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Biomedical subjects

B Simms

Publications and source records attributed to B Simms.

7 recordsLinked to original sources
PubMed1991

The car use of young drivers with spina bifida and hydrocephalus.

This study aimed to collect information on the car use and driving experiences of drivers with spina bifida and hydrocephalus and their disabled and able-bodied peers. A questionnaire was completed by 36 drivers with spina bifida and hydrocephalus (SBH) and two control groups, 36 able-bodied (AB) drivers and 14 drivers with cerebral palsy (CP). Results indicated that although those with SBH and CP took longer to learn to drive than their AB peers and reported more difficulties during the tuition period, the nature of the difficulties experienced were the same for all groups. In the first year of driving those with SBH and CP reported a lower weekly mileage but a higher number of accidents than their able-bodied peers. The SBH group were also less likely to travel on unfamiliar routes and reported greater difficulties with route planning and route following. Many drivers from both disabled and able-bodied groups reported difficulties with parking and reversing during the first year of driving and would have welcomed advice in these (and other) areas. Many SBH and CP drivers were unable to use service stations independently due to physical difficulties, and some would have liked advice on how to use the equipment. Although most drivers considered that being able to drive had given them more freedom and independence, the provision of on-going advice and training was needed to develop driving skills in the early years as a qualified driver.

Adolescent↗
PubMed1989

Driver education: the needs of the learner driver with spina bifida and hydrocephalus.

Eighty one young people with myelomeningocele and hydrocephalus were assessed for driving ability during the period 1982-1984. All except 6 were eligible to hold a provisional license. At December 1988, over 50% were qualified drivers. Differences in the number of hours of tuition, tests and the difficulties encountered varied for both the driver group and those who had discontinued tuition. Difficulties related to (a) practical and financial considerations and (b) the organisation of tuition. A smaller group of 20 was monitored during tuition within a two year period. Prior to tuition, 10 attended a one week driving course designed to introduce car control skills and simple road procedures. A further 10 learner drivers, who had not attended a course, were similarly monitored through the tuition period. Learner drivers were reviewed by in-car testing and interview after each ten hours' tuition. At the end of the two year period, 40% of learner drivers had passed the driving test, 45% were still receiving tuition and 15% had discontinued lessons. Equal numbers from both groups were qualified drivers but 30% of those who had not attended a course had discontinued tuition. Significant factors for driving success included the availability of instructors and suitably adapted cars, frequency of tuition and level of parental and community support. Future planning for driver education should consider providing driving facilities in local centres. Facilities would need to include adapted cars, experienced instructors and key-workers to coordinate tuition and fulfill a supportive role.

Adolescent↗
PubMed1987

A 3-year follow-up of the driving status of 32 young adults with spina bifida.

Thirty-two young spina bifida adults with or without hydrocephalus were assessed for car driving potential in 1983. A postal questionnaire procedure was used to follow their decisions on driving and early driving experiences. This study reports the driving status (non-driver, learner driver or driver) of this group at December 1986 in relation to scores on the perpetual--cognitive battery completed on assessment. Results indicated that although nearly half of this group had passed the driving test, clinical assessment of cognitive functioning did not discriminate between drivers and non-drivers.

Adolescent↗
PubMed1987

The route learning ability of young people with spina bifida and hydrocephalus and their able-bodied peers.

The ability to find our way about in the environment is taken for granted by older children and adults, the majority of whom find no major difficulties with this task. It is generally accepted that the ability to mentally "map" our environment is developmental, conceptual understanding of space being based upon accurate perceptions. It might therefore be expected that perceptual deficit could affect the ability to form cognitive maps and lead to way finding difficulties. This paper investigates the "cognitive mapping" ability of 9 young adults disabled by spina bifida and hydrocephalus and their able-bodied controls. All Ss were clinically assessed for nonverbal reasoning ability, spatial ability, left-right orientation and memory skills. Each person was driven along two routes, route learning being assessed by (a) directing a driver along the routes (b) marking the routes on sketch maps and (c) drawing freehand sketch maps of the routes. Results indicated that although the able-bodied groups performed better on reasoning and spatial tests, general reasoning ability and mobility experiences were more important than level of perceptual skill alone for route learning in a real life situation. The importance of environmental experiences and independence training for mobility during childhood for those with spina bifida and hydrocephalus is stressed.

Adolescent↗
PubMed1986

Learner drivers with spina bifida and hydrocephalus: the relationship between perceptual-cognitive deficit and driving performance.

This study investigated the relationship between perceptual-cognitive skills and driving performance in a group of eleven learner drivers disabled by spina bifida and hydrocephalus. Perceptual-cognitive skills assessed include figure-ground discrimination, visual scanning/tracking, spatial orientation, language, reasoning and memory ability. Following ten hours driving tuition in suitably adapted cars, driving performance in off-road manoeuvres and in-traffic situations was measured. Results showed that the perceptual-cognitive skills of this group were in the low average or below average range compared to a non-handicapped population. Spearman Rank Order Correlations between clinical tests and driving performance indicated that although certain tests correlated with off-road manoeuvres, no perceptual measures were reliable indicators of in-traffic driving. There were indications that practical measures of spatial orientation and reasoning ability may be more relevant to some aspects of driving than tested perceptual skills. Memory for road signs, landmarks and routes was also investigated. Accurate retention seemed more dependent on general reasoning ability than tested aspects of memory functioning. It is suggested that as clinically tested perceptual skills do not seem to be reliable indicators of driving performance, an individual's test results should not be used to deter him from learning to drive.

Adolescent↗
PubMed1985

The assessment of the disabled for driving: a preliminary report.

An increasing number of centres are being established to give advice to the disabled driver. This study presents a preliminary report on the assessment procedures used at Banstead Place Mobility Centre to determine a person's suitability for driving, and the subsequent decisions on driving of the disabled who were assessed in the Centre's first full year of operation.

Accidents, Traffic↗