Does power mobility training impact a child’s mastery motivation and spectrum of EEG activity? An exploratory project

Abstract

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.

Power mobility skill progression for children and adolescents: a systematic review of measures and their clinical application

“…23 We may assume the maximum score is 7, giving 1 point for each skill achieved and 0 for each item not achieved. Validity evidence supporting the WSC's 23 use with younger children included it being used as an indication of competent driving for young children in other studies, 22,23,37,39,43,45 other researchers confirming that stop/ start and circling tended to be the first skills developed, 11,39,43 and scores being associated with PMP 24 scores. 45 The PMP, 24 initially developed for a study evaluating children's cognitive readiness for power mobility use, 3,24,38 was the measure most frequently cited.…”

“…During a first intervention phase of four weekly hour‐long training sessions (B 1 ) in a single‐subject research design (AB 1 AB 2 ), the participant progressed from ALP level 2 (curious novice) with only emergent understanding of switch use to an emergent level 4 (advanced beginner) where she was exploring three directional switches. At the end of the second intervention phase (B 2 ) the participant demonstrated a solid understanding that the three switches had different functions (ALP level 4) . At the end of the retention phase (6wks) without training, the participant was beginning to explore the pattern of steering (ALP level 5) …”

“…At the end of the second intervention phase (B 2 ) the participant demonstrated a solid understanding that the three switches had different functions (ALP level 4) . At the end of the retention phase (6wks) without training, the participant was beginning to explore the pattern of steering (ALP level 5) …”

“…45 The PMP, 24 initially developed for a study evaluating children's cognitive readiness for power mobility use, 3,24,38 was the measure most frequently cited. Validity evidence related to content included development based on Kenyon et al 41 Case study One female aged 18y CP Precursor 41 of PMTT 33 Kenyon et al 42 Case series Three children aged 17mo-3y 6mo CP PMTT 33 Nilsson and Durkin 16 39,43,45 Seven skills listed in initial study, 22 replicated and described briefly in second study. 23 Each item scored as achieved or not achieved.…”

“…However, researchers noted that these skills were not demonstrated on command 100% of the time at all evaluation time points. 43…”