The impact of dynamic seating on classroom behavior of students with Autism Spectrum Disorder: Single subject study

Document Type : Original article

Authors

1 MSc, Deptment of Occupational Therapy, University of Social Welfare and Rehabilitation Science, Tehran, Iran

2 Ph.D. in Neuroscience. University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.

3 3. Associated Professor. University of Ulster, PhD in Life and Health Science, University of Ulster. UK

4 Associated Professor, Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

5 Associated Professor, Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences

6 Teacher

7 MSc of Occupational Therapy

8 BSc of Occupational Therapy

9 MSc in Psychology

Abstract

Background and Aim: Children with autism have sitting and on-task behavior problems in classroom. Sitting on ball and cushion may increase this classroom behavior. The present investigation was conducted to study the effects of three alternative classroom-seating devices such as regular classroom chairs, therapy balls, and air cushions on students’ classroom behavior.
Materials and Methods: A total of 15 autistic students aged 5-12 years old participated in the present single subject design A-B-A-C multiple treatments in Mashhad from 1392 to 1393. Students’ behaviors were video recorded in three phases: sitting on their common chairs (baseline period) during phase A, air-sit cushions in phase B, and ball chairs in phase C. Sitting frequency and on-task behaviors were quantified and compared in different phases during eight weeks.
Results: Findings showed significant increases in in-seat behaviors in 86.7% of the students (P<0.001) and on-task behaviors in 53.3% of the students (8 out of 15) when seated on therapy balls. The results also showed significant decrease in autistic behavior including stereotypic behavior and increase in communication and social relationships in these students when seated on therapy ball and air cushion (P= 0.017(.
Conclusion: While using therapy ball improved class behavior of the students with Autism Spectrum Disorder in the class, the use of ball and air cushion should be chosen individually according to the patient’s response to the sitting device.

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 5, Issue 3
September and October 2016
Pages 155-164

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History

  • Receive Date: 02 November 2015
  • Revise Date: 14 February 2016
  • Accept Date: 20 February 2016
  • First Publish Date: 22 September 2016

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