Ride-on Cars Research Articles

On-time power mobility and physical activity in toddlers with motor delays: A randomized controlled trial using body-worn sensors

ABSTRACT This study conducted a secondary analysis to objectively measure the effects of modified ride-on cars (MROCs) training in different postures on physical activity (PA) levels in children with motor delays. Data from 39 participants were analyzed in a randomized controlled trial. The participants included those using MROC in standing postures (n = 11, mean age = 22.87 months), MROC in sitting postures (n = 16, mean age = 19.53 months), and a control group that received conventional therapy (n = 12, mean age = 23.30 months). PA intensity was measured using an ActiGraph GT3X on the participants’ wrists and right hip at weeks 1, 6, and 12 of the 12-week intervention period. This trial was registered at ClinicalTrials.gov (NCT02527356). The demographic data were similar across the groups. No significant differences were found in the interaction, group, or time effects for any of the positions (p > 0.05). The PA levels were consistent in at least light PA intensity range. MROC training may yield PA levels comparable to those of conventional therapy. Variations in activity and motor impairment severity could affect outcomes. Future studies should investigate factors such as task characteristics, motor delay severity, PA cutoff points, and training dosage that may influence PA intensity.

Descriptive Study of GoBabyGo Program Practices and Evaluation Processes.

The aim of this study was to describe existing GoBabyGo (GBG) programs with physical or occupational therapist (PT or OT) involvement and identify eligibility criteria and evaluation processes of organizations that build modified ride-on cars (MROCs). Forty-four PTs and OTs completed a survey including descriptive information about GBG programs, barriers and facilitators, and functional aspects of the programs such as inclusion and exclusion criteria, outcome measure use, and follow-up practices. Findings demonstrated the heterogeneous nature of GBG programs. GBG programs most commonly serve 2 to-5-year-olds with cerebral palsy, spina bifida, and chromosomal abnormalities. Outcome measure use and follow-up was minimal, and successful MROC use definitions varied from independent driving to passive use. Clinicians can use this information to help improve existing GBG programs and start new chapters as well as make appropriate referrals for clients who may benefit from a MROC.

Experiences of children with congenital Zika syndrome while using motorized mobility: a qualitative study using the photovoice method

Aim The congenital Zika Syndrome (CZS) often leads to severe motor impairment in affected children, making independent walking unlikely. Early introduction of motorized mobility through ride-on cars has been recommended for young children with severe motor impairment, enabling independent movement in various environments. This study aims to explore mothers’ perceptions of their children’s experiences while using ride-on cars at home and in the community, focusing on children with CZS. Methods This is a qualitative and descriptive study design using the Photovoice method. Four mothers of children with CZS, participating in the ‘Go Zika Go’ intervention project, were included. The research involved the following six steps: 1) Presentation of guide questions and Photovoice training; 2) Participants capturing photos; 3) Individual interviews to contextualize the photos; 4) Transcription and data analysis using thematic analysis principles; 5) Validation of analyses by mothers; and 6) Exhibition of photos to the community. Results The mothers and researchers selected the 21 most relevant photographs, which revealed five main themes related to the use of motorized ride-on cars: 1) Experiences of participation; 2) Independence in mobility; 3) Characteristics of mobility devices; 4) Family support; and 5) Accessibility of the environment. Conclusion The narratives provided by participants, along with photographs depicting the daily lives of children with CZS, shed light on aspects of functionality, autonomy, and participation. The use of these devices contributes to overall equity, breaking down social and cultural barriers and enabling children with disabilities to be seen as equals by their peers.

