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Liu L, Yao X, Chen J, Zhang K, Liu L, Wang G, Ling Y. Virtual Reality Utilized for Safety Skills Training for Autistic Individuals: A Review. Behav Sci (Basel) 2024; 14:82. [PMID: 38392435 PMCID: PMC10885886 DOI: 10.3390/bs14020082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2023] [Revised: 01/11/2024] [Accepted: 01/19/2024] [Indexed: 02/24/2024] Open
Abstract
In recent years, virtual reality technology, which is able to simulate real-life environments, has been widely used in the field of intervention for individuals with autism and has demonstrated distinct advantages. This review aimed to evaluate the impact of virtual reality technology on safety skills intervention for individuals with autism. After searching and screening three databases, a total of 20 pertinent articles were included. There were six articles dedicated to the VR training of street-crossing skills for individuals with autism, nine articles focusing on the training of driving skills for individuals with ASD, and three studies examining the training of bus riding for individuals with ASD. Furthermore, there were two studies on the training of air travel skills for individuals with ASD. First, we found that training in some complex skills (e.g., driving skills) should be selected for older, high-functioning individuals with ASD, to determine their capacity to participate in the training using scales or questionnaires before the intervention; VR devices with higher levels of immersion are not suitable for younger individuals with ASD. Second, VR is effective in training safety skills for ASD, but there is not enough evidence to determine the relationship between the level of VR immersion and intervention effects. Although the degree of virtual reality involvement has an impact on the ability of ASD to be generalized to the real world, it is important to ensure that future virtual reality settings are realistic and lifelike. Again, adaptive models that provide personalized training to individuals with ASD in VR environments are very promising, and future research should continue in this direction. This paper also discusses the limitations of these studies, as well as potential future research directions.
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Affiliation(s)
- Lili Liu
- National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan 430079, China
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Xinyu Yao
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Jingying Chen
- National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan 430079, China
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Kun Zhang
- National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan 430079, China
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Leyuan Liu
- National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan 430079, China
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Guangshuai Wang
- National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan 430079, China
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Yutao Ling
- College of Physical Science and Technology, Central China Normal University, Wuhan 430079, China
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Curry AE, Metzger KB, Carey ME, Sartin EB, Huang P, Yerys BE. Comparison of Motor Vehicle Crashes, Traffic Violations, and License Suspensions Between Autistic and Non-Autistic Adolescent and Young Adult Drivers. J Am Acad Child Adolesc Psychiatry 2021; 60:913-923. [PMID: 33453361 PMCID: PMC8918049 DOI: 10.1016/j.jaac.2021.01.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 11/05/2020] [Accepted: 01/07/2021] [Indexed: 10/22/2022]
Abstract
OBJECTIVE One-third of autistic individuals obtain a driver's license by age 21 years; however, prior studies suggest they may be at heightened risk for motor vehicle crashes. We compared objective rates of crashes, traffic violations, and license suspensions for newly licensed autistic and non-autistic adolescents. METHOD This retrospective cohort study included New Jersey residents born from 1987 through 2000 who were patients of the Children's Hospital of Philadelphia health care network. Electronic health records were linked with statewide driver licensing and crash databases. Autism status was classified via International Classification of Diseases (ICD) diagnostic codes; individuals with intellectual disability were excluded. We compared rates among 486 autistic and 70,990 non-autistic licensed drivers over their first 48 months of driving. Furthermore, we examined the proportion of crashes attributed to specific driver actions and crash types. RESULTS Compared with non-autistic drivers, autistic drivers were estimated to have lower average monthly rates of crash involvement (adjusted rate ratio (adjRR) = 0.89, 95% CI = 0.75-1.05), moving violations (adjRR = 0.56, 95% CI = 0.48-0.67), and suspensions (adjRR = 0.32, 95% CI = 0.18-0.58). Among drivers involved in a crash, autistic drivers were half as likely to crash because of unsafe speed, but substantially more likely to crash because of their failure to yield to a vehicle/pedestrian and while making left-turns or U-turns. CONCLUSION Newly licensed autistic adolescent drivers have similar to lower estimated rates of adverse driving outcomes; the extent to which these can be attributed to different driving patterns is a critical point for future investigation. There were several notable differences in the characteristics of these crashes, which directly inform interventions to improve driving safety of autistic adolescent drivers.
