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The focus of this study was a sensory-based hand-held tool, called a squeezie, used to promote attention in first grade students. Paying attention is a keystone behavior laying the foundation for later success in all academic areas. The sample included the first grade classrooms from a midwestern school selected by convenience. Data were gathered on three consecutive school days to measure the difference in the attention of children when they did and did not use the squeezie. The children listened to a story read aloud by their teacher; the measure of attention was a 10-item quiz. A repeated measures one-way analysis of variance showed no significant difference between the baseline scores and the treatment groups as well as the no treatment conditions with either classroom when the presence of inter-dependence was included as a factor. Although the scores did not appreciably increase, it is significant to note that they did not decline when the intervention was employed. Using the sensory-based tool in this population resulted in positive benefits as reported by the students and the teachers. Through individual interviews, the overwhelming majority of the children indicated they valued the intervention and would like to use it again. They were insightful in the ways they perceived the squeezie to be helpful. Similarly, the teachers indicated satisfaction with the use of the squeezies to promote attention in their students. They reported they will use them again and will recommend their use to others. This high level of social validity is a testimony to the worthiness of the intervention. These data failed to support the concerns of educators who may be reluctant to use such a “fun” tool for fear of classroom disruption. Conversely, the data suggested that use of such a tool had some benefits for almost all the children in this study. These data give educators and occupational therapists information on the use of a sensory-based tool to modulate attention in children. Structuring the environment so that children can attend is paramount in facilitating time on task and effective learning. |
