"Make it fun": a qualitative study exploring key aspects of power mobility interventions for children

Area of Science:

• Rehabilitation Medicine
• Pediatric Therapy
• Assistive Technology

Background:

• Power mobility interventions are crucial for children's independence.
• Children's learning styles in power mobility vary, often categorized into exploratory, operational, and functional groups.
• Understanding these distinct learning needs is essential for effective intervention.

Purpose of the Study:

• To explore the key aspects of power mobility interventions for children within each of the three identified learner groups.
• To identify both common and unique intervention strategies across different pediatric power mobility learner profiles.
• To provide a foundation for tailored power mobility interventions.

Main Methods:

• A modified grounded theory approach was employed.
• Face-to-face interviews were conducted with children (8-18 years) using power wheelchairs, their parents, and experienced therapists.
• Data analysis involved verbatim transcription, initial coding, thematic categorization, and pattern identification.

Main Results:

• Twenty-nine participants, including children, parents, and therapists, were involved.
• Key intervention aspects specific to each learner group (exploratory, operational, functional) were identified.
• Fundamental intervention aspects applicable to all learner groups also emerged.

Conclusions:

• Power mobility interventions require tailored approaches based on a child's specific learning group.
• Recognizing both fundamental and group-specific intervention needs enhances therapeutic outcomes.
• Clinicians and researchers can use these findings to optimize power mobility interventions for pediatric users.