Stability balls have become a common option for alternative seating in classrooms. While the social validity of stability ball classroom seating remains high among students and teachers, findings on the effectiveness of this alternative seating method are mixed. This is particularly true when the intent of the intervention is to increase student on-task behavior. This study examined the effects of stability ball seating on students’ on-task behavior in a general education setting, using a within-subjects repeated measures design. Researchers observed twenty-four third-grade students in a public-school classroom across three conditions: all chairs, all balls, or choice. Across observation days, the study controlled for time of day, teacher, and classroom environment. Results indicate students are on-task less frequently when sitting on a stability ball. Student reports on social validity replicated prior findings; students found the stability ball to be desirable and easy to use.

稳定球已成为教室中其他座位的常见选择。虽然稳定球教室座位在学生和教师中的社会有效性仍然很高，但是关于这种替代座位方法的有效性的研究结果参差不齐。当干预的目的是增加学生的任务时行为时，尤其如此。这项研究使用科目内重复测量设计，研究了在普通教育环境中，稳定球就座对学生的工作行为的影响。研究人员在公立学校的教室中观察了24个三年级学生的情况，包括以下三种情况：所有椅子，所有球或其他选择。在整个观察天中，研究控制了一天中的时间，老师和教室环境。结果表明，坐在稳定球上时，学生执行任务的频率降低。学生关于社会有效性的报告复制了先前的发现；学生发现稳定球是理想的并且易于使用。