ADED eLearning

General Session | Learn to train Law Enforcement...They want and need it!...YOU CAN DO IT!
Cody Stovall, OTR/L, CDRS
Learning Level: Intermediate | Contact Hours: 1.5 hours

This course will share successes and challenges of training law enforcement officers in Tennessee to identify medical impairment at the roadside. It will include practical strategies to implement continuing education courses for law enforcement.  How to implement an objective cognitive screening tool (DOSCI) will also be discussed.  Opportunities to train state licensing staff and community stakeholders will also be discussed to improve identification and reporting of medical impairment

Learning Objectives:

• State understanding of usage of roadside screening tool the Driver Orientation Screen for Cognitive Impairment (DOSCI)
  
• Name two stakeholders in the community that would benefit from education initiatives outside of law enforcement.
• Understand common reporting practices for law enforcement and how to objectively report impairment to licensing authority.
• Discuss how five medical diagnoses could commonly present at the roadside.

Seminar 8 | Clinical Implications of Anosognosia in Neurocognitive Disorder: A Case Series
Katie Fair, OTD, OTR/L, CDRS
Learning Level: Intermediate Contact Hours: 1.5 hours

Anosognosia can be defined as impaired insight and is a frequent symptom, even at early stages in Mild Cognitive Impairment, Alzheimer’s Disease and in syndromes associated with Frontotemporal Lobar Degeneration (Castrillo-Santz, et al., 2016 & Bracca, et al., 2025). The degree of insight varies and is not always related to general cognitive impairment or disease progression (Berwig, et al., 2009 & Bracca, et al., 2025). Lack of insight about one’s deficits and an overestimation of everyday functioning can reduce adherence to treatment recommendations and pose serious risks to both individual and public safety (Giannouli & Tsolaki, 2022, Starkstein, et al., 2007). The Clinical Insight Rating (CIR) Scale is an easy-to-administer, quick and reliable instrument to determine anosognosia in person’s with neurocognitive disease (de Ruijter, et al., 2020). The role of the DRS in evaluating and understanding anosognosia can support informed decision making regarding medical fitness to drive

Learning Objectives:

• Understand how scores on CIR correlate to driving outcomes.
• Understand the IADL application for strategic decision making using a clinician-measured assessment of everyday functioning.
• Identify predictors of anosognosia across neurocognitive disorders.
• Discuss how progression of anosognosia affects recommendations for re-assessment.

Seminar 9 | One Client, Two Recommendations: Exploring the Gray Areas in Equipment Prescription

Jenny Nordine, OT/L, CDRS | Bryan Garrison, MHA, RKT, CDRS
Learning Level: Intermediate | Contact Hours: 1.5 hours

Adaptive driving equipment recommendations often vary between professionals, even when client assessments appear similar. This interactive session invites two seasoned therapists and our audience to examine differing approaches to equipment selection and explore how variations in clinical reasoning, client presentation, and environmental factors can lead to multiple valid, but sometimes conflicting, recommendations. Through case-based discussion and debate, we will evaluate outcomes related to best practices, safety, learning efficiency, cost, and long-term independence.  By the end of the session, participants will have a deeper understanding of how to balance best-practice standards with individualized solutions, document rationale for decision-making, client-centered manner.

Learning Objectives:

• Recognize how the unique characteristics, abilities, and goals of each client can lead to more than one appropriate adaptive equipment recommendation.
  
• Evaluate the impact of varying equipment choices on client safety, learning efficiency, long-term independence, and funding or vehicle modification feasibility. Compare and contrast clinical reasoning processes that support different equipment recommendations achieving the same outcome safe and independent mobility.

Seminar 10 | Driving with Bioptics: A User's Perspective & Experience
Lea Bertoni, MS, OTR/L, CDRS, Jill Sclease, CTRS, CDRS
Learning Level: Intermediate | Contact Hours: 1.5 hours

Bioptic driving enables individuals with visual impairments to achieve and maintain independence in the community, yet the lived experience of bioptic drivers remains under-represented. This presentation examines the user experience of bioptic driving of experienced and prospective bioptic drivers, with a focus on functional challenges, psychosocial factors, training pathways, and public perception. Drawing from qualitative interviews/surveys and clinician observations, the session highlights key themes including the training experience, common challenges encountered, and strategies which may prove beneficial for success. Although bioptic systems provide meaningful autonomy, drivers frequently report gaps in standardized instruction, inconsistent professional guidance, and a lack of resources for navigating licensure and adaptive driving environments. Implications for driving rehabilitation professionals will be discussed, with recommendations for improving assessment and training curricula. By centering the voices of bioptic drivers, this presentation aims to shape a more informed, accessible, and person-centered pathway to licensing and mobility for individuals with low vision.

