Advanced

Driving to learn: a new concept for training children with profound cognitive disabilities in a powered wheelchair

Nilsson, Lisbeth LU and Nyberg, Per LU (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:
author
organization
publishing date
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
2008-06-04 11:43:05
date last changed
2018-09-16 03:37:56
@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},
}