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Affiliation(s)
- Allison E. Curry
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia; and the Division of Emergency Medicine, Perelman School of Medicine at University of Pennsylvania, Philadelphia
| | - Kristina B. Metzger
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Pennsylvania
| | - Meghan E. Carey
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Pennsylvania
| | - Emma B. Sartin
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Pennsylvania
| | - Patty Huang
- Division of Developmental and Behavioral Pediatrics, Children’s Hospital of Philadelphia, Pennsylvania
| | - Benjamin E. Yerys
- Center for Autism Research, Children’s Hospital of Philadelphia, and the Perelman School of Medicine at University of Pennsylvania, Philadelphia, Pennsylvania
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Myers RK, Carey ME, Bonsu JM, Yerys BE, Mollen CJ, Curry AE. Behind the Wheel: Specialized Driving Instructors' Experiences and Strategies for Teaching Autistic Adolescents to Drive. Am J Occup Ther 2021; 75:12501. [PMID: 34781345 DOI: 10.5014/ajot.2021.043406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE In the transition to adulthood, driving supports independence. For autistic adolescents, training provided by specialized driving instructors, including occupational therapists, may establish fitness to drive and continued independence. OBJECTIVE To examine specialized driving instructors' experiences providing behind-the-wheel instruction to autistic adolescents. DESIGN We recruited participants through purposive and snowball sampling of members of ADED, the Association for Driver Rehabilitation Specialists. Interviews investigated experiences providing instruction, autistic students' strengths and challenges, strategies used, and recommendations to improve the learning-to-drive process. We coded transcripts using a directed content analysis approach. SETTING Telephone interviews. PARTICIPANTS Specialized driving instructors (N = 17) trained as occupational therapists, driver rehabilitation specialists, or licensed driving instructors with recent experience providing behind-the-wheel training for autistic adolescents participated. RESULTS Behind-the-wheel challenges included mental inflexibility, distractibility, and difficulties with social cues and motor coordination. Instructors acknowledged students' strengths, including adherence to rules of the road, limited risk taking, and careful observations. Instructors scaffolded learning to help students develop skills. Although licensure and driving outcomes were sometimes unknown to instructors, students who became licensed frequently drove with supervision or restrictions. CONCLUSIONS AND RELEVANCE Licensure is possible for autistic adolescents, although developing fitness to drive requires individualization and rigorous specialized instruction, which may culminate in delayed or restricted driving. What This Article Adds: This article highlights challenges and strengths encountered by specialized driving instructors teaching autistic adolescents. Despite requiring prolonged training, autistic adolescents can achieve licensure when supported by specialized instruction that is individualized to their needs and strengths.
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Affiliation(s)
- Rachel K Myers
- Rachel K. Myers, PhD, MS, is Research Scientist, Center for Injury Research and Prevention, Children's Hospital of Philadelphia, Philadelphia, PA, and Research Assistant Professor, Division of Emergency Medicine, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia;
| | - Meghan E Carey
- Meghan E. Carey, MS, is Doctoral Student, Dornsife School of Public Health, Drexel University, Philadelphia, PA. At the time this work was conducted, Carey was Research Coordinator, Center for Injury Research and Prevention, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Janice M Bonsu
- Janice M. Bonsu, MPH, is Medical Student, Ohio State University College of Medicine, Columbus. At the time this work was conducted, Bonsu was Research Assistant, Center for Injury Research and Prevention, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Benjamin E Yerys
- Benjamin E. Yerys, PhD, is Scientist, Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, and Assistant Professor, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia
| | - Cynthia J Mollen
- Cynthia J. Mollen, MD, MSCE, is Professor and Chief, Division of Emergency Medicine, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, and Faculty, PolicyLab, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Allison E Curry
- Allison E. Curry, PhD, MPH, is Senior Scientist and Director of Epidemiology, Center for Injury Research and Prevention, Children's Hospital of Philadelphia, and Assistant Professor, Division of Emergency Medicine, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia
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Scoping Review of the Driving Behaviour of and Driver Training Programs for People on the Autism Spectrum. Behav Neurol 2018; 2018:6842306. [PMID: 30245750 PMCID: PMC6136574 DOI: 10.1155/2018/6842306] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 06/19/2018] [Accepted: 07/30/2018] [Indexed: 12/13/2022] Open
Abstract
Gaining a driver's licence represents increased independence and can lead to improved quality of life for individuals and their families. Learning to drive a motor vehicle and maintaining safe on-road skills are often more difficult for people on the autism spectrum. Many countries currently have no autism-specific licencing requirements for learner drivers, and there is a general lack of ASD-specific support and training packages for individuals, their families, and driving instructors. This review synthesises the peer-reviewed literature about the driving characteristics of drivers on the spectrum and driver training available for the cohort. The evidence in this review showed that individuals on the autism spectrum drive differently from their neurotypical counterparts. There are shortcomings in tactical skills of drivers on the autism spectrum, but the extent to which this affects their own safety or the safety of other road users is unclear. Tactical skills can be improved through training programs. There are few autism spectrum-specific learner training programs available. Development of an effective training program will benefit individuals on the spectrum to learn to drive, be independent, and be safe on the road.
