Sensory disorders in children; Classroom environment--United States; Learning--Evaluation; Classroom management--United States; School children; Second grade (Education)--United States; Fourth grade (Education)--United States
OBJECTIVE: This study analyzed data obtained from two studies on the effects of dynamic seating on classroom behaviors (Ivory, 2011; Kuhn & Lewis, 2013).
METHOD: Through the Sensory Processing Measure (SPM) and student self-report, the effects of traditional desks, Zuma ® chairs, Disc ‘O’ Sit © cushions, standing desks, FootFidget ® with typical desks, and FootFidget ® with standing desks on 2nd and 4th grade student classroom behavior were analyzed.
RESULTS: A repeated measures analysis of variance test revealed significant differences on student work neatness when using traditional desks, Disc ‘O’ Sit © cushions, Zuma ® chairs, and standing desks. When analyzed as a group, differences were significant for work completion or attention.
CONCLUSION: Results from this study suggest that no single type of dynamic seating intervention is universally effective to improve classroom behavior of all students. Thus, dynamic seating interventions should reflect the unique sensory needs of the individual student.
Yvonne Swinth, PhD, OTR/L, FAOTA
Date of Completion
Master of Science in Occupational Therapy (MSOT)
Date of Award
University of Puget Sound