Effectiveness of wheeled mobility skill interventions in children and young people with cerebral palsy: A systematic review.

AIM: To systematically review the effectiveness of wheeled mobility interventions in children and young people with cerebral palsy (CP). METHOD: A systematic literature search was performed in MEDLINE, Embase, Cochrane Central Register of Controlled Trials, EBSCO, PEDro, and Web of Science using database-specific concepts such as 'child' and 'wheelchair'. Studies focusing on wheeled mobility skill interventions with participants aged 6 to 21 years with CP were included. RESULTS: Twenty studies with 203 participants were included. The impact of wheeled mobility skill interventions was assessed on mobility skills (n = 18), activity and participation (n = 10), and quality of life (n = 3). No studies reported effects on stress, fatigue, and motivational aspects. Interventions included power wheelchair skill training (n = 12), computer-based training (n = 5), smart wheelchair training (n = 2), and manual wheelchair training (n = 1), showing positive wheeled mobility intervention effects. Study quality based on the Methodological Index for Non-Randomized Studies scale was 9 out of 16 and 14 out of 24 for non-comparative and comparative studies respectively. Risk of bias was serious-to-critical on the Risk of Bias in Non-Randomized Studies of Interventions. INTERPRETATION: Wheeled mobility interventions showed promising beneficial effects on wheeled mobility, activity and participation, and quality of life for children and young people with CP. Future studies with structured and standardized training programmes and assessment tools are warranted to further accelerate the wheeled mobility skill acquisition process in this population. WHAT THIS PAPER ADDS: Wheeled mobility interventions improve wheeled mobility skills in individuals with cerebral palsy. The mobility skill acquisition process benefits from structured and standardized training. Knowledge of the intervention effects on participation and quality of life is limited. Most studies had moderate quality of evidence because of methodological limitations.

Are You Willing to Self-Disclose for Science? Effects of Privacy Awareness and Trust in Privacy on Self-Disclosure of Personal and Health Data in Online Scientific Studies-An Experimental Study.

Digital interactions via the internet have become the norm rather than the exception in our global society. Concerns have been raised about human-centered privacy and the often unreflected self-disclosure behavior of internet users. This study on human-centered privacy follows two major aims: first, investigate the willingness of university students (as digital natives) to disclose private data and information about their person, social and academic life, their mental health as well as their health behavior habits, when taking part as a volunteer in a scientific online survey. Second, examine to what extent the participants' self-disclosure behavior can be modulated by experimental induction of privacy awareness (PA) or trust in privacy (TIP) or a combination of both (PA and TIP). In addition, the role of human factors such as personality traits, gender or mental health (e.g., self-reported depressive symptoms) on self-disclosure behavior was explored. Participants were randomly assigned to four experimental groups. In group A (n = 50, 7 males), privacy awareness (PA) was induced implicitly by the inclusion of privacy concern items. In group B (n = 43, 6 males), trust in privacy (TIP) was experimentally induced by buzzwords and by visual TIP primes promising safe data storage. Group C (n = 79, 12 males) received both, PA and TIP induction, while group D (n = 55, 9 males) served as control group. Participants had the choice to answer the survey items by agreeing to one of a number of possible answers including the options to refrain from self-disclosure by choosing the response options "don't know" or "no answer." Self-disclosure among participants was high irrespective of experimental group and irrespective of psychological domains of the information provided. The results of this study suggest that willingness of volunteers to self-disclose private data in a scientific online study cannot simply be overruled or changed by any of the chosen experimental privacy manipulations. The present results extend the previous literature on human-centered privacy and despite limitations can give important insights into self-disclosure behavior of young people and the privacy paradox.