As an OT it’s pretty cool to see the rise in popularity of hand fidget tools, as it normalises it for our clients can be reluctantto use them and be seen as different. BUT the difference for our clients is these fidgets are TOOLS and not TOYS. There is a big difference! It is quite concerning to hear that some schools are banning these objects as understandingly in the wrong hands and with limited direction for appropriate use, they can be distracting.

Why do we need them??

Many children and adults fidget or touch objects when trying to maintain alertness e.g., playing with your hair or doodling on paper when you are listening to someone speak. As adults we can do this in appropriate ways, but for children this can be more difficult. I’m sure you have all seen students that are always finding something to touch e.g., paper clips, their shoelaces, items in their pencil case, etc.

It is important to allow students to keep their hands busy in appropriate ways, as it may actually help them concentrate. Imagine if someone told you that you weren’t allowed to touch anything for half an hour – you couldn’t help yourself. Fidget tools can be useful in the classroom to help students attend and concentrate – the challenge is finding suitable objects that are not too distracting but provide some tactile sensory input. 

What fidget tools can we use??

Items do not have to be expensive, and may include everyday items around home and school such as:

• A chain of paperclips

• A small piece of blu tack

• A piece of textured material (e.g., hook Velcro, loop Velcro, velvet, sandpaper, lamb’s wool)

• A small piece of play dough

• Rubber bands tied together

• Ribbon, string, or wool knotted together

Commercially available options are everywhere such as pop its, fidget cubes, squeezy balls, stretchy objects, and tangle toys. It is important to find the right tool for your child. During OT sessions we trial a variety of tools and observe which ones help to regulate, and which ones have the opposite effect of being distracting or over stimulating. This is a crucial process that will ensure the effectiveness when used at home and school.

How do I introduce them in the classroom??

Obviously, any new items introduced to your child and into the classroom are going to have the novelty element and initially cause a high level of interest. This should reduce over time. Setting rules about the use of these tools is helpful e.g.,no throwing, must stay in hands etc. Just because a student is not looking with their eyes does not necessarily mean that are not listening. This is particularly the case for students on the Autism Spectrum who are ‘single channelled’ in their attention style and find it difficult to look and listen at the same time. 

If you would like us to help find the right fidget tools for your child or need assistance in implementing their use in the classroom, please let us know.

Katie Stokes

Occupational Therapist