Take a Seat: The Impact of Classroom Seating Arrangements on Student Performance

Abstract Strategically arranging student seating in a classroom is a commonly used antecedent intervention aimed at improving academic behaviors. This study used an alternating treatments design to investigate how classroom seating arrangements impacted the disruption and on-task behavior of four elementary students. Three seating arrangements were examined: rows, groups, and semicircles. Data collection included momentary time sampling, interval recording, and permanent product measures, with inclusion of teacher input as well as social validity measures. • Students seated within the same classroom arrangement may respond differently, highlighting the importance of evaluating individual student outcomes. • Direct measures of behavior, academic performance, and stakeholder feedback can be combined when evaluating classroom seating decisions. • Teacher collaboration can support the selection of classroom arrangements that balance behavioral outcomes and practical classroom considerations. • Data-based evaluations of antecedent interventions may help guide classroom modifications when research findings are mixed.