Fourth grade (Education)--United States; Learning--Evaluation; Classroom environment--United States
This study examined the effect of using FootFidgets® and standing desks with FootFidgets® on attention and work completion for students in a fourth grade class in a private elementary school. An A-B-C single subject case study design where phases were one week, and students completed daily visual analog scales to examine classroom behavior. The mean attention of students significantly increased while using the standing desk and FootFidget®, t(8) = 2.79, p = .024. One student identified by the Sensory Processing Measure: Home Form as having some problems processing sensory input, increased work completion while using the standing desk and FootFidget®. The FootFidget® alone did not significantly increase attention or work completion of the students. Students reported liking the FootFidget® 90% of the time. The FootFidget® and standing desk may provide increased sensory input compared to the FootFidget® alone. The FootFidget® and standing desk are potential environmental adaptations to improve academic performance.
Yvonne Swinth, Ph.D., OTR/L, FAOTA
Kari Tanta Ph.D., OTR/L, FAOTA
Date of Completion
Master of Science in Occupational Therapy (MSOT)
Date of Award
University of Puget Sound