Stress Ball or Fidget
Stress Ball or Fidget
Embedded Files
Students who struggle to maintain focus during instructional time may require the ability to have object to quietly inhibit standard fidget behavior.
Implementation
Implementation
Overview
A stress ball or fidget can be used by a particular student to give them access to something to keep them regulated and focused.
The right tool MUST be treated as a tool not as a toy.
The student should be trained to use a stress ball or fidget based on identifying when it is needed.
This may mean coaching students to understand signs of needed their tool. These signs could be dysregulation, tapping, destroying papers or nametags, etc.
Clearly identify expectations of fidget as not a toy but a tool for anxiety or hyperactivity to maintain focus
If fidget becomes toy, remove distraction from student and remind student of expectations.
The teacher may also hold the stress ball or fidget and give to student upon request or when they see visual cues.
Core Components
Clear expectations on how to use the fidget or stress ball communicated.
A system for use determined.
Explicit teaching on why and how to use with student.
Proactive Implementation
At the beginning of a class, the supervising educator may teach students about the use of stress balls or other fidgets. The emphasis is that they are used as a tool and there must be a system of regulation connected to the use. A clear set of guidelines on how to use the tools is established and then the students may use when needed.
Responsive Implementation
If a student, group, or class is struggling and the use of stress ball or other fidget would be appropriate based on the students' needs then the teacher may prompt a student to use a sensory toolbox, retrieve a fidget, or give a fidget to the student. If known triggers are bound to arise then the teacher should have these tools readily availabile.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may invite a peer to use the tool or come with them for a break in which they teach the other student how to use the sensory tool.
Skills Training
If the need is skill building then the student may focus on the appropriate use of the sensory item. Emphasizing treating it as a tool over the use as a toy.
Awareness
If the need is awareness then the student should be given the opportunity to monitor and self reflect on when to use the fidget. This may be combined with the use of a timer.
Emotional Regulation
If the need is regulation the student should be allowed to use the tool to de-escalate. This means that access to the tool is trained and practiced with the student and the student has the autonomy to self regulate.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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