Article

A single-subject design was used to assess the effectiveness of therapy ball
chairs on classroom participation in 6 boys with autism spectrum disorder (ASD).
The sensory processing pattern of each participant was assessed using the Sensory
Processing Measure. Data on in-seat behavior and engagement were collected using
digital video recordings during Circle Time. During baseline, participants sat on
chairs. During intervention, participants sat on therapy ball chairs. Social
validity was assessed by means of a questionnaire completed by the teacher. Each
child demonstrated a unique response. The ball chair appeared to have a positive
effect on in-seat behavior for the child who had the most extreme
vestibular-proprioceptive-seeking behaviors. Children with poor postural
stability were less engaged when sitting on the therapy ball chair. The results
illuminate the complex nature of children with ASD and the importance of using
sound clinical reasoning skills when recommending sensory strategies for the
classroom.

Langue : ANGLAIS