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Therapy putty does not improve focus in kids with ADHD
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ORLANDO, Fla. — Therapy putty may not help children and teenagers with ADHD focus or improve their academic performance, according to research presented at the AAP National Conference & Exhibition. However, the tool may be helpful for listening-based activities, researchers said.
“Everybody wants to do things that are going to help their children. I think that it is a natural and normal thing to want to try something that might help them focus,” Ruth Milanaik, DO, associate professor at Hofstra Northwell School of Medicine, told Infectious Diseases in Children. “There were some anecdotal ideas that if we keep the hands busy, the mind will be more available to focus. Although in some cases, it might be helpful for some children, we need to do bonafide research before we start recommending things like therapy putty and fidget spinners.”
Shah and colleagues conducted a study in which 81 students — 43 with ADHD and 38 without the condition — between the ages of 8 and 18 years were instructed to complete a 3-minute modified Permanent Product Measure of Performance (mPERMP), a math test adjusted to skill level, and a listening test that assessed recall named the Forward Digit Span Test (FDST).
More than half of parents (62%) surveyed believed their children had an average academic performance. Students were also asked to rank their focus and performance from zero to 10 after each task.
Researchers observed an average completion score of 96.7 and an accuracy score of 96.3 for children with ADHD when they were tested with the mPERMP without putty. The control group demonstrated higher completion (105.2) and accuracy (104.2) scores without using the product. Both groups scored lower on the mPERMP when asked to use the putty, with completion scores dropping to 87.9 in the ADHD group and 97.7 in the control group. Additionally, a decrease in accuracy was also observed, with children with ADHD scoring 86.9 and the control group scoring 97.7.
Although the researchers observed that the putty had a negative impact on mPERMP scores, FDST scores increased slightly among both groups when it was used. Children with ADHD increased their accuracy from 9 without putty to 9.6 with putty. Those in the control group increased their accuracy from 9.3 to 9.4.
Specifically, during the mPERMP test, putty had a negative effect on children’s average perceived focus in the ADHD group (8.56 vs. 7.9) and control group (7.74 vs. 7.3), and it also had negative effects on the students’ average perceived performance (8.91 vs. 7.91 and 8.08 vs. 7.03). However, slight increases in average perceived focus were observed in both groups during FDST testing (7.91 vs. 8.16 and 9.3 vs. 9.4), despite a decline in perceived performance (8.6 vs. 8 and 8.29 vs. 7.55).
“For pediatricians working with children with ADHD, the AAP has a fantastic toolkit which recommends 504 accommodations that can really help children in school, such as extra time for testing and directions read to them for each test,” Milanaik said. “These types of accommodations can be easily implemented in a class and not only help a child for major tests like the SAT but can also help the child for everyday tasks.”
Milanaik added that although she is not necessarily against using tools that could help a child, efficacy claims should be investigated before use. She said when tools like therapy putty and fidget spinners are going to be used in a classroom, people must be careful not to use these tools blindly and without scientific evidence supporting their use. – by Katherine Bortz
Reference:
Shah J, et al. Effects of therapy putty usage on academic performance and perceived attention to task in students with ADHD. Presented at: AAP National Conference & Exhibition; Nov.2-6, 2018; Orlando, Fla.
Disclosure: Milanaik reports no relevant financial disclosures.
Perspective
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Paul H. Lipkin, MD
Parents of children with ADHD often seek simple, nonmedical solutions to problems associated with ADHD. Therapy putty, marketed for improving hand and finger strength as well as stress relief, is one such alternative aimed at harnessing fidgety movement and restlessness. In this brief study of its use in children with ADHD, lower performance was seen on a math performance task, suggesting an increase in distraction, whereas a possible immediate benefit was noted on a quick verbal memory task. Longer term use was not studied. Professionals should refrain from recommending such commercial products aimed at treating ADHD complications, given the unknown risks and benefits.
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