Abstract
Young infants, children, and persons of any age who have cognitive limitations can be thought of as tyro learners, who are beginners in learning. For tyro learners, the self-produced mobility afforded by a powered mobility device offers opportunities, to explore tool-use learning and interact with the surrounding environment, thereby potentially enhancing development and learning, providing a foundation for future goal-directed, tool-use activities. The Assessment of Learning Powered mobility use tool, version 2.0 (ALP), developed with tyro learners, is a process-based implementation package, focused on assessing and progressing an individual’s understanding of how to use a powered mobility device. Although the ALP tool can be used with any powered mobility learner, research suggests that this process-based approach may be, especially, beneficial for tyro learners, who are in the early phases of learning how to operate a powered mobility device. This article aims to (1) explain tool-use learning in powered mobility intervention; (2) distinguish between the characteristics of process-based and task-based implementation packages; (3) provide an in-depth description of using the ALP tool in providing powered mobility intervention; and (4) highlight the benefits of using the ALP tool, with a focus on tyro learners.
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