Impact of Cushioned and Ball Chair on Classroom Behaviour

Impact of Cushioned and Ball Chair on Classroom Behaviour The Impact of Air Sit Cushioned and Ball Chair on Classroom Behavior of Students with Autism Spectrum Disorder (ASD) Nader Matin Sadr1, Hojjat Allah Haghgoo2, Sayyed Ali Samadi3, Mehdi Rassafiani2, Enayat Allah Bakhshi 2 1. Ph.D Candidate of Occupational therapy 2. PhD 3. Ph.D University of Ulster Introduction: Increasing number of children with autism spectrum disorder is 1 case per 110 Students is a great challenge for education system (1). Difficulty in engagement in class tasks, low attention span, and inappropriate behaviors are common in these students, which interfere with student’s ability to participate in the educational mainstream (2). One reason that children with ASD have limited success in educational improvement with some intervention strategies is that these strategies do not address the sensory issues that may underlie the disruptive behavior (Ayres, 1972; Dunn, 2000). In an extensive research on 200 children with autism, %95 had difficulties in sensory modulation. Physiological need for proper sensory stimulation leads to spending most of student time on stereotype and repetitive movements to adjust their sensory system. Therefore, their attention would not be concentrated on learning and assignments in class. Greenspan and Wieder argued that the decrease in sensory processing may resulted in social isolation and inattention to class tasks (2).Viola and Noddings stated that children with low sensory sensibility require additional sensory stimulation to accomplish the tasks which require attention and concentration (3). Therefore, one of the prominent approaches to address the behavioral problems in these chi ldren is sensory integration approach. Sensory integration approach includes integration of three essential sensory systems: the proprioceptive, the vestibular, and the tactile systems. These systems, regulate the awareness of the body in space, joint and limbs positions, control sensations of gravity and movement, and perceives the sense of touch (4). Sensory Integration theory is focused on these special key sensory systems which are useful in person’s interpretation and application of sensory information. Proper sensory integration is a gate to successful educational learning through successful application of sensory and perceptual systems which would lead to forming vital skills for doing on task behaviors (4). Occupational therapists who work in school often use sensory techniques to increase students’ levels of attending, on-task behavior, and performance in the classroom. Many clinicians perceive these approaches to be successful in promoting functional classroom behavior. According to previous findin gs, 99% of occupational therapists use sensory integration techniques (5). Smith and Miller had been in contact with 292 occupational therapists in 1992 and found that Sensory Integration based-therapy was the most common applied technique among all of them (6). The effects of proper sensory integration, improve students ability to educational achievements and success by goal directed use of sensory and perceptual systems. This method can lead to success in learning (Gilman). Furthermore, formal research conducted on sensory-based interventions has supported this belief (Schilling, 2004; Schilling Schwartz, 2004; Schilling, Washington, Billingsley, Deitz, 2003). Hemmingsson and Borel in their investigations emphasized on lack of environmental modification in the classroom that directly refers to the limitation of student’s engagement. So, lack of proper changes in environment can lead to restriction in learning. Furthermore, previous emphasis in pediatric occupational therapy has been on modifying the individual’s behavior with less emphasis placed on changing the environment, but focus is now shifting to ergonomic and sensory modifications to promote academic success (Asher, 2010). Various sensory-based strategies, including the use of alternative seating devices, have been examined by researchers and in many cases have been found to promote functional classroom behavior (Fertel-Daly, Bedell, Hinojosa, 2001; Schilling et al., 2003; Schilling Schwartz, 2004; Zissermann, 1992). Two of these functional methods are the using of balls and air cushions rather than common chairs. The use of therapeutic balls have been lead to marke d improvements in the in-seat behavior and legible word production, in school age children with attention deficit hyperactivity disorder (ADHD; Schilling, 2004; Schilling et al., 2003) and to increase in engagement and in-seat behavior of preschoolers with ASD (Schilling Schwartz, 2004) (7). Clinicians have been using dynamic seating systems such as the Disc ‘O’ Sit cushion for many years to assist students to increase their attention span. While clinical evidence that these systems can lead to desired results, but very little