Effects of standing ride-on car training on mobility and socialization in toddlers with mild and moderate motor delays: a pilot randomized controlled trial

This study aimed to examine the effectiveness of ride-on car (ROC) training in a standing posture on mobility and socialization among toddlers with motor delays. Twenty-four participants were grouped into ROC training with mild delays (n = 9), ROC training with moderate delays (n = 7), conventional therapy with mild delays (n = 5), and conventional therapy with moderate delays (n = 3). Each group received two-hour sessions twice weekly for 12 weeks, followed by a 12-week no-training follow-up period. ROC training included driving and manual exploring, while conventional therapy emphasized developmental skills. All groups significantly improved in mobility, socialization, and goal achievement at posttest and follow-up. Toddlers with mild delays tend to have greater mobility gains through ROC training, while those with moderate delays tend to benefit more through conventional therapy. Future studies should explore the impact of training dosage, caregiver engagement, and motor impairment severity on outcomes with larger sample sizes.本研究旨在探讨站姿式电动童车（ride-on car, ROC）训练对运动发育迟缓学步儿童移动能力与社交能力的改善效果。本研究共纳入24名受试者，按干预方式与病情严重程度分为四组：轻度运动迟缓学步儿童ROC训练组（n=9）、中度运动迟缓学步儿童ROC训练组（n=7）、轻度运动迟缓学步儿童常规治疗组（n=5）、中度运动迟缓学步儿童常规治疗组（n=3）。各组每周接受两次、每次两小时的干预，持续12周，随后进入为期12周的无干预随访阶段。ROC训练内容涵盖驾驶操作与手动探索活动，而常规治疗则以发育技能训练为核心。各组在干预后评估与随访阶段的移动能力、社交能力及目标达成度均有显著提升。轻度运动迟缓学步儿童通过ROC训练可获得更显著的移动能力提升，而中度运动迟缓学步儿童则更能从常规治疗中获益。未来研究可扩大样本量，探讨训练剂量、照护者参与度及运动障碍严重程度对干预效果的影响。