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

Vindin, Priscilla, Wilson, Nathan J., Lee, Hoe and Cordier, Reinie (2021) The Experience of Learning to Drive for People With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities. p. 108835762110233. ISSN 1088-3576 (In Press)

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Official URL: https://doi.org/10.1177/10883576211023312

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.

Item Type: Article
Uncontrolled Keywords: autism spectrum disorder, driving training, community mobility
Subjects: L500 Social Work
L900 Others in Social studies
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: John Coen
Date Deposited: 02 Jul 2021 08:00
Last Modified: 02 Jul 2021 08:00
URI: http://nrl.northumbria.ac.uk/id/eprint/46587

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