New Drivers

  • Learning to drive can present unique challenges for many people, especially individuals with beautifully neuro-diverse minds, due to the sensory, social, and multitasking demands involved. Deciding whether you or your family member has the skills to learn to drive can be a daunting task. If you or a loved one has been diagnosed with, or identifies as, an individual with neuro-diversity (autism, ADHD/ADD, anxiety, OCD, etc.), it can be incredibly beneficial to be evaluated, and if found appropriate to begin training, take individualized lessons with an occupational therapist who specializes as a driving instructor (OTR/CDRS). These professionals have a more robust understanding of the challenges that neuro-diverse individuals face daily and adapt their teaching methods accordingly.

    These specialized instructors often employ tailored strategies that can include:

    1.     Reducing Anxiety: Building recognition of triggering factors and individualized training to minimize the factors that can cause anxiety while driving (e.g., identifying lower traffic/speed routes to their frequent destinations, avoiding confusing/complex traffic demands or unfamiliar environments).

    2.     Enhancing Comprehension: Breaking down instructions into smaller, manageable steps and using visual aids or diagrams to clarify concepts.

    3.     Comfortable Learning Pace: Allowing for a pace of learning that is comfortable for the individual, ensuring they have enough time to process information and practice skills without feeling rushed.

    4.     Social Communication: Providing clear, direct feedback and explanations, and recognizing that communication styles may need to be adjusted to better suit the learner's preferences.

    5.     Building Confidence: Encouraging incremental progress and celebrating achievements, which can significantly boost self-esteem and motivation.

    By adopting these approaches, specialized instructors can create a supportive learning environment where individuals on the autism spectrum can confidently develop their driving skills. This facilitates their journey toward driving independence and empowers them to navigate the complexities of driving in a way that meets their unique needs.

  • Traditional driving lessons often follow a uniform curriculum and teaching approach that may not effectively accommodate the unique needs of neuro-diverse learners. Here are some specific challenges that can arise:

    1.     Pace of Learning: Traditional driver’s ed lessons may progress too quickly or too slowly for neuro-diverse learners who may require more time to process information or practice skills at their own pace.

    2.     Sensory Sensitivities: Some individuals can be sensitive to sensory stimuli such as loud noises, bright lights, or sudden changes. These factors can significantly impact their ability to focus and remain calm during driving lessons.

    3.     Anxiety in Complex Situations: High-traffic situations, unexpected changes in driving routes, or interactions with other drivers can be particularly stressful for some learners. Traditional driver’s ed instructors may not have the training or experience to effectively manage and mitigate this anxiety.

    4.     Communication Styles: New learners may benefit from more explicit communication, clear instructions, and visual aids to better understand driving concepts and tasks. Standard instructors may not adapt their communication style to meet these needs.

  • To tackle difficulties in learning to drive, OT-specialized driving instructors are skilled in working with a wide range of learners, which can greatly impact your success.

    Here are some key adaptations and approaches used in specialized driving lessons for divergent learners:

    1.     Structured Learning Approach: Lessons are organized with clear objectives and consistent routines. This structure helps reduce anxiety by providing predictability and clarity about what to expect during each session.

    2.     Visual Aids and Supports: Visual tools such as diagrams, charts, or visual schedules are used to illustrate traffic rules, driving maneuvers, and scenarios. These aids make abstract concepts more concrete and easier to understand for learners who benefit from visual learning.

    3.     Customized Pace of Learning: Instructors adjust the pace of lessons based on the learner's processing speed and individual needs. This flexibility allows for more time to practice and reinforce skills, ensuring that concepts are thoroughly understood before moving on to new material.

    4.     Environment Modifications: Consideration is given to the sensory sensitivities of learners with neurodiversity. This may involve choosing quieter practice routes, scheduling lessons during times of the day with less traffic, or selecting locations with minimal distractions to reduce sensory overload and help maintain focus to support learning.

    5.     Regular Breaks: Breaks are incorporated into lessons to provide opportunities for processing new information, emotional regulation, sensory regulation, and to prevent overload. These breaks can help manage stress levels and maintain a positive learning experience.

