Flexible Seating

By Carol Krigger

This issue of NASET’s Classroom Management series was written by Carol Krigger and addresses the issue of flexible seating in the classroom. Over the years, children can be observed sitting at a desk for long periods of time. This is especially difficult for special needs students. The school day is about eight hours on average, much of that time is spent in a chair with the child expected to maintain focus with little to no movement. When addressing special education students, teachers are encouraged to find more ways to keep the attention of the student. Activities involving movement are sometimes incorporated. However, special needs and general education students alike are still tapping pencils, flipping bottles, and getting up from their seats. Behavior management systems provide support for students and teachers in hopes of diminishing the behavior. Would providing the special needs child the choice of preferred seating assist in minimizing the distracting behaviors observed? Does flexible or alternative seating benefit the attention span and academic performance in learners, especially learners with exceptionalities?

Abstract

Over the years, children can be observed sitting at a desk for long periods of time. This is especially difficult for special needs students. The school day is about eight hours on average, much of that time is spent in a chair with the child expected to maintain focus with little to no movement. When addressing special education students, teachers are encouraged to find more ways to keep the attention of the student. Activities involving movement are sometimes incorporated. However, special needs and general education students alike are still tapping pencils, flipping bottles, and getting up from their seats. Behavior management systems provide support for students and teachers in hopes of diminishing the behavior. Would providing the special needs child the choice of preferred seating assist in minimizing the distracting behaviors observed? Does flexible or alternative seating benefit the attention span and academic performance in learners, especially learners with exceptionalities?

Keywords: flexible seating, alternative seating

Introduction

Would children benefit from having the ability to choose the seating aspect in the classroom environment? Will it help improve academic performance, attention and focus, and assist in decreasing behaviors? Over the years, there have been countless research conducted geared to revealing methods of enhancing students’ engagement and interest in their learning so that they will ultimately become successful. On any given school day, there may be one or two students in a classroom who appear to find it difficult to sit in the chair that is provided for them. Throughout the day, they might find some point of comfort in working while standing behind their desks. There has been some research conducted on the effects of flexible or alternative seating as it affects student productivity and engagement.

The Problem

In the typical classroom, behavior plans are put in place to assist students in increasing attention and appropriate behavior, but these plans often neglect to consider the possible sensory needs of the student.  “A sensory processing approach to behavior provides students an opportunity to adjust sensory input while maintaining expected behaviors within the class (Stapp, 2018).” Students with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) typically must work harder to maintain the expectations of the traditional classroom due to the “de?cits in sensory processing that might be a causative factor for social disengagement and o?-task behavior. Therefore, a priority for children with ASD and others with sensory processing problems is to provide them successful strategies for self-modulating sensory input (Schilling & Schwartz, 2004).” These approaches appear to provide students with an outlet; something else that engages their busyness while sustaining their level of attention on the desired task.

Flexible Seating Defined

Flexible seating is the incorporation of choice in the classroom. It is providing students with the alternative to not sit behind the assigned desk, especially those with special needs such as Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, and gifted while gaining some benefits. Sorrel (2019) states that “these benefits include increase in learning behavior and health.  Using flexible seating gives students the chance to move around more in their seats, whether that involves swiveling on a wobble stool or lightly bouncing or rolling on a therapy ball (Sorrell, 2019).” Flexible seating is not evidenced based practice, rather it is typically sensory intervention given to those students who have a difficult time sitting still for long periods of time. Due to this incapability, they are usually considered behavior issues in the classroom and their behavior generally affects their academic achievement. It is most commonly utilized and practice by occupational therapists for children with special needs.

Why it is important.

