The need for the development of a child led assessment tool for powered mobility users

Durkin, Josephine

doi:10.3233/tad-2002-14404

Cited by 26 publications

(5 citation statements)

References 17 publications

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“…Although this method of child-led design is touched on in the literature, it has not, to date, been put into practice in meaningful or consistent ways. As such, scholars have called for an increase in child-led research and powered mobility design opportunities, citing the need for already marginalized voices of disabled children to inform adult driven ideas of what mobility technology should look like, how it should function and be built (Allsop, Holt, Levesley, & Bhakta, 2010; Allsop, Gallagher, Holt, Bhakta, & Wilkie, 2011; Durkin, 2002; Rigby, Ryan, From, Walczak, & Jutai, 1996). Jamie takes the idea of designing his own ride-on car a step further, utilizing his agency in creating sameness, by telling the researcher to stand and ride “like him.” Sameness, as Gill (1997) describes, is one key facet of connecting with both disability and mainstream culture.…”

Section: Discussionmentioning

confidence: 99%

Impacts of early powered mobility provision on disability identity: A case study.

Feldner¹

2019

Rehabilitation Psychology

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Background/Purpose: Providing powered mobility technology to people with disabilities is a common rehabilitation practice. However, the relationship between powered mobility introduction and identity development, when considered in the context of lived experiences of children with disabilities and their families, is not well understood. Investigating this relationship is timely given the emergence of alternative, community-based early mobility opportunities using adapted mobility toys whose impact may contrast experiences using powered wheelchairs typically provided in rehabilitation settings. Method: Using a qualitative, ethnographic case study approach, in-depth interview and field observation data were collected with 2 children and families, 1 who received a traditional powered wheelchair and the other who received an adapted mobility toy. A grounded theory approach guided the data analysis, and emerging themes were discussed until consensus was reached between Heather Feldner and families. Results: Findings revealed four themes: (1) dys/function of mobility technology; (2) daily Life, play, and participation; (3) emerging self/advocacy; and (4) complex family/industry interplay. Conclusion: Similarities and differences were present within the situated experiences of each family. Experiences were foregrounded by instances of emerging identity development throughout provision processes that were influenced by caregiver perceptions of disability (positive vs. negative), aesthetics and function (medical vs. adventure), and perceived intent of the devices (an opportunity for freedom vs. prolonging need for undesired mobility equipment). These findings highlight the varied dynamics and spheres of influence this transaction may have on the developing identity of children with disabilities, which may ultimately help inform future models of provision and rehabilitation practices. Impact and ImplicationsThis research highlights novel perspectives and experiences of very young children with disabilities and their families participating in early powered mobility provision, which offers a methodological framework for future work capturing young children's voices along with caregiver perceptions by proxy. This study applies a grounded theory framework and qualitative methodology to a rehabilitative process that has been skewed toward quantitative investigation of functional performance assessment and outcomes. By foregrounding the situated knowledge of disability, mobility, and technology experienced by children and families as a central discourse during powered mobility provision processes, this study contributes to advocacy for children who use mobility technology, by questioning how current and future design and provision can improve to positively impact their developing identities. This study helps to challenge traditional and often subconscious mobility hierarchies and advocate for the need for further education for rehabilitation professionals in areas of mobility technology provision and alternative models of disabi...

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Section: Discussionmentioning

confidence: 99%

Impacts of early powered mobility provision on disability identity: A case study.

Feldner¹

2019

Rehabilitation Psychology

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“…1 For children with disabilities and developmental delays, a lack of independent mobility in early childhood can 'set them on a slow and disadvantaged developmental spiral' (Durkin,p.163). 2 Learning occurs through active perceptual-motor experience and early intervention should promote early sitting, interaction with toys and independent mobility. 3 Power mobility use can promote independent mobility for children with disabilities, 4 positively influence overall development 5,6 and may be introduced as early as eight months of age.…”

Section: Introductionmentioning

confidence: 99%

Beginning power mobility: An exploration of factors associated with child use of early power mobility devices and parent device preference

Livingstone

Bone

Field

2020

Journal of Rehabilitation and Assistive Technologies Engineerin

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Objectives Describe and compare young children’s use of four early power mobility devices and examine associations between child and environmental factors that may influence power mobility use and parent device preference. Design Cross-sectional observational study. Methods Power Mobility Days introduced four devices: Wizzybug, Bugzi, Tiger Cub, and a switch-adapted ride-on toy car in a single 60–90 min, play-based session. Results A convenience sample of 74 children, aged 9–68 months (mean: 32.45, SD: 14.08) with mobility limitations, and their parents participated. Children had a range of motor, postural and communication profiles, with cerebral palsy being the most common condition ( n = 55; 73.33%). Assessment of Learning Powered mobility use phase achieved ranged from 1 to 6; mean: 2.34; median: 2. For children who tried all four devices ( n = 51), Friedman test (χ2: 8.27, p = 0.04) suggests Assessment of Learning Powered mobility use phase differs across devices. Of 73 parents who identified a device preference, 43 (59%) chose Wizzybug. Regression analyses suggest that access method and communication function may influence children’s power mobility use, while age, access and postural support requirements may influence parent device choice. Discussion Parent impressions of an early power mobility device may be influenced by many factors, yet be less influenced by child performance.

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“…Some suggest assessment of specific cognitive, psychosocial and motor readiness factors prior to entry into clinician directed training, 7, 25, 26 and others suggest assessment of general factors such as tolerance for sitting and ability to activate the joystick or other interface prior to entry into family and child-directed training. 27-29 At this point, we focus more heavily on the latter with infants and include the assessment of cognitive, psychosocial and motor factors to determine how they change during training. Future quantitative studies stand to have an effect on the decision-making process of initiating early power mobility training, given that few statements on assessment and training with young children have strong empirical or theoretical support.…”

Section: Discussionmentioning

confidence: 99%

Short-term, Early Intensive Power Mobility Training

Ragonesi

Galloway

2012

Pediatric Physical Therapy

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The need for the development of a child led assessment tool for powered mobility users

Cited by 26 publications

References 17 publications

Impacts of early powered mobility provision on disability identity: A case study.

Impacts of early powered mobility provision on disability identity: A case study.

Beginning power mobility: An exploration of factors associated with child use of early power mobility devices and parent device preference

Short-term, Early Intensive Power Mobility Training

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