Classroom Seating for Children With Attention Deficit Hyperactivity Disorder: Therapy Balls Versus Chairs

Schilling, Denise Lynn; Washington, Kathleen; Billingsley, Felix F.; Deitz, Jean

doi:10.5014/ajot.57.5.534

Cited by 81 publications

(62 citation statements)

References 17 publications

(17 reference statements)

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“…This activates the human proprioceptive and vestibular systems. As Schilling et al 10) found, students appeared to use the stability balls as a form of "self-modulation of personal sensory needs." Movement and physical activity appeared to keep them in their seat and on their task.…”

Section: Discussionmentioning

confidence: 99%

“…This result shows that using the therapy ball can increase the ability of the ADHD children to pay attention and decrease the difference between ADHD and normal children. Past research has shown that changing the sitting position can enhance the learning effect for ADHD children 20) and that using a therapy ball can improve in-seat behavior and legible work productivity in them 10) . These changes in behavior have now been verified by EEG and performance approaches.…”

Section: Discussionmentioning

confidence: 99%

“…Although the teachers reported improvements in class work for ADHD children seated on balls versus on chairs, and both direct and indirect investigations recommended the use of therapy balls as classroom seating for children with ADHD, little formal assessment has been performed. To our knowledge, only one published study 10) verified the effectiveness of using a therapy ball to improve in-seat behavior and legible work productivity in children with ADHD. In the past, many researchers have used event-related brain potentials (ERPs) as a tool to observe brain excitation in ADHD children during an auditory oddball task 3,[12][13][14] .…”

Section: Introductionmentioning

confidence: 99%

“…Therapists sometimes suggest that an overexcited child may be calmed down by rocking gently on a ball. Previous studies have also reported that children using therapy balls in a classroom appeared to improve in terms of ability to listen and attend, sit longer, remain calm and focused, and are able to finish class work [9][10][11] . Although the teachers reported improvements in class work for ADHD children seated on balls versus on chairs, and both direct and indirect investigations recommended the use of therapy balls as classroom seating for children with ADHD, little formal assessment has been performed.…”

Section: Introductionmentioning

confidence: 99%

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Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder

Wang

Chen

et al. 2012

J Phys Ther Sci

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Abstract.[Purpose] The aim of this study was to investigate the P300 in electroencephalography (EEG) and the reaction time in children with attention deficit hyperactivity disorder (ADHD) during an auditory oddball task when sitting on a classroom chair or therapy ball.[Subjects] Fifteen ADHD children with a mean age of 8.6 ± 2.1 years and 14 healthy children with a mean age of 8.7 ± 2.0 years were used as subjects in this study.[Methods] All subjects were asked to sit on a chair or therapy ball and perform simultaneously the auditory oddball task. A portable 40-channel EEG system and a sound operating system were employed to record and analyze the EEG and button reaction time signals.[Results] When seated on the chair, the ADHD group had a significantly longer reaction time than the control group. ADHD children seated on a therapy ball showed a significant improvement in reaction time compared with when seated on the chair. In the parietal lobe, the ADHD group had a significantly delayed P300 latency during chair seating compared with the control group. The ADHD group showed a significantly shorter P300 latency time when seated on a therapy ball.[Conclusion] The therapy ball has a significant advantage for enhancing the attentional ability in children with ADHD.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder

Wang

Chen

et al. 2012

J Phys Ther Sci

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“…• Student may attend to classroom instruction for longer periods of time when sensory needs are addressed (Schilling, Washington, Billingsley, & Deitz, 2003).…”

Section: Research Evidence and Related Resources Guiding Practicementioning

confidence: 99%

Occupational Therapy's Perspective on the Use of Environments and Contexts to Support Health and Participation in Occupations

2010

American Journal of Occupational Therapy

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PurposeThis paper articulates the position of the American Occupational Therapy Association (AOTA) regarding how, across all areas of practice, occupational therapy practitioners 1 select, create, and use environments and contexts to support clients' health and participation in desired occupations. IntroductionThe value and purpose of occupational therapy is to support the health and participation of clients by engaging them in their desired occupations (AOTA, 2008). Occupations are activities that "reflect cultural values, provide structure to living and meaning to individuals; these activities meet human needs for selfcare, enjoyment, and participation in society" (Crepeau, Cohn, & Schell, 2003, p. 1031. Where and how occupational therapy services are provided is based on the notion that clients' engagement in occupation is inextricably situated in environments and contexts. The environment refers to external physical and social aspects that surround clients while engaging in the occupation. Contexts are the cultural, personal, temporal, and virtual aspects of this engagement; some contexts are external to the client (e.g., virtual), some are internal to the client (e.g., personal), and some may have both external features and internalized beliefs and values (e.g., cultural) (AOTA, 2008). Occupational therapy practitioners view human performance as a transactive relationship among people, their occupations, and environments and contexts.Using their expertise in analyzing these complex and reciprocal relationships, occupational therapy practitioners make recommendations to structure, modify, or adapt the environment and context to enhance and support performance. Both environment and context influence clients' success in desired occupations and therefore are critical aspects of any occupational therapy assessment, intervention, and outcome. This assumption is consistent with current educational and health care laws and policies that stipulate that assessment and intervention by providers take place in the natural and least restrictive environments that support the client's successful participation (Americans with Disabilities Act of 1990; Individuals with Disabilities Education Improvement Act Amendments of 2004;Olmstead v. L.C. and E.W., 1999). Occupational Therapy ProcessOccupational therapy practitioners support people where life is lived. To support people to live meaningful lives in environments and contexts that best meet their needs and desires, practitioners interpret a wide range of laws, regulations, and standards as they seek to maintain the integrity and values of the profession to benefit clients. Table 1 reviews key legislation related to occupational therapy intervention and how these laws apply to practice.1 When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006). Occupational therapists are responsible for all aspects of occupational therapy service delivery and are accountable for the s...

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Effects of therapy balls on children diagnosed with attention deficit hyperactivity disorder

Taipalus

Hixson

Kanouse

et al. 2017

Behavioral Interventions

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Therapy balls are air‐filled rubber balls ranging from 20 to 30 in. in diameter that are sometimes used in place of traditional 4‐legged chairs in classrooms. Unfortunately, research on the effects of therapy balls as chairs is limited. Therefore, this study evaluated the effects of therapy balls on the on‐task behavior and academic performance of elementary students diagnosed with Attention Deficit Hyperactivity Disorder. An alternating treatments design was implemented with 4 students from the 3rd and 4th grades comparing therapy ball seating to traditional classroom chairs. No effect of the therapy balls was found, although students preferred sitting on the therapy balls. Teachers reported that the therapy balls were difficult to use and did not find them particularly effective.

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Classroom Seating for Children With Attention Deficit Hyperactivity Disorder: Therapy Balls Versus Chairs

Abstract: This study provides evidence that use of therapy balls for students with ADHD may facilitate in-seat behavior and legible word productivity.

Cited by 81 publications

References 17 publications

Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder

Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder

Occupational Therapy's Perspective on the Use of Environments and Contexts to Support Health and Participation in Occupations

Effects of therapy balls on children diagnosed with attention deficit hyperactivity disorder

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