    These adaptations are designed to create a supportive and comfortable learning environment that caters to the specific challenges and preferences of all learners. By implementing these approaches, specialized driving instructors can significantly enhance the learning experience and promote successful skill development in driving. This tailored approach facilitates effective learning and boosts confidence and independence behind the wheel.

  • In-clinic portion (1 to 1.5hr):

    1) Interview-  I am an occupational therapist by trade (driving is my specialty), so I like to get a full picture of who the person is and what their goals are.

    I ask questions about what learning style works the best for them, known areas of strengths and weaknesses, what the goals are for driving, and strategies that the prospective driver uses for any attention concerns and/or emotional regulation. It also helps me to know what other activities they have participated in that involve skills necessary for driving (navigating the community by other means or can provide directions on how they get to familiar places, video games they enjoy, driving other vehicles like bikes and go-carts, sports, etc.).

    2) Assessments- I take a close look at the 3 main areas utilized with driving. 

    • Visual system- depth perception, visual tracking, acuity, contrast sensitivity, convergence, etc.

    • Physical functioning- fine and gross motor coordination, strength, range-of-motion, reaction speeds, body awareness, etc. 

    • Cognitive functioning- attention (sustained, divided, alternating, selective), executive functioning skills (problem solving, self awareness, emotional regulation, planning, prioritizing, etc.), memory, wayfinding, situational awareness, etc. 

    Please understand, everyone has strengths and weaknesses in all these areas. Assessing them in-clinic allows me to tease out some of these strengths/weaknesses so that I can see how that looks when the systems are pressured, and how well they can be supported with strategies. In no way are any "weaknesses" considered a complete deal-breaker... they are merely just pieces of the puzzle that make up that individual, and there are often strengths in other areas that can help support them. 

    In-vehicle portion (1hr):

    All these assessments/activities take place with the client in the passenger seat. Many of the important driving skills can be practiced from the passenger seat before having to integrate vehicle control, decision-making, and visual scanning all at once behind-the-wheel. I usually ask the client and their loved one to continue practicing these activities to help build up these skills. 

    1) Spatial awareness- understanding and articulating where the car is in our lane, and flexibility with reasoning skills for lane positioning.

    2) Visual scanning/search- I give the passenger a list of "critical items" that they will need to be searching the roadway for. I add these on one at a time until they are juggling and articulating a total of 7 critical items (if tolerated).

    This lets me assess their abilities to visually process important information in a dynamic environment, prioritize some information and ignore irrelevant information, divide/alternate their attention distally/proximally/and all around the vehicle, and assess any cognitive fatigue and anxiety that may come up during this activity. 

    3) Decision-making- I ask the passenger to make many of the driving decisions. This lets me know how well they can judge space/time/speed of other vehicles, their level of understanding of road rules (it's okay if they are just starting to learn), whether there are concerns for processing or impulsivity, and overall how well they can make decisions in "risky" situations. As a passenger, they get to make errors in judgement, and learn from them... without the risk. :)

    4) Problem-solving- We simulate an emergency situation while driving down a low traffic street. I may ask follow-up questions and have them explain their reasoning. 

    Post Evaluation Debriefing (30min):

    We will then go back to the office, and discuss how both the in-clinic and in-vehicle portions went. Discuss areas that could use more practice/development, and discuss where they are in their readiness to drive journey.

    Outcomes vary from "Yes! You're ready to get your permit and start learning to drive!", to "I want you to continue practicing those passenger activities with family and come back in a year or so".

    I also offer individualized lessons that cater to the needs/strengths/weaknesses of the new driver, and have a specialized trainer's vehicle with gas/brake pedals on both sides, along with a plethora of adaptive equipment options that I can trial with someone that may have a physical challenge. 

  • DriveWays, LLC is an approved community vender for the Colorado and Wyoming Department of Vocational Rehabilitation (DVR).

    Driving is a key component of personal autonomy and independence, offering access to social, health, and job opportunities. Support for evaluating and continuing your driving skills may be available. Talk to your DVR counselor about it today!