Parent/Caregiver Perspectives on the Use of Power Wheelchairs

Berry, Emily T.; Mclaurin, Sue E.; Sparling, Joyce W.

doi:10.1097/00001577-199608040-00002

Cited by 47 publications

(73 citation statements)

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“…Parents of children with disabilities, however, identified environmental barriers that restrict use of powered mobility, including the size of rooms, availability of transportation to accommodate a wheelchair, and durability of the wheelchair when used outdoors. 46 Mobility also includes transporting oneself via riding a bicycle, driving a car, or using transportation to move around as a passenger in a bus. 6 Youth with physical disabilities have consistently indicated that the lack of accessible and reliable transportation is an obstacle to participation.…”

Section: Implications For Physical Therapymentioning

confidence: 99%

“…6 Youth with physical disabilities have consistently indicated that the lack of accessible and reliable transportation is an obstacle to participation. 30,39,46 Notable from the perspective of youth who use wheelchair-accessible public transportation is the inability to go places and do things in a spontaneous manner that is typical of socialization among youth. 47 Collectively, the findings support a team approach to selection of assistive technology and the importance of problem solving to minimize barriers to powered mobility and other means of transportation.…”

Section: Implications For Physical Therapymentioning

confidence: 99%

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Social and Community Participation of Children and Youth With Cerebral Palsy Is Associated With Age and Gross Motor Function Classification

et al. 2009

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Section: Implications For Physical Therapymentioning

confidence: 99%

Section: Implications For Physical Therapymentioning

confidence: 99%

Social and Community Participation of Children and Youth With Cerebral Palsy Is Associated With Age and Gross Motor Function Classification

et al. 2009

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“…5,10 Second, preschool group activities often require bouts of mobility in tight spaces such as during dramatic play or ‘sensory’ table activities, which are difficult for children with mobility impairments with or without power mobility. 15 Given the tight spaces of a preschool classroom, however, noting how a child spends the majority of his non-interacting time - in parallel play (within 3 feet of another peer) or as solitary (more than 3 feet from others) – may provide more information on the extent to which the child is socially isolated. Third, children with mobility impairments may not fully use nor understand nonverbal communication, thereby creating a communication barrier.…”

Section: Introductionmentioning

confidence: 99%

Power Mobility and Socialization in Preschool

Ragonesi

Chen

Agrawal

et al. 2011

Pediatric Physical Therapy

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Purpose Our previous study found it feasible for a preschooler with cerebral palsy (CP) to use a power mobility device in his classroom but noted a lack of typical socialization. The purpose of this follow-up study was to determine the feasibility of providing mobility and socialization training for this child. Methods Will, a 3-year-old with CP, one comparison peer, two preschool teachers, and two therapists were filmed daily during a training and post-training phase. Adult-directed training was provided in the classroom by therapists and teachers during the training phase. Mobility and socialization measures were coded from video. Outcomes During training, Will demonstrated higher socialization but less mobility than the comparison peer. Post training, Will socialized less but was more mobile, though less mobile than the comparison peer. Discussion Short-term, adult-directed power mobility and socialization training appears feasible for the preschool classroom. Important issues regarding socialization and power mobility are discussed.

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“…Decreased powered mobility use may be due to environmental barriers including challenges with transporting a powered wheelchair and lack of wheelchair accessibility in home and community environments (Berry, McLaurin & Sparling, 1996). To identify and begin to address some of these barriers, therapists can explore the use of powered wheelchairs in the environments in which they will be used.…”

Section: Exploring Mobility Options For Children With Physical Disabimentioning

confidence: 99%

Exploring Mobility Options for Children With Physical Disabilities: A Focus on Powered Mobility

Wiart¹

2010

Physical & Occupational Therapy In Pediatrics

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The study by Tefft et al. (2011, in this issue) is one of the few studies that have explored the impact of pediatric powered mobility on families. The parents who participated in their study reported increased satisfaction with their children's social and play skills, ability to move independently, sleeping patterns, and public perception of their children after 4-6 months of powered wheelchair use. In addition, parents rated the wheelchair as having a positive impact on child and family quality of life. Previous research suggests that powered mobility may have positive effects on a variety of child outcomes including perceptual awareness, energy expenditure, functional mobility, participation in age-appropriate activities, and communication and social skills (for a summary of research evaluating effects of pediatric powered mobility see Henderson, Skelton, & Rosenbaum, 2008). It is generally accepted that exploration and interaction with the environment are crucial for child development and powered mobility can provide children with physical disabilities with opportunities to do so.Research conducted with young children with physical disabilities has demonstrated that children as young as 23 months can learn how to use powered mobility devices effectively (Butler, 1986). Despite the potential benefits of early powered mobility use reported in the literature, powered mobility appears to be underutilized (Palisano et al., 2003;Rodby-Bousquet & Hägglund, 2010). Therapists may prefer to pursue more physically active forms of mobility with young children to avoid or defer orthopedic problems and prevent adverse effects on gross motor development. Although the research to date does not provide conclusive answers about the effects of powered mobility use on orthopedic status and motor development, Bottos, Bolcati, Sciuto, Ruggeri, and Feliciangeli (2001) reported that gross motor abilities did not decline after powered wheelchair use. Most importantly, it is essential to consider that powered mobility use does not preclude exploration of other mobility options. A child who uses a powered wheelchair at school to keep up with friends may walk with a walker at home and participate in adapted physical activities within their community. Individuals without disabilities regularly make

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Parent/Caregiver Perspectives on the Use of Power Wheelchairs

Cited by 47 publications

References 0 publications

Social and Community Participation of Children and Youth With Cerebral Palsy Is Associated With Age and Gross Motor Function Classification

Social and Community Participation of Children and Youth With Cerebral Palsy Is Associated With Age and Gross Motor Function Classification

Power Mobility and Socialization in Preschool

Exploring Mobility Options for Children With Physical Disabilities: A Focus on Powered Mobility

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