research has been completed and published to support their use. Sitting on a ball allows the child to pay more attention to activities while receiving stimulation in a passive form, rather than seeking stimulation from disruptive activities. Gamache-Hulsmans (2007) stated that students said they feel better when sitting on ball chairs. Students also felt more comfortable and said their backs did not hurt when sitting. The ball chairs are soft compared to regular classroom seats and are more fun to sit on (3). To what extent, dynamic seating chairs will effect on attention to on task behaviors and in-seat behavior? Therefore, in this research, the effects of sitting on ball and air cushion were investigated. With regards to thousands of special students with difficulty in sitting and classroom performance, these devices may be optional selection for solving the mentioned class behavior problems. Materials and Method Research Design: A single subject multiple treatments withdrawal design A-B-A-C was used to investigate the effects of 3 seating options including common chairs, therapy balls, air cushions on the in-seat, on class task behavior, communication and social behavior of four students with ASD. During the 2 A phases students were sitting on common chairs, in B phase on air cushions, and during C phase they were sitting on therapeutic balls. Participants: This investigation performed in an especial school for ASD students. A convenience sample including four participants was recruited from the Preschool students in autism elementary school in Mashhad, Iran. Participants were diagnosed as ASD by specialists and taking their own medications regularly throughout the study. According to teachers’ report, all children were identified as having difficulty with in-seat behavior and on task behavior. Procedures: Informed consents were obtained prior to experiment and contents were comprehended and signed by students’ legal representative. Data collection: Gilliam Autism Rating Scale-Second Edition (GARS II) and Vineland testes were given and were used to examine social and communication skills of students in the first and final of research for all students of class. To assess the students’ class behavior, staff was instructed to give no additional feedback on students sitting behavior either positive or negative throughout the duration of the study. But, if a student exhibited behavior that could be potentially harmful to him, peers, or the staff must have been prevented by staff. To remove any novelty effects, students were introduced with stability balls and air cushion instead of their chairs for 2 full days, before baseline data collection. Video recording: Setting camera recorders in class, Students’ behaviors during class task (sitting period and attention performance related to class tasks) were recorded all the day-time. Students’ behaviors were quantified three times per week, one day after another, with an overall of 12 sessions. Two occupational therapists were trained as observer of videos. In-seat data were collected via momentary real time sampling (MTS); the observers coded the student’s behavior on the basis of several behavioral classifications. The mean score across raters was used to calculate weekly on-task and in seat behavior. Videos were regularly checked throughout the study to determine inter and intra rater reliability agreement. Observers individually, watched videos every 10-s intervals, stopped it and marked the observation on each child’s designated worksheet, thus resulting in 60 observations per session per participant. This MTS interval would serve to make the obs ervations more valid and representative of the child’s behavior throughout the baseline and interventions periods. Additionally, GARS II and Vineland testes were given and were used to examine social and communication skills of students in the first and final phases of research for all students of class. Students’ class behaviors during two intervention phases (each 1 week) were compared with class behavior during baseline and withdrawal phases (each one week). Teacher Social Validity Scale: Social validity questionnaire was used at the end of the study to evaluate teacher opinion regarding the intervention. The questionnaire consisted of 8 questions and assessed effects of intervention on sitting and activity participation as well as the extent of preference of stability balls or air cushion instead of chairs. Questions were answered on a 5-point Likert scale that ranged from strongly disagree (1) to strongly agree (5). On-Task Behavior:† Engagement was defined as â€Å"oriented towards appropriate classroom activity or teacher and either interacting with materials, responding to the speaker or looking at the speaker† (Schilling Schwartz, 2004, p. 427). This definition included reading, and writing as well. In-Seat Behavior: Data on in-seat behavior was defined according to Schilling and Schwartz (2004) and