Second grade (Education)--United States; Learning--Evaluation; Classroom environment--United States
The purpose of this study was to understand how dynamic classroom furniture may impact classroom performance such as attention, work neatness, and work completion in a second grade general education classroom of 19 students. All students in the classroom were included in this study to understand the implications of environmental modifications on the learning process in general education settings. A descriptive method provided information about the interaction of dynamic furniture on identified learning components. Three different dynamic furniture options were provided: Zuma chairs®, Disc‘O’Sits® (inflated seat cushions), and standing desks with the Original FootFidget®. The class was randomly divided into four groups of up to five students. The groups were rotated through the furniture, allowing one week per group with each type of furniture. The Sensory Processing Measure (Parham & Ecker, 2007) was used to screen the sensory processing of students and a daily self-report rubric provided data on attention behaviors and perception of the dynamic furniture options. Data were graphed and visually analyzed for differences in responses to types of furniture. Responses on the rubrics indicate that the different types of furniture impacted different components of learning in a variety of ways. The data from this study indicates that no one type of furniture provides the same effect for all elementary students, but rather that personal characteristics may dictate the best match for focus, work completion, and neatness.
Date of Completion
Master of Science in Occupational Therapy (MSOT)
Date of Award
University of Puget Sound