Evaluating the Use of Alternative Seating with Kindergarteners at Risk for Emotional and Behavioral Disorders

Bloom-Williams et al. (2024) tested three kindergarteners who were flagged for emotional and behavioral disorders. They swapped the kids’ regular chairs for two kinds of wiggly seats: stability stools and scoop rockers. The team watched how long each child stayed seated and on-task during normal class work.

The study used a single-case design. Each child sat in a regular chair for some days and in the new seats on other days. Teachers kept their lessons the same so any change came from the seat, not the teaching.

All three kids stayed in their seats more when they used the stools or scoop rockers. On-task behavior also rose, but two kids showed ups and downs. The wiggle seats helped most with staying put, not perfect focus.

No extra training or rewards were needed. Just changing the chair gave quick gains.

Schilling et al. (2004) saw the same jump in engagement when young autistic pupils sat on therapy balls instead of chairs. Brennan et al. (2021) and Krombach et al. (2020) later repeated the trick with stability balls for preschoolers with autism. Bloom-Williams now shows the idea also works for EBD-risk kindergarteners using stools and scoop rockers.

Knowles et al. (2015) reviewed task-sequencing tricks for students with EBD but did not cover seating. The new study fills that gap, proving chairs can be tools too.

Grindle et al. (2012) cut fifth-grade disruption by letting teachers pick seats, not kids. Bloom-Williams moves past simple assignment and adds movement-friendly furniture for younger, higher-risk children.

If a child keeps bolting from his desk, try a $30 stability stool before writing a behavior plan. You can start Monday—just swap the chair and track in-seat minutes. The change is fast, cheap, and blends with any lesson. Share quick data with teachers so they see the payoff and keep the new seat in place.