期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2018
卷号：8
期号：4
页码：1124-1146
DOI：10.6007/IJARBSS/v8-i4/4150
语种：English
出版社：Human Resource Management Academic Research Society
摘要：The purpose of this study is to investigate class-wide effects using an A-B-A-B reversal design, examining the effectiveness of sensory balls in comparison to classroom chairs in a special education classroom. Students’ on-task and out-of-seat behaviour were measured using behaviour observation ratings. The writing productivity were measured using Kurikulum Standard Sekolah Rendah Pendidikan Khas. Participants in the study consist of eight students with learning disabilities (ADHD and ASD). During baseline, students were seated on their traditional classroom chairs. During the intervention periods, typical classroom seating were replaced with sensory balls. The students undergo a maintenance phase similar to baseline phase and their behaviour as well writing productivity were observed. Sensory balls showed favourable improvements over baseline both on-task (overall mean baseline M=43.70) relative to intervention (M=59.55) and out of seat behaviour more effective than chairs with greater variability (overall mean baseline M=3.79, intervention M=2.40). Results also demonstrated slight improvement in writing productivity with accuracy over the course of the study and were comparable for both types of seating. Social validity measures indicated moderate levels of acceptability of sensory balls in the classroom among the students. The study is fundamental for many students in the special education classroom who encounters difficulties to outlet their energy (slight bouncing), and increase the amount of time they are able to focus. Therefore, this study is beneficial in special education classroom with students of different disabilities and diagnoses. Future research direction on sensory-motor activities may expand the relationship between the use sensory integration materials in special need classroom and its outcome on the students functioning and development.