quantified during video review. â€Å"Any portion of the child’s buttocks in contact with the seat portion of the chair† (Schillling Schwartz, 2004, p. 427) and â€Å"the four legs of the chair in contact with the floor† (p. 427). For the intervention phase (B), any portion of the participant’s buttocks in contact with the air cushion, air cushion in contact with the chair and the four legs of the chair in contact with the floor. For the intervention phase (C), in-seat behavior was defined as â€Å"any portion of the participant’s buttocks in contact with the ball, the ball in contact with the floor, and at least one foot in contact with the floor† (Schilling Schwartz, 2004, p. 427). GARS-2: The GARS is a screening instrument used for the assessment of individuals’ ages 3–22 years old who exhibit behavioral characteristics that may be indicative of autism. This is a standardized instrument, which consists of 42 items divided into three subscales that describe specific, observable and measurable behaviors. The items included in this instrument are based on the definition of autism adopted by the Autism Society of America (2003) and on the diagnostic criteria for autistic disorder published in DSM-IV-TR. Vineland Materials: Therapy balls: The selected therapy balls to be used in classroom use, had 55-cm-diameter (n Sit ball by †¦) with five little feet to prevent it from moving or rolling when used as a sitting ball. Therapy balls were individually fitted with air pressure into the ball (at different degrees of inflation) that confirm the student could sit comfortably with his feet flat on the floor with knees and hips flexed at 90 degrees. Air cushion: The Disc ‘O’ Sit cushion is a round and widely available. The Disc ‘O’ Sit, are instability cushions, strong enough to sit. It is designed to fit on a classroom chair and provide movement while seated (7). Chair: A general wooden with iron frame classroom chair without armrests (height, 72 cm; depth, 34 cm; width, 39 cm; seat height, 36 cm). 1. Participant 1, speak with himself slowly and repeatedly with low attention and cannot tolerate sitting on chair. Participant 2 an 8-yr-old boy, he has low level endurance for performing occupation and sitting. He was hyperactive. Participant 3 an 8-yr-old boy, he has visual perceptual problem with low attention and endurance. Participant 4 a 11-yr-old boy, auditory problem, he likes, Results: During Phase A1 the number of times Hossin was on seat ranged from 11 to 18 (mean [M] = 14). During Phase B, the range was 30–36 (M = 34). During Phase A2, (chair) 15-38 (M = 23). During Phase C, (ball) the range was 2-10 (M = 6). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. During Phase A1 the number of times Hossin was on task ranged from 23 to 32 (mean [M] = 27.5). During Phase B, the range was 42-56 (M = 50). During Phase A2, (chair) 33-44 (M = 39). During Phase C, (ball) the range was 47-51 (M = 48). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. Each child’s data are presented in separate graphs in Figure (A) Total number of times that Hossin was on seat each phases. (B) Total number of times that Hassan was on seat and engaged each session. (C) Total number of times that Parsa was on seat and engaged each session. (D) Total number of times that Amir was on seat and engaged each session. Films was regularly checked throughout the study for determining inter and intra rater reliability agreement. Final inter rater agreement percentages ranged from 93% to 100% for in-seat behavior and from 80% to 90% for on-task behavior. They had a mean age of 8.75  ± 1.9 years, mean height 132.5  ± 9 cm, and mean weight 29.25  ± 8.5 kg. Each child demonstrated a unique response to the use of the therapy ball chair and air cushion. Discussion: Conclusions: This investigation suggests that dynamic seating in the classroom, increases in-seat behavior on task behavior for children with ASD. However no one type of seating was found appropriate for all children with ASD. For some forms of classroom behavior, the use of dynamic seating appears proactive, serving  as a positive behavior support strategy to assist in creating an opportunity for learning. References 1.Koegel L, Matos-Fredeen R, Lang R, Koegel R. Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 2011. 2.Schilling DL, Schwartz IS. Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of autism and developmental disorders. 2004;34(4):423-32. 3.Horgen KM, Kathryn M. Utilization of an Exercise Ball in the Classroom: Its Effect on Off-task Behavior of a Student with ADHD [thesis]: University of Wisconsin; 2009. 4.Wu W-L, Wang C-C, Chen C-h, Lai C-L. Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder. 2011. 5.Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism 2010. 6.Lang R, O’Reilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 2012;6(3):1004-18. 7.Schilling DL. Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatric Physical Therapy. 2006;18(1):81.

