Powered Mobility for Very Young Disabled Children

Butler, Charlene; Okamoto, G; McKay, Tamara

doi:10.1097/01241398-198403000-00111

Cited by 16 publications

(67 citation statements)

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“…Although the research on power ўўўўўўўўўўўўўўўўўўўўўўўў mobility suggests that young children can quickly learn to use power mobility, 11,12 only Zazula and Foulds 12 have described a child younger than 24 months of age using such a wheelchair. Zazula and Foulds designed a powered cart for an 11-month-old with phocomelia and reported that it took the child 10 months to gain "complete control over all operations of the cart" 12(p139) We were surprised by how quickly Molly learned to maneuver the wheelchair, even with limited practice opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…We emphasized the importance of parental supervision, as one would supervise any young child. 42,43 To facilitate the use of her wheelchair and to ensure that Molly's mother and the physical therapist were comfortable with the use of the device, we made weekly telephone contacts with them until Molly could proficiently maneuver her power wheelchair according to the criteria of Butler et al 11 (Tab. 2).…”

Section: Interventionmentioning

confidence: 99%

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Use of Power Mobility for a Young Child With Spinal Muscular Atrophy

2003

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Background and Purpose. Young children with severe motor impairments, such as spinal muscular atrophy, are often unable to move around their environment independently; therefore, they may be at risk for delays in areas of development not directly related to their motor limitations. Power mobility is an intervention that provides young children a means of independent movement and enables them to independently explore their environment. Case Description. The participant was a 20-month-old girl with type II spinal muscular atrophy. Intervention. The authors provided the child with a power wheelchair and gave her mother and physical therapist general guidelines to encourage her use of the power wheelchair. Outcomes. Within 6 weeks after receiving the power wheelchair, the child operated the wheelchair independently. She showed developmental gains in all domains of the Battelle Developmental Inventory and the Pediatric Evaluation of Disability Inventory over 6 months. The authors conducted an interview with the child's mother before and after intervention. She reported that the child was more independent after receiving the power wheelchair. Discussion. The power wheelchair may have been associated with the changes in the child's mobility and her developmental changes over 6 months.

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Section: Discussionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Use of Power Mobility for a Young Child With Spinal Muscular Atrophy

2003

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“…Equally important, using this technology results in some of the developmental gains associated with the onset of crawling and walking (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012). Unfortunately, the reality is that many if not most of the children who could benefit from powered mobility do not gain access to this technology until after 5 years of age (Nicholson and Bonsall, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Over 30 years of research has demonstrated that young children with disabilities who experience the most severe delays in mobility can use powered mobility devices for self-directed mobility (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012). Equally important, using this technology results in some of the developmental gains associated with the onset of crawling and walking (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

et al. 2017

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“…Learning by doing in the situation is essential for the development and growth of the learner [4]. Butler et al were the first to give some direction for powered mobility assessment by identifying seven criterion skills [5]. Traditionally, powered mobility instruments focus on skills and/or developmental domains and readiness for powered mobility provision [6][7].…”

Section: Introductionmentioning

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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Powered Mobility for Very Young Disabled Children

Cited by 16 publications

References 0 publications

Use of Power Mobility for a Young Child With Spinal Muscular Atrophy

Use of Power Mobility for a Young Child With Spinal Muscular Atrophy

Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

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

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