ORCID

http://orcid.org/0000-0001-8892-4387

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Rene Parmar

Second Advisor

Seokhee Cho

Third Advisor

Rebecca Louick

Abstract

Flexible seating has become increasingly popular in the United States. The flexible seating movement has led to a change in teaching styles of educators and an increase in the purchase of new furniture for the classroom. This movement is lacking empirical support of its use within elementary settings, particularly for students with special learning and behavioral needs. This study assessed the impact of the use of specific forms of flexible seating options on stereotypy and on-task behavior for six, male elementary-aged students in either a general education classroom, a co-teaching classroom, and/or a special education setting. These students all participated in a variation of time between settings due to inclusion opportunities offered by their specific schools. The students have a diagnosis of Autism, ADHD, and/or a dual diagnosis of both Autism and ADHD. The students ranged in age from five to twelve years old. The Repetitive Behavior Scale for Early Childhood was administered to determine which form of flexible seating would be most likely to be effective in increasing on-task behavior and decreasing stereotypy. A multiple treatment reversal design was used to assess the effects of two types of flexible seating options on on-task behavior and stereotypy compared to standard classroom chairs. Partial interval recording was used to collect data on stereotypy Add a summary of findings and whole interval recording was used to collect data on on-task behavior. This study found that non-kinesthetic seating options had the highest overall on-task behavior scores as well as the lowest stereotypy scores overall when compared to kinesthetic and typical classroom chair seating options within an elementary classroom. Implications include the possible systematic use of The Repetitive Behavior Scale for Early Childhood (RBS-ED) and/or a functional analysis (FA) in selecting flexible seating furniture in schools to support student learning. The scores from these assessments help to determine which type and/or function stereotypy is maintained by and therefore can help in a selection of the most appropriate variation of flexible seating option. This study adds to the literature assessing the efficacy of flexible seating furniture within elementary settings.

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