Investigating the Effects of Stability Balls on Classwide Student Behavior and Academic Productivity

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Applied School Psychology Pub Date : 2019-01-08 DOI:10.1080/15377903.2018.1549175

Natasha A. Olson, Carlos J. Panahon, Alexandra Hilt-Panahon

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引用次数: 2

Abstract

Abstract Stability balls are promoted as an effective alternative to chairs at a classwide level, yet there are no published studies documenting classwide outcomes. Therefore, the purpose of this study was to investigate classwide effects of stability balls and attempt to provide empirical support for their use. Using an A-B-A-B reversal design, this study examined the effectiveness of stability balls in comparison to classroom chairs in a second-grade classroom. Student on-task and out-of-seat behaviors were measured using direct observation. Academic productivity was measured using curriculum-based measures of written expression. Similar patterns of responding for on-task and out-of-seat behavior were found while students were seated on traditional chairs and stability balls. Results demonstrated similar rates of improvement in writing fluency over the course of the study. Overall, teacher and student social validity measures indicated high levels of acceptability of stability balls in the classroom.

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研究稳定球对班级学生行为和学习效率的影响

稳定球作为一种有效的椅子替代品在班级范围内得到推广，但没有发表的研究记录班级范围内的结果。因此，本研究的目的是调查稳定球的班级效应，并试图为其使用提供实证支持。采用a - b - a - b逆向设计，本研究考察了稳定球与教室椅子在二年级教室中的有效性。学生在任务中和座位外的行为是用直接观察来测量的。学术生产力是通过基于课程的书面表达来衡量的。当学生们坐在传统的椅子和稳定球上时，他们对任务和座位外行为的反应模式也相似。研究结果表明，在整个研究过程中，写作流畅性的提高速度相似。总体而言，教师和学生的社会效度测量表明稳定球在课堂上的可接受性较高。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.