The Effect of Alternate Seating on Improving Attention and In-seat Behavior of Preschoolers with Autism: A Pilot Study

ABSTRACT

Objective: The purpose of this pilot study was to determine the effects of alternate seating on increasing the attention and in-seat behaviors of preschoolers with autism.

Method: This study used a single subject, A-B-A-B design across a convenience sample of four preschoolers with ASD. During baseline phases (A), participants used the floor; during intervention phases (B), participants used alternate seating (T-stool or cube chair). The study took place over a four-week period, with each phase lasting one week.

Results: Analysis of means and standard deviations illustrated that for two participants there was an increase in the duration of attention during both intervention phases. Data indicated no consistent changes in averages for duration of in-seat behavior. Furthermore, visual analysis with the two-band standard deviation method found no evidence of effect for attention and only one small effect for in-seat behavior for one participant.

Conclusion: The use of alternate seating did not result in significant differences related to attention and in-seat behavior of young children with ASD. Results indicate a need for further research in this area.

KEYWORDS:

• Autism spectrum disorders
• sensory strategies
• alternate seating
• preschool

Clinical Implications

The findings of this study have the following implications for occupational therapy practice:

• Use of alternate seating by classroom staff during instructional time did not produce significant changes related to attention or in-seat behavior.

• Therapist consultation with educational team is important to support what is feasible in the classroom context, thereby supporting carryover by classroom staff.

• Individual client needs should be the determinant for any type of classroom seating recommendation.

Conflicts of interest

The authors confirm there are no conflicts of interest.