Ride-on Car Use Research Articles

Commentary on "Ready, Set, Move! Tracking Children's Modified Ride-On Car Use With a Custom Data Logger".

Commentary on "Ready, Set, Move! Tracking Children's Modified Ride-On Car Use With a Custom Data Logger".

Ready, Set, Move! Tracking Children's Modified Ride-On Car Use With a Custom Data Logger.

To create and implement a next-generation, custom data logger to automatically track modified ride-on car (MROC) use in home and community settings, establish feasibility of long-term remote collection of community MROC use data, describe trends of MROC use, and explore parent perception of the MROC. In this descriptive study, a custom data logger was constructed and integrated into MROCs using an Arduino Pro-Mini microprocessor to capture real-time use data remotely. It is feasible to automatically track MROC use in home and community settings. On average, MROC use trends appear consistent with caregiver reports and show higher initial use with steadily decreasing frequency over time, and varying bout duration and play session length, despite favorable caregiver perceptions of the cars. Remote tracking of MROC use may decrease burden on busy families and provide clinicians with valuable technology use data.

"Kind of empowered": Perceptions of socio-emotional development in children driving ride-on cars.

Early powered mobility (PM) experiences can be essential facilitators of self-initiated mobility, socialization, and exploration for young children with disabilities. Cerebral palsy (CP) and developmental delay are two of the most common diagnoses associated with motor disability in young children with 1 in 345 children diagnosed with CP and 1 in 6 with developmental delay in the US. The purpose of this study was to explore the longitudinal experiences and caregiver perceptions of socio-emotional development in particular, in young children with disabilities during modified ride-on car (ROC) use. A qualitative, grounded theory approach was used. Semi-structured interviews were conducted with 15 families (children ages 1-4 with CP or developmental delay) at baseline, 6 months (as able due to COVID), and 1 year following ROC introduction. Data were coded independently by three researchers using constant comparison until data saturation occurred and themes emerged. Four themes emerged from the data: "Leveling the Playing Field," "Breaking Down Barriers," "Fun and Work: ROC as Toy and Therapy Device," and "Mobility is a Pathway to Autonomy." Conclusions/Implication: Children and caregivers viewed ROCs as both fun and therapeutic, consistently identifying perceived benefits for children's socio-emotional development. This qualitative study provides a better understanding of the complexities and impact of ROCs on children and their families in the socio-emotional domain and may help facilitate clinical decision-making when introducing PM to young children with disabilities as part of a multimodal approach to early intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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

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. 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. 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. 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.

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

“How could I apply this information?” Children around the world are receiving modified ride-on cars as an affordable and accessible means for mobility and play. Research on use and barriers experienced by families is limited but emerging. This study offers clinicians insight into use of the car itself, as well as the barriers that families experience after receiving a modified ride-on car. Understanding barriers encountered is critical for community-based therapists in order to fully leverage the modified ride-on car as a tool for promoting mobility, participation, and play. Ongoing communication and support from community-based therapists may result in increased use and reduced barriers. Insights into barriers related to the modified ride-on car challenge those providing these cars to explore supplemental modifications and new technologies. Additional research is needed to explore the family's perceptions of their experience with modified ride-on cars over time including use, facilitators, and barriers to use on a larger scale. “What should I be mindful about when applying this information?” Communicating your family and child's needs to the therapist is essential to developing a strong treatment plan. Ensuring that parents understand how to implement these therapeutic activities is how we work together as a treatment team. Reviewing this article made it clear that strong communication before and during treatment is imperative to success. Discussing perceived barriers before and during treatment can help practitioners minimize or eliminate barriers and improve progress. It may be necessary to determine a more thorough understanding of a family's motivation before providing initial access to the modified ride-on cars. Parents who are motivated may be less likely to perceive barriers but more likely to communicate with clinicians about any specific barriers, progress, and needs. Motivation is an important variable and should be considered by parents, practitioners, and researchers. Jennifer Tucker, PT, DPT, PCS Stacy Taylor, MA, BCBA University Central Florida Orlando, Florida Advance Behavior and Learning Maitland, Florida

Perceived Barriers of Modified Ride-On Car Use of Young Children With Disabilities: A Content Analysis.

Modified ride-on cars have emerged as an early powered mobility option for young children with disabilities. The purpose of this study was to identify, extract, and synthesize perceived barriers of modified ride-on car use reported in previous studies. This study was descriptive using a qualitative content analysis of previously published studies identified from a systematic literature search. Categories of perceived barriers were identified: device, environmental, child-related perceived barriers regarding health, tolerance, and abilities, and caregiver-related perceived barriers regarding physical requirements, time, and motivation. Device and environmental perceived barriers were the most reported. Pediatric physical therapists play a critical role in working with families to promote their self-efficacy for using the modified ride-on car and their capacity for overcoming the inherent difficulties associated with use. Most of the reported perceived barriers are modifiable, at least to some degree, with likely effects on modified ride-on car use.

Commentary on "Perceived Barriers of Modified Ride-On Car Use of Young Children With Disabilities: A Content Analysis".

