{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T13:42:51Z","timestamp":1784295771170,"version":"3.55.0"},"reference-count":25,"publisher":"Wiley","issue":"10","license":[{"start":{"date-parts":[[2018,5,18]],"date-time":"2018-05-18T00:00:00Z","timestamp":1526601600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Develop Med Child Neuro"],"published-print":{"date-parts":[[2018,10]]},"abstract":"<jats:sec><jats:title>Aim<\/jats:title><jats:p>The aim of this study was to gain insights, from the perspectives of both parents and pediatric therapists, into the experiences of children learning to use a power mobility device.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>The purposive sample included 33 participants: 14 parents of children who were learning, or had learned, to use a power mobility device and 19 pediatric occupational therapists or physical therapists. Data were gathered face\u2010to\u2010face via seven focus groups consisting of either parents or therapists, and eight one\u2010on\u2010one interviews. Data were analyzed using the constant comparative method.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Three main themes were identified: (1) \u2018Power in mobility\u2019 described how learning to use powered mobility changed more than just a child's locomotor abilities; (2) \u2018There is no recipe\u2019 revealed how learning to use powered mobility occurred along an individualized continuum of skills that often unfolded over time in a cyclical process; (3) \u2018Emotional journey\u2019 explored how learning to use powered mobility was an emotionally charged undertaking for all those involved.<\/jats:p><\/jats:sec><jats:sec><jats:title>Interpretation<\/jats:title><jats:p>Learning to use a power mobility device is a complex process that often requires perseverance and determination on the part of the child, family, and therapist.<\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds<\/jats:title><jats:p>\n<jats:list list-type=\"bullet\">\n\n<jats:list-item><jats:p>Powered mobility use impacts more than just a child's locomotor abilities.<\/jats:p><\/jats:list-item>\n\n<jats:list-item><jats:p>Learning to use a power mobility device is a highly individualized process.<\/jats:p><\/jats:list-item>\n\n<jats:list-item><jats:p>Learning to use powered mobility may be an emotionally charged process.<\/jats:p><\/jats:list-item>\n<\/jats:list>\n<\/jats:p><\/jats:sec>","DOI":"10.1111\/dmcn.13906","type":"journal-article","created":{"date-parts":[[2018,5,19]],"date-time":"2018-05-19T06:25:28Z","timestamp":1526711128000},"page":"1012-1017","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":29,"title":["\u2018Power in Mobility\u2019: parent and therapist perspectives of the experiences of children learning to use powered mobility"],"prefix":"10.1111","volume":"60","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4116-121X","authenticated-orcid":false,"given":"Lisa K","family":"Kenyon","sequence":"first","affiliation":[{"name":"Department of Physical Therapy Grand Valley State University Grand Rapids MI USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"W Ben","family":"Mortenson","sequence":"additional","affiliation":[{"name":"Department of Occupational Science &amp; 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