A critical review of powered mobility assessment and training for children
A critical review of powered mobility assessment and training for children
复制标题
对儿童动力移动评估和培训的严格审查
DOI：
10.3109/17483107.2010.496097
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
R. Livingstone
中科院分区：
文献类型：
--
作者：
R. Livingstone
目的：尽管这一领域的研究最近已经完成，但对幼儿使用动力移动的评估和训练往往基于专家的意见。 这篇评论批评现有的研究，并讨论了有关的理论和专家意见的研究。方法：完成文献回顾以识别关于发育障碍儿童动力移动训练的研究。 两个最近的定性研究确定和他们的模型和评估工具进行了比较和讨论的临床实践和研究的建议。结果：两项研究的重点是学习的连续性，教练和学员的相互关系，以及社会和态度环境对动力移动技能发展的影响。 评估工具和训练协议由运动学习原则和专家意见支持。需要进一步的研究，将这些工具纳入临床实践，并检查额外的心理测量特性。结论：临床医生不应该关注准备技能或通过/失败测试，而应该在学习的开始阶段为客户探索早期移动选项，反思它们如何与客户的学习相关并对其产生影响，并建立环境以促进独立学习和探索。
Purpose. Assessment and training of young children using powered mobility tends to be based on expert opinion although research in this area has recently been completed. This review critiques available research and discusses the studies in relation to theory and expert opinion. Method. A literature review was completed to identify research regarding powered mobility training for children with developmental disabilities. Two recent qualitative studies were identified and their models and assessment tools were compared and discussed with recommendations for clinical practice and research. Results. The focus of the two studies is on a continuum of learning, the reciprocal relationship of trainer and trainee, and impact of the social and attitudinal environment on powered mobility skill development. The assessment tools and training protocols are backed up by motor learning principles and expert opinion. Further research is required to incorporate the tools into clinical practice and to examine additional psychometric properties. Conclusions. Rather than focusing on readiness skills or pass/fail tests, clinicians should explore early mobility options for clients at the beginning of the continuum of learning, reflect on how they relate to and impact on their clients' learning, and set up the environment to facilitate independent learning and exploration.