title: Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder.
abstract: 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.
  
  
  METHODS
  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.
authors.affiliation: Boyer Children's Clinic, Seattle, WA, USA. cumedaot@yahoo.com
authors.forename: Caroline
authors.initials: C
authors.lastname: Umeda
authors.forename: Jean
authors.initials: J
authors.lastname: Deitz
mesh_terms: D032763:Behavior Control / Q000379:methods*; D002659:Child Development Disorders, Pervasive / Q000534:rehabilitation*; D002675:Child, Preschool; D006801:Humans; D007374:Interior Design and Furnishings; D008297:Male; D012574:Schools; D013647:Task Performance and Analysis