Table 2.

Primary Outcome Measures Pertaining to Aim 1^a

Measure	Administration Time	Description	Rationale for Use	Psychometrics (if Applicable)
Bayley-4b	30–70 min	Therapist administered, comprehensive developmental assessment for children aged 16 d to 42 mo Includes 5 domains: 1. Cognitive 2. Language (receptive and expressive communication subdomains) 3. Motor (fine and gross motor subdomains) 4. Social-emotional 5. Adaptive behavior (including receptive, expressive, personal, interpersonal relationships, play and leisure subdomains)	1. Requires less time to administer than previous versions 2. Recognizes and scores emerging behaviors as well as behaviors that are either mastered or not observed 3. Incorporates caregiver queries into administration and scoring	Excellent reliability (>.93) of normative sample, increased sensitivity to detect children at risk of delay, and excellent correlation (r >.91) with the previous Bayley-3 version45
CEDL	10 min	Caregiver-report measure to describe and evaluate children’s participation in family and recreational activities and self-care (feeding, dressing, bathing, and toileting) Assesses frequency and enjoyment of participation and the degree to which the child participates in the self-care activities	1. Brevity 2. Ease of administration 3. Focus on caregiver-perceived constructs of participation 4. Focus on ease of caregiving	Construct validity, internal consistency, and test–retest reliability in young children with CP (GMFCS levels I–V)64
YC-PEM	20 min	Caregiver report measure evaluating the level of participation and qualities of the environment in which these activities take place For children aged 0 to 5 y Includes 3 sections: 1. Home 2. Daycare/preschool 3. Community	1. Adds multiple contexts of participation 2. Assesses environmental supportiveness within context	Construct validity, internal consistency, and test–retest reliability in children with developmental disabilities and delays (including children with CP)47
ALP	~10–20 min	Therapist observational measure focused on the process of learning to use a powered mobility device Defines 8 phases (ranging from novice to expert) within 3 learning stages: explore function (phases 1–3), explore sequence (phases 4–5), explore performance (phases 6–8) Categories of observation with each phase: attention, activity and movement, understanding of tool use, expressions and emotions, and interaction and communication	1. Brevity 2. Ease of administration 3. Assesses progress of driving capability throughout learning among all learner groups 4. Provides facilitating strategies for learners at each stage 5. Specifically created for powered mobility device assessment 6. Assists in intervention decision-making	Good content validity and qualitative credibility, transferability, and dependability for adults and children with disabilities who are learning powered mobility44

^a Aim 1: to evaluate a power mobility intervention to promote developmental, activity, and participation outcomes of young children with CP. ALP = Assessment of Learning Powered mobility use; Bayley-3 = Bayley Scales of Infant Development—Third Edition; Bayley-4 = Bayley Scales of Infant Development—Fourth Edition; CEDL = Child Engagement in Daily Life; CP = cerebral palsy; GMFCS = Gross Motor Function Classification System; YC-PEM = Young Children’s Participation & Environment Measure.

^b Indicates primary outcome.