Power Mobility and Socialization in Preschool

Abstract

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.

Modified Ride-On Cars and Young Children with Disabilities: Effects of Combining Mobility and Social Training

“…A ride-on toy car is an assistive device for young children with disabilities to travel around ( 24 , 43 ). Combined with a social skill training program, it provides increased opportunities for socialization and varied contexts that may help to promote acquisition of social skills ( 23 , 44 ). The current results on mobility and social functions are consistent with previous studies, which emphasize the benefits of PMDs to assist young children with disabilities to move freely, be more active in their environment, and learn the consequences of their actions ( 14 , 18 , 19 , 21 , 45 ).…”

“…The ride-on car training sessions were conducted at Taoyuan Chang Gung Memorial Hospital using public spaces (e.g., hallways, garden, and food court). The training program was developed based on the previous studies ( 18 , 23 ). The research team and caregivers discussed the training goal with the OT who conducted the program for 2 h/session, 2 sessions/week for a total of 9 weeks.…”

“…An adult-directed social training principle ( 23 ) was integrated into the car play session. The social-interactive activities were graded based on the participants’ current social function.…”

“…Other studies have also reported that strategies allowing mobility and socialization intervention were important for improving motor and social functions in young children with disabilities ( 12 , 22 , 23 ). Evidence has suggested the combination of ride-on car training with a structured, adult-directed, social interaction program should be considered and may be beneficial for promoting socialization in various environments ( 17 , 18 , 23 ). In addition, caregivers’ involvement in the ride-on car training program may also help to decrease caregivers’ stress and provide an appropriate learning strategy for children ( 20 , 21 , 24 ).…”

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

“…Some studies have provided evidence of improvements in play and social skills for young children with motor disabilities after using the PMDs ( Livingstone and Field, 2014 ; Logan et al, 2016 ; Huang et al, 2017 ). However, most research used behavioral observations or unstandardized measurements of parents’ survey to assess children’s social interactions ( Deitz et al, 2002 ; Home et al, 2003 ; Ragonesi et al, 2010 , 2011 ; Ragonesi and Galloway, 2012 ). Moreover, no studies examined the effects of PMDs use on motivation.…”