Driving to learn: a new concept for training children with profound cognitive disabilities in a powered wheelchair
(2003) In American Journal of Occupational Therapy 57(2). p.229-233- Abstract
- 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... (More)
- 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1128113
- author
- Nilsson, Lisbeth LU and Nyberg, Per LU
- organization
- publishing date
- 2003
- type
- Contribution to journal
- publication status
- published
- subject
- in
- American Journal of Occupational Therapy
- volume
- 57
- issue
- 2
- pages
- 229 - 233
- publisher
- American Occupational Therapy Association
- external identifiers
-
- pmid:12674317
- scopus:0038143347
- ISSN
- 0272-9490
- language
- English
- LU publication?
- yes
- id
- 110a5ab4-c44b-4a67-b1d6-047c77b366d2 (old id 1128113)
- date added to LUP
- 2016-04-01 12:18:04
- date last changed
- 2022-01-27 01:45:05
@article{110a5ab4-c44b-4a67-b1d6-047c77b366d2,
abstract = {{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.}},
author = {{Nilsson, Lisbeth and Nyberg, Per}},
issn = {{0272-9490}},
language = {{eng}},
number = {{2}},
pages = {{229--233}},
publisher = {{American Occupational Therapy Association}},
series = {{American Journal of Occupational Therapy}},
title = {{Driving to learn: a new concept for training children with profound cognitive disabilities in a powered wheelchair}},
volume = {{57}},
year = {{2003}},
}