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Julie H. Hunley, Ph.D, OTL; Stephanie Beisbier, OTD, OTL; Cynthia Clough, Ph.D, OTL,


Background: The purpose of this study was to explore the effect of alternative seating (KidsErgo chairs) on second-grade students’ attention and task behavior/completion skills during academic instruction and work time.

Method: The quasi-experimental two-group pretest/posttest study included 24 students in one urban parochial school classroom. A subset of students was identified for close momentary time sampling of classroom behaviors while all students were assessed with the behavior/task completion subtest of the School Function Assessment (SFA).

Results: SFA scores improved in the students with low baseline SFA scores (LSFA), but not in the students with high baseline SFA scores (HSFA). Students in the LSFA group exhibited significantly more off-task behaviors than the students in the HSFA group throughout the study. Task initiation was significantly improved when alternative seating (KidsErgo or ball) was selected by the students in both groups.

Conclusion: When used as a Tier 1 intervention in an elementary school classroom, alternative seating may positively contribute to school function in students functioning at lower levels of participation. Alternative seating, regardless of baseline school function, led to increased observations of task initiation in fewer than 10 s. These findings suggest that KidsErgo is a suitable seating alternative for the general student population as a Tier 1 intervention.