The Experience of Learning to Drive for People with Autism Spectrum Disorder

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  • Author(s): Vindin, Priscilla; Wilson, Nathan J. (ORCID Wilson, Nathan J. (ORCID 0000-0002-6979-2099); Lee, Hoe; Cordier, Reinie (ORCID Cordier, Reinie (ORCID 0000-0002-9906-5300)
  • Language:
    English
  • Source:
    Focus on Autism and Other Developmental Disabilities. Dec 2021 36(4):225-236.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      12
    • Subject Terms:
      Autism; Pervasive Developmental Disorders; Driver Education; Motor Vehicles; Adolescents; Parent Attitudes; Student Attitudes; Teacher Attitudes; Barriers; Difficulty Level; Self Efficacy; Learning Motivation; Psychomotor Skills; Anxiety; Executive Function; Communication Problems; Skill Development; Foreign Countries
    • Subject Terms:
      Australia
    • Accession Number:
      10.1177/10883576211023312
    • ISSN:
      1088-3576
    • Abstract:
      Gaining a driver's license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1317011