Exploring the influence of a school-based wheelchair skills training program on manual wheelchair mobility in youth: an exploratory study
Bibliographic record
Abstract
Introduction Self-directed manual wheelchair (MWC) mobility can facilitate participation in school, sports and community activities for pediatric MWC users (PMWUs), though many rely on others for getting around. The Wheelchair Skills Training Program (WSTP) has demonstrated effectiveness in improving MWC mobility in adults with preliminary evidence in pediatrics. However, rehabilitation professionals lack time to provide sufficient training. Expanding training opportunities within the community, such as in schools, could be promising, but has not been documented. A mobility training physical education class incorporating the WSTP (Groupe Endurance), was offered at a specialized high school.Objectives Explore changes in MWC capacity, propulsion and endurance of PMWUs between pre- (T0) to mid- (T1) to post-course (T2).Methods A pre-post study with three measures (T0, T1, T2) was conducted. Groupe Endurance’s participants respecting the eligibility criteria were invited to participate in the study. PMWUs attended 34 classes during the school year. MWC capacity, propulsion and endurance were assessed with the Wheelchair Skills Test (WST), the Wheelchair Propulsion Test (WPT) and the 12-minute Wheelchair Performance Test for Cardiorespiratory Endurance (12-WPTCE) respectively. Nonparametric longitudinal analyses were used to explore changes between T0, T1 and T2.Results Ten PMWUs participated in the study. There were statistically significant differences between T0, T1 and T2 for MWC capacity (ATS (1.84)=17.35, p < 0.001) and the distance covered by participants on the 12-WPTCE (ATS (1.12)=4.36, p = 0.03).Conclusion Integrating MWC skills training into schools appears to be an interesting solution to improve PMWUs’ mobility. Future studies are required to determine proper training dosage.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".