Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

Logan, Samuel W.; Feldner, Heather A.; Bogart, Kathleen R.; Goodwin, Brianna M.; Ross, Samantha; Catena, Maria Ausilia; Whitesell, Austin A.; Sefton, Zachary J.; Smart, William D.; Galloway, James C.

doi:10.3389/frobt.2017.00007

Cited by 19 publications

(10 citation statements)

References 50 publications

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“…The use of modified ride-on toy cars as a type of PMD has become an innovative, alternative option to enhance early independent mobility and psychosocial function in young children with disabilities. These cars are light weight, low cost, customized, and attractive compared with power wheel chairs ( 24 , 43 ). This is the first two-group design study that included a 9-week follow-up phase and examined the effects of combining ride-on car training with a family-centered, adult-directed, social interaction program on mobility and social functions in young children with disabilities in the hospital environment.…”

Section: Discussionmentioning

confidence: 99%

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Modified Ride-On Cars and Young Children with Disabilities: Effects of Combining Mobility and Social Training

et al. 2018

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BackgroundResearch has shown that the use of power mobility devices is safe and beneficial for motor and cognitive development in children with motor disabilities; nevertheless, strong evidence of the benefits for social skill development is limited. This study aimed to examine the effects of combining ride-on car training with an adult-directed, social interaction program in a hospital-based environment on mobility and social functions in young children with motor disabilities.MethodsThis study used a prospective, nonequivalent pretest–posttest control group design. Twenty-nine young children with motor disabilities, aged between 1 and 3 years, were recruited from local hospitals in Taiwan. The treatment group (n = 15) underwent 2-h ride-on car training sessions twice per week for a total of 9 weeks in the hospital environment. The control group (n = 14) underwent a 9-week home education program (mean: 200 min/week) focusing on mobility and social skills training. The Chinese version of the Pediatric Evaluation of Disability Inventory, Parenting Stress Index, and Goal Attainment Scaling were administered to all participants before and after the intervention, and at the end of the 9-week follow-up phase.ResultsMobility and social functions significantly improved in both groups after the 9-week intervention, but this improvement was not maintained at the follow-up phase. The treatment group showed significantly better improvement in social function, parenting stress levels, and goal achievement than the control group at posttest.ConclusionThis two-group design study showed the benefits of combining a ride-on car use with a family-centered, structured, social interaction program for positive impacts on mobility, social function, and parenting stress levels. The combination of a modified ride-on car and a social training program has the potential to enhance socialization in young children with motor disabilities.Clinical Trial Registration, identifier NCT02527499.

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Section: Discussionmentioning

confidence: 99%

“…A ride-on toy car is an assistive device for young children with disabilities to travel around ( 24 , 43 ). Combined with a social skill training program, it provides increased opportunities for socialization and varied contexts that may help to promote acquisition of social skills ( 23 , 44 ).…”

Section: Discussionmentioning

confidence: 99%

Modified Ride-On Cars and Young Children with Disabilities: Effects of Combining Mobility and Social Training

et al. 2018

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“…Thus, while assistive technology could be used as a bio-politic of governing the disabled body, we found it interesting that Interviewee 2 seemed to advocate for this approach. She believes that this technology can capitalize on the strengths of students, and build upon the weaknesses (Logan et al, 2017). These forms of technology are not about 'finding a cure' (Clare, 2017) but rather, about building connections between strengths and weaknesses, whether disability is present or not.…”

Section: Inclusionmentioning

confidence: 99%

“…It demonstrates the social aspect of play through the participant's desire to include his brother in his definition. Logan et al (2017) describe the use of toys as a creative way for children with disabilities to develop their voices and action. This is significant because it allows further understanding of different social interactions and relationships that are developed through play.…”

Section: Redefining Playmentioning

confidence: 99%

Right to Play for Children with Disabilities

Mulder

Carter²,

Graf³

2019

Can J Child Rights

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The following research study seeks to examine problematic discourses around children with disabilities and their right to play, through a critical disability studies and children's rights lens. This paper will argue that inadequate understandings of children's varied definitions of play can lead to exclusion in non-institutional and institutional settings. Through the use of photovoice and interview analysis, we sought to take a holistic approach to understanding the varied ways children with disabilities, and educational assistants, answered questions surrounding "what is play?" Our findings align with the notion that the right of children with disabilities to play is complex and interdisciplinary. Bridging access to cultivate appropriate inclusion through awareness, applicable school programming, and a redefined definition and discourse around play, is crucial for children to authentically participate in their version of play, as defined by themselves. Valuing children's full right to play, as defined by the UNCRC, allows for a greater understanding of the social and political complexities of working with children instead of challenging their ability to advocate for themselves.

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“…Based on these recommendations, a new interprofessional, community-based service-learning (CBSL) course elective in the engineering curriculum was created. This CBSL course was shaped by the University’s collaboration with the local physical therapy community and a strong need for pediatric adaptive technology (5, 6) . Because of this collaborative effort the aims of the course were centered on translating highly needed technologies to underserved local populations of children and families in the community.…”

Section: Introductionmentioning

confidence: 99%

Engineering, Physical Therapy and the Community: A Service Learning Course

Lundy

Rodriguez

Aceros

2018

2018 40th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC)

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The School of Engineering and the Physical Therapy program at the University of North Florida developed a novel, community-based course where undergraduate engineering students are partnered with physical therapy students. In this course students participate in hands-on, team-based design projects focused on low-tech and high-tech rehabilitation technology for children with disabilities. The impact of this interprofessional education experience on the students has been evaluated using the Public Service Motivation Scale for three years and its impact on the students is presented.

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Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

Cited by 19 publications

References 50 publications

Modified Ride-On Cars and Young Children with Disabilities: Effects of Combining Mobility and Social Training

Modified Ride-On Cars and Young Children with Disabilities: Effects of Combining Mobility and Social Training

Right to Play for Children with Disabilities

Engineering, Physical Therapy and the Community: A Service Learning Course

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