The ability to move from place to place independently is important to a child’s development as it
encourages or speeds important developmental changes. Independent mobility in children has been related
to the growth of many cognitive thinking, social, and emotional skills. Studies have also shown that
not being able to move independently can create cognitive, motor, and sensory problems. Early mobility
experiences are important to later development.
Many parents and clinicians can give examples of how a powered wheelchair has improved a child’s
life. Research has also documented the benefits of powered mobility for children with disabilities.
Children who used powered devices such as powered scooters or wheelchairs became more involved with
people and interested in objects. They tried more actions on their own instead of demanding or
asking others to do it. Improved play and talking with other children was noted. The children had
an increased interest in all mobility skills, including walking. Improvements in language skills,
self-image and increased positive attitudes toward trying new tasks were seen. Parents viewed their
children as more independent in certain situations and less vulnerable. Powered mobility also
allowed the children to more fully participate in school activities.
(See Powered Mobility References)
It can be difficult to determine when a young child with physical impairments may be
developmentally ready to safely operate a powered wheelchair. A program of research has
been conducted at our center in the area of early powered mobility and readiness to learn powered
mobility skills. Project I was conducted from 1990 to 1995. Twenty-six children between the ages
of 18 and 36 months took part in the original study. Participants included children with disabilities
that primarily affected physical skills, such as muscle diseases, arthrogryposis, osteogenesis
imperfecta, spinal injury, and amputee. Researchers found that a certain level of development in
spatial relations (SR) and problem solving (PS) skills were important in learning how to safely drive
a power wheelchair. The project was one of the first to look at the very young and their ability to
safely use a wheelchair (See Powered Mobility Publications).
Project II was a multi-center project conducted from 1996 to 2000. Seven sites in Canada and the
United States participated. The goal of the project was to confirm the findings of the first project
and to see if the same thinking skill (SR/PS) would be related to powered wheelchair driving in children
with cerebral palsy. Evaluations of the child’s coping skills and level of symbolic representation
were added to determine if these would increase the predictive power of the assessment battery.
Twenty-four children with orthopedic disabilities and twenty-six children with cerebral palsy
participated. Preliminary results indicated that SR and PS remained highly predictive of wheelchair
driving skills for children in both groups who used a joystick as an input device, but not for children
who used switches. The coping inventory and symbolic representation skills did not add any additional
predictive power. Publications of these findings are pending.
Currently, the researchers are involved in another five-year project to validate a model for
providing powered wheelchairs to young children. A national survey has been completed to find out
what current practices and models are being used to evaluate a young child for powered mobility.
In 2002, we began a study at three centers
(See Project Personnel) to look at a new way of providing
powered wheelchairs. For children who get a powered wheelchair, we will be gathering follow-up data
to find out how the wheelchair has affected the child’s social skills, play skills, self-esteem and
language.
We are looking for children and their families who would like to be involved in the third project.
(See Participant Requirements). The project will inform families and others about the child's readiness
for a powered wheelchair. It will give information that may help justify the wheelchair to insurance
or other payers. Finally, it will help show the benefits of early powered mobility. For children
who are not ready to drive a powered wheelchair, other types of mobility activities and/or play
activities related to problem solving and spatial relations may be recommended to help develop
these areas.
If you would like more information about the research projects, contact the primary
investigators, Donita Tefft or
Jan Furumasu. If you are interested in participating in
the project, contact the closest center. (See Project Personnel).