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Cox DJ, Brown T, Ross V, Moncrief M, Schmitt R, Gaffney G, Reeve R. Can Youth with Autism Spectrum Disorder Use Virtual Reality Driving Simulation Training to Evaluate and Improve Driving Performance? An Exploratory Study. J Autism Dev Disord 2018; 47:2544-2555. [PMID: 28540452 DOI: 10.1007/s10803-017-3164-7] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Investigate how novice drivers with autism spectrum disorder (ASD) differ from experienced drivers and whether virtual reality driving simulation training (VRDST) improves ASD driving performance. 51 novice ASD drivers (mean age 17.96 years, 78% male) were randomized to routine training (RT) or one of three types of VRDST (8-12 sessions). All participants followed DMV behind-the-wheel training guidelines for earning a driver's license. Participants were assessed pre- and post-training for driving-specific executive function (EF) abilities and tactical driving skills. ASD drivers showed worse baseline EF and driving skills than experienced drivers. At post-assessment, VRDST significantly improved driving and EF performance over RT. This study demonstrated feasibility and potential efficacy of VRDST for novice ASD drivers.
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Affiliation(s)
- Daniel J Cox
- Virginia Driving Safety Laboratory, University of Virginia Health Sciences Center, Box 800-223, Charlottesville, VA, 22908, USA.
| | - Timothy Brown
- National Advanced Driving Simulator, University of Iowa, 2401 Oakdale Blvd, Iowa City, IA, 52241, USA
| | - Veerle Ross
- Transportation Research Institute, Hasselt University, Science Park 5, 3590, Diepenbeek, Belgium
| | - Matthew Moncrief
- Virginia Driving Safety Laboratory, University of Virginia Health Sciences Center, Box 800-223, Charlottesville, VA, 22908, USA
| | - Rose Schmitt
- National Advanced Driving Simulator, University of Iowa, 2401 Oakdale Blvd, Iowa City, IA, 52241, USA
| | - Gary Gaffney
- National Advanced Driving Simulator, University of Iowa, 2401 Oakdale Blvd, Iowa City, IA, 52241, USA
| | - Ron Reeve
- Virginia Driving Safety Laboratory, University of Virginia Health Sciences Center, Box 800-223, Charlottesville, VA, 22908, USA
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Curry AE, Metzger KB, Pfeiffer MR, Elliott MR, Winston FK, Power TJ. Motor Vehicle Crash Risk Among Adolescents and Young Adults With Attention-Deficit/Hyperactivity Disorder. JAMA Pediatr 2017; 171:756-763. [PMID: 28604931 PMCID: PMC5710634 DOI: 10.1001/jamapediatrics.2017.0910] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Accepted: 03/08/2017] [Indexed: 11/14/2022]
Abstract
Importance Attention-deficit/hyperactivity disorder (ADHD) often persists into adolescence, when motor vehicle crash risk peaks. We know little about when adolescents with ADHD get licensed and, once they do, the extent to which they have increased crash risk compared with adolescents without ADHD. Objectives To examine the association between ADHD and both driver licensing and crash involvement and whether it varies by sex, licensing age, and/or being prescribed ADHD medication at licensure. Design, Setting, and Participants This retrospective cohort study was conducted at 6 primary care practices of the Children's Hospital of Philadelphia, a large pediatric health care network in southeastern Pennsylvania and southern New Jersey. Using electronic health records, we defined a cohort of 2479 adolescents and young adults with ADHD and 15 865 without ADHD who were (1) born from 1987 to 1997; (2) residents of New Jersey and patients at 1 of 6 New Jersey primary care practices at age 12 years or older; and (3) age-eligible to obtain a driver's license from 2004 through 2014. Electronic health records data were then linked with New Jersey's statewide driver licensing and crash databases for 2004 through 2014. Main Outcomes and Measures Acquisition of a driver's license and first involvement as a driver in a police-reported crash. Survival analysis was used to estimate adjusted hazard ratios for licensing and crash outcomes through age 25 years. Results The median age of individuals at the end of the study was 22.2 years (interquartile range, 19.7-24.8). Compared with individuals without ADHD, the licensing probability of individuals with ADHD 6 months after eligibility was 35% lower (for males: adjusted hazard ratio, 0.65; 95% CI, 0.61-0.70; females: adjusted hazard ratio, 0.64; 95% CI, 0.58-0.70). Among