Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior

Abstract

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.

Alternative Seating and Students' Perceptions: Implications for the Learning Environment

“…(Fedewa & Erwin, 2011;Schilling & Schwartz 2004). However, a majority of the aforementioned research has focused on students utilizing alternative seating in an occupational therapy setting.…”

“…However, alternative seating such as the disc 'o' sit cushion enables a range of natural movement for children and increases sensory integration. A limited number of studies have explored alternative seating (Bagatelli, Mirigliani, Patterson, Reyes, & Test, 2010;Pfeiffer, Henry, Miller, & Witherell, 2008;Schilling & Schwartz, 2004). Therefore, this type of alternative seating should be thoroughly examined to determine the benefits for all students, inclusive of those with sensory processing disorders (SPD), attention deficit disorder (ADD), and attention deficit hyperactivity disorder (ADHD).…”

“…While these factors play a role in on-task behaviors across classrooms in the K-12 setting, the physical learning environment, specifically, the type of seating in a classroom and its effect on the learner's engagement level during instruction is a less explored area of study. A limited number of studies examine various environmental modifications in the classroom, such as alternative seating (Bagatelli, Mirigliani, Patterson, Reyes, & Test, 2010;Pfeiffer, Henry, Miller, & Witherell, 2008;Schilling & Schwartz, 2004). Therefore, this quantitative study aimed to determine if alternative seating in the form of disc 'o' sit cushions had an effect on fifth grade students' time on-and off-task task during mathematics instruction.…”

Replacing overt verbal and gestural prompts with unobtrusive covert tactile prompting for students with autism

“…It will be important for future research to examine whether significant underestimation of on-task behavior occurred, and if so, how great it may have been. Second, the present study did not employ social validity measures (Codding, Feinberg, Dunn, & Pace, 2005;Francisco & Butterfoss, 2007;Schilling & Schwartz, 2004) to assess how the tactile prompt might have affected the lives of the participants. Anecdotal reports from each of the participants' teachers, however, Interrater reliability.…”

The Role of In-class Physical Arrangements in Supporting Preschool Children’s Behavior Regulation Skill

“…On the other hand, there is a small amount of research looking at the effects of physical environment on the behaviors of a child (Schilling and Schwartz, 2004;Guardino and Fullerton, 2010). In this limited research, it was found that the undesired behaviors of the child are reduced and his/her active participation in education increases.…”