“How should I apply this information?” The innovative idea for modifying ride-on cars originated from a desire to address common barriers to the use of powered mobility for children. Ride-on cars are a fun, lightweight, and less-expensive alternative for providing children with early, self-directed mobility. It has since become an established intervention technique contributing to development across multiple domains. As with all interventions, dosing is vital to effectiveness; thus, an analysis of all barriers is critical. The authors have identified and coded 43 such barriers in the literature, but pediatric clinicians should instead see these as 43 opportunities to collaborate with a family to mitigate barriers, initiating the process as early as possible to design an intervention specific to each child's unique circumstances. As with the origination of the ride-on car itself, addressing barriers is what drives innovation and tapping into a creative collaboration between the therapist and the family can make the difference between success and failure. “What should I be mindful about when applying this information?” As a parent of a 6-year-old child with cerebral palsy, cortical visual impairment, and cognitive delay, I have learned the only thing I can count on is unpredictability and the need to continuously alter and adapt our daughter's environment to meet her changing needs. When determining the modifications needed for our daughter's ride-on car, our physical therapist first addressed how we would be using the car, helping us think outside the box on making the equipment fit our needs and our lifestyle. Our daughter's car was then truly tailored to her needs, providing her first experience in sharing the same playing field with children developing typically. An important part of a clinician's role is to first understand parents' goals and dreams for their children and then assess options for achieving them. From there, the next step is to implement solutions by applying flexibility, ingenuity, and a bit of elbow grease. Allison Yocum, PT, DSc, PCS Waypoint Pediatric Therapies Redmond, Washington Sara Hyatt Parent of a child with cerebral palsy Sammamish, Washington

Modified ride-on cars and mastery motivation in young children with disabilities: Effects of environmental modifications

BackgroundIndependent mobility is important for children’s psychological development. Modified ride-on cars are innovative, alternative options to enhance independent mobility, socialization, and motivation in young children with disabilities. AimWe compared the effects of combining ride-on car use and a social interaction training program on mastery motivation and home affordances with a home education program in young children with disabilities. Methods and proceduresTwenty-nine children with disabilities aged 1–3 years were recruited. The treatment group (n = 15) received two 2-h sessions/week for 9 weeks of ride-on car training in a hospital environment in Taiwan. The control group (n = 14) underwent similar home education programs. No treatment except regular therapy was administered during the 9-week follow-up period. Assessments included the Revised Dimensions of Mastery Questionnaire–Chinese version and the Affordance in the Home Environment for Motor Development–Toddler version–Chinese version. Outcomes and resultsThe treatment group (compared to controls) had significantly greater improvements in object persistence during the intervention. Both groups showed significant improvements in mastery pleasure and home affordances during the intervention. Conclusions and implicationsThis novel study showed the potential use of modified ride-on cars to enhance mastery motivation in a hospital environment.

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

Research 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. This 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. Mobility 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. This 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. www.ClinicalTrials.gov, identifier NCT02527499.

Commentary on "Modified Ride-On Car Use by Young Children With Disabilities".

Commentary on "Modified Ride-On Car Use by Young Children With Disabilities".

Feasibility of a Modified Ride-on Car Intervention on Play Behaviors during an Inclusive Playgroup

ABSTRACTAims: Children with mobility related disabilities often experience limited participation and access to social interactions. An emerging pediatric powered mobility device are modified ride-on cars that provide self-directed mobility experiences to children with disabilities. This study aimed to determine: (1) the feasibility of a modified ride-on car intervention during an inclusive playgroup, (2) the effect of a modified ride-on car intervention on the play behaviors of children with and without mobility related disabilities. Method: A single-subject research design was implemented. Thirteen children participated in a weekly inclusive playgroup. The five children with mobility related disabilities were provided modified ride-on cars during the intervention. Children's play behaviors were classified with Howes' Peer Play Scale. Intervention effects were examined using nonoverlap of all pairs (NAP). Results: The intervention was feasible based on participants' good attendance, retention rates, and successful use of modified ride-on cars. Overall children did not experience significant changes in play behaviors, with a few exceptions for decreased solitary, and increased parallel play, and/or direct peer interaction, among children with mobility related disabilities. Future research could examine modified ride-on car use by children with mobility related disabilities focusing on changes in unique play interactions between children with and without disabilities.

Modified Ride-on Car Use by Children With Complex Medical Needs.

The purpose of this report was to determine the feasibility of short-term modified ride-on car (ROC) use for exploration and enjoyment by children with complex medical needs. A single-subject research design was used (n = 3; age, 6 months to 5 years). Children were video-recorded using their modified ROC. All children successfully learned how to independently drive a modified ROC. Two of the 3 children demonstrated high levels of enjoyment during use of a modified ROC. Modified ROC use is a feasible and enjoyable powered mobility device for children with complex medical needs.

Commentary on "Modified Ride-on Car Use by Children With Complex Medical Needs".

Commentary on "Modified Ride-on Car Use by Children With Complex Medical Needs".

Commentary on “Modified Ride-on Car Use for Mobility and Socialization

Commentary on “Modified Ride-on Car Use for Mobility and Socialization