A single subject, withdrawal design was used to investigate the effects of therapy balls as seating on engagement and in-seat behavior of young children with Autism Spectrum Disorder (ASD). In addition, social validity was assessed to evaluate teachers' opinions regarding the intervention. During baseline and withdrawal (A phases) participants used their typical classroom seating device (chair, bench or carpet square). During the intervention (B phases) participants sat on therapy balls. Results indicated substantial improvements in engagement and in-seat behavior when participants were seated on therapy balls. Social validity findings indicated that the teachers' preferred the therapy balls. This study suggests therapy balls as classroom seating may facilitate engagement and in-seat behavior and create opportunities to provide effective instruction.

This study provides evidence that use of therapy balls for students with ADHD may facilitate in-seat behavior and legible word productivity.

Research indicates that muscles provide information about joint position. Evidence suggests that muscle strength gains seen in children are the result of neuromuscular learning and neural adaptations; therefore, a structured strength training program may have contributed to proprioceptive changes in this child.