Early Intervention:
Assistive Technology for Motor Intervention
by Lori Potts, PT
At the end of this article, you will find online links to full text articles on this topic. Acknowledgment for this introductory summary is credited to their research and work.
Utilizing assistive technology for young children with disabilities can make a significant difference, enabling them to achieve full integration into home, school, and community activities.
In early intervention the use of AT is particularly important as it can result in skill achievement that impacts a child’s long-term independence. Assistive technology (AT) is any device which increases, maintains, or improves the functional capabilities of a disabled individual.
There is a growing awareness in the early intervention field about the value of AT and the necessity of bringing this knowledge to service providers. Physical and occupational therapists are in an ideal position to advocate appropriate use of AT for a child and its family in the home environment. Unfortunately AT is often underutilized in early intervention.
What are some of the barriers that prevent use of AT as an effective early intervention tool? Certainly one aspect is the confidence level of the service provider. Service providers such as therapists may lack knowledge about the availability of AT and its appropriate use. Additionally, they may have an inadequate understanding of the process of acquiring AT for this segment of the population. This involves identifying the need, doing the AT assessment, selecting the product, and then processing the AT request through an appropriate funding source.
Another aspect is the competence required in implementing a child-centered approach to care within the family. Collaboration with the family is essential for understanding concerns, needs and goals. It is imperative to involve the family in decision-making and in intervention strategies. This includes training parents in the use of the AT device.
Finally, the approach to services is key. The traditional impairment-oriented approach is becoming outmoded. In the deficit-focused method, children are evaluated to determine impairments and to identify developmental skills that they do not perform. Treatments are chosen to attempt remediation of the impairment or facilitation of the skill.
In a more contemporary approach, decision-making is based on an outcome-driven model. Intervention strategies focus on promoting attainment of the desired outcome, maximizing the child’s participation in activities. In this approach, AT is not just incorporated when attempts toward remediation and facilitation fail to show progress, but rather, AT is utilized from the start within the context of the task. By supporting full participation in activities, the child’s potential for skill attainment is encouraged and realized. Support is then faded to promote increased independence. In the process, functional performance can improve while impairments that limit performance can be decreased.
This contemporary, activity-based approach is supported by current findings in neurological and motor learning theory. Evidence indicates that skill acquisition is the result of, or is enhanced by, practice opportunity (repetition), the context of task/environment, and through problem-solving. Supported functional activity will provide practice and experience that enables the targeted motor skill or behavior to emerge. Individualized, purposeful activity provides the opportunity for interactions and influences of the internal neuromotor systems that will effect changes in functional motor behavior.
Ultimately, motor learning and motor development are processes that are closely interconnected and it is not possible to separate the functional outcomes that are the result of learning from those that are the result of development. Regardless, active motor learning processes are significant and essential in the acquisition of developmental skills. Therefore, service providers and families should plan effective movement experiences that promote motor learning within the context of the child’s daily routine and natural environment.
As continual advances are made in technology, it is imperative that clinicians make full use of their qualifications and their role to implement activity-based services and promote participation and function for the youngest children. As clinicians with the power to intervene for children with disabilities and impact their life-long outcomes, it is important to be informed. Don’t miss the opportunity to read these in-depth articles.
Utilizing AT in Early Intervention
Long TM, Huang L, Woodbridge M, Woolverton M, Minkel J. (2003) Integrating Assistive Technology Into an Outcome-Driven Model of Service Delivery. Infants and Young Children 16(4):272-283 690kb .pdf
Long TM, Perry DF. (2008) Pediatric PTs’ Perceptions of Their Training in Assistive Technology. Physical Therapy 88(5):630-639 154kb .pdf
Weintraub H, Bacon C, Wilcox M. (2004) AT and Young Children: Confidence, Experience, and Education of Early Intervention Providers. Research Brief Volume 1, Number 2. Tots n Tech Research Institute. 307kb .pdf
Activity-Focused Motor Intervention
Mahony G, Robinson C, Perales F. (2004) Early Motor Intervention: The Need for New Treatment Paradigms. Infants & Young Children 17(4):291-300 430kb .pdf
Valvano J, Rapport MJ. (2006) Activity-focused Motor Interventions for Infants and Young Children with Neurological Conditions. Infants & Young Children 19(4):292-307 355kb .pdf
Whinnery KW, Whinnery SB. (2007) MOVE Systematic Programming for Early Motor Intervention. Infants & Young Children 20(2):102-108 138kb .pdf
