Abstract
The efficacy of traditional training programs (e.g., neurodevelopmental therapy) in promoting independent mobility and early child development across all three International Classification of Functioning, Disability, and Health levels lacks rigorous research support. Therefore, early power mobility training needs to be considered as a feasible intervention for very young children who are unlikely to achieve independent mobility. This perspective article has three aims: (1) to provide empirical evidence of differences in early independent mobility, motivation, daily life activities, and social participation between young children with typical development and motor disabilities; (2) to discuss the contemporary concepts of and approaches to early power mobility training for young children with motor disabilities and the current need for changes to such training; and (3) to provide recommendations for early power mobility training in pediatric rehabilitation. Independent mobility is critical for social participation; therefore, power mobility can be accessible and implemented as early as possible, specifically for infants who are at risk for mobility or developmental delay. To maximize the positive effects of independent mobility on children’s social participation, early power mobility training must consider their levels of functioning, the amount of exploration and contextual factors, including individual and environmental factors.
Highlights
Researchers have recently focused on reducing the limitations of young children with motor disabilities in social, cognitive, perceptual, and functional development induced by their early lack of independent mobility (Butler, 1986; Lynch et al, 2009; Ragonesi et al, 2010; Livingstone and Field, 2014; Livingstone and Paleg, 2014)
With the developing research-based evidence in the recent years, early power mobility training is suggested as a feasible intervention in clinical settings for very young children who have not achieved independent mobility and are unlikely to do so (Wiart and Darrah, 2002; Livingstone and Field, 2014; Livingstone and Paleg, 2014; Morgan et al, 2016)
This perspective article highlights the importance of early independent mobility, motivation, exploratory learning, and social participation based on ecological theory and the ICF model, and addresses the major differences between young children with typical development (TD) and children with motor disabilities
Summary
Researchers have recently focused on reducing the limitations of young children with motor disabilities in social, cognitive, perceptual, and functional development induced by their early lack of independent mobility (Butler, 1986; Lynch et al, 2009; Ragonesi et al, 2010; Livingstone and Field, 2014; Livingstone and Paleg, 2014). In the last 20 years, the lack of rigorous studies and limited evidence of the efficacy of traditional walking training programs (e.g., neurodevelopmental therapy-NDT) in promoting independent mobility and early child development across all three International Classification of Functioning, Disability and Health (ICF) (World Health Organization, 2001) levels indicate the need to consider an effective way to promote efficient independent mobility and early development across all three ICF levels, the psychosocial aspects (Bray et al, 2014)
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