Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder / Caroline UMEDA in American Journal of Occupational Therapy, Vol. 65/2 (mars-avril 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/2 (mars-avril 2011) . - p. 152-159 Titre : Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder Type de document : texte imprimé Auteurs : Caroline UMEDA ; Jean DEITZ Année de publication : 2011 Article en page(s) : p. 152-159 Langues : Anglais (eng) Mots-clés : Autisme  Enfant  Comportement  Aménagement espace Résumé : OBJECTIVE. We investigated the effects of therapy cushions on the in-seat and on-task behaviors of 2 kindergarten students with autism spectrum disorder during math activities. METHOD. We used a single-subject A–B–A–B–C design across 2 male participants who used chairs during baseline phases (A) and cushions during intervention phases (B). We included a choice phase (C) to determine participant seating preferences. Social validity was addressed by assessing teacher and participant seating preferences. Data were graphed and visually analyzed for functionally relevant changes between phases. RESULTS. No clinically relevant changes in the in-seat or on-task behaviors of either participant were observed with cushion use. CONCLUSION. Therapy cushions may not impose sufficient postural demands or provide adequate sensory input to produce behavioral changes. Continued research in this area is needed. Permalink : ./index.php?lvl=notice_display&id=14088 [article] Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder [texte imprimé] / Caroline UMEDA ; Jean DEITZ . - 2011 . - p. 152-159. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/2 (mars-avril 2011) . - p. 152-159 Mots-clés : Autisme  Enfant  Comportement  Aménagement espace Résumé : OBJECTIVE. We investigated the effects of therapy cushions on the in-seat and on-task behaviors of 2 kindergarten students with autism spectrum disorder during math activities. METHOD. We used a single-subject A–B–A–B–C design across 2 male participants who used chairs during baseline phases (A) and cushions during intervention phases (B). We included a choice phase (C) to determine participant seating preferences. Social validity was addressed by assessing teacher and participant seating preferences. Data were graphed and visually analyzed for functionally relevant changes between phases. RESULTS. No clinically relevant changes in the in-seat or on-task behaviors of either participant were observed with cushion use. CONCLUSION. Therapy cushions may not impose sufficient postural demands or provide adequate sensory input to produce behavioral changes. Continued research in this area is needed. Permalink : ./index.php?lvl=notice_display&id=14088

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