Poster #47 - Quantifying the Qualitative: Two Feasibility Studies Examining Maternal Perceptions of Power Mobility Training

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Developmental Disabilities

Integrative Statement

Historically, children’s power mobility (PM) use has been reluctantly received as caregivers come to terms with their child’s inability to walk. Once accepted into daily life, however, caregivers often view PM as beneficial for both child and family. Noted themes within the qualitative literature indicate that PM promotes familial and community acceptance of the child and his/her disability, reducing the burden and stress often felt by caregivers (Wiart et al., 2004). PM also instills a sense of independence, enabling children to engage in meaningful life experiences and developmentally-appropriate activities, increasing opportunities for social interactions and learning (Livingstone & Paleg, 2014). Although both quantitative and qualitative studies suggest that PM training may benefit children with multiple, severe disabilities, qualitative findings can be impacted by researcher interpretation. Thus, we explored the use of an automated text analysis program (Linguistic Inquiry and Word Count; LIWC2015) to objectify qualitative findings concerning children with multiple, severe disabilities participating in a PM training program. Specifically, we examined qualitative (secondary outcome) data concerning maternal perceptions of PM training in relation to children’s mastery motivation and parental stress, respectively.
In Study 1, three children with cerebral palsy (CP; GMFCS Level V, 4-6 years-old) and their mothers participated in an ABAB single-subject design divided into 5-week phases. During intervention (B), children engaged in PM training ~ 60 minutes/week. Children’s mastery motivation was assessed weekly (Dimensions of Mastery Questionnaire, DMQ) and the Assessment of Learning Power mobility use (ALP) measured changes in PM-use pre/post intervention. Mothers completed pre/post study interviews addressing two questions: Can you describe your child for me? How do you think your child will respond/did respond to power mobility training? Interviews were transcribed and coded using LIWC that algorithmically computes four empirically validated variables (Analytic Thinking, Clout, Authenticity, Emotional Tone).
In Study 2, three children with CP (GMFCS Level V, 5-8 years-old) and their mothers participated in a nonconcurrent multiple-baseline, A-B single-subject research study. In the 8-week Intervention (B) phase, PM training was provided two times/week for 45-60 minutes. The ALP was used to measure changes in PM-use pre/post study, and the amount of stress in the parent-child unit was assessed through mothers’ completion of the Parenting Stress Index (PSI-4-SF) weekly. Mothers also completed the same pre/post study interviews used in Study 1, which were analyzed with the LIWC program.
All children demonstrated improvements in PM-use (Studies 1 & 2) and on some aspects of the DMQ (Study 1). Unexpectedly, maternal responses on the PSI remained relatively stable throughout the study (Study 2). LIWC findings for both studies indicated changes in each mother’s thought process and confidence when describing her child post-training as well as a positive outlook regarding the child’s response to PM training. Differences in maternal perceptions may relate to children’s progress in PM skills and mastery motivation, but not to stress while parenting a child with multiple, severe disabilities. Overall, we suggest that LIWC may augment traditional qualitative data analysis processes and provide an additional, objective assessment to evaluate outcomes of power mobility interventions.

Authors

• Naomi J. Aldrich, Grand Valley State University
  Presenting Author

• Sarah Vieta, University of Arizona
  Non-Presenting Author

• Kyle Walenta, Grand Valley State University
  Non-Presenting Author

• Brianna Chesser, Grand Valley State University
  Non-Presenting Author

• John Farris, Grand Valley State University
  Non-Presenting Author

• Lisa K. Kenyon, Grand Valley State University
  Non-Presenting Author