The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.
Question of the Week
Does Using Balance Balls as Classroom Chairs Improve Student Attention?
Occasionally, the Reference Desk receives questions that focus on aspects of learning and teaching that diverge from the large, high-profile school-improvement and education-policy issues. Although the requests may be unique in REL-NEI’s Reference Desk experience, and although there may not be a breadth of rigorous research addressing them, they are representative of the broad range of education questions that people ask. This week’s Digest question and response might be of interest to those who are finding it difficult to concentrate on their own work as summer approaches.
Question
Have any studies been done that show improvement in student attention when using balance balls as chairs at the elementary level?
Research Synthesis
Reference Desk researchers found a number of resources that suggest balance balls (or stability balls) may have a positive impact on student attention for some students, as measured by indicators such as on-task behavior and time on task. For example, results from one resource found that “students who sat on the stability ball improved in one or more of the following: (a) flexibility and range of motion, (b) strength and stability, (c) balance, (d) posture, (e) squirminess, and (f) ability to stay on task” (Witt, 2001; see below). In addition, studies of the use of therapy balls by students with disabilities report benefits for students with autism (Schilling, 2004; see below) and attention deficit hyperactivity disorder (Schilling, 2003; see below). Note that although three of the resources listed below were retrieved from websites of two balance ball vendors, this Digest does not constitute an endorsement of these products.
Publicly Available Resources
- Classroom Seating for Children with Attention Deficit Hyperactivity Disorder: Therapy Balls Versus Chairs. 2003; Schilling, D. L., Washington, K., Billingsley, F. F., & Deitz, J.; The American Journal of Occupational Therapy; Vol. 57, No. 5; pp. 40–47.
From the abstract: “The purpose of this study was to investigate the effects of therapy balls as seating on in-seat behavior and legible word productivity of students with attention deficit hyperactivity disorder (ADHD)…. The study was conducted in a 4th grade inclusive classroom during daily language arts…. Results demonstrated increases in in-seat behavior and legible word productivity for the students with ADHD when seated on therapy balls. Social validity findings indicated that generally the teacher and students preferred therapy balls.”
- Stability Ball Use in the Classroom: Affect on On Task Behaviour and Handwriting. 2007; Gamache-Hulsmans, G.; Banff Elementary School; 23 pages.
“This study examined two elementary school classrooms (grade two and grade three) to see if the stability balls had an impact on student learning” (p. 3). “The data suggests that there was an improvement for students with ADHD symptoms when they used the ball. …The data also suggests that the grade two student’s on task behaviour improved for all students with an average improvement of 19.6%” (p. 8). “The results of this study show that there is a general improvement in on task behaviour and handwriting as a result of the use of stability balls as a chair in the classroom” (p. 19). “Overall, the use of stability balls in the classroom is perceived as positive as long as the students earn the use of the balls through the training program and as long as the students and teachers are given the choice of use on a daily basis” (p. 20). Note: This study was retrieved from the website of a balance ball vendor.
- Use of the Stability Ball as a Chair in the Classroom. 2001; Witt, L. N.; A Study Submitted to the Superintendent of the Poudre School District, Fort Collins, Colorado; 43 pages.
According to the abstract: “[t]he purpose of this study was to determine if the use of the stability ball for sitting, in an elementary classroom, was effective in improving one or more of the following: (a) flexibility/range of motion, (b), strength/stability, (c) balance, (d) posture, (e), squirminess, and (f) ability to stay on task, in male and female sixth-graders, ages 11 to 12 years.” The author found that: “[f]ive of the 12 students improved their ability to stay on task” (p. 33). Note: This study was retrieved from the website of a balance ball vendor.
- Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior. 2004; Schilling, D. L., & Schwartz, I. S.; Journal of Autism and Developmental Disorders; Vol. 34, No. 4; pp. 423–432; ERIC Document #EJ735479.
From the abstract: “A single subject, withdrawal design was used to investigate the effects of therapy balls as seating on engagement and in-seat behavior of young children with Autism Spectrum Disorder (ASD)…. This study suggests therapy balls as classroom seating may facilitate engagement and in-seat behavior and create opportunities to provide effective instruction” (p. 423).
The Reference Desk also found this article to be helpful in learning more about alternative seating in general:
- Seating That Makes ‘Sense’: A Sensory-Based Classroom Technique. No date; Eingle, K. L., Hamilton, C. B., McLane, M. C., Mun-Bryce, S., Frank, J., & Scheerer, C.; Cincinnati, OH: Xavier University Department of Occupational Therapy; 25 pages.
From the abstract : “This study’s purpose was to provide evidence regarding inflated seat cushions’ effect on seating behaviors in a typical third grade classroom. An across subjects time series design was used with baseline, novelty, mandatory use, and optional use phases. Students were observed during language arts, and data was collected using a behavior rating scale. Results demonstrated non-significant trends of increased in-seat and fidgety behaviors for the low and medium frequency groups, as well as decreased noisy, poor posture, and out-of-seat behaviors for the medium and high frequency groups. Pre and post profile surveys completed by students and parents demonstrated … perceived improvements in seating behaviors and academic performance.” Note: This study was retrieved from the website of a balance ball vendor.
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