***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: We tested the effects of implementing ergonomically design ed school furniture on measures of comfort , sitting posture and symptoms .  Three classes of fourth grade rs ( 10 years old ) were r and omly assigned either to a control group using traditional furniture or to an experimental group which received the ergonomically design ed furniture . In both groups question naires were completed and sitting behaviour was observed twice before and after the intervention as well as at a five-month follow-up period . Although the experimental groups rated their furniture as being significantly more comfortable , differences in actual sitting behaviour were small . The experimental class experienced a reduction in musculoskeletal symptoms relative to the control group after implementing the ergonomically design ed furniture . Since pupils did not automatically sit ' properly ' in the ergonomic furniture , these results demonstrate the need for proper instructions and adjustment . Increased comfort and decreased symptoms may be used to motivate pupils to sit correctly . Our results suggest that furniture design is one aspect of a multidimensional problem OBJECTIVE The purpose of this study was to investigate the effects of therapy balls as seating on in-seat behavior and legible word productivity of students with attention deficit hyperactivity disorder ( ADHD ) . Additionally , social validity was assessed to evaluate teacher and student opinions regarding the intervention . METHOD A single subject , A-B-A-B interrupted time series design was employed across 3 students ( 2 males , 1 female ) with ADHD . The study was conducted in a 4th grade inclusive classroom during daily language arts . During phases 1 and 3 , the 3 participants and all other class members sat on chairs ( in-seat on chair ) ; during phases 2 and 4 , everyone sat on therapy balls ( in-seat on ball ) . Dependent variables were in-seat behavior and legible word productivity . Data were graphed and visually analyzed for differences between phases . RESULTS Results demonstrated increases in in-seat behavior and legible word productivity for the students with ADHD when seated on therapy balls . Social validity findings indicated that generally the teacher and students preferred therapy balls . CONCLUSION This study provides evidence that use of therapy balls for students with ADHD may facilitate in-seat behavior and legible word productivity OBJECTIVE The purpose of this study was to examine the effect of optimal seated positioning in individually fitted furniture versus suboptimal seated positioning in st and ard classroom furniture on typical 6- and 7-year-old children 's  object manipulation skills as measured by the In-h and Manipulation Test ( IMT ) . METHOD An experimental research design was used to compare IMT performance of two groups of 20 children . One group was positioned in st and ard , too-large classroom furniture that did not support an optimal seated position , and one group was positioned optimally in furniture fitted to each child for tabletop activities , which allowed for hip flexion to 90 degrees , and foot placement on the floor , and the table to be at flexed elbow height . RESULTS Independent groups ' t tests indicated that children who were optimally positioned performed significantly better ( t = -2.77 , df = 38 , p < .01 ) than children who were tested in the too-large st and ard classroom furniture . The difference between groups was greater on the more difficult object manipulation items ( t = -3.29 , df = 38 , p = .001 ) than on the easier items ( t = -1.38 , df = 38 , p = .08 ) . Age and gender may have differentially affected the results . CONCLUSION The study 's results suggest that the fit of furniture relative to the child 's size may have a significant impact on a young , typical child 's object manipulation skills . Complex h and skills , such as those involving in-h and manipulation with stabilization , appear to be more affected by the quality of the child 's seated position than are simpler , more well-established skills . Findings suggest that test administrators should strive to test young children in the most optimal seated position possible , particularly when the test involves complex h and skills . Further study is needed to assess the impact of the fit of furniture on h and skills in children with disabilities and on children 's performance of other tasks BACKGROUND School workstations are often inappropriate in not offering an optimal sitting posture . The aim of this study was to investigate the effects of individually adjustable saddle-type chairs with wheels and desks with comfort curve and arm support on schoolchildren 's working postures compared to conventional workstations . METHODS Ninety-seven participants aged 12 - 16 years were followed for 1 year , 47 at an intervention school and 50 at a control school .  Anthropometrics and workstation dimensions were measured and working postures analyzed for a part of each group ( n = 21 , both groups ) by means of video recording at baseline , before new workstations were introduced , and during follow-up . RESULTS There was a significant increase in upright back ( p= .012 ) and neck ( p= .019 ) postures in the intervention group compared to controls during follow-up . The saddle-type chairs allowed significantly greater trunk-thigh angles ( p < .001 ) among participants than conventional chairs . CONCLUSIONS In schoolchildren , using individually adjustable saddle-type chairs and desks with comfort curve , a better match between workstations and anthropometric dimensions and improved working postures are obtained than using conventional workstations Childhood obesity is a public health concern with significant health and economic impacts . We conducted a prospect i ve experimental study in 4 classrooms in central Texas to determine the effect of desks that encourage st and ing rather than sitting on caloric expenditure in children . Students were monitored with  calorie expenditure-measuring arm-b and s worn for 10 days in the fall and spring . The treatment group experienced significant increases in calorie expenditure over the control group , a finding that has implication s for policy and practice AIM This r and omised controlled trial compared the same-session effects of two different school furniture configurations on printing legibility . METHODS A total of 30 school-age children with ambulatory cerebral palsy participated in this study . Each child provided one near-point printing sample of up to 34 letters while positioned on M and al-type specialty school furniture and on st and ard school furniture . An assessor who was unaware of the intervention assignment scored printing errors . RESULTS No significant difference in legibility score mean values between the interventions was detected and the effect size was small . CONCLUSIONS Compared with st and ard school furniture , the use of specialty school furniture did not lead to immediate gains in printing legibility and other printing performance areas for children with cerebral palsy . Further study of the influence of functional abilities , other context ual factors and the longer-term use of school furniture on h and writing performance is recommended Objectives The present investigation aim ed to evaluate the extent of mismatch between different dimensions of school furniture and the respective anthropometric measures of school children . Assessment of health problems as well as postural pattern among the school children while attending their classes in relation to the classroom furniture was the other aim of this study . Methods For this purpose , 621 male school children ( age range 10–15 years ) were selected at r and om from rural secondary schools ( n = 20 ) in nine districts in the state of West Bengal , India . The subjective evaluation of health problems of the school children was made by question naire technique . Postural analysis of the children during classwork was made by video-photographic method as well as direct observation method .  Anthropometric measures  of the school children were taken by an anthropometer .  Results School children suffered from various discomforts/problems during classwork because of the school furniture . Anthropometric dimensions of the school children were found to increase with age , but most of the dimensions of the school furniture in different grade s ( V to X ) remained more or less the same . The school children were found to change postures frequently while using such classroom furniture . Conclusions Mismatches between the dimensions of school furniture and body dimensions might be the reason for the occurrence of discomfort/problems in various parts of school children 's bodies . It can be concluded that an ergonomic intervention is required to re design the classroom furniture for school children of different age groups in order to reduce furniture-related health complaints 
    Output:
    
The compatibility between school furniture dimensions and students ’ anthropometric characteristics was identified as a key factor for improving some students ’ physical responses .
Practitioner Summary : A systematic review of the literature presents a clearly positive effect of school furniture dimensions on  students ’ performance and physical responses .
Similar results appeared when school furniture design was tested .
However , study ing the effects of design and dimensions together produced an unclear positive effect