Journal
PEDIATRIC PHYSICAL THERAPY
Volume 23, Issue 4, Pages 399-406Publisher
LIPPINCOTT WILLIAMS & WILKINS
DOI: 10.1097/PEP.0b013e318235266a
Keywords
assistive devices; cerebral palsy/psychology; cerebral palsy/rehabilitation; child; preschool; humans; male; motor activity/physiology; motor skills/physiology; physical therapy modalities/instrumentation; socialization
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Funding
- National Science Foundation
- National Institute of Health
- Division Of Behavioral and Cognitive Sci
- Direct For Social, Behav & Economic Scie [0745833] Funding Source: National Science Foundation
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Purpose: Our previous study found it feasible for a preschooler with cerebral palsy (CP) to use a power mobility device in his classroom but noted a lack of typical socialization. The purpose of this follow-up study was to determine the feasibility of providing mobility and socialization training for this child. Methods: Will, a 3-year-old with CP, 1 comparison peer, 2 preschool teachers, and 2 therapists were filmed daily during a training and posttraining phase. Adult-directed training was provided in the classroom by therapists and teachers during the training phase. Mobility and socialization measures were coded from video. Outcomes: During training, Will demonstrated greater socialization but less mobility than the comparison peer. Posttraining, Will socialized less but was more mobile, though less mobile than the comparison peer. Discussion: Short-term, adult-directed power mobility and socialization training appear feasible for the preschool classroom. Important issues regarding socialization and power mobility are discussed. (Pediatr Phys Ther 2011; 23: 399-406)
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