What is it about?

The question was what information and knowledge professionals find necessary to make them take on the implementation of a new approach, such as applying the tool Assessment of Learning Powered mobility use (ALP) in powered mobility intervention. The findings, based on the feedback on the ALP tool from a broad variety of stakeholders, resulted in the presentation of a scientific knowledge base on tool use learning and a grounded theory of cognizing that may be useful for implementing interventions in general.

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Why is it important?

The learning process is in focus, both for the applier of the new intervention and for the person taking part in the intervention. The findings may give food for thoughts to the ongoing discussion about what enables the implementation of a new intervention or approach in practice. Even if the findings are based on data from powered mobility intervention, they may also be of interest for those who are planning for the implementation of a new approach or intervention in other contexts.

Perspectives

In assessment and training it is an often used practice to assess if a person can or cannot perform specific skills in a checklist - task based assessment. More important is to understand where in the learning process the person is to be able to give appropriate facilitation for progress towards mastery of the intended tool use performance - process based assessment. The new theory of cognizing tool use, with its interdependent properties: motivation, confidence, permissiveness, attentiveness and co-construction may be helpful for implementing new approaches and interventions in general.

Dr Lisbeth Nilsson
Lund University

Read the Original

This page is a summary of: Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool, Disability and Rehabilitation Assistive Technology, December 2016, Taylor & Francis,
DOI: 10.1080/17483107.2016.1253119.
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