A quasi-experimental design determining the effectiveness of dynamic seating on classroom off-task behaviors

Abstract

Elementary students spend an average of five and a quarter hours per day seated on a hard surface which provides little sensory input and possibly contributes to discomfort. Sensory integration was found to improve executive functioning skills in elementary students by helping their comfort level at being seated. This quasi-experimental study sought to explore how the type of seating offered to a student can affect student on-task behavior, which means fewer off-task behaviors in the classroom and greater attention to academic performance. Baseline data were collected on student off-task behaviors and used to compare to post intervention data using the same student disruption qualifiers. The total count of student off-task behaviors was defined as inappropriate out of seat behavior, fidgeting in a way that disturbs the learning environment, and/or blurting out of turn. The quasi-experiment was intended to start six weeks from the start of school, however, due to limitations out of this researcher control the study began 24 weeks from the first day of school. Frequency data were collected on the number of off-task behaviors that occur daily. Off-task behaviors were counted and totals were recorded each hour of the day. These numbers were added and counted as baseline data. After the introduction of the air-filled disks in the student chairs, data were collected to quantify the number of off-task behaviors that occur daily by the hour. These numbers were added to compare to pre-intervention data using a one-way repeated analysis of variance (ANOVA) which showed a significant difference in off task behaviors with a .426 Partial Eta Squared value which shows statistical significance to reject the null hypothesis. The intended sample size was 45 fourth graders with 23 in a controlled environment and 22 in the experimental environment. However, due to acquiring parental consent the total numbers were nine in the control classroom and 17 in the experimental classroom. This research hoped to positively correlate dynamic seating with increased academic scores and decreased off-task behaviors. The findings showed the air-filled disk provided enough proprioceptive input to decrease off-task behavior and improve academic scores.