Empowered to Play: A Case Study Describing the Impact of Powered Mobility on the Exploratory Play of Disabled Children

Abstract

Exploratory play is one of the most vital ways in which children learn about their environment and develop. It is well documented that limited mobility restricts a child's ability to engage in their environment through exploratory play. In this study, a qualitative, collective case study design explored the impact of powered mobility on the exploratory play of two children with physical disabilities. Data were collected from the children, their parents and their siblings through participant observation and in-depth, informal interviews. This paper focuses on two themes: Opportunity to Play revealed how powered mobility increased opportunities for the children to become more actively engaged in exploratory play with others across a wider array of contexts, and My Child was Transformed highlighted significant changes in the affect and motivation of each child, which seemed to be linked to their increased internal control over their play choices. The findings suggest that the provision of powered mobility is a key contributor promoting the participation of physically disabled children in exploratory play. Because of undergraduate curricular constraints, a limitation of this study was that data were only confined to 2 months; affecting the depth of data gained that prolonged engagement would have offered. The study recommends for occupational therapy practice that occupational therapists advocate for easier access to powered mobility through governmental and policy means. The study also recommends further research be conducted on the experiences of the caregivers on how these powered mobility devices have influenced their day-to-day occupations.

Powered mobility interventions for very young children with mobility limitations to aid participation and positive development: the EMPoWER evidence synthesis

“…We explored both the textual and numeric data for differences in movement and mobility related to age. In textual data, play-related movement was described as a key outcome for all children, from the very youngest powered mobility users 101 to teenagers. 59,100,102 Destination-focused mobility appeared to be mediated by a range of factors, including a child's developmental level and the situational feasibility, with little evidence of a child's biological age being a directly contributing factor.…”

“…Kenyon et al, 61 Evans and Baines, 62 Durkin, 109 Pituch et al, 100 Currier et al 105 and Nilsson et al 117 Importance of time to develop skills and reveal potential Pritchard-Wiart et al, 58 Kenyon et al, 61 Evans and Baines, 62 Nilsson and Nyberg, 74 Durkin, 109 Sonday and Gretschel, 101 Currier et al, 105 Jonasson 110 and Berry et al 133…”

“…Pritchard-Wiart et al, 58 Evans et al, 59 Feldner et al, 60 Kenyon et al, 61 Evans and Baines, 62 McGarry et al, 69 Gudgeon and Kirk, 99 Pituch et al, 100 Sonday and Gretschel, 101 Wiart et al, 102 Currier et al, 105 Feldner, 116 Cerruti and Biondi, 103 Jonasson 110 and Cronin 134 Freedom Evans et al, 59 Feldner et al, 60 Pituch et al, 100 Sonday and Gretschel, 101 Wiart et al, 102 Currier et al 105 and Feldner 116 Self-efficacy Evans et al, 59 Feldner et al, 60 Kenyon et al, 61 Evans and Baines, 62 McGarry et al, 69 Gudgeon and Kirk, 99 Pituch et al, 100 Sonday and Gretschel, 101 Wiart et al, 102 Currier et al, 105 Feldner, 116 Feldner et al, 60 Kenyon et al, 61 Durkin 109 and Jonasson 110 Disobedience and risky behaviours Feldner et al, 60 Kenyon et al, 61 Durkin, 109 Feldner 116 and Cerruti and Biondi 103…”

“…Evans et al, 59 Feldner et al, 60 Kenyon et al, 61 Evans and Baines, 62 McGarry et al, 69 Gudgeon and Kirk, 99 Pituch et al, 100 Sonday and Gretschel, 101 Wiart et al, 102 Cerruti and Biondi 103 and Cronin 134 Facilitating ageappropriate play…”

Perspectives on Early Power Mobility Training, Motivation, and Social Participation in Young Children with Motor Disabilities

“…Evidence suggests that independent mobility may improve numerous perceptual and social skills in children with motor disabilities, including spatial awareness and visual perception, spontaneous vocalizations, initiation of contact with others, motivation to explore, and ability to interact meaningfully with peers ( Livingstone and Field, 2014 , 2015 ; Livingstone and Paleg, 2014 ; Sonday and Gretschel, 2016 ). Based on neuromaturational theory, the conventional view of early independent mobility training focuses on applying neurological approaches (e.g., NDT) and emphasizes the acquisition, use, and maintenance of normal walking patterns as the primary goals, rather than “function” and “efficiency” of a child’s daily life activities focused on increasing exploration within various environments ( Shumway-Cook and Woollacott, 1995 ).…”