Effectiveness of Dynamic Seating on Attention During Classroom Activities

Attention is an important academic skill that allows students to thrive throughout their educational journey. With increasing academic standards, students are expected to use higher-level cognitive skills and engage with schoolwork in more challenging ways (Miller, Simmering, 2018). Due to this advancing academic rigor, maintaining attention may be challenging for younger students, affecting their developmental ability (Fisher et al., 2014).Students often exhibit these difficulties when asked to attend with relevant stimuli or engage in activities, which can make staying seated and participating in academic tasks challenging (Krombach, Miltenberger, 2019). Introducing children to sensory intervention strategies, such as dynamic seating, at a young age is beneficial because it forms the foundation of learning and perception (Bodison, Parham, 2017). Published literature suggests a positive relationship between attention and physical stimulation that helps promote sensory integration (Merritt, 2014). Many academic skills are important for success, as intervening with students who display academic difficulties early is critical to avoid academic failure (Fedewa, Erwin, 2011).Although there is evidence that states the benefits of dynamic seating for attention in young students, there is a gap in the literature regarding what form of seating is most effective (Cefai et al., 2013; Fedewa, Erwin, 2011; Gaston et al., 2016; Krombach, Miltenberger, 2019; Seifert & Metz, 2016). Due to the limited evidence, this ongoing capstone project plans to evaluate the effects different dynamic seating has during classroom activities in young students through the use of movement and sensory strategies. Advantages and disadvantages of various dynamic seating will be discussed, while the most beneficial in maintaining attention of students will be determined.