Impact of Cushioned and Ball Chair on Classroom Behaviour

reach of Cushi hotshotd and evening gown Ch line of work on tameroom BehaviourThe mend of Air dumbfound Cushi unrivaledd and Ball Ch send on Classroom Behavior of Students with Autism Spectrum Disorder (ASD)Nader Matin Sadr1, Hojjat Allah Haghgoo2, Sayyed Ali Samadi3, Mehdi Rassafiani2, Enayat Allah Bakhshi 21. Ph.D Candidate of Occupational therapy2. PhD3. Ph.D University of UlsterIntroduction increase flesh of small fryren with autism spectrum disorder is 1 case per 110 Students is a ample challenge for education system (1). Difficulty in engagement in crystalise businesss, kickoff attendance span, and inappropriate behaviours ar coarse in these students, which screenfere with students ability to participate in the educational mainstream (2).One reason that children with ASD have limited success in educational repairment with more or less intervention strategies is that these strategies do not address the centripetal issues that whitethorn underlie the disruptiv e behavior (Ayres, 1972 Dunn, 2000). In an extensive interrogation on 200 children with autism, %95 had difficulties in afferent modulation. Physiological learn for appropriate sensory stimulation ingests to spending most of student magazine on stereotype and repetitive movements to adjust their sensory system. Therefore, their attention would not be concentrated on learning and assignments in mannikin. Greenspan and Wieder argued that the lessening in sensory processing may resulted in social isolation and inattention to branch tasks (2).Viola and Noddings stated that children with low sensory sensibility require surplus sensory stimulation to accomplish the tasks which require attention and concentration (3). Therefore, one of the prominent approaches to address the behavioral problems in these children is sensory desegregation approach. afferent integration approach includes integration of cardinal essential sensory systems the proprioceptive, the vestibular, and the tactile systems. These systems, regulate the awargonness of the body in space, joint and limbs positions, control sensations of sedateness and movement, and perceives the sense of touch (4). Sensory Integration theory is foc dropd on these special key sensory systems which argon utiliseful in individuals interpretation and application of sensory information. Proper sensory integration is a gate to prospering educational learning through successful application of sensory and perceptual systems which would lead to forming vital skills for doing on task behaviors (4). Occupational therapists who work in school often use sensory techniques to increase students levels of attending, on-task behavior, and performance in the classroom. Mevery clinicians perceive these approaches to be successful in promoting summercaterctional classroom behavior. According to preceding findings, 99% of occupational therapists use sensory integration techniques (5). Smith and Miller had been in tang ency with 292 occupational therapists in 1992 and found that Sensory Integration based-therapy was the most common applied technique among all of them (6). The personal effects of proper sensory integration, improve students ability to educational achievements and success by goal directed use of sensory and perceptual systems. This method stooge lead to success in learning (Gilman). Furthermore, formal research conducted on sensory-based interventions has supported this belief (schilling, 2004 Schilling Schwartz, 2004 Schilling, Washington, Billingsley, Deitz, 2003).Hemmingsson and Borel in their probes emphasized on lack of environmental modification in the classroom that directly refers to the limitation of students engagement. So, lack of proper changes in environment can lead to restriction in learning. Furthermore, previous emphasis in pediatric occupational therapy has been on modifying the individuals behavior with less emphasis placed on changing the environment, merely focus is now shifting to ergonomic and sensory modifications to promote faculty member success (Asher, 2010). Various sensory-based strategies, including the use of alternative toileting devices, have been examined by researchers and in many cases have been found to promote functional classroom behavior (Fertel-Daly, Bedell, Hinojosa, 2001 Schilling et al., 2003 Schilling Schwartz, 2004 Zissermann, 1992). Two of these functional methods are the employ of lubbers and air cushions rather than common curbs. The use of therapeutic balls have been lead to marked improvements in the in- cigarette behavior and legible word production, in school age children with attention deficit hyperactivity disorder (ADHD Schilling, 2004 Schilling et al., 2003) and to increase in engagement and in-seat behavior of preschoolers with ASD (Schilling Schwartz, 2004) (7). Clinicians have been using dynamic pose systems such(prenominal) as the Disc O Sit cushion for many age to assist students to i ncrease their attention span. While clinical evidence that these systems can lead to desired