Effects of Powered Mobility Device Interventions on Social Skills for Children with Disabilities: A Systematic Review
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Effects of Powered Mobility Device Interventions on Social Skills for Children with Disabilities: A Systematic Review W. C. Cheung 1
& H.
Meadan 1 & H. W. Yang 1
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Researchers have established a link between motor and social development. Power mobility devices (PMDs) can impact the social skills of children who are unable to move independently. The purpose of this systematic review was to explore the evidence on PMD interventions on social skills outcomes of young children with disabilities (CWD) and to provide guidance for future research on PMD interventions. A systematic search was conducted using three electronic databases: PubMed/Medline, Web of Science, and Cumulative Index to Nursing and Allied Health Literature to identify relevant studies. Twelve articles met the inclusion criteria and were included for analyses. Seven studies reported a significant impact of the PMD interventions on social skills. Although theories are supporting the relation between early mobility and social skills, in this review research shows variable results about the impact of PMDs on the social skills of young CWD. The research on this topic appears to be at an early stage, suggestions for further exploration are offered. Keywords Power mobility . Social skills . Children with disabilities . Systematic review
Independent mobility such as crawling and walking is a significant contributor to the development of social skills in typically developing young children (Kim et al. 2016), and researchers have established a link between motor and social development (Favazza and Siperstein 2016). Social development is dependent on children’s experience using independent mobility to explore environments, access play, and build friendships with peers on the playground, at school, and at home
* W. C. Cheung [email protected]
1
Department of Special Education, University of Illinois at Urbana-Champaign, 288 Education, 1310 South Sixth Street, Champaign, IL 61820, USA
Journal of Developmental and Physical Disabilities
(Favazza et al. 2013; Thelen 2000). Proficiency in social skills increases opportunities for young children to engage in activities (Rimm-Kaufman et al. 2000). Social skills are defined as specific behaviors that result in positive social interactions and include verbal and non-verbal behaviors used for effective interpersonal communication (e.g., Gresham 1988; Gresham and Elliott 1987; Rao et al. 2008). Social functioning is another term used in this review. Social functioning is a broader concept of social skills, including social, cognitive, and verbal and nonverbal behaviors to engage in positive interpersonal interactions (Adolphs 2009; Voorman et al. 2010). Examples of social skills or social functioning are smiling, making eye contact, asking and responding to questions, engaging in positive peer and adult social interactions, and being socially independent (Rao et al. 2008). Many young children with disabilities (CWD), including physical
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