THE EFFECT STABILITY BALLS HAVE WITH IN-SEAT AND ON-TASK BEHAVIOR WITH STUDENTS IDENTIFIED WITH AUTISM AND ATTENTION DEFICIT HYPERACTIVITY DISORDER:

Striving to provide students with disabilities the appropriate interventions in the classroom so that they can be successful learners continues to be a challenge for practitioners and educators. This meta-analysis aimed to collect all the current literature that studied the effects stability balls have with in-seat and on-task behavior with students identified with Autism and ADHD. Using nine single-subject design studies and computing eight models based on the moderators, the findings of the study could provide effective treatment interventions across these special populations. Of all the moderators analyzed, the frequency of sitting on a stability ball demonstrated to be the most statistically significant for In-Seat Behavior. While the moderators revealed changes from baseline to intervention sessions, there was no significant changes with any of the other moderators. Even though, frequency was the only moderator yielding a statistical significance, the meta-analysis still provided convincing evidence that the intervention of utilizing stability balls as a modification to the seat for students with Autism or ADHD is effective.