results, but very little research has been holy and published to support their use.Sitting on a ball allows the child to pay more attention to activities while receiving stimulation in a passive form, rather than seeking stimulation from disruptive activities. Gamache-Hulsmans (2007) stated that students give tongue to they feel better when seated on ball presidents. Students also entangle more comfortable and said their backs did not hurt when seance. The ball chairs are soft compared to regular classroom seats and are more fun to sit on (3).To what extent, dynamic position chairs will effect on attention to on task behaviors and in-seat behavior? Therefore, in this research, the effects of sitting on ball and air cushion were investigated. With regards to thousands of special students with difficulty in sitting and classroom performance, these devices may be optional selection for solving the mentioned class behavior problems.Materials and MethodResearch Design A angiotensin converting enzyme subject multiple treatments withdrawal design A-B-A-C was utilize to investigate the effects of 3 seating options including common chairs, therapy balls, air cushions on the in-seat, on class task behavior, conversation and social behavior of four students with ASD. During the 2 A phases students were sitting on common chairs, in B phase on air cushions, and during C phase they were sitting on therapeutic balls. actors This investigation performed in an especial school for ASD students. A convenience sample including four participants was recruited from the Preschool students in autism elementary school in Mashhad, Iran. Participants were diagnosed as ASD by specialists and pickings their own medications on a regular basis throughout the study. According to teachers report, all children were identified as having difficulty with in-seat behavior and on task behavior. Procedures Informed consents were obtained prior to try out and contents were comprehended and signed by students legal representative.Data order Gilliam Autism Rating Scale-Second Edition (GARS II) and Vineland testes were given and were used to examine social and communicating skills of students in the first and final of research for all students of class. To assess the students class behavior, module was instructed to give no additional feedback on students sitting behavior either positive or negative throughout the duration of the study. But, if a student exhibited behavior that could be potentially harmful to him, peers, or the staff must have been prevented by staff. To remove any novelty effects, students were introduced with stability balls and air cushion instead of their chairs for 2 full days, before baseline information collection.Video recording Setting camera recorders in class, Students behaviors during class task (sitting period and attention performance relate d to class tasks) were preserve all the day-time. Students behaviors were quantified three multiplication per week, one day after another, with an overall of 12 sessions. Two occupational therapists were trained as observer of videos. In-seat info were collected via momentary real time sampling (MTS) the observers coded the students behavior on the basis of several behavioral classifications. The mean piss across raters was used to calculate weekly on-task and in seat behavior. Videos were regularly canvas throughout the study to determine inter and intra rater reliability agreement. Observers individually, watched videos every(prenominal) 10-s intervals, stopped it and marked the observation on each childs designated worksheet, thus resulting in 60 observations per session per participant. This MTS interval would serve to suffer the observations more valid and representative of the childs behavior throughout the baseline and interventions periods. Additionally, GARS II and V ineland testes were given and were used to examine social and communication skills of students in the first and final phases of research for all students of class. Students class behaviors during both intervention phases (each 1 week) were compared with class behavior during baseline and withdrawal phases (each one week).Teacher Social Validity Scale Social validity questionnaire was used at the end of the study to evaluate teacher opinion regarding the intervention. The questionnaire consisted of 8 questions and assessed effects of intervention on sitting and activity participation as well as the extent of preference of stability balls or air cushion instead of chairs. Questions were answered on a 5-point Likert scale that ranged from strongly take issue (1) to strongly agree (5).On-Task Behavior Engagement was defined as oriented towards appropriate classroom activity or teacher and either interacting with materials, responding to the speaker or looking at the speaker (Schillin g Schwartz, 2004, p. 427). This definition included reading, and composing as well.In-Seat Behavior Data on in-seat behavior was defined harmonise to Schilling and Schwartz (2004) and quantified during video review. Any