Effects of weighted vests on classroom behavior for children with autism and cognitive impairments

This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners’ Global Index following each phase of the study. Unblinded educational aides provided subjective feedback about the effects of weighted vest.Objective data provided evidence to support the use of weighted vests to decrease off-task behavior for some participants. Weighted vests did not improve sitting in any participant. Subjectively, all aides reported that weighted vests were effective in improving classroom behaviors in all participants at least some of the time. All teachers and aides reported that weighted vests were appropriate modalities to use in the classroom and wanted to continue using weighted vests following the study.Some children benefited from the weighted vests; however, effects were not strong or consistent across participants. Weighted vests may be a component of intervention for some children with autism, but the results do not support the use of weighted vests in isolation to improve attention to task or sitting in children with autism in the classroom setting.