Driving Activity Analysis

DRIVING ACTIVITY ANALYSIS 5

DrivingActivity Analysis

NameInstitution

1.Area of Occupation

Thearea of occupation where driving lies is Activity of Daily Living(ADL). People learn survival skills when they are young and use themto pursue their daily life. In most cases, ADL is carried out usingthe Instrumental Activities of Daily Living, commonly known as IADL(Miller, Brown, Mitchell, &amp Williamson, 2013).

2.Activity Demands and Skills needed

Thethree demands include physical, sequence and social demand. Physicaldemand involves the physical space and objects that are required toperform the activity. For example, road and a car are the objectsneeded. Sequence is the specific steps and time required to carry outan activity. The following step should be followed when driving,putting on safety belts, igniting the car and then engaging the gearsand slowly taking off. Timing skills are essential because they allowone to make a proper mental judgment when to stop the vehicle toenable pedestrians to cross the road (Miller, Brown, Mitchell, &ampWilliamson, 2013).

Socialdemand entails rules that need to adhere when driving. There is aneed to consider traffic rules and ensure that members of the societyare not subjected to accidents. Communications skills are vitaltowards meeting social demands. Performance skills are necessarybecause they allow a person to exercise control when driving. Also,the skills to perform a task are further categorized into two Motor &ampcognitive. Motor skills help a person to interact with the physicalobject. On the contrary, cognitive skills allow the driver to managethe performance of a given task. For example the ability to judge andselect appropriate actions when driving may depend on personcognitive skills (Miller, Brown, Mitchell, &amp Williamson, 2013).

3.Activity Contexts

Thecontext for activity execution entails the environmental interactionsthat may influence driving. For example, the cultural context mayinfluence a driver through social rules and regulations that governthe activity. For example, there are specific locations that oneshould not or park the car. Physical context includes geographicalterrains, and buildings. For example, clients may not be able todrive in areas with steep terrains. Also, social context influencedriving via interaction with other society members. For example, theyare ways in which one should not behave when driving. Additionally,personal context such as health status of a person may influence theactivity of driving a car. For example, a person whose mental healthis not functioning properly may not have safe driving (Miller, Brown,Mitchell, &amp Williamson, 2013).

4.Conditions within the driver that could interfere with safe driving

Someof the conditions within the driver that may influence safe drivingare as follows hiring impairment, loss of eyesight, and dementiadisease. Also driving when one is under medical prescription mayinfluence driving.

5.Modifications to help maximize safety and independence

Someof the modifications to maximize safety driving include avoid overspeeding and adhere to all the traffic rules. Keep a distance fromother motorist and ensure that one has safety belts. Also, ensure thecar does not have mechanical problems and has all the necessary toolsfor safety. Make sure one does not drive under the influence ofalcohol or any other form of drug (Miller, Brown, Mitchell, &ampWilliamson, 2013).

6.Specific program or resource in the community that could help theelderly population with driving.

AutomobileAmerican Association Program (AAAP) is an important program that mayhelp the elderly population when driving. This program provides theelderly population with a refreshment driving course that allows themto acquire the most recent driving skills. The program keeps themupdated with the contemporary traffic rules (Miller, Brown, Mitchell,&amp Williamson, 2013).

7.Specific program or resource in the community that an elderly personcould benefit from when they are no longer safe to drive

Publictransport such as a bus or a train are specific resources thatelderly person could benefit from when they are no longer safe todrive. A train or a bus may help them to go to their desiredlocations without worrying about their driving safety. They can go tothe hospital and collect medicine and come back home. It isrecommended for a person to accompany them so that they can feel safeand comfortable (Miller, Brown, Mitchell, &amp Williamson, 2013).

References

Miller,L. S., Brown, C. L., Mitchell, M. B., &amp Williamson, G. M. (2013).Activities of Daily Living Are Associated With Older Adult CognitiveStatus Caregiver Versus Self-Reports. Journalof Applied Gerontology,32(1),3-30.