ABSTRACT
AIMS: The purpose of this study is to describe the driving experience and emotional responses of young children who experience mobility limitations during initial use of the Explorer Mini, a new pediatric powered mobility device. METHODS: The current study utilized a descriptive, cross-sectional, and mixed- method approach. Thirty-three young children between 6 and 36 months of age who experience mobility limitations participated in this study and were provided up to two, 15-minute driving sessions with the Explorer Mini. Researchers completed an observation form that included field notes (qualitative data) and answers to yes/no questions to generate percentages of observed behaviors (quantitative data) regarding young children's driving experience and emotional responses while using the Explorer Mini. RESULTS: Thematic analysis from field notes (i.e., qualitative data) revealed two inter-related themes: 1) I can move, 2) I think I like it- don't I? Ninety four percent (i.e., quantitative data) of young children were able to move the Explorer Mini to explore their environment. CONCLUSIONS: Young children demonstrated self-initiated mobility with a powered mobility device using the midline joystick. The results support the notion that infants 6-36 months can effectively use the Explorer Mini. The device received Food and Drug Administration 510k clearance in February 2020.
Subject(s)
Disabled Children/psychology , Disabled Children/rehabilitation , Mobility Limitation , Self-Help Devices , Child, Preschool , Cross-Sectional Studies , Electric Power Supplies , Female , Humans , Infant , MaleABSTRACT
Children with a diagnosis of cerebral palsy often have significant physical limitations that prevent exploration and full participation in the environment. Assistive technology systems can provide opportunities for children with physical limitations to interact with their world, enabling play, communication, and daily living skills. Efficient access to and control of the technology is critical for successful use; however, establishing consistent access is often difficult because of the nature of the movement patterns exhibited by children with cerebral palsy. This article describes a 3-phase model of evaluation and intervention developed and used by Assistive Technology Services at the Aaron W. Perlman Center, Cincinnati Children's Hospital Medical Center, to establish successful access to technology systems in children with cerebral palsy.
