Impact of Air Seat Cushions and Ball Chairs on Classroom Behavior of Students with Autism Spectrum Disorder

Abstract

Objective Children with Autism Spectrum Disorder (ASD) have a lot of sensory integration problems, which\rseverly interfere with their learning process in the classroom; therefore, they confront with difficult problems\rin academic achievements. As a result, they need environmental modification to resolve sensory seeking behaviors\rand improve their educational success. Considering the effects of sensory stimulation and integration\rin children with ASD, this study aimed to examine the impacts of sitting on a ball, cushion, and or common chair\ron classroom behavior of 4 students with ASD. Because alternative seating like therapy balls and air cushions\rinstead of regular chairs can exert various sensory stimuli on student’s sensory organs, this study aimed to\rexamine the effects of three alternative classroom-seating devices; i.e. regular classroom chairs, therapy balls,\rand air cushions on students’ classroom behaviors. These behaviors include on-seat behavior, on-task behavior,\rand autistic behavior.\rMaterials & Methods In this study, 4 male students with ASD in Tabasom Primary School, Mashhad, Iran were\rinvestigated in a single-subject study. Their classroom behaviors were recorded and monitored by video recording\rin an A-B-A-C single-subject design for 4 weeks. Their classroom behaviors were video recorded in 3 phases:\rStudents sat on a normal chair in baseline phases (A), on a cushions in second phase (B), and on a therapy\rball in third phase (C). The students’ behaviors (including sitting times; in-seat and on-task/ off-task behaviors)\rwere observed and recorded every other day, a session per day, and 10 minutes each session (in total 12 sessions\requal to 120 minutes). Sitting times and on-task/off-task behaviors were quantified by momentary time\rsampling and compared during different phases for important changes. Social validity was taken by the teacher\rat the end of the research as well. Additionally, the Gilliam Autism Rating Scale - Second Edition test was used\rto examine stereotyped movements, social and communication skills of the students before and after the research.\rSocial and communication skills of the subjects were evaluated before and after the intervention using\rThe Vineland Social Maturity Scale. Statistical software SPSS version 19 and Excel software were used to analyze\rthe descriptive statistics and drawing diagrams, respectively.\rResults The findings of this research demonstrated increases in on-task and in-seat behaviors in 4 students\rwhen seated on air sit cushioned chairs and therapy balls when compared to seating on regular chairs. But,\rdespite increase in on-task behaviors for all students, only two of the students showed improved in-seat behaviors\rwhen seated on therapy balls. An increase of 11.7% in on-task behaviors was observed during sitting on a\rtherapy ball, when compared to regular chairs. Furthermore, a 25% increase was observed in on-task behavior\rof students when they were seated on air sit cushioned chairs in comparison with regular chairs. The in-seat\rbehaviors were increased by 31.7% and 23.3% when sitting on the therapy ball and cushioned air chairs, respectively,\rwhen compared with regular chairs. Social validity findings indicated that the teacher preferred the\ruse of the balls and air-cushioned chairs for her students.\rConclusion In the present study, therapy balls and or cushioned chairs for ASD students facilitated in-seat and\ron-task behaviors and improved classroom performance. It seems that using these alternative seating chairs\rcan satisfy the subjects’ needs to sensory stimuli, and therefore, decreases their sensory seeking behaviors\rwhich interferes with their academic achievements. While, using therapy ball chairs for these students may\rfacilitate in-seat behavior and decrease autistic behavior in class, the student’s response to dynamic seating is\rdifferent individually. Therefore, chair selection must be based on vestibular reaction of the students.