~ 3 minute read

This article was originally published in 2015.

People of all ages can require strategies that help regulate (stimulate or calm) their nervous systems. “Sensory-seeking individuals often continue to crave input as they get older…sensory-seeking can impact an individual’s work, leisure and self-care. Remember the need for intense input does not automatically disappear just because a person is older”.1

What are fidget items?

A fidget item is a small object used to provide input into any of the senses and “may help improve concentration and attention to task”.2 Unless specific items are identified and used in a planned way, people may engage in a wide range of sensory behaviour, that at least can be distracting to others and at worst, harmful.

Guidelines for selecting and using fidget items:

• A good fidget item is one that provides the input being sought, helps maintain a calm, alert state and can be used in a variety of environments, while not causing distraction for the user or those around him or her.
• Additionally, the item should be safe, quiet, relatively small and portable.
• Selection should be based on a number of considerations:
  • The sensations and textures the person seeks out or avoids;
  • When and where the fidget items are most likely to be needed;
  • The person’s fine motor skills and hand strength;
  • The suitability of the item to be used in a public place;
  • Behaviour that can be socially stigmatizing or dangerous (e.g., putting objects in mouth, throwing items, etc.);
  • Items that the person is interested in or motivated to use;
  • Have a variety of items available and continue to expand possibilities. Avoid relying on a limited number of very specific items.

Guidelines for introducing and using fidget items:

• Identify where the items will be kept (e.g., in a specific place, in their backpack/ pocket/desk/locker, etc.), as well how and when the person can access them and when they need to be put away.
• Pair accepting and using the fidget item with reinforcement.
• Attach the item to prevent it from being lost.
• Monitor (or teach the person to self-monitor, when possible), not only the effectiveness of the fidget item in meeting sensory needs but also how socially acceptable it is.

Examples

Tactile Fidget Items

• Origami
• Shells, smooth or shiny stones
• Worry beads, dolls, stones
• Jewelry (necklace, bracelet, anklet, digit fidget/ring, earrings, charm bracelet)
• Paperclip/paperclip chain
• Rubik’s cube
• Key chain
• Paper clips, rubber band
• Linking rings
• Small piece of specific fabric
• Hacky sacks
• Leather bracelet

Visual Fidget Items

• Pen toppers or pens with moving parts
• Small sand timer
• Lava lamps
• Glow sticks
• Apps
• Picture books
• Video clips on phone/iPad (e.g., waterfalls, car races, nature, etc.)

Oral Fidget Items

• Hard candy
• Sour candy
• Gum
• Straws
• Crunchy/chewy snacks available
• Pen toppers designed to be chewed

Scented Fidget Items

• Locket with scent inside (necklace or bracelet)
• Preferred air freshener (e.g., in the car, on a timer)
• Incense
• Scented candles

Auditory Strategies

• Earphones, earplugs, headphones
• Jewelry/key rings with chime or soft bell
• Ticking watch
• Music on iPod

Movement (vestibular) and deep pressure

• Daily physical activity/physical education class
• Weight room
• Heavy backpack
• Tie a resistance band to chair or desk legs
• Sit and move cushion
• Fingerless gloves
• Clothing that provides deep pressure

Sensory Strategies Across the Day

One of the most effective ways of meeting a person’s sensory needs is to incorporate individualized items and activities into daily routines or to teach them to access activities that provide the sensory input they require, such as:

• Make favourite scents, colours and textures part of activities;
• Consider sensory needs in self-care routines (e.g., loofa sponge, scented soap, heavy towel, electric toothbrush);
• Incorporate exercise and movement routines (e.g. dancing, stretching, yoga) at intensity needed;
• Allow standing or other alternative seating;
• Create calming routines before bedtime.

References:

1 Jordan, K.A. (May, 2014). Sensory Strategies for Older Students- Sensory Seeking in Teens and Adults. Indiana Resource Centre for Autism. www.iidc.indiana.edu/irca

2 Oakley, B. (August, 2012). 45 Ideas for Classroom Friendly Fidget Toys. Retrieved from http://www.Snagglebox.com/articles.