Assistive Technology- Informational Slideshow on Power Mobility Use for Young Children PLEASE DOWNLOAD FILE TO VIEW ALL FEATURES OF PPT INCLUDING NARRATIONS. Thanks!
2. Who could benefit?
Children with:
• Cerebral palsy
• Down’s syndrome
• Spinal muscular atrophy
• Any child that is experiencing delays in motor
development
3. Why consider power mobility
options?
• Cognitive development
• Perceptual development
• Overall independence
• Attain age-appropriate skills faster
• Increase in socialization with peers and care
providers
4. How to determine if a child is
ready…
• If a child is attentive to the environment and seeks to
interact with people and things in the environment, this
may be a good indication
• It is recommended an assessment of cognitive,
psychosocial, and motor readiness skill be done before
training a child
• Basic capabilities such as sitting tolerance and ability
to activate joystick are recommended
• Problem-solving and spatial-relations skills
• NOTE: Power mobility recommendation should not be
ruled out based on the child’s IQ alone
5. Well, why not?
• Concerns over necessary physical and
cognitive skills to operate power mobility
devices
• Normal physical development might be
hindered
• Device costs
9. Resources
Permobil Pediatric Power Wheelchair Manufacturer
• http://www.permobil.com/USA/Products/Pediatric/
Ottobock Pediatric Power Wheelchair Manufacturer
• http://ottobockkids.com/product/skippi-pediatric-
power-wheelchair/
Research on Power Mobility for Children
• http://www.fipp.org/Collateral/casemakers/casemake
rs_vol4_no1.pdf
Kasey’s story
• http://youtu.be/oI51oReN50s?t=1m5s
Jacqueline’s Story
• http://youtu.be/_7rtONbAr9o
Kendra’s Video
• http://youtu.be/LnJSkV6clio
10. Resources con.
Jones, M., McEwen, I. & Neas, (2012). Effects of power
wheelchairs on the development and function of young
children with severe motor impairments. Pediatric Physical
Therapy. 24(2), 131-140.
Peterson, B. (2003). Considerations for power mobility
making the most of your choices. Exceptional Parent,
33(1), 143-145.
Rosen, L., Arva, J., Furumasu, J., Harris, M., Lange, M.,
McCarthy, E., & Wonsettler, T. (2009). RESNA position on
the application of power wheelchairs for pediatric users.
Assistive Technology, 21(4), 218-226.
doi:10.1080/10400430903246076
Editor's Notes
With the technological advances in the past century, individuals with disabilities have been helped to become increasingly independent with the use of various assistive technologies and devices. Snell and Balfour (as cited in Dietz, p.87, 2002) aptly describe the importance when saying, “Mobility is no longer seen as a luxury for the person with a disability, but as an important contributor to lifestyle and self-development”. Power mobility devices, in particular, have afforded many individuals the freedom to independently navigate their environments providing greater personal satisfaction and a higher quality of life. Especially in the early developmental phases of life is mobility and independent exploration in the environment crucial. While it has previously been the opinion of many professionals that children under the age of 24 months are not able to effectively use power mobility devices, current literature shows how crucial early exposure to power mobility is.
Any child that is experiencing delays in motor development which prevents hinders them from attaining developmental motor milestones such as rolling, crawling or walking (Jones, 2012).
Especially in the early developmental phases of life is mobility and independent exploration in the environment crucial. Through the use of power mobility to explore the environment, children with motor development delays or impairments have been afforded opportunities to acquire social, cognitive, perceptual development skills and overall independence (Deitz, 2002; Galloway, 2007; Jones, McEwan & Eas, 2012; Lynch, 2009). Early power mobility use has been shown to help children attain age-appropriate skills faster (Jones, McEwan, & Eas, 2012). Increase in socialization with peers and care providers is a common outcome in using power mobility as this “places you [the child] in the action, which increases your [the child’s] chances of interaction” (Ragonesi, Chen, Agrawal & Galloway, 2003; Smith, 2009).
According to RESNA “Motivation, understanding of basic cause and effect, spatial relationships and problem solving concepts, attention, and physical ability to activate the access method consistently and purposefully are required to successfully operate a power wheelchair “ (p. 2, 2009). If a child is attentive to the environment and seeks to interact with people and things in the environment, this may be a good indication that they may be ready to use a power mobility device (Jones, McEwan & Hansen, 2003). Some researchers recommend assessment of cognitive, psychosocial, and motor readiness skill before training a child (Ragonesi, Galloway & Cole, 2012). Also, basic capabilities such as sitting tolerance and ability to activate joystick are recommended. Teft, Guerette & Furumasu (1999) identified problem-solving and spatial-relations skills as cognitive skills that would predict successful power mobility use. Further, a power mobility recommendation should not be ruled out based on the child’s IQ aloneChildren have proved to learn to efficiently operate a power mobility device in a short period of time and with little or no training (Galloway & Agrawal, 2008; Jones, McEwen, Hansen, 2003; Deitz, 2002). In a study done with children with Down’s Syndrome (7 to 25 months old) who had motor delays, the children were trained and had access to a mobile robot twice a week for a 6 week period. To the researcher’s surprise, by the end of 6 week period, the children showed increased time spent driving the robot and actively moving the joystick (Galloway & Agrawal, 2008).
However, both parents and practitioners often avoid considering power mobility options due to concerns over whether these children have the physical and cognitive skills to operate power mobility devices and whether if through use, normal physical development might be hindered (RESNA, 2009; Smith, 2009). Also there are concerns over the cost of such devices and having to replace these frequently as the child grows. Some professionals recommend the use of power mobility only after other options to aid in ambulation have been considered (Bottos, 2001). Others recommend that children still continue to receive therapy and gait training during the use of a power mobility device (Ragonesi, 2010).
An appropriate recommendation for power mobility should take into consideration the child’s immediate needs as well as their future needs of up to 5 years since many systems can be adapted to meet a child’s needs as they grow (Peterson, 2003). Several types of power mobility devices exist to meet the diverse needs of the pediatric population.In general, power mobility devices lack seating systems that could be used for infants thus necessitating modifications to devices being used.
Recently, research has been done on modifying common battery operated ride-on toy cars such as Power Wheels cars (Huang & Galloway, 2012). These modified toy cars are kid-friendly, light-weight, and relatively inexpensive to purchase although several modifications often need to be made to the steering and drive system (Huang & Galloway, 2012). In general, power mobility devices lack seating systems that could be used for infants thus necessitating modifications to devices being used. Often ride-on carts and robots are used for very small children.
In general, power mobility devices lack seating systems that could be used for infants thus necessitating modifications to devices being used. Often ride-on carts and robots are used for very small children. UD1 is composed of a circular robot, wooden cart, baby seat, and modified joystick.
Please check out Kasey, Jacqueline videos. Talk to a physical or occupational therapist about any questions you may have about using power mobility with young children.