A pilot randomised controlled trial of ride-on cars and postural combinations of standing and sitting for mobility and social function in toddlers with motor delays

Purpose Locomotor experiences in upright postures are essential for developing toddlers’ mobility and social functions. This pilot randomised controlled trial aimed to examine the effectiveness of using a modified ride-on car (ROC) with postural combinations of standing and sitting on mobility and social function in toddlers with motor delays. Materials and methods Nineteen participants aged 1–3 years with mild, moderate or severe motor delays were randomly assigned to four ROC groups. The ROC groups had different combinations of standing and sitting, namely standing for 70 min (ROC-Stand70, five participants), standing for 45 min (ROC-Stand45, four participants), standing for 25 min (ROC-Stand25, five participants) and sitting for 70 min (ROC-Sit70, five participants). All participants participated in 2-h sessions twice a week for 12 weeks. The Pediatric Evaluation of Disability Inventory, Goal Attainment Scaling and Bayley-III tests were administered before and after the intervention, and after 12 weeks of follow-up. A mixed-model analysis of variance was used to compare inter- and intra-group differences. This trial was registered at ClinicalTrials.gov (NCT03707405). Results All groups showed significantly improved mobility, social function and goal achievement at the post-test (p < .001). However, no significant changes were observed in Bayley scores. Conclusions Combining physical and social environmental modifications with active exploration is crucial for early power mobility training in toddlers with motor delays. To enhance the robustness and generalisability of our findings, future studies should include larger sample sizes, consider variations in motor delays, and measure energy expenditure during the intervention. Implications for rehabilitation Providing active exploratory experience using ride-on cars (ROCs) with various postural combinations can improve a child’s mobility. The ROC training with various postural combinations can improve social function, and the degree of improvement may depend on the severity of motor delays. Setting goals with caregivers and incorporating their roles in the training process can empower them to interact with children more frequently and actively.

Go Zika Go: feasibility study with modified motorized ride-on cars for the mobility of children with Congenital Zika Syndrome (CZS)

Purpose To explore the feasibility of an intervention using modified ride-on cars in terms of acceptability and potential changes in goal attainment, mobility, social function, and participation of children with Congenital Zika Syndrome (CZS). Materials and Methods A pre- and post-intervention feasibility study was conducted with children with CZS, levels IV and V of the Gross Motor Function Classification System (GMFCS). The intervention consisted of 12 weeks of training (3 times a week for 40 min per session) and 4 weeks of follow-up. The primary outcomes included adherence, satisfaction, and learning in mobility. Secondary outcomes encompassed goal attainment, mobility, social/cognitive function, and participation. Descriptive statistics were performed. To explore potential individual changes with the intervention, Wilcoxon test was used to analyze Pediatric Evaluation of Disability Inventory – Computer Adaptive Test (PEDI-CAT) data and Young Children’s Participation and Environment Measure (YC-PEM)/Participation and Environment Measure for Children and Youth (PEM-CY), along with standard error measurements of the PEDI-CAT domains Results Four children participated (median age 4.75 years; two females: three at level V on the GMFCS). Adherence was 75% of the total intervention time, and family members reported being satisfied or very satisfied. Children showed gains in learning the use of the modified ride-on cars and an increase in goal attainment after the intervention. Individual changes were observed in the PEDI-CAT domains (mobility and social/cognitive), but there were no significant changes in participation outcomes. Conclusions Children with CZS at GMFCS levels IV and V can learn to use motorized ride-on cars, attainment goals, and experience satisfaction.

Commentary on "Caregivers' Perceptions of Ride-On Cars and Behavioral Changes for Young Children With Motor Delays".

Commentary on "Caregivers' Perceptions of Ride-On Cars and Behavioral Changes for Young Children With Motor Delays".

