Effectiveness of Stability Ball Seating in Special Education Classroom in Students with Autism

Abstract

Students with autism spectrum disorders face multiple barriers to success within the educational environment. To maximize academic performance, educators continue to explore accommodations and modifications to the physical environment of the classroom. This study added needed information to the growing pool of mixed data regarding the use of alternate seating while focusing on a previously unexamined age group within a specified environment. This study examined the effects of stability ball seating on engagement and on-task behavior during one-to-one specialized instruction in a special education classroom with 5 students with autism ranging from 7-10 years old and attending the same Title I elementary school. Data was collected by single-subject design, The baseline phase was 5 days with the use of standard classroom seating. The baseline data was then compared with data collected during the intervention phase of 10 days, following the introduction of the stability ball chairs. Results were analyzed visually and quantitatively to determine whether a significant difference existed between student performance in the baseline and intervention phases. Results indicated that mean behavioral scores collected during the baseline phase, incorporating on-task behavior and engagement, increased during the intervention phase for all participants. Overall, stability ball seating was demonstrated to be beneficial, to varying degrees, for 5 students with autism in an elementary school environment within a special education classroom.