Driving to learn: A new concept for training children with profound cognitive disabilities in a powered wheelchair
Driving to learn: A new concept for training children with profound cognitive disabilities in a powered wheelchair
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DOI：
10.5014/ajot.57.2.229
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发表时间：
2003-03-01
影响因子：
2.9
通讯作者：
Nyberg, PJ
中科院分区：
文献类型：
--
作者：
Nilsson, LM;Nyberg, PJ
对两名患有严重认知障碍的学龄前儿童的案例研究分析表明，在电动轮椅上进行训练可以提高觉醒和警觉性，刺激手臂和手的有限使用，并促进对非常简单的因果关系的理解。增强的活动水平对儿童对外部刺激和互动邀请的反应能力有积极的影响。这些影响反过来又促进了主动性和探索性行为的发展。由于他们严重的认知障碍，两个孩子都无法达到规范的训练目标--能够有目的地安全驾驶。本文根据电动轮椅的处方标准定义了目标群体，并从不同方面对由此产生的驾驶学习的新概念进行了描述和讨论。
Analysis of the case studies of two preschool children with profound cognitive disabilities indicates that training in a powered wheelchair can increase wakefulness and alertness, stimulate a limited use of the arms and hands, and promote the understanding of very simple cause-and-effect relationships. The enhanced activity level had a positive influence on the children's ability to react to external stimuli and invitations to interact. These effects in turn promoted the development of initiative and exploratory behavior. Because of their profound cognitive disabilities, neither of the children was able to reach the normative training goal-to be able to drive purposefully and safely. In this paper the target group is defined according to criteria for the prescription of powered wheelchairs and the resulting new concept of "driving to learn" is described and discussed from different aspects.