{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T17:14:50Z","timestamp":1785863690026,"version":"3.56.0"},"reference-count":36,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,1,12]],"date-time":"2026-01-12T00:00:00Z","timestamp":1768176000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Rehabil. Sci."],"abstract":"\n Background<\/jats:title>\n Independent mobility in early life catalyzes development across motor, perceptual, cognitive, social, and linguistic domains. For young children with motor disabilities, however, opportunities to explore, interact, and learn from their surroundings are commonly restricted, which may limit developmental progress.<\/jats:p>\n <\/jats:sec>\n \n Objective<\/jats:title>\n To examine the effects of a play-based powered mobility intervention, using the Permobil Explorer Mini, on developmental and communicative outcomes in toddlers with motor disabilities, using a single-group, repeated measures design.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n Ten children with motor disabilities (ages 12\u201336 months) participated in a 12-session intervention in an enriched laboratory environment. The intervention consisted of repeated, play-based sessions using the Explorer Mini, an FDA-cleared powered mobility device. Developmental skills were evaluated pre- and post-intervention using standardized assessments, and language environments were systematically analyzed both in the laboratory and at home.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n At baseline, participants scored significantly below age-matched norms across all domains (gross and fine motor, receptive and expressive language, cognitive, adaptive behavior, and social-emotional). Following the intervention, children showed significant raw score gains in cognition, receptive language, fine motor, adaptive behavior, and social-emotional development. Scaled score improvements in cognition and receptive vocabulary indicated growth exceeding expected age-related progression. Analyses of the language environment revealed significant increases in children's expressive vocalizations. Specifically, more frequent joyful (\u201cdelight\u201d) vocalizations and fewer expressions of distress. Increases in delight vocalizations were further strongly correlated with receptive language gains.<\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n These findings suggest that introducing powered mobility during the toddler period can foster agency, exploration, and communication, catalyzing developmental growth beyond motor function alone. By providing young children with the means to move independently, powered mobility may open new pathways for participation, learning, and connection, laying critical groundwork for more equitable developmental opportunities in early childhood.<\/jats:p>\n <\/jats:sec>","DOI":"10.3389\/fresc.2025.1726259","type":"journal-article","created":{"date-parts":[[2026,1,12]],"date-time":"2026-01-12T08:18:20Z","timestamp":1768205900000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Promoting agency and communication through powered mobility: a single-group, repeated measures intervention using the explorer mini in toddlers with motor disabilities"],"prefix":"10.3389","volume":"6","author":[{"given":"Liesbeth","family":"Gijbels","sequence":"first","affiliation":[{"name":"Department of Speech & Hearing Sciences, University of Washington","place":["Seattle, WA, United States"]},{"name":"Institute for Learning & Brain Sciences (I-LABS), University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"K. A.","family":"Ingraham","sequence":"additional","affiliation":[{"name":"Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington","place":["Seattle, WA, United States"]},{"name":"Department of Electrical and Computer Engineering, University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"N. L.","family":"Zaino","sequence":"additional","affiliation":[{"name":"Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington","place":["Seattle, WA, United States"]},{"name":"Department of Mechanical Engineering, University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"M. E.","family":"Hoffman","sequence":"additional","affiliation":[{"name":"Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington","place":["Seattle, WA, United States"]},{"name":"Department of Mechanical Engineering, University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"J. C.","family":"Mizrahi","sequence":"additional","affiliation":[{"name":"Institute for Learning & Brain Sciences (I-LABS), University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"A. N.","family":"Sinclair","sequence":"additional","affiliation":[{"name":"Institute for Learning & Brain Sciences (I-LABS), University of Washington","place":["Seattle, WA, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"B. 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