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Published on: May 17, 2024
A mobile learning environment: a preliminary study of a developmentally progressive modified ride-on car in infants
Andrina Sabet1, Sam Logan2, Michele Catena3
1Dept of Physical Therapy, Cleveland State University, Cleveland, OH, USA.
Purpose:
An embodied theory of development views an infant's mobility as a causal factor in their cognitive, language and motor development. This study, as guided by embodied theory, predicts that infants with Down Syndrome (DS) provided daily mobility via a modified ride on car (MROC) would display higher developmental scores compared to infants with no access to a MROC.
Methods:
Eight infants with DS were initially provided a seated MROC later followed by a custom Sit-Stand-Power Walking (3in1) MROC with ongoing paediatric physical therapist follow-up. Infants were encouraged to use the MROC 30 min daily during family based play. These infants were compared to a database of scores from infants with DS not provided MROCs. The outcome measures were the Bayley Scales of Infant and Toddler Development 3rd edition subscales of cognition, receptive language, expressive language, fine motor, and gross motor.
Results:
Median frequency of use was calculated at 72% with a group range from 39-96% over an intervention median duration of 13.5 months and a group range of 6.7-15.0 months. The MROC group scored higher on most cognitive, language and motor scores (Mann Whitney, (p<.05).
Conclusion:
This study supports the use of advanced MROCs such as the 3in1 as a "mobile learning environment" to advance general development while simultaneously increasing daily mobility and participation. Future studies can now test more specific hypotheses, use more detailed measures, larger samples, and more advanced MROC designs.
