Sit Disk
Sit Disk
Embedded Files
Using a Sit Disk..
Allows a sensory reprieve for some students
Provides students that struggle to sit still a way to allow them to channel energy.
Implementation
Implementation
Overview
A sit disk is a foam, inflated, or textured object that sits directly on top of a student's seat.
The goal of a sit disk is to allow students who have sensory needs, be fidgety in seat, or for comfort.
The student either places the sit disk on their seat as they feel it is needed or the seat may be consistently on the students' seat.
The teacher should explain expectations of the sit disk.
Core Components
Clear expectations for use
Explicit teaching of how to use
Proactive Implementation
At the beginning of the school year or semester, holding a trial period where all students can try a sit disk will allow for interest and level of support to be gauged. A sit disk can be given to select students that require its support.
Responsive Implementation
A sit disk could be introduced to a student, group, or class if they are consistently struggling with focus. The intervention should be monitored for effectiveness.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may utilize the sit disk in certain situations such as group or partner work to elicit an association with peers and the intervention.
Skills Training
If the need is skill building then the student should focus on maintaining focus and stamina. The sit disk provides a way that some will benefit in expanding both of these skills.
Awareness
If the need is awareness then the student should retrieve the sit disk to use when they become dysregulated or they feel they are in need of its benefits.
Emotional Regulation
If the need is regulation the student should combine with other regulation techniques such as a self reflection and visual schedule. The student should reflect on the difference of use and use when patterns or trends are found.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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