Facilitating Child Participation through Power Mobility

Casey, Jackie; Paleg, Ginny; Livingstone, Roslyn

doi:10.4276/030802213x13627524435306

Cited by 39 publications

(38 citation statements)

References 22 publications

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“…For young children, those with cognitive or sensory limitations, or alternate access users, simplified or additional electronic features may facilitate independence and function . The use of different mobility devices for different settings or activities has been acknowledged for environmental considerations and to optimize participation …”

Section: Discussionmentioning

confidence: 99%

“…These early exploratory behaviors have a positive impact on overall and psychological development, and recent research suggests that children can begin using power mobility devices in infancy . However, power wheelchairs are not commonly prescribed for children below 3 years of age . Assistive devices, such as power wheelchairs, may be seen as enablers of function or as a stigma .…”

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confidence: 99%

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The child and family experience of power mobility: a qualitative synthesis

Livingstone

Field

2014

Develop Med Child Neuro

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AIM The aim of this study was to critically synthesize qualitative evidence regarding the child and family experience of power mobility, and to examine how this evidence fits with current theoretical concepts.METHOD Electronic database/hand searches were undertaken in September 2012 and updated in February 2014. The searches were restricted to qualitative studies published in English before February 2014 that included at least one child under the age of 19 with a disability and described an outcome related to the use of power mobility. Inclusion criteria were set a priori. Two reviewers independently screened titles, abstracts, and full-text articles and extracted data. McMaster qualitative review forms were used for quality appraisal. RESULTSOf 259 titles, 21 met inclusion criteria. From 143 codes, 15 second-order themes were developed using constant comparison and analysis. Three overarching themes emerged: power mobility experience promotes developmental change and independent mobility; power mobility enhances social relationships and engagement in meaningful life experiences; and power mobility access and use is influenced by factors in the physical, social, and attitudinal environment.INTERPRETATION This qualitative research provides rich and rigorous evidence supporting the benefits of power mobility for children and families. Numerous factors, which warrant careful consideration, influence power mobility access and use.Power mobility devices, such as powered wheelchairs and ride-on toys, provide efficient, autonomous mobility for children with mobility limitations. [1][2][3][4][5] Power mobility may facilitate independent exploration and participation in everyday activities from a young age. 6 These early exploratory behaviors have a positive impact on overall and psychological development, 7,8 and recent research suggests that children can begin using power mobility devices in infancy.9,10 However, power wheelchairs are not commonly prescribed for children below 3 years of age.11-13 Assistive devices, such as power wheelchairs, may be seen as enablers of function or as a stigma.14 For parents, the psychological and social impact is significant, 15,16 with both positive and negative experiences of power mobility reported. [17][18][19][20][21] In keeping with family-centered care, it is essential that clinicians and researchers set meaningful goals collaboratively, in line with child and family priorities. [22][23][24] A recent systematic review of power mobility outcomes for children 5 identified, but did not include, a significant number of qualitative studies relating to the child's and family's perspective, and it was recognized that a separate, more appropriate, analysis was warranted. Three previous systematic reviews on children's use of assistive technologies [25][26][27] included only two qualitative studies on power mobility use. 18,28 Within the wheeled mobility literature, several models attempt to interpret the many factors that influence power mobility use; however, the validity of these mode...

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The child and family experience of power mobility: a qualitative synthesis

Livingstone

Field

2014

Develop Med Child Neuro

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“…'Functional learners' often meet criteria for power mobility device prescription whereas the other two groups may not be considered potential candidates. [17][18][19] Figure 1 shows the relationship of our three groups of learners to the previously described stages of learning power mobility use.…”

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confidence: 99%

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

Field

Livingstone

2018

Develop Med Child Neuro

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“…The ALP tool is independent of age, degree of cognitive limitation, access method, combinations of additional limitations, and culture. With this approach, more learners with complex and multiple disabilities could be provided with greater opportunities to explore powered mobility use [12][13][16][17][35][36].…”

Section: Discussionmentioning

confidence: 99%

Assessment of learning powered mobility use—Applying grounded theory to occupational performance

Nilsson

Durkin²

2014

J Rehabil Res Dev

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Abstract-Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden.

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Facilitating Child Participation through Power Mobility

Cited by 39 publications

References 22 publications

The child and family experience of power mobility: a qualitative synthesis

The child and family experience of power mobility: a qualitative synthesis

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

Assessment of learning powered mobility use—Applying grounded theory to occupational performance

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