The outcomes of this case report appear to support the use of the Trainer, which allowed the participant to practice power mobility skills and participate in self-exploration of her environment.

Purpose: This study investigated the effects of power mobility training provided to exploratory power mobility learners with cerebral palsy (CP; Gross Motor Function Classification System Level V) on (1) parenting stress, (2) parents’ perceptions of their children, and (3) children’s attainment of power mobility skills. Method: A non-concurrent, multiple-baseline A–B single-subject research design study was conducted with three participants. The target behaviour was changes in the magnitude of parenting stress as measured by the Parenting Stress Index–Short Form. Parents’ perceptions of their children were assessed using the Caregiver Priorities and Child Health Index of Life with Disabilities Questionnaire and a parent interview. Children’s attainment of power mobility skills was assessed using the Canadian Occupational Performance Measure (COPM), the Assessment of Learning Powered mobility use, and the Wheelchair Skills Checklist. Power mobility training was provided twice a week for 8 weeks using an alternative power mobility device. Results: Positive and negative changes in both magnitude of parenting stress and parents’ perceptions were identified post-intervention. All participants gained power mobility skills, assessed with the COPM. Conclusions: Power mobility training provided to exploratory power mobility learners with CP may influence levels of parenting stress.

The participant in this exploratory project demonstrated improvements in power mobility skill and function. EEG data collection procedures and variability in an individual's EEG activity make it difficult to determine if the participant's spectrum of EEG activity actually changed in response to power mobility training. Additional studies are needed to investigate the impact of power mobility training on the spectrum of EEG activity in children who have multiple, severe impairments. Implications for Rehabilitation Power mobility training appeared to be beneficial for a child with multiple, severe impairments though the child may never become an independent, community-based power wheelchair user. Electroencephalography may be a valuable addition to the study of power mobility use in children with multiple, severe impairments. Power mobility training appeared to impact mastery motivation (the internal drive to solve complex problems and master new skills) in a child who has multiple, severe impairments.

The PMTT may assist therapists in developing training programs that facilitate the acquisition of beginning power mobility skills in children who have multiple, severe impairments. Implications for Rehabilitation The Power Mobility Training Tool (PMTT) was developed to help guide the development of power mobility intervention programs for children who have multiple, severe impairments. The PMTT can be used with children who access a power mobility device using either a joystick or a switch. Therapists who have limited experience with power mobility may find the PMTT to be helpful in setting up and conducting power mobility training interventions as a feasible aspect of a plan of care for children who have multiple, severe impairments.

Purpose: The purposes of this pilot project were to examine the impact of power mobility training on (1) electroencephalography (EEG) activity in children with severe cerebral palsy (CP) and (2) power mobility skill acquisition. Method: A single-subject A–B–A–B research design with a 5-week duration for each phase (20 wk total) was replicated across three participants with severe CP (Gross Motor Function Classification System Level V). Data related to the target behaviour, as represented by EEG activity, were collected each week. Power mobility skills were assessed using the Canadian Occupational Performance Measure (COPM), the Wheelchair Skills Checklist (WSC), and the Assessment of Learning Powered mobility use (ALP). Weekly power mobility training was provided during the intervention phases. EEG data were analyzed by means of three measurement metrics (power spectral density, mutual information, and transfer entropy). Results: All three participants demonstrated changes in activation in frontoparietal EEG recordings and clinically significant improvements in power mobility skill acquisition as measured by the COPM as well as by the ALP and WSC. Conclusions: Power mobility training appeared to affect both neuroplastic and skill acquisition. Combining the use of EEG with direct therapist-observation measurement tools may provide a more complete understanding of the impact of power mobility training on children with severe CP.