“While the traditional structure of the physical environment still dominates, there is an increasing trend to change from teacher centered seating to student centered seating. Also known as alternative seating, this type of seating gives students choice in the type of seating they utilize throughout the day (Daily & Suite, 2015; Stapp, 2018).” This type of thinking to give children the opportunity to take charge in their learning appears to coincide well with affording the authority to have a voice in seating which may also have an impact on their focus, academics and student behavior as well. Alternative seating may also offer the child the chance to get some movement in a traditional environment with little to no movement. Schilling & Schwartz (2004) wrote that, “studies on classroom seating suggest that sustained sitting in regular classroom chairs is unhealthy for children’s bodies, particularly their backs (Illi, 1994; Lear & Pomeroy, 1994; Schroder, 1997; Witt & Talbot, 1998).” “Jensen (2000) argued against the structure of a sedentary classroom, noting that teachers need to engage students in a variety of positions throughout the day, including walking, leaning against walls or desks, perching, or even squatting. This helps to promote physical activity, which ultimately increases learning capacity (Jensen, 2000; Stapp, 2018)”. Stapp (2019) also argues that “through increased sensory input, alternative seating may help promote self-regulation, leading to improved behavior, attention and academic performance for all learners in the classroom.” Providing these opportunities could have an impact on the overall child.

Who might benefit?

Although all students could possibly benefit from this type of classroom practice, it seems that there in more desire to learn of the positive academic effects it has on students with exceptionalities. “Schilling and her colleagues demonstrated improvements of both in-seat behavior and work production of fourth graders with ADHD when seated on therapy balls vs. chairs. The teacher stated that she believed that the students were much more productive when using the balls and thought their test scores would be impacted in a positive manner (Schilling & Schwartz, 2004).” “While theory states that movement, like the movement from flexible seating, could help students who are inclined towards bodily-kinesthetic intelligence, there are many studies on the benefit flexible seating gives to special needs students (Sorrell, 2019).” However, researchers continue to test a variety of seating options available for use in the classroom in hopes of pinpointing concrete evidence in favor of flexible seating. This research still has not produced clear outcomes.

Another benefactor may also be the classroom teacher. The demands of the classroom stapled with the inattentive nature of some students may have hindered the learning process in today’s classroom. “One way to ensure instructional time does not decrease during the school day is to create a learning environment that enables students to remain on-task during instruction (Stapp, 2018).” “Integrating the disciplines of two basic theories, occupational and physical therapy and education, can create an e?ective behavioral support strategy that can be easily implemented by classroom teachers (Schilling & Schwartz, 2004)”.

Drawbacks to Flexible Seating

Stapp (2018) mentions that “many educators across the United States are incorporating alternative forms of seating into their classrooms.” However, there is minimal evidence on the effect that alternative seating has on academic performance and behavior. This affects the probability of this practice becoming a part of the educational norms. There simply isn’t enough research to come to a definitive conclusion. The outcomes are not concrete. Flexible seating is not evidenced based practice, rather it is typically sensory intervention given to those students who have a difficult time sitting still for long periods of time. Due to this incapability, they are usually considered behavior issues in the classroom and their behavior generally affects their academic achievement. It is most commonly utilized and practice by occupational therapists for children with special needs.

The Outcome

“As educators attempt to improve the learning environment by identifying research-based practices that counter off-task student behaviors and increase academic achievement, research on alternative seating in the classroom continues to increase (Stapp, 2018).” While it has be mentioned that flexible or alternative seating may supply children with the ability to move around the classroom, as is natural for them, instead of using traditional seating may provide them with benefits academically and behaviorally; there isn’t enough research to draw a conclusion on whether it is best for the student. Schilling (2016) suggested that, “for some forms of challenging behavior, the use of dynamic seating appears proactive, serving as a positive behavior support strategy to assist in creating an opportunity for learning.” “However, no one type of seating was found appropriate for all children either with or without ADHD (Schilling, 2016).” Only more research and additional evidence will provide a clear picture of the impacts of flexible seating on students and students with special needs in the classroom. in the classroom.

References

Schilling, D. L. (2016). Alternative Seating Devices for Children with ADHD: Effects on Classroom Behavior. Pediatric Physical Therapy. (Google Scholar)

Schilling, D. L., & Schwartz, I. S. (2004). Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior. Journal of Autism and Developmental Disorders, 423-467. (Eric.gov)

Stapp, A. (2018). Alternative Seating and Students’ Perceptions: Implications for the Learning Environment. Georgia Educational Researcher. Vol 14: Iss.2, Article 4. DOI: 10.20429/ger2018.140204   Available at: digitalcommons.georgiasouthern.edu/gerjournal/vol14/iss2/4 (Eric.gov)

Sorrell, M. E. (2019). Perceptions of Flexible Seating. The Journal of Teacher Action Research, 120-136. (Eric.gov)

 

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