Evaluating and Enhancing Driving Ability among Teens with Autism Spectrum Disorder (ASD)

Abstract : This study evaluated whether Virtual Reality Driving Simulation Training (VRDST) could improve VRDS performance, psychological comfort with driving, and on-road driving performance of young drivers with Autism Spectrum Disorder (ASD) holding a learner s permit. Procedure: This multi-center study (U.Va. and U.I.) consented 73 young drivers (age range= 15-24, age= 17.96, 78% male). Participants completed an assessment at time 0 and 3 months, which included parents completing questionnaires (Social Responsiveness Scale-Second Edition [SRS-2] and the Scale of Apprehensive Driving [SAD]) and drivers completing driving simulator-based assessments of executive functioning and tactical driving skills. Following baseline assessment, drivers were randomized to one of four groups: (1) Routine Training (RT) following the Department of Motor Vehicles (DMV) guidelines, (2) Standard VRDS training (Standard) where performance feedback was provided by a human trainer, (3) Automated VRDS training (Automated), where the simulator provided real-time audio feedback (e.g. too fast, too slow, swerving, across midline etc.), or (4) Standard+Eye-Tracking (Eye-Tracking), where drivers additionally viewed video feedback from eye-tracking technology informing where the driver was looking when executing different driving maneuvers, such as turning, going through intersections, etc. For the next two months, all drivers and parents were instructed to follow the DMV guidelines for behind-the-wheel training necessary for a full driver s license. Subjects assigned to groups 2-4 additionally received 10-12 one hour-long VRDST training sessions. Post assessment also included an on-road assessment administered by a certified driving instructor who was unaware of subjects previous group assignment and training experience.