Abstract Details

Title The Use of Standing Desks to Address Self-Regulating Behavior in Elementary Students

Topic Aging, Dementia, and Behavioral Neurology

Presentation(s) P1 - Poster Session 1 (5:30 PM-6:30 PM)

Poster/Presentation
Number 9-021

Objective

This project examined the impact that standing desks have on self-regulating behavior in elementary school students.

Background The use of standing desks to reduce sedentary behavior in students has emerged in the literature. However, the impact that these desks have on brain function and self-regulation of on-task behavior has yet to be determined.

Design/Methods This study examined the impact that standing desks had on the self-regulating behavior in a group (n = 40) of fourth grade students. Using the Behavioral Observations of Students in Schools (BOSS) instrument, on-task behavior was observed for a total of six weeks; including three-weeks while using traditional school desks (baseline) and three-weeks while using standing desks (intervention). Furthermore, students using traditional desks were also observed for the entire six-weeks to serve as a control group.

Results It was found that students who used standing desks showed significant increases (t = 7.2, p = .000) in on-task behavior when compared to when they used traditional seated desks. Furthermore, students using standing desks also had significantly higher on-task behavior (t = 2.16, p = .037) when compared to the control group who used traditional desks.

Conclusions These results demonstrate that replacing traditional desks with standing desks can have a positive impact on self-regulating student behavior during class instruction.

Authors/Disclosures
PRESENTER	No disclosure on file

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