Amendment for Protection of the American Flag

As Americans, we live in a nation that provides unlimited opportunity and freedom that is unparalleled in the history of the human experience. Through it all, the flag of our country has stood as a symbol of that freedom and opportunity. Men and women have died to protect it and Americans from all walks of life have sacrificed a great deal to freely display it. However, all of this is countered with a frightening fact- The Constitution of the United States of America promotes desecration of the flag through the protection of flag burning as an expression of free speech (Goldstein, 1994).Therefore, the Constitution cries out for an amendment to protect the flag at all costs because without protection of the very symbol of freedom, the underlying democracy will in time fall by the wayside as well. This should not be taken as a harbinger of the end of democracy, however. In this speech, the following main points will be discussed: †¢ There are far too many cases of flag desecration , as will be proven by statistics †¢ The problem of flag desecration will not go away by itself, so action is needed†¢ Without action, the freedom that the flag represents will go up in flames like the abused flags themselves II. NEED STEP: Flag Desecration is Far Too Common The disrespect that has been shown the flag of the United States, in the most extreme cases, involves the flag being burned. While this makes an excellent photo opportunity for the media, the other examples of disrespect that the flag has been shown in recent years is far more common and degrading than an outright burning.Specific examples of this disrespect include the perversion of the flag under the excuse that the flag is being used for artistic purposes and therefore is legitimate as artistic expression, such as the use of the flag as a canvas upon which pornographic scenes are painted, use of the flag as offensive products such as the Old Glory Condoms offered online for sale, and the presentatio n of destruction of the flag in plays and movies, disguised as an essential part of the plot (Chu, et al, 2003).All of this is reinforced by powerful organizations like the American Civil Liberties Union that use their clout in courts of law to defend those who come under legal scrutiny because of their flag abusing activities (Arbuckle, 2003). Because there are so many perversely innovative ways to disgrace the American flag, the problem of desecration will not go away by itself; rather, evidence suggests that it will only get worse.Therefore, ways to protect the flag must exist. III. SATISFACTION STEP: There are Ways to Protect the Flag It would seem that the flag should be protected from those that would casually destroy it for their own benefit. So, how can this be accomplished? First, the implementation of a Constitutional amendment to ban the desecration of the American flag must take place, regardless of the weak excuses that have been offered to legitimize it.The justificati on for such an amendment lies in an important distinction between freedom of expression and freedom of conduct. The Constitution provides for the right of the individual to express themselves freely, which gives the impression that one is given the freedom to speak freely, peacefully assemble, challenge the government if they perceive that injustice exists, and the other rights enumerated in the Bill of Rights and elsewhere.However, there is a limit on conduct, constitutionally speaking. No one is given the right to act out in any way that they’d like. Therefore just as one would not be permitted to assault an individual with whom they disagreed, no one should be allowed to, in essence, assault the flag if they disagree with the government, or for any other purpose (Foerstel 1997). When and only when the Constitution bans the destruction of the flag will we see a total protection of the freedoms that the flag represents.IV. VISUALIZATION STEP: Without Protection, Democracy Su ffers If the flag is not protected, it would seem that it would only be the beginning of a wholesale sacrifice of all of the freedoms that have been provided by our founding fathers, protected with the blood of many of our best and brightest citizens, and laid out in the Constitution. It will only be through an amendment of that very Constitution that the flag is safe.If the flag is not safe, it is entirely possible that from that point the powerful ACLU and other organizations like it will use their power to make it acceptable for other unacceptable actions to be condoned under the guise of expression of freedom, such as illegal drug use, child abuse, and the like. The awful possibilities are truly endless. Simply put if we do not constitutionally protect the flag, a free-for-all will likely result as the other rules of civil conduct, one by one, are subsequently challenged and defeated. In the end result, only those with the money and power will have their agendas-for better or wo rse- advanced.Anarchy and evil will prevail without solid regulations to prevent such occurrences. V. ACTION STEP: Everyone Needs to Get Involved Sadly, the ultimate sacrifices that Americans have made in the name of freedom, from the hills of Lexington and Concord to the deserts of Iraq and Afghanistan, are likely to continue as long as the American nation exists. However aside from these valiant efforts, everyone who loves democracy and freedom must get involved in the effort to protect the American flag. There are several ways for the common person to personally solve the problem of flag desecration:First, support for the Constitutional amendment must exist. Citizens should take advantage of their freedom of expression to speak out in support of this effort. The circulation of petitions to gain the support of others will go a long way to appeal to elected officials about the importance of the amendment. Likewise, soliciting these elected officials to speak publically in support o f the amendment would be an excellent method. From the sacred point of view, church groups should also gather together regardless of religious affiliation to make a difference (Wall, 1995).Speaking out and organizing will be the best way to facilitate a flag protection amendment. VI. CONCLUSION: Summing it Up In an age where traditions and symbols are being discarded one by one, the flag must be protected at all costs; if not, the bloodshed in the past will all be in vain. Sadly, as has been discussed, the flag is sacrificed for profit, personal interests and entertainment- basically, the slimmest of reasons. Thus, the call goes out to everyone to be vocal, solicit flag protection from their friends and neighbors as well as elected officials, and never give up.The America that our children and grandchildren ultimately inherit is the one that we create today. We owe it not only to ourselves but also to generations yet unknown to us to preserve liberty, and justice for all. The task b efore us is clear- if we protect the flag, the flag will ultimately protect us! Works Cited Arbuckle, M. R. (2003). Vanishing First Amendment Protection for Symbolic Expression 35 Years after United States V. O'Brien. Communications and the Law, 25(2), 1+. Chu, J. , & Couper, D. P. (2003). The Flag and Freedom. Social Education, 67(6), 327+.Foerstel, H. N. (1997). Free Expression and Censorship in America An Encyclopedia. Westport, CT: Greenwood Press. Goldstein, R. J. (1994, July 18). This Flag Is Not for Burning: Snuffing out Symbolic Speech. The Nation, 259, 84+. Goldstein, R. J. (1995). Saving Old Glory: The History of the American Flag Desecration Controversy. Boulder, CO: Westview Press. Monroe’s Motivated Sequence. Retrieved November 22, 2008 from the World Wide Web: http://www. worldofspeech. com/speech1/monroe. html Wall, J. M. (1995, July 19). Flag-Burning Revisited. The Christian Century, 112, 699.

