Exploratory analysis of a developmentally progressive modified ride-on car intervention for young children with Down syndrome

Background: Children with Down syndrome (DS) may have limited opportunities to engage in self-directed mobility and play due to motor delays. A recent modified ride-on car innovation is the sit-to-stand (STS) model, which incorporates functional standing and walking training with the experience of powered mobility. Aims: This study aimed to: (1) describe total dosage and daily usage of three modified ride-on car modes (seated, standing, and power-push) by young children with DS; (2) examine the ability of young children with DS to independently activate the modified ride-on car in seated and standing modes; (3) describe the age of onset of selected motor milestones of the sample in comparison to DS norms. Materials and Methods: Eight young children with DS (8.6 +/- 2.0 months) used three modes of the modified ride-on car over a 9-month intervention. Results: All eight children independently activated the modified ride-on car in seated and standing modes. Most motor milestones were achieved earlier in this sample than expected for DS norms, including the onset of independent walking. IMPLICATIONS FOR REHABILITATION Young children with Down syndrome were able to achieve independent activation in seated and standing modified ride-on cars. Developmentally progressive modified ride-on car interventions may facilitate motor skill development, but future work utilizing a randomized control group is needed to examine the potential motor developmental benefits of the STS model and power-push mode. The developmentally progressive nature of the intervention may have been instrumental in encouraging the onset of independent switch activation in both seated and standing modes, as well as the high dosage and adherence rates compared to previous studies.

Automated summary

Children with Down syndrome were able to achieve independent activation in seated and standing modified ride-on cars. Most motor milestones were achieved earlier than expected, suggesting that developmentally progressive interventions may facilitate motor skill development.