Initial fidelity of a powered mobility intervention: a case report

ABSTRACTBackgroundPowered mobility devices include any battery-operated and motorized device such as powered wheelchairs or modified ride-on cars. Off-the-shelf and battery-operated ride-on cars are modified through installation of a large and easy-to-press activation switch and custom seating support to facilitate greater accessibility for children with motor disabilities. Powered mobility devices are used in pediatric rehabilitation interventions and may be used during adapted physical education. However, reporting of powered mobility intervention fidelity is largely absent in the literature.Conceptual approachThis case report uses a multi-dimensional construct for measuring intervention fidelity and includes four key areas (a) adherence, (b) dosage, (c) quality of intervention delivery, and (d) participant responsiveness.PurposeThe purpose of this case report was to assess initial powered mobility intervention fidelity in a single caregiver–child dyad through adherence, dosage, inter-rater agreement of adherence and dosage, quality of intervention delivery, and participant responsiveness.MethodThis case report describes initial powered mobility intervention fidelity that included delivery of three, 2-h intervention sessions over a 3-week period to a caregiver and their child with motor disabilities. Intervention sessions were planned for at least 90 min and included three components: (1) Driving observation (at least 10 min); (2) Problem-solving discussion (at least 20 min); and (3) Education module (at least 60 min). Adherence and dosage and inter-rater agreement of adherence and dosage were assessed through a fidelity checklist. Quality of Intervention Delivery was assessed through a feedback survey that the caregiver completed following each intervention session. Participant Responsiveness was assessed through education module review questions.ResultsAll fidelity domains were successful when scores and percentiles were averaged across the three intervention sessions: Adherence: 90%; Dosage 100%; Inter-Rater Agreement of Adherence (88%) and Dosage (100%); Quality of Intervention Delivery: 95%; Participant Responsiveness: 100%.ConclusionPowered mobility intervention fidelity is critical to advance the field across practice settings including clinical, research, and physical education. Powered mobility studies generally lack any measurement or discussion about intervention fidelity. This creates a significant challenge in replicating research studies or translating research to practice when delivery of intervention components is not documented. Powered mobility interventions in young children with motor disabilities provide a foundation of mobility skills for them to participate in physical education during their school-age years. Therefore, an important first step is to understand the fidelity of powered mobility interventions. There remains limited research in the physical education context of students who use powered mobility devices and offers future directions to impact physical educators’ pedagogical strategies for children with motor disabilities.

Caregivers' Perceptions of Ride-On Cars and Behavioral Changes for Young Children With Motor Delays.

To investigate caregivers' perceptions of using a ride-on car (ROC) and observe behavioral changes in their children following ROC training and conventional therapy. The study included 37 toddlers with motor delays and their caregivers, divided into an ROC training group (27 participants) and a conventional therapy group (10 participants). A binary, multiple-choice, and open-ended questionnaire was administered before and after a 3-month intervention period. Over 70% of caregivers had no experience using mobility devices before the intervention. Before the intervention, children's ability and age were key barriers to using mobility devices. After the intervention, caregivers in the ROC group were more inclined than those in the control group to allocate a larger budget for these devices. The findings highlight the importance of pediatric physical and occupational therapists working collaboratively with caregivers during such interventions and raising awareness about government subsidies and resources available for mobility devices.

Off to the park: a geospatial investigation of adapted ride-on car usage

Purpose Adapted ride-on cars (ROC) are an affordable, power mobility training tool for young children with disabilities. Previous qualitative research has identified environmental factors, such as weather and adequate drive space, as barriers to families’ adoption of their ROC. However, we do not currently know the relationship between the built environment and ROC usage. Materials and Methods In our current study, we quantified the driving patterns of 14 children (2.5 ± 1.45 years old, 8 male: 6 female) using ROCs outside and inside of their homes over the course of a year using a custom datalogger and geospatial data. To measure environmental accessibility, we used the AccessScore from Project Sidewalk, an open-source accessibility mapping initiative, and the Walk Score, a measure of neighborhood pedestrian-friendliness. Results The number of play sessions with the ROC ranged from 1 to 76; 4 participants used it less than 10 times and 4 participants used it more than 50 times. Our findings indicate that more play sessions took place indoors, within the participants’ homes. However, when the ROC was used outside the home, children engaged in longer play sessions, actively drove for a larger portion of the session, and covered greater distances. Most children tended to drive their ROCs in close proximity to their homes, with an average maximum distance from home of 181 meters. Most notably, we found that children drove more in pedestrian-friendly neighborhoods and when in proximity to accessible paths. Conclusions The accessibility of the built environment is paramount when providing any form of mobility device to a child. Providing an accessible place for a child to move, play, and explore is critical in helping a child and family adopt the mobility device into their daily life.