Literary Analysis of The Lottery by Shirley Jackson

Although several themes exist in the Lottery, only a few remain significant. Mrs. Hutchinson, who apparently arrived just moments after 10 A. M. , ended up as the not so lucky person that received the black dot on her ticket. â€Å"Clean forgot what day it was†¦Ã¢â‚¬ ¦.. and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running† (Jackson 3). She simply forgot the special event that took place that day and did nothing wrong. Never in the story did Shirley Jackson hint that Mrs. Hutchinson reeked of evil; however, she was punished brutally for no just picking a slip of paper out of some old, black box. Anyone in this small town, even the children, have the same chance of becoming the one murder victim. â€Å"Nancy was twelve, and her school friends breathed heavily as she went forward switching her skirt, and took a slip daintily from the box† (5). This goes for America’s society where any random person can be jailed or accused of something they were wrongly accused for. Society punishes innocent citizens based on faulty accusations or just because they resemble an estranged serial killer. As soon as the news goes public, friends and even family members disown the â€Å"criminal† just like in the lottery where all of Mrs. Hutchinson’s friends turned on her. Mr. Summers, who interacted with Mrs. Hutchinson earlier, in a friendly manner, â€Å"†¦. and Mr. Summers, who had been waiting, said cheerfully. ‘Thought we were going to have to get on without you, Tessie† (2) completely turned on Mrs. Hutchinson by the end of the story â€Å"All right, folks. Let’s finish quickly. † Even Mrs. Hutchinson’s own family turned on her. â€Å"The children had stones already. And someone gave little Davy Hutchinson few pebbles† (6). To the whole population of the village, the lottery was a ritual that had became a huge aspect of the villagers lives and thought nothing of it. Just like American’s accept football as the countries favorite sport and Spainards accept bullfighting as a ritual, the villagers accepted the lottery. The author describes the black box, in which the slips rest in. The black box grew shabbier each year by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained† (1). However, the villagers refused to accept change and kept the same black box because it was a ritual for as long as they recall. The line from the story â€Å"The people had done it so many times that they only have listened to the direc tions† (3), illustrates how the lottery really filled out the word â€Å"ritual†. The villagers claim the black box was made from pieces of an older black box from many years ago. Using stones and making family lists has been around for so long that they are part of a tradition, and no one ever wants to break a tradition. The actual lottery symbolizes irony. A lottery usually happens when a ticket is selected at random and whoever has the ticket receives a nice or in some cases, an extremely wonderful sum of money. In the Lottery, however, everyone dooms the day when they â€Å"win† this lottery because their own people murder them. Although not so obvious, foreshadowing is used in the Lottery by Shirley Jackson. At the beginning of the story, the seemingly innocent children play with stones â€Å"Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothes and roundest stones†¦Ã¢â‚¬  (1). Shirley Jackson presented the stones early in the story, but stones acted like a method of play until the end of the story where Mrs. Hutchinson was attacked by stones â€Å" ‘It isn’t fair’ she said. A stone hit her on the side of the head† (6). Shirley Jackson keeps the audience intrigued by dragging out the results of the lottery until the very end where the real use of the stones are mentioned.

Characteristics Of A Nation State - 902 Words

We live in a world where exchanging information and culture is as easy as clicking a button on your smartphone or computer. However, while that may be considered as a positive attribute to the worldliness of individuals across the globe, it proposes a potential threat to the very cultures we appreciate and wish to experience. While the terms nation and state are often used synonymously, they have very different denotations. A nation can be defined as a geographical location where the inhabits share cultural similarities and have a sense of nationalism for where they are from. The term nation is used to describe culturally identity and attachment to a certain state. The term state serves more of a politically and governmental meaning because it labels a particular location as sovereign, giving the areas within the defined borders power over what goes on within those borders. 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