'Power in Mobility': parent and therapist perspectives of the experiences of children learning to use powered mobility.

Abstract:

AIM:The aim of this study was to gain insights, from the perspectives of both parents and pediatric therapists, into the experiences of children learning to use a power mobility device. METHOD:The purposive sample included 33 participants: 14 parents of children who were learning, or had learned, to use a power mobility device and 19 pediatric occupational therapists or physical therapists. Data were gathered face-to-face via seven focus groups consisting of either parents or therapists, and eight one-on-one interviews. Data were analyzed using the constant comparative method. RESULTS:Three main themes were identified: (1) 'Power in mobility' described how learning to use powered mobility changed more than just a child's locomotor abilities; (2) 'There is no recipe' revealed how learning to use powered mobility occurred along an individualized continuum of skills that often unfolded over time in a cyclical process; (3) 'Emotional journey' explored how learning to use powered mobility was an emotionally charged undertaking for all those involved. INTERPRETATION:Learning to use a power mobility device is a complex process that often requires perseverance and determination on the part of the child, family, and therapist. WHAT THIS PAPER ADDS:Powered mobility use impacts more than just a child's locomotor abilities. Learning to use a power mobility device is a highly individualized process. Learning to use powered mobility may be an emotionally charged process.

journal_name

Dev Med Child Neurol

authors

Kenyon LK,Mortenson WB,Miller WC

doi

10.1111/dmcn.13906

subject

Has Abstract

pub_date

2018-10-01 00:00:00

pages

1012-1017

issue

10

eissn

0012-1622

issn

1469-8749

journal_volume

60

pub_type

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