Preliminary Data: Powered Mobility Intervention With Language Monitoring for Children With Cerebral Palsy

Purpose: Adapted ride-on cars offer an affordable mobility intervention that provides broader access to a child's environment. Such newfound independence is a unique opportunity to examine changes in environmental language and communicative participation as children acquire mobility. New technologies such as the Language Environmental Analysis (LENA) system hold promise for evaluating naturalistic language interactions but have not yet been applied to children with cerebral palsy with physical and/or communication impairments. This study sought to use LENA with a sample of children with cerebral palsy to determine the feasibility of monitoring environmental language patterns during longitudinal mobility intervention. Method: LENA's adult word counts, conversational turns, and child vocalizations were compared across three time points for participants aged 16–49 months with a range of communication skills (indexed by Communication Function Classification System Levels I–IV). Results: Feasibility was established with acceptable criterion validity during active drive time. Results had large effect sizes, likely diluted by sample size and heterogeneity. Conclusions: Limitations include small sample size, nonprescriptive use of powered mobility devices, and lack of control group. Future studies should incorporate these features to more closely examine communication patterns.

"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).

Ride-on car training using sitting and standing postures for mobility and socialization in young children with motor delays: a randomized controlled trial

Purpose To examine the effects of ride-on car (ROC) training using different postures on mobility and social function in children with motor delays in comparison with conventional therapy. Materials and methods Thirty-eight children (22 males, 16 females) with motor delays were recruited and randomly assigned to three groups: ROC training while sitting (ROC-Sit, n = 15; mean age, 20.25 months; standard deviation [SD], 5.29), ROC training while standing (ROC-Stand, n = 12; mean age, 24.80 months; SD, 8.42), and conventional therapy (control, n = 11; mean age: 20.25 months, SD: 5.37). All groups underwent 2-h training sessions twice weekly over a 12-week intervention phase. The Pediatric Evaluation of Disability Inventory and Goal Attainment Scaling were performed before and after the intervention and at follow-up sessions after 12 weeks. Results Mobility and goal achievement improved significantly in all groups after the intervention (p < 0.001; p < 0.0001). However, social function improved significantly only in the ROC-Stand group (p = 0.001), which had the highest number of participants showing clinically meaningful changes in mobility and social function. Conclusion Increased practice and caregivers’ involvement can improve children’s mobility and goal achievement. Adopting a standing posture in an ROC can enhance social function. IMPLICATIONS FOR REHABILITATION Providing active exploratory experience through ride-on cars or practicing specific skills can improve children’s mobility function. Ride-on car training in a standing posture allows children to access their distal environment visually, resulting in improved social function. Setting goals with caregivers maximizes the effects of treatment on goal achievement.

Ride-On Cars With Different Postures and Motivation in Children With Disabilities: A Randomized Controlled Trial.

A child's independent mobility, environments, and mastery motivation are critical factors during early development. To examine the effectiveness of ride-on car (ROC) training with a standing (ROC-Stand) or a sitting posture (ROC-Sit) in enhancing children's mastery motivation and decreasing parenting stress levels. Randomized controlled trial (RCT) with a multiple pretest-posttest design. Hospital-based environment in northern Taiwan. Thirty-nine children with disabilities ages 1 to 3 yr were randomly assigned to ROC-Stand (n = 16), ROC-Sit (n = 12), or conventional therapy (control; n = 11). All groups received 2-hr training sessions two times a week for 12 wk and then a 12-wk follow-up period that involved only regular therapy. Assessments included the Revised Dimensions of Mastery Questionnaire-Chinese version and the Parenting Stress Index. All groups showed significant changes in social persistence with adults, mastery pleasure, and general competence after the intervention. The two ROC training groups showed a significantly greater decrease in parenting stress than the control group. In addition, increased general competence of the ROC-Stand group also strongly correlated with decreased parent-child dysfunctional interaction. This RCT verifies the effectiveness of ROC training and offers a novel approach to increase children's mastery motivation and decrease parenting stress. What This Article Adds: Providing a large amount of active, exploratory experiences with goal-directed, moderately challenging tasks and cooperation with caregivers may result in the greatest benefits to young children with motor disabilities.

