Perceived Barriers Before and After a 3-Month Period of Modified Ride-On Car Use

Abstract

Purpose: The purpose of the study is to examine how perceived barriers change before and after a 3-month period of modified ride-on car use. Methods: This study used a qualitative content analysis of perceived barriers. Fourteen caregivers (13 mothers; 1 grandmother) responded to a single-question, free-response survey before and after a 3-month period of modified ride-on car use. Results: A total of 11 and 20 perceived barriers were reported before and after the 3-month period. Environmental barriers were the most frequently reported before and after the 3-month period. Conclusions: Pediatric physical therapists need to be aware of the potential perceived barriers that families may experience in regard to young children with disabilities using modified ride-on cars and determine strategies to support families on an individual basis.

Caregivers' Perceptions of Ride-On Cars and Behavioral Changes for Young Children With Motor Delays

“…a From Logan et al 9 adjustments and sufficient support from therapists in implementing practical strategies. 9 Furthermore, to enhance the intervention effects and promote greater use of ROCs, the researchers recommended that future studies examine how family perceptions of ROCs change over time, as well as changes in their motivation and behavior after ROC training sessions. 8,9 It is worth noting that perceived environmental barriers are closely related to geographical differences, as weather patterns and living habits vary greatly between different regions and cultures.…”

“…9 Furthermore, to enhance the intervention effects and promote greater use of ROCs, the researchers recommended that future studies examine how family perceptions of ROCs change over time, as well as changes in their motivation and behavior after ROC training sessions. 8,9 It is worth noting that perceived environmental barriers are closely related to geographical differences, as weather patterns and living habits vary greatly between different regions and cultures. Therefore, early power mobility training should take into account these differences and adapt to various environmental and cultural contexts.…”

“…18 A strong partnership between the caregiver and therapist is crucial for achieving notable improvements in func-tion and participation after EI. 19 The ROC training program in Taiwan incorporated some recommendations from Logan et al' s studies, 8,9 such as offering suitable modifications for additional postural supports and ensuring adequate support from therapists with the engagement of caregivers. The coaching principle embedded in the ROC training highlights the importance of the active involvement of caregivers.…”

“…1,5,7 However, only a few studies have examined caregivers' perceptions of their children' s use of ROCs in different environments. 8,9 Logan et al 8 synthesized previous studies and identified 2 commonly reported perceived barriers to the use of ROCs: device-related and environmental factors. For example, factors such as a large turning radius, rapid acceleration, loud noise, adverse weather conditions, and limited driving space may lead to the reduced use of and adherence to ROCs.…”

“…The researchers also investigated whether these barriers changed over time following a 3-month period of ROC use in home environments. 9 Following the use of ROCs, device-and environmental-related barriers remained the most commonly reported by caregivers. However, the researchers suggested that most of these barriers could be overcome through appropriate…”