Parents’ and Therapists’ Satisfaction with Four Early Childhood Power Mobility Devices

Abstract

Background. Little is known about satisfaction with power mobility devices used by young children. Purpose. Parents’ and therapists’ satisfaction with four early childhood power mobility devices were examined. Method. A two-phased study, comprising Trial Phase cross-sectional design and Loan Phase one-group pretest-posttest design. Parents and therapists of children 9 months to 6 years with mobility limitations completed the Quebec User Evaluation of Satisfaction of Assistive Technology 2.0 Device Subscale (QUEST8) plus an additional device Aesthetics rating. Findings. Seventy-four parents and 42 therapists from 18 child development and rehabilitation centres participated. Parent and therapist median QUEST8 and Aesthetics scores varied across devices when trialled and over the six-month loan. Favourable median ratings had no statistically significant differences between parents and therapists. Parent ratings decreased statistically over loan period although therapists’ ratings did not. Device dimensions, safety, and aesthetics were highly rated. Implications. Similarities and differences exist among parent and therapist ratings.

Caregiver perspectives on powered mobility devices and participation for children with cerebral palsy in Gross Motor Function Classification System level V

“…The extent of these potential benefits is unknown because there is limited research that includes children in GMFCS level V aged under 3 years. Limitations in previous studies include small sample sizes (ranging from one to nine participants), single sessions of device exposure were conducted before the release of the Explorer Mini, or did not distinguish outcomes from children in GMFCS level V from other GMFCS levels 14–17 …”

“…Limitations in previous studies include small sample sizes (ranging from one to nine participants), single sessions of device exposure were conducted before the release of the Explorer Mini, or did not distinguish outcomes from children in GMFCS level V from other GMFCS levels. [14][15][16][17] Rather than solely focusing on the achievement of driving skills, changes in participation and learning may be more meaningful measurements for children in GMFCS level V. Participation in activities of daily living is critical for children to acquire new skills, attain competence, establish meaningful relationships, and achieve quality of life. [18][19][20][21][22] Research related to the participation of children with disabilities suggest that to fully benefit from participation, the child must: (1) take part into something or with someone; (2) feel included; (3) have some control over what they are taking part in; and (4) be engaged in something that is personally meaningful.…”