The Effects of Gum Chewing on Classroom Performance in Children with ADHD: A Pilot Study

A four-week single subject (A-B) research design examined the effects of gum chewing on classroom performance in two 2 nd grade boys with a diagnosis of ADHD. This study focused on three variables: on-task behaviors, task completion, and quality of work. Data, using visual analogue scales, on these three variables were collected during 12 writing periods. The researcher observed and documented the participants’ on-task behaviors, and the teacher scored the participants’ quality and amount of work completed on writing assignments. Visual analysis and 2-standard deviation band methods were used to compare the participants’ performance when gum was not chewed to the participants’ performance when gum was chewed. The findings are inconclusive due to multiple limitations of the study. However, emerging secondary findings suggest that the child’s needs, environment, and task demands may be important components to take into account when implementing gum as a sensory-based intervention strategy. Future research on the use of gum chewing for children diagnosed with ADHD in classroom settings is needed.