individuals with a driver's license, 764 of 1785 with ADHD (42.8%) and 4715 of 13 221 without ADHD (35.7%) crashed during the study period. The adjusted risk for first crash among licensed drivers with ADHD was 1.36 times higher than for those without ADHD (95% CI, 1.25-1.48) and did not vary by sex, licensing age, or over time. Only 129 individuals with ADHD (12.1%) were prescribed medication in the 30 days before licensure. Conclusions and Relevance Adolescents with ADHD get licensed less often and at an older age. Once licensed, this cohort has a greater risk of crashing. Additional research is needed to understand the specific mechanisms by which ADHD influences crash risk.
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Affiliation(s)
- Allison E. Curry
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Kristina B. Metzger
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Melissa R. Pfeiffer
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Michael R. Elliott
- Department of Biostatistics, University of Michigan School of Public Health, Ann Arbor
- Survey Methodology Program, Institute for Social Research, University of Michigan, Ann Arbor
| | - Flaura K. Winston
- Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
- Division of General Pediatrics, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia
| | - Thomas J. Power
- Division of General Pediatrics, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia
- Division of Developmental and Behavioral Pediatrics, Department of Child and Adolescent Psychiatry and Behavioral Science, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
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Lindsay S. Systematic review of factors affecting driving and motor vehicle transportation among people with autism spectrum disorder. Disabil Rehabil 2016; 39:837-846. [PMID: 27045872 DOI: 10.3109/09638288.2016.1161849] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE This systematic review is to critically appraise the literature on factors affecting driving and motor vehicle transportation experiences of people with autism spectrum disorders (ASD) and to provide insight into future directions for research. METHODS Systematic searches of eight databases identified 22 studies meeting our inclusion criteria. These studies were analysed in terms of the characteristics of the participants, methodology, results of the study and quality of the evidence. RESULTS Among the 22 studies, 2919 participants (364 individuals with ASD; 2555 parents of youth with ASD; mean age of person with ASD = 17.3) were represented, across six countries. Studies (n = 13) focused on factors affecting driving, including challenges in obtaining a licence, driving confidence, driving behaviours and strategies to improve driving skills. In regards to factors related to public and/or school transportation, nine studies explored rates of transportation use, access, cost and safety. CONCLUSION Our findings highlight several gaps in the research and an urgent need for further transportation-related training and supports for people with ASD. Implications for rehabilitation Many people with ASD encounter challenges in obtaining a driver's licence, driving confidence and driving performance compared to those without ASD. Several strategies can be useful when teaching people with ASD to drive including direct communication, encouraging coping mechanisms, breaking down tasks and providing regular and consistent driving lessons. Clinicians and educators should advocate for further transportation-related training and supports for people with ASD. More research is needed from the perspective of people with ASD to understand their experiences and the particular challenges that they encounter in obtaining a licence and navigating public transportation.
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Affiliation(s)
- Sally Lindsay
- a Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital and Department of Occupational Science & Occupational Therapy , University of Toronto , Toronto , Ontario , Canada
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Fuermaier ABM, Tucha L, Evans BL, Koerts J, de Waard D, Brookhuis K, Aschenbrenner S, Thome J, Lange KW, Tucha O. Driving and attention deficit hyperactivity disorder. J Neural Transm (Vienna) 2015; 124:55-67. [PMID: 26419597 PMCID: PMC5281661 DOI: 10.1007/s00702-015-1465-6] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2015] [Accepted: 09/18/2015] [