Safety analysis of adapted battery-powered ride-on toy car for children with disabilities using a modified test dummy with varying joint stiffness.

Adaptive ride-on toy programs have increased in popularity in recent years and provide novel rehabilitation tools as developmental aids for children with disabilities. While the adaptations made to these toys are intended to provide a safer experience for children with disabilities, safety concerns still exist. Within this context, the purpose of this study was to use a model with varying joint stiffness as a first-order approximation of a child with disabilities and to investigate whether modifications to ride-on toys are sufficient to prevent common injuries. Because the population of children with disabilities who are receiving adaptive ride-on toys have a wide range of musculoskeletal disorders, those with both decreased and increased muscle stiffness were considered in this safety study. A 5-point harness reduced movement regardless of change in joint stiffness and therefore, results from this study indicate that the use of these harnesses is effective regardless of joint stiffness. Furthermore, as excursion-related injuries are considered more critical to the user than injuries relating to kinetic variables and no known injury thresholds were exceeded, the addition of a belt is considered a necessary trade-off with little-to-no added risk.

Safety analysis of battery-powered ride-on toy car with seat and restraint system modifications.

Modified battery-powered ride-on toy cars represent novel rehabilitation tools for children with disabilities. However, safety concerns exist with the use of these battery-power toys and pose a barrier for the growth of adaptive ride-on toy programs due to the lack of evidence demonstrating that modifications made to these cars are safe. Within this context, the purpose of this study was to investigate whether modifications to ride-on toys are sufficient to prevent common injuries and determine how these modifications influence injury metrics. Specifically, we evaluated the effects of common modifications such as various seatbelt configurations and determined how increased seat back height effects neck forces. Results indicated that occupant displacement can be reduced using a lap belt, and further reductions in displacement are achieved with a 5-point harness. Although some injury metrics increased with restraints, none of the collected injury metrics even came close to approaching known tolerance thresholds, and most were well within the range that is experienced by a child in daily life. As the greatest concerns for these ride-on toys are related to displacement, findings from this study support the use of a 5-point harness system to minimize displacement-related injuries with little-to-no added risk.

Enhanced Steering and Drive Adaptations of Modified Ride-On Toy Cars for Improved Directional Control in Very Young Children With Severe Multiple Developmental Impairments.

Background and Purpose: One emerging power mobility device (PMD) option that has gained recognition as a means for a cost-effective introduction to power mobility for young children is the battery powered modified ride-on toy car. Many groups, nationally and internationally, have been modifying battery powered ride-on toy cars by adding seating support and a large center placed push button switch for motor activation. The purpose of this technical report is to introduce an enhanced steering and drive system based on proportional control through a joystick. Key Points: This report offers (1) a technical description of these modifications that allow directional steering and programmable starting and driving velocity, (2) an example of a modified ride on toy, including common seating modifications, and (3) a short summary of results from a group of 7 children under the age of six with complex, severe disabilities. Clinical Impact: Although proportional joystick modifications are more complex than the common single switch activation, they allow children greater control to achieve self-initiated, self-directed movement that allow play, peer interaction, and exploration in their natural environments, even in the most highly complex cases. All seven children were able to intentionally self-initiate activation of the modified ride-on car and experience the subsequent movement.

Pediatric safety: review of the susceptibility of children with disabilities to injuries involving movement related events.

BACKGROUND: Toy-related injuries have increased significantly in the past decade, in particular those related to ride-on toys. This increase has been attributed to movement related events such as falls and inertial impacts. Furthermore, children with disabilities have been reported to be at a greater risk of being injured, and are therefore more susceptible to toy-related injuries. Although, efforts are being made to modify ride-on toys as a method for increasing quality of life in children with disabilities, there are very limited pediatric safety studies regarding children with disabilities and modified ride-on toys. METHODS: This manuscript presents a systematic review of literature summarizing the current state of toy-related injuries including children with and without disabilities. Children exposed to inertial impacts in motor vehicle crashes have also been reviewed to present current pediatric safety testing methodologies and injury tolerance thresholds. Out of 2608 articles, 10 studies were included regarding current trends in toy-related injuries and safety testing methodologies. CONCLUSIONS: From this study, a gap in the literature was discovered concerning the susceptibility of children with disabilities to toy-related injuries, specifically in relation to ride-on toys and the repercussion surrounding such injuries. It is theorized that such lack of data is due to the difficulty and costs associated with experimental validation. Hence, it is recommended that computer simulations be used to provide preliminary data analysis.

Engineering, Physical Therapy and the Community: A Service Learning Course.

The School of Engineering and the Physical Therapy program at the University of North Florida developed a novel, community-based course where undergraduate engineering students are partnered with physical therapy students. In this course students participate in hands-on, team-based design projects focused on low-tech and high-tech rehabilitation technology for children with disabilities. The impact of this interprofessional education experience on the students has been evaluated using the Public Service Motivation Scale for three years and its impact on the students is presented.

A community-based, interdisciplinary rehabilitation engineering course.

A novel, community-based course was created through collaboration between the School of Engineering and the Physical Therapy program at the University of North Florida. This course offers a hands-on, interdisciplinary training experience for undergraduate engineering students through team-based design projects where engineering students are partnered with physical therapy students. Students learn the process of design, fabrication and testing of low-tech and high-tech rehabilitation technology for children with disabilities, and are exposed to a clinical experience under the guidance of licensed therapists. This course was taught in two consecutive years and pre-test/post-test data evaluating the impact of this interprofessional education experience on the students is presented using the Public Service Motivation Scale, Civic Actions Scale, Civic Attitudes Scale, and the Interprofessional Socialization and Valuing Scale.

Physical therapy students' perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument.

PURPOSE: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). METHODS: The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students' perceptions of accountability, preference for lecture or TBL, and student satisfaction. RESULTS: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). CONCLUSION: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Blogging as a tool to promote reflection among dietetic and physical therapy students during a multidisciplinary international service-learning experience.

Service-learning is a guided, structured learning experience that engages students in service to a community for the mutual benefit of the student and community. There is a growing trend in healthcare to include international service-learning experiences in the training curriculum to promote cultural competence. A critical element of service-learning is reflection. There have been many research studies examining how best to support and facilitate the reflective thinking process in students. The purpose of this study was to assess the development of reflective thinking among graduate allied health students during an interdisciplinary international service-learning experience using a web-based collaborative blog. Twelve graduate students-six dietetic interns and six physical therapy doctoral students-traveled to Belize for 6 days to provide primary healthcare screenings and intervention to a community. Group blogging was found to be an effective tool to promote reflection in allied health student and short duration service-learning experience developed reflective thinking.