Samuel W Logan1, Michele A Lobo, Heather A Feldner, Melynda Schreiber, Megan MacDonald, Haylee N Winden, Tracy Stoner, James Cole Galloway. 1. Social Mobility Lab and PlayTech Workshop (Dr Logan and Ms Winden) and Children and Youth with Disabilities Lab (Dr MacDonald), College of Public Health and Human Sciences, Oregon State University, Corvallis; Move to Learn Innovation Lab (Dr Lobo) and Pediatric Mobility Lab and Design Studio (Dr Galloway), Department of Physical Therapy and Biomechanics and Movement Sciences Program (Dr Stoner), University of Delaware, Newark; Department of Mechanical Engineering (Dr Feldner), University of Washington, Seattle; and Ergonomics and Safety Lab (Ms Schreiber), Department of Mechanical Engineering, University of Utah, Salk Lake City.
Abstract
PURPOSE: The purpose of this study was to compare the physical activity and play behaviors of preschoolers without disabilities and 1 preschooler with physical disability. METHODS: Participants were 42 preschoolers without disabilities and 1 preschooler with physical disability (Child A). Child A used either crutches or a modified ride-on car while in the gymnasium and playground. RESULTS: In the gymnasium, Child A engaged in less solitary play and more parallel play while using the modified ride-on car compared with crutches. On the playground, Child A engaged in more sitting and less running while using crutches compared with preschoolers without disabilities. On the playground, Child A engaged in more peer interaction and less teacher interaction when using the modified ride-on car compared with crutches. CONCLUSIONS: For children with disabilities who may use assistive devices, clinicians, families, and teachers are encouraged to embrace a "right device, right time, right place" approach.
PURPOSE: The purpose of this study was to compare the physical activity and play behaviors of preschoolers without disabilities and 1 preschooler with physical disability. METHODS:Participants were 42 preschoolers without disabilities and 1 preschooler with physical disability (Child A). Child A used either crutches or a modified ride-on car while in the gymnasium and playground. RESULTS: In the gymnasium, Child A engaged in less solitary play and more parallel play while using the modified ride-on car compared with crutches. On the playground, Child A engaged in more sitting and less running while using crutches compared with preschoolers without disabilities. On the playground, Child A engaged in more peer interaction and less teacher interaction when using the modified ride-on car compared with crutches. CONCLUSIONS: For children with disabilities who may use assistive devices, clinicians, families, and teachers are encouraged to embrace a "right device, right time, right place" approach.
Authors: Samuel W Logan; Christina M Hospodar; Kathleen R Bogart; Michele A Catena; Heather A Feldner; Jenna Fitzgerald; Sarah Schaffer; Bethany Sloane; Benjamin Phelps; Joshua Phelps; William D Smart Journal: J Mot Learn Dev Date: 2019-12
Authors: Christina M Hospodar; Andrina Sabet; Samuel W Logan; Michele A Catena; James C Galloway Journal: Disabil Rehabil Assist Technol Date: 2020-01-15
Authors: Amanda J Arnold; Joshua L Haworth; Victor Olivares Moran; Ahmad Abulhasan; Noah Steinbuch; Elena Kokkoni Journal: Arch Rehabil Res Clin Transl Date: 2020-04-05
Authors: Samuel W Logan; Heather A Feldner; Kathleen R Bogart; Michele A Catena; Christina M Hospodar; Joseline Raja Vora; William D Smart; William V Massey Journal: Pediatr Phys Ther Date: 2020-04 Impact factor: 1.452
Authors: Egmar Longo; Ana Carolina De Campos; Amanda Spinola Barreto; Dinara Laiana de Lima Nascimento Coutinho; Monique Leite Galvão Coelho; Carolina Corsi; Karolinne Souza Monteiro; Samuel Wood Logan Journal: Int J Environ Res Public Health Date: 2020-09-21 Impact factor: 3.390