Author/Authors :
Matin Sadr, Nader University of Social Welfare and Rehabilitation Sciences, Tehran , Haghgoo, Hojjat Allah University of Social Welfare and Rehabilitation Sciences, Tehran , Samadi, Ali University of Ulster, UK , Rassafiani, Mehdi University of Social Welfare and Rehabilitation Sciences, Tehran , Bakhshi, Enayatollah University of Social Welfare and Rehabilitation Sciences, Tehran
Abstract :
Background: Classroom behaviorsare disturbed in autistic students because
of their repetitive, restlessness, and disruptive behaviors. This study aimed to
examine the impacts of sitting on a ball, cushion, and/or common chair on
classroom behavior of four students with Autism Spectrum Disorder (ASD).
Methods: Four children with Autism participated in this single-subject study.
Students’ behaviors were video recorded in three phases: Sitting on their
common chairs during phase A, air-sit cushioned in phase B, and ball chairs
in phase C. Sitting times and on-task/off-task behaviors were quantified by
momentary time sampling (every 10 seconds) and compared during different
phases for important changes. Social validity was taken by the teacher at the end
of the research as well.
Results: The findings demonstrated increases in on-task and in-seat behaviors
in four students when seated on air sit cushioned chairs. Despite rises of ontask
behaviors for all students, only two of the students showed enhanced inseat
behaviors when seated on therapy balls. Social validity findings indicated
that the teacher preferred the use of the balls and air-cushioned chairs for her
students.
Conclusion: Therapy balls/cushioned chairs for students with ASD may facilitate
in-seat and on-task behavior.
