Purpose: Power mobility training for young children and infants appears feasible under controlled conditions. Dynamic, natural environments provide the ultimate test of training. The purpose of this case study was to determine whether it was feasible for Will, a 3-year-old boy with cerebral palsy, to use a power mobility device (UD2) in his preschool classroom and to quantify his classroom mobility and socialization.
Methods: Will, 2 peers (typically developing), and 2 teachers were filmed daily in class during a baseline phase without UD2, followed by a mobility phase with UD2. We coded socialization and mobility measures from video recordings.
Results: Will was more mobile and interactive when driving UD2 than during the baseline phase; however, he remained notably less mobile and interactive than his peers.
Conclusions: The use and assessment of power mobility in a preschool classroom appear feasible. Issues important to maximizing children's use of power mobility for classroom participation are discussed.
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