Alternative seating for young children with Autism Spectrum Disorder: effects on classroom behavior.

Area of Science:

• Pediatric Therapy
• Developmental Psychology
• Special Education

Background:

• Children with Autism Spectrum Disorder (ASD) often face challenges with classroom engagement and maintaining appropriate in-seat behavior.
• Traditional seating arrangements may not adequately support the sensory and motor needs of young children with ASD.
• Investigating alternative seating interventions is crucial for enhancing learning environments.

Purpose of the Study:

• To examine the impact of therapy balls as a seating alternative on the engagement levels of young children with ASD.
• To assess the effects of therapy balls on the in-seat behavior of children diagnosed with Autism Spectrum Disorder.
• To evaluate the social validity of using therapy balls from the perspective of teachers.

Main Methods:

• A single-subject withdrawal design (ABAB) was employed to analyze the intervention's effects.
• Participants with Autism Spectrum Disorder (ASD) used typical seating during baseline and withdrawal phases (A).
• Therapy balls were used as seating during the intervention phases (B), with social validity assessed through teacher feedback.

Main Results:

• A substantial increase in engagement was observed when children with ASD were seated on therapy balls.
• Significant improvements in in-seat behavior were noted during the therapy ball intervention phases.
• Teachers expressed a preference for therapy balls, indicating positive social validity.

Conclusions:

• Therapy balls as classroom seating appear to be an effective intervention for enhancing engagement and in-seat behavior in young children with ASD.
• The use of therapy balls may create more conducive conditions for effective instruction in special education settings.
• This intervention holds promise for improving the classroom experience and learning outcomes for children with Autism Spectrum Disorder.