We evaluated the effects of stability balls on in-seat and on-task behavior of students with attention and
hyperactivity concerns. A group of 8 students in the 4th and 5th grades was observed 3 times/wk for
12 wk using a single-subject A–B continuous time-series design. We analyzed data collected from
standardized measures and classroom observations for mean differences across pre- and post-intervention
phases. Results of the stability ball intervention revealed increased levels of attention, decreased levels of
hyperactivity, and increased time on task and in seat or on ball. Findings from the social validity
questionnaire demonstrated that teachers preferred the stability balls over chairs. This study provides
additional evidence for the effectiveness of stability balls in the general education classroom for children
who exhibit difficulties with attention and hyperactivity.