Learning Objectives:

• Describe the functional, psychosocial, and regulatory factors which shape the user experience of bioptic driving.
• Identify common barriers encountered by individuals with low vision during bioptic driver training and licensure processes.
• Analyze the role of driving rehabilitation professionals in supporting safe and successful bioptic driving outcomes.
• Discuss evidence-informed strategies to improve training, client education, and interprofessional collaboration in bioptic driver rehabilitation. Interpret qualitative findings from bioptic driver interviews and surveys related to confidence, safety perception, and device usability.

Seminar 11 | Cognition and Driving: Using Research to Inform Practice
Maria Schultheis, PhD
Learning Level: Introductory | Contact Hours: 1.5 hours

Driving in a complex behavior that requires a variety of cognitive abilities.  Neurological compromises from disease (i.e., MS, dementia) and injury (brain injury) can result in deficits in cognitive domains relevant for safe driving.  The current presentation aims to integrate existing research on cognition and driving and the application of this information to generate evidence-based recommendations related to cognition and driving.   To achieve this, the presentation will provide an overview of key research findings related to cognition and driving and present findings from a recent study examining driving performance among individuals with and without cognitive compromise, and controls in real world and simulated scenarios.  Then it will conclude with a discussion to encourage questions and application of knowledge presented from driver rehab practitioners and participants.

Learning Objectives:

• Identify the current tools used to evaluate cognition in driving assessment.
  
• Discuss current research findings related to driving and cognition.
• Identify potential areas of application of the research findings to driver rehabilitation practices.

Seminar 12 | Designing Research: A Collaborative Event in Driving Rehabilitation 

Emily Haffner, CScD, MOT, OTRL, CDRS, Peggy Barco, OTD, OTR/L, CDRS, FAOTA, Valerie Neira ,OTR, OTD, Luther King, DrOT, OTRL, CDRS
Learning Level: Advanced | Contact Hours: 1.5 hours

This interactive, discussion-based session, modeled after the World Cafe format will guide participants through the early stages of developing a research proposal focused on key topics in driver rehabilitation practice. Attendees will join small groups organized by topic of interest and will work collaboratively to generate preliminary research concepts. Facilitators will provide support as participants discuss a research question, identify potential participant populations, outline data collection and measurement methods, and explore possible funding sources and research collaborators. By the end of the session, attendees will have created an initial framework for a research project and have initial steps towards connecting with fellow driver rehabilitation specialists who share similar interests. Concepts developed during the event may be pursued by participants or shared with ADED for future consideration.

Learning Objectives:

• Collaboratively examine essential components of research design in a topic of interest, including formulating research questions, identifying participants, data collection and measurement methods, and locating potential funding sources or collaborators.
• Develop an initial research plan aimed at advancing evidence-informed driving rehabilitation practice.

Seminar 13 | Vestibular Ocular Reflex Dysfunction and Driver Rehab

Raechaell Corbett, MS, OTR/L, CDRS, CDI
Learning Level: Intermediate | Contact Hours: 1.5 hours

The symptoms of vestibular ocular reflex (VOR) dysfunction  can often mimic vertigo.  Many post concussion clients experience dizziness, nausea, and vomiting with head turning.  It is important to be able to distinguish the difference between vestibular ocular reflex dysfunction and vertigo to assist clients to be able to return to driving.  Join me for two case studies in which I was able to identify VOR dysfunction and assist theses clients with the appropriate treatment to be able to safely return to driving symptom free.

Learning Objectives:

• Identify what the vestibular ocular reflex is.
• Identify how to screen for VOR dysfunction. Identify resources to provide clients with VOR dysfunction.

Click HERE for all Speaker Bios