The Impact of Dynamic Furniture on Classroom Performance: A Pilot Study

The purpose of this study was to understand how dynamic classroom furniture may impact classroom performance such as attention, work neatness, and work completion in a second grade general education classroom of 19 students. All students in the classroom were included in this study to understand the implications of environmental modifications on the learning process in general education settings. A descriptive method provided information about the interaction of dynamic furniture on identified learning components. Three different dynamic furniture options were provided: Zuma chairs®, Disc‘O’Sits® (inflated seat cushions), and standing desks with the Original FootFidget®. The class was randomly divided into four groups of up to five students. The groups were rotated through the furniture, allowing one week per group with each type of furniture. The Sensory Processing Measure (Parham & Ecker, 2007) was used to screen the sensory processing of students and a daily self-report rubric provided data on attention behaviors and perception of the dynamic furniture options. Data were graphed and visually analyzed for differences in responses to types of furniture. Responses on the rubrics indicate that the different types of furniture impacted different components of learning in a variety of ways. The data from this study indicates that no one type of furniture provides the same effect for all elementary students, but rather that personal characteristics may dictate the best match for focus, work completion, and neatness. Running head: DYNAMIC FURNITURE ON CLASSROOM PERFORMANCE 4 The Impact of Dynamic Furniture on Classroom Performance: A Pilot Study Current education policy mandates that all students receiving public education in the United States participate and learn in the least restrictive environment (Individuals with Disabilities Education Improvement Act [IDEA], 2004, §300.114). This policy applies to all children and often results in children with disabilities receiving instruction in the general education classroom. These inclusionary practices in schools create challenging learning environments because of the diverse needs of children (Asher, 2010). For the past six years almost 15% of all students in the public schools received services under the provisions of IDEA 2004 (U.S. Department of Education, National Center for Education Statistics, 2010) suggesting that a large number of general education classrooms include a child with a disability. Thus, general education teachers are now faced with the demands of facilitating learning across a wide range of student characteristics, for which they often may not feel adequately prepared (Hemmingsson et al., 2007). For students receiving services under IDEA 2004, factors impeding success should be addressed. These factors may include teacher influence, personal characteristics of the student, and environmental elements. Previous work suggests that it is easier to modify the environment and the task than the child (Egilson & Traustadottir, 2009); therefore, school-based occupational therapy decisions that focus more extensively on the classroom environment need to be considered. Environmental modifications may be warranted to support the success of these students. Although the inclusion of all students has long been advocated, few environmental modifications have been made to classrooms to increase the likelihood of success for students Running head: DYNAMIC FURNITURE ON CLASSROOM PERFORMANCE 5 (Egilson & Traustadottir, 2009). The relationship between the student and the classroom environment needs to be better understood (Hemmingsson & Borell, 2001) in order to promote academic performance for all students in inclusive classrooms. One potential area to explore is classroom furniture. The furniture in each classroom should function to facilitate learning while allowing the appropriate level of participation without distractions (Cotton, O’Connell, Palmer, & Rutland, 2002; Knight & Noyles, 1999). There exists a general lack of research on the various environmental factors, such as classroom furniture, that can influence students’ learning (Egilson & Traustadottir, 2009). Previous research noted the complexity of studying the classroom environment due to the interrelated aspects of social, space, and object components (Griswold, 1994). The current study proposes to add to the existing research through focusing on the furniture in the classroom environment and examining how academic performance and attention to task are influenced by alternatives to traditional furniture. The information gained from this study will help occupational therapists and teachers when considering alternative classroom furniture options for intervention with children in the school setting. Background and Significance Inclusion With the shift to inclusive classrooms, teachers are now faced with the task of teaching children with a broad spectrum of learning needs and styles (Hemmingsson, Gustavsson, & Townsend, 2007; Polcyn & Bissell, 2005). Consequently, teachers are expressing a need for more training (Mulligan, 2001). As of 2007, over three-quarters of students with disabilities spent more than half of every day in the general education classroom (U.S. Department of Education, National Center for Education Statistics, 2009), which again illustrates the large Running head: DYNAMIC FURNITURE ON CLASSROOM PERFORMANCE 6 number of classrooms that have a child with a disability. Along with the complexities of teaching a wide range of students, teachers are also held accountable to certain academic outcomes for all children (No Child Left Behind Act [NCLB], 2004), which can result in increased pressure on the teachers. Thus, the task of teaching has become increasingly complex as classrooms are now inclusive and high-stakes testing (Black-Hawkins, 2010) is included to meet requirements of legislation like the NCLB (2004). The practice of inclusion in general education classrooms is associated with environmental and teaching modifications for the purpose of increased participation in the learning experience. These adaptations can be complex to carry out because each challenge to learning requires different environmental modifications (Gal, Schreur, & Engel-Yeger, 2010). Hemmingsson and Borell (2001) found that a lack of adequate environmental modifications in the general education classroom directly limited the participation of students with disabilities. This finding was validated by Gal and colleagues (2010), who also stated that these environmental modifications are often not enacted due to prevailing attitudes or other factors such as funding. Yet it is through participation in the learning experience that academic achievement occurs, which is one of the expected outcomes of inclusion (Black-Hawkins, 2010). Therefore, a lack of appropriate environmental modifications can limit the learning experience of children with disabilities. Legislation Legislation surrounding education has shifted in the past quarter century creating new demands on teachers and supporting services. The push toward inclusion necessitates that teachers are able to address a wider spectrum of needs in the classroom. One of the largest determinants of this shift in the school system was the Education for All Handicapped Act Running head: DYNAMIC FURNITURE ON CLASSROOM PERFORMANCE 7 (EHA) of 1975 (Public Law 94-142). This legislation brought children with disabilities into education settings as compared to services received in segregated medical facilities. Later, the Americans with Disabilities Act of 1990 (ADA) (Public Law 101-336), granted children with disabilities the legal rights to a barrier-free environment. These two laws paved the way for the current education reforms that support the participation and learning of all students in the school. The latest reauthorization of special education laws emphasizes providing services in the least restrictive environment and using benchmarks to measure outcomes while supporting the learning of all students. With the enactment of the IDEA 2004 the emphasis of services within educational settings became to support children through the general curriculum (Polcyn & Bissell, 2005). The NCLB (2004) enforces the educational outcomes for all children while the IDEA 2004 promotes the services to support children with disabilities in learning (AOTA, 2009). Both NCLB and IDEA 2004 assert the need for evidence of effectiveness of services provided in schools. This same push for evidence-based practice is seen in occupational therapy (AOTA, 2009) and the joint goal of documenting individual progress toward specific goals allows for collaboration between teachers and occupational therapists (Asher, 2010). Characteristics of Students Inclusive classrooms are diverse in the characteristics and learning needs of the students. The needs of students receiving services under IDEA 2004 range from specific learning disability to emotional disturbances (U.S. Department of Education, National Center for Education Statistics, 2010), which highlights the variability in needs and required support services to facilitate participation and learning. The most prevalent population who receive services through IDEA 2004 is children with speech or hearing problems (U.S. Department of Education, National Center for Education Statistics, 2010). Children with specific learning Running head: DYNAMIC FURNITURE ON CLASSROOM PERFORMANCE 8 disabilities are characterized by difficulty understanding and processing language, which can affect both communication and mathematics (U.S. Department of Education, National Center for Education Statistics, 2010). Both diagnoses represent the common concerns with attention and learning problems for children who are receiving services through IDEA 2004. It is the characteristics of the student that dictate what related services are needed to ensure participation and learning in the