The Use of a Weighted Vest To Increase On-Task Behavior in Children With Attention Difficulties

VandenBerg, Nancy L.

Nancy L. VandenBerg, MS, OTR, is Occupational Therapist, Plainwell Community Schools, Plainwell, Michigan. At the time of this study, she was Student, Master of Science in Occupational Therapy, Western Michigan University, Kalamazoo, Michigan. (Mailing address: 707 S. Woodhams, Plainwell, Michigan 49080; [email protected])

This article was accepted for publication January 17, 2001.

American Journal of Occupational Therapy 55(6):p 621-628, November-December 2001.

Objective

Children described as having attention deficit hyperactivity disorder often demonstrate inability to sustain visual attention during classroom fine motor activities. This study investigated the effect of wearing a weighted vest (deep-pressure sensory input) on children's on-task behavior in the classroom.

Method

Four students with documented attention difficulties and hyperactivity were timed with a stopwatch to measure their on-task behavior during fine motor activities in the classroom. All 4 students were timed for six 15-min observations without wearing a weighted vest and for six 15-min observations while wearing a weighted vest.

Results

On-task behavior increased by 18% to 25% in all 4 students while wearing the weighted vest. Additionally, 3 of the 4 students frequently asked to wear the vest other than during the observation times.

Conclusion

These preliminary findings support the hypothesis that wearing a weighted vest to apply deep pressure increases on-task behavior during fine motor activities.