Driving and Traumatic Brain Injury

Hopewell, C. Alan

doi:10.1016/b978-0-12-631255-3.00005-9

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…To ascertain whether a tool assessed EF, an operational definition of EF was composed based on literature that explores the construct of EF as it relates to driving capacity (Daigneault et al. , 2002; Hopewell, 2009), with the inclusion of the following six components: working memory; cognitive flexibility; decision‐making/judgment; impulse control/inhibition; self‐awareness/insight and planning (see Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…Therefore, given the importance of EF evaluation as a key component of a comprehensive driving assessment (Daigneault, Joly & Frigon, 2002; Hopewell, 2009), the objective was to conduct a structured review to identify assessment tools used to measure EF in relation to driving, and to describe these tools according to: (i) specific EF components assessed, (ii) the tool’s validity in predicting safe driving and (iii) clinical utility (time and type of administration required, e.g. paper and pencil/computer).…”

Section: Introductionmentioning

confidence: 99%

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Assessing executive function in relation to fitness to drive: A review of tools and their ability to predict safe driving

Asimakopulos

Boychuck

Sondergaard

et al. 2011

Aus Occup Therapy J

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Among the 53 tools, there were 27 general assessments of cognition, 19 driving-specific and seven activities of daily living/instrumental activities of daily living assessments. No single tool measured all executive function components: working memory was the most common (n = 20/53). Several tools demonstrated strong predictive validity and clinical utility. For example, tools, such as the Trail Making Test and the Maze Task, have the shortest administration time (i.e. often less than 10 minutes) and the most easily accessible method of administration (i.e. pen and paper or verbal). Driving-specific tools range from short questionnaires, such as the 10-minute Manchester Driving Behaviour Questionnaire, to more complex tools requiring about 45 minutes to administer. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The appropriateness of a tool depends on the individual being assessed and on practical constraints of the clinical context. The Driving Executive Function Tool Guide provides useful information that should facilitate decision-making and selection of appropriate executive function tools in relation to driving.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing executive function in relation to fitness to drive: A review of tools and their ability to predict safe driving

Asimakopulos

Boychuck

Sondergaard

et al. 2011

Aus Occup Therapy J

View full text Add to dashboard Cite

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Driving After Traumatic Brain Injury: Evaluation and Rehabilitation Interventions

Schultheis

Whipple

2014

Curr Phys Med Rehabil Rep

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The ability to return to driving is a common goal for individuals who have sustained a traumatic brain injury. However, specific and empirically validated guidelines for clinicians who make the return-to-drive decision are sparse. In this article, we attempt to integrate previous findings on driving after brain injury and detail the cognitive, motor, and sensory factors necessary for safe driving that may be affected by brain injury. Various forms of evaluation (both in clinic and behind-the-wheel) are discussed, as well as driver retraining and modifications that may be necessary.

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Driver Rehabilitation

Park¹

2011

Brain Neurorehabil

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Driving and Traumatic Brain Injury

Cited by 3 publications

References 43 publications

Assessing executive function in relation to fitness to drive: A review of tools and their ability to predict safe driving

Assessing executive function in relation to fitness to drive: A review of tools and their ability to predict safe driving

Driving After Traumatic Brain Injury: Evaluation and Rehabilitation Interventions

Driver Rehabilitation

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