Lucy Ray 

Abstract 

Attention-deficit/hyperactivity disorder (ADHD), in particular inattention symptoms, is related to reading and other academic difficulties. Among high school students, ADHD-related inattention symptoms can adversely impact their ability to engage with long reading comprehension passages, which is frequently required of this age group. ADHD also includes difficulties in sensory processing due to the inability to regulate input properly without overloading the brain; this difficulty can lead to impairments in reading. These impairments are caused by the overload of information from sensory sources, thus not allowing proper focus on reading materials. In this context, this pilot study aims to evaluate the effectiveness of a physical sensory intervention on English Language Arts test scores (meant to evaluate reading comprehension) in high school students (ages 14-18; 45% males) using a common fidget device, as well as the influence of ADHD-related inattention symptoms on that relation. Descriptive study results indicate there is a positive relation between the use of the fidget device and increased ELA scores through improved reading comprehension. The SWAN* scores did not have an impact on the ELA scores or time spent using the device. The present study is an initial step in establishing the potential relation between utilizing a fidget device and improving reading comprehension for high school students with possible ADHD related inattention symptoms. Future research is needed to examine this relation, including with larger samples, stronger reading comprehension measures, and participants carefully assessed and/or diagnosed with ADHD