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The purpose of this case series was to explore using a child’s power mobility learner group (exploratory, operational, or functional) to tailor power mobility interventions.  Materials and methods:  Five cases representing 2 exploratory power mobility learners, 2 operational power mobility learners, and 1 functional power mobility learner are presented. In each case, the participant’s power mobility learner group was used to tailor his/her power mobility intervention program including establishing desired outcomes/goals of power mobility use, selecting outcome measures, determining the power mobility device to be used, and identifying the specific intervention strategies to be used. All participants demonstrated improvements in power mobility device use following provision of the tailored intervention. Cases involving use of the Canadian Occupational Performance Measure demonstrated clinically significant improvements in post-intervention scores. These cases illustrate a means to tailor power mobility interventions that may potentially optimise learning by providing an environment and conditions that meet each child's specific needs. The short-term and long-term gains made by the children in these cases warrants a controlled study exploring the use of a child’s power mobility learner group to tailor power mobility interventions.IMPLICATIONS FOR REHABILITATIONUsing a child’s power mobility learner group to tailor power mobility intervention may potentially optimise learning by providing an environment and conditions that meet each child’s specific needs.Children across the learning continuum represented by the 3 power mobility learner groups (exploratory, operational, and functional) may benefit from power mobility interventions.Using a child’s power mobility learner group to tailor power mobility interventions may support translation research knowledge into clinical practice. Using a child’s power mobility learner group to tailor power mobility intervention may potentially optimise learning by providing an environment and conditions that meet each child’s specific needs. Children across the learning continuum represented by the 3 power mobility learner groups (exploratory, operational, and functional) may benefit from power mobility interventions. Using a child’s power mobility learner group to tailor power mobility interventions may support translation research knowledge into clinical practice.

Using a child’s power mobility learner group to tailor power mobility interventions: a case series