packet of the childs arse in contact with the seat portion of the chair (Schillling Schwartz, 2004, p. 427) and the four legs of the chair in contact with the radical (p. 427). For the intervention phase (B), any portion of the participants buttocks in contact with the air cushion, air cushion in contact with the chair and the four legs of the chair in contact with the floor. For the intervention phase (C), in-seat behavior was defined as any portion of the participants buttocks in contact with the ball, the ball in contact with the floor, and at least one foot in contact with the floor (Schilling Schwartz, 2004, p. 427). GARS-2 The GARS is a screening instrument used for the legal opinion of individuals ages 322 years old who exhibit behavioral characterist ics that may be indicative of autism. This is a standardized instrument, which consists of 42 items divided into three subscales that describe specific, observable and measurable behaviors. The items included in this instrument are based on the definition of autism adopted by the Autism Society of the States (2003) and on the diagnostic criteria for autistic disorder published in DSM-IV-TR.VinelandMaterials Therapy balls The selected therapy balls to be used in classroom use, had 55-cm-diameter (n Sit ball by ) with fin little feet to prevent it from moving or rolling when used as a sitting ball. Therapy balls were individually fitted with air pressure into the ball (at diametrical degrees of inflation) that confirm the student could sit comfortably with his feet flat on the floor with knees and hips flexed at 90 degrees.Air cushion The Disc O Sit cushion is a round and widely available. The Disc O Sit, are instability cushions, strong enough to sit. It is designed to fit on a cla ssroom chair and provide movement while seated (7). mince A general wooden with iron frame classroom chair without armrests (height, 72 cm depth, 34 cm width, 39 cm seat height, 36 cm).1. Participant 1, speak with himself slowly and repeatedly with low attention and cannot tolerate sitting on chair.Participant 2 an 8-yr-old boy, he has low level endurance for performing occupation and sitting. He was hyperactive.Participant 3 an 8-yr-old boy, he has visual perceptual problem with low attention and endurance.Participant 4 a 11-yr-old boy, auditory problem, he likes,ResultsDuring Phase A1 the good turn of measure Hossin was on seat ranged from 11 to 18 (mean M = 14). During Phase B, the range was 3036 (M = 34). During Phase A2, (chair) 15-38 (M = 23). During Phase C, (ball) the range was 2-10 (M = 6). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball.During Phase A1 the number of propagation Hossin was on task ranged from 23 to 32 (mean M = 27.5). During Phase B, the range was 42-56 (M = 50). During Phase A2, (chair) 33-44 (M = 39). During Phase C, (ball) the range was 47-51 (M = 48). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball.Each childs data are presented in separate graphs in Figure(A) Total number of clock that Hossin was on seat each phases.(B) Total number of times that Hassan was on seat and engaged each session.(C) Total number of times that Parsa was on seat and engaged each session.(D) Total number of times that Amir was on seat and engaged each session.Films was regularly checked throughout the study for determining inter and intra rater reliability agreement. Final inter rater agreement percentages ranged from 93% to 100% for in-seat behavior and from 80% to 90% for on-task behavior. They had a mean age of 8.75 1.9 years, mean height 132.5 9 cm, and mean lean 29.25 8.5 kg.Each child demonstrated a unique response to the use of the therapy ball cha ir and air cushion.DiscussionConclusions This investigation suggests that dynamic seating in the classroom, increases in-seat behavior on task behavior for children with ASD. However no one type of seating was found appropriate for all children with ASD. For some forms of classroom behavior, the use of dynamic seating appears proactive, servingas a positive behavior support strategy to assist in creating an chance for learning.References1.Koegel L, Matos-Fredeen R, Lang R, Koegel R. Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 2011.2.Schilling DL, Schwartz IS. selection seating for young children with autism spectrum disorder Effects on classroom behavior. Journal of autism and developmental disorders. 200434(4)423-32.3.Horgen KM, Kathryn M. Utilization of an Exercise Ball in the ClassroomIts Effect on Off-task Behavior of a Student with ADHD thesis University of Wisconsin 2009.4.Wu W-L, Wang C-C, Chen C-h, Lai C-L. Influence of Therapy Ball Seats on Attentional Ability in Children with Attention dearth/Hyperactivity Disorder. 2011.5.Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism 2010.6.Lang R, OReilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders A systematic review. Research in Autism Spectrum Disorders. 20126(3)1004-18.7.Schilling DL. Alternative seating devices for children with ADHD Effects on classroom behavior. Pediatric sensual Therapy. 200618(1)81.