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

Autor/inn/en	Vindin, Priscilla; Wilson, Nathan J.; Lee, Hoe; Cordier, Reinie
Titel	The Experience of Learning to Drive for People with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 36 (2021) 4, S.225-236 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Nathan J.) ORCID (Cordier, Reinie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211023312
Schlagwörter	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; Australia + Suchen Sie Ihr Suchwort? Autismus; Fahrschule; Motor vehicle; Kraftwagen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elternverhalten; Schülerverhalten; Lehrerverhalten; Schwierigkeitsgrad; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Psychomotorische Aktivität; Angst; Kommunikationsbarriere; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Australien
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. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01