Logan Samuel W, Lobo Michele A, Feldner Heather A, Schreiber Melynda, MacDonald Megan, Winden Haylee N, Stoner Tracy, Galloway James Cole
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.
Pediatr Phys Ther. 2017 Jan;29(1):30-37. doi: 10.1097/PEP.0000000000000336.
The purpose of this study was to compare the physical activity and play behaviors of preschoolers without disabilities and 1 preschooler with physical disability.
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.
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.
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.
本研究的目的是比较无残疾的学龄前儿童与一名身体残疾的学龄前儿童的身体活动和玩耍行为。
参与者为42名无残疾的学龄前儿童和一名身体残疾的儿童（儿童A）。儿童A在体育馆和操场活动时使用拐杖或改良的乘用汽车。
在体育馆里，与使用拐杖相比，儿童A使用改良乘用汽车时独自玩耍较少，平行玩耍较多。在操场上，与无残疾的学龄前儿童相比，儿童A使用拐杖时坐着的时间更多，跑步的时间更少。在操场上，与使用拐杖相比，儿童A使用改良乘用汽车时与同伴互动更多，与教师互动更少。
对于可能使用辅助设备的残疾儿童，鼓励临床医生、家庭和教师采用“合适的设备、合适的时间、合适的地点”方法。