Safety analysis of battery-powered ride-on toy car with seat and restraint system modifications

ABSTRACT Modified battery-powered ride-on toy cars represent novel rehabilitation tools for children with disabilities. However, safety concerns exist with the use of these battery-power toys and pose a barrier for the growth of adaptive ride-on toy programs due to the lack of evidence demonstrating that modifications made to these cars are safe. Within this context, the purpose of this study was to investigate whether modifications to ride-on toys are sufficient to prevent common injuries and determine how these modifications influence injury metrics. Specifically, we evaluated the effects of common modifications such as various seatbelt configurations and determined how increased seat back height effects neck forces. Results indicated that occupant displacement can be reduced using a lap belt, and further reductions in displacement are achieved with a 5-point harness. Although some injury metrics increased with restraints, none of the collected injury metrics even came close to approaching known tolerance thresholds, and most were well within the range that is experienced by a child in daily life. As the greatest concerns for these ride-on toys are related to displacement, findings from this study support the use of a 5-point harness system to minimize displacement-related injuries with little-to-no added risk.

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.

Are Physical Therapists’ Attitudes About Disability A Predictor Of Their Attitudes About Client-self-directed-mobility?

Physical therapists (PTs) are expected to play a key role in supporting individuals with disabilities to lead independent, active, and healthy lifestyles. However, limited knowledge exists about dispositional factors that could influence PTs’ motivation to provide healthcare that: (1) assist clients to overcome acute barriers to independent living and (2) supports clients to lead active, healthy lifestyles across the lifespan. PURPOSE: This study determined if PTs’ attitudes about disability predicted their attitudes about client-self-directed mobility (i.e. independent mobility). METHODS: A convenience sample of 308 pediatric PTs were recruited from workshops held across 11 U.S. states between 2016 and 2017. Topics covered in the workshops included promoting and teaching ways to modify ride-on cars for young children with disabilities. Prior to their participation in the workshops, study participants completed two questionnaires: (1) the Attitudes Toward People with Disabilities Scale (ATDP; Cronbach α = .80); and (2) the Attitudes Towards Self-Directed Mobility Scale (ATSDM; Cronbach α = .72). The lower the score on the ATDP, the more favorable the attitude. The higher the score on the ATSDM, the more favorable the attitude. Simple linear regression was used to test if ATDP scores predicted ATSDM scores. RESULTS: The ATDP M score was 2.4 (±.45), and the ATSDM M score was 4.4 (±.42). ATDP scores were a significant predictor of ATSDM scores (β = -.12, p < .05), but ATDP scores explained a minimal amount of variance in ATSDM scores, R2 = 0.016, F(1,306) = 4.938, p < .027. CONCLUSION: PTs’ attitudes about people with disabilities was a weak predictor of their attitudes about client-self-directed-mobility. Further, the ratio between the two attitudes was not one-to-one, suggesting context is an influential factor. The observed results could have been due to the self-beliefs participants held towards disability because of their occupational status as PTs and how they viewed disability (e.g., social model of disability). Future research is needed aimed at incorporating a broader range of predictors of attitudes about client-self-directed-mobility. Such work would add insight into PTs’ dispositional factors that could influence the quality and type of healthcare that they provide to individuals with disabilities.

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

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

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.

The Effect of an Intervention on College Students’ Attitudes Towards People with Disabilities and Self-Directed Mobility

ABSTRACT This study delivered an intervention that included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences via a university course that centred on the Go Baby Go programme. Go Baby Go involves modifying off-the-shelf, battery-operated, ride-on cars for young children with disabilities to use for self-directed mobility. The purpose of this study was to determine the effect of a 10-week course on college students’ attitudes towards people with disabilities and self-directed mobility. Participants included 78 college students enrolled in an Honours College course related to disability (intervention group: n = 40) or unrelated to disability (control group: n = 38) and completed the Attitudes towards People with Disabilities Scale and Self-directed Mobility Scale before and after a 10-week course. The intervention included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences. Participants in the intervention group displayed more favourable attitudes towards people with disabilities (p < .01) and self-directed mobility (p < .001) compared to the control group, following the intervention. Attitude interventions that include education, contact by video, an environmental assessment and reflection activity, and hands-on experiences may be a viable paedological strategy for promoting favourable attitudes towards people with disabilities and self-directed mobility.