Milestones Magazine - Summer 2019

the evaluation is typically 2 ½ hours. During the clinical
evaluation, we use evidence-based assessments to
the teaching of Driver’s Education. Outlined below
are only some examples.
look at vision, visual perception, cognition, and
motor skills. We also have a discussion with the new
driver and the parent about the new driver’s functional
skills. How much help does she need getting ready for
school/work? Is she allowed to be home alone for
several hours? Any safety concerns? Any prior
experience driving a car? Riding a bike?
There is a wide range of adaptive equipment available
for drivers with physical disabilities. We may be
introducing adaptive equipment to compensate for
decreased strength or range of motion. For example,
a person with left sided weakness may have difficulty
using her left hand to steer or reach the turn signal
lever. This person may benefit from a right sided
Then, we assess that student’s abilities behind the
wheel (BTW). Most of our students do not have any
prior experience driving a car. We understand that!
We take them driving on the Marianjoy campus, 60+
acres of private property with limited traffic. We are
assessing if there is improvement over time with
instruction. We are looking for potential.
spinner knob and a turn signal crossover, so she can
use her right hand for these actions. Adaptive driving
equipment can range from simple or “low tech” options
as above to very complex or “high tech” (electronic
systems, driving with joysticks). The driver rehab
specialists would guide the student and family through
the entire process of becoming licensed with adaptive
equipment (including modification of a personal
Based on the performance on the clinical and BTW
evaluations, the therapist will make recommendations.
Examples of recommendations may be: pursue driving
through a “typical” driving school, return for training
at a driver rehabilitation program such as Marianjoy’s,
or do not pursue driving right now. If the recommendation
is that the student does not pursue driving, the
vehicle that meets industry standards). Information on
this process can also be found at www.aded.net and
www.nmeda.org. Many newer vehicles are equipped
with additional technology to help drivers, such as
backup cameras and blind spot detection systems.
Drivers with and without physical disabilities may
benefit from such features.
therapist will work with the student and parent to
construct a home program. In other words, here are
activities that will help prepare the student to
potentially be a driver one day.
For drivers with intellectual disabilities or cognitive
involvement, it is important to adapt how driving is
instructed. During the evaluation, the driver rehab
specialist will inquire about and identify how the
At Marianjoy, all the staff are occupational therapists
(OTs), who have additional extensive training regarding
driving (all are Certified Driving Instructors and 4/6
are Certified Driver Rehabilitation Specialists). OTs are
skilled in task analysis. In other words, breaking down
the task into various skill components. This allows OTs
to better adapt the driving task for people with various
types of disabilities (physical, cognitive, and/or visual).
There are many ways to adapt both the vehicle and
student learns best. For example, students on the
Autism Spectrum may benefit more from instruction
with visual materials as compared to only using verbal
directions. Some students will have difficulty managing
multiple processes at the same time and benefit from
isolating one skill at a time. For example, starting out
with the student only being responsible for steering
and lane positioning. Some students with processing
differences also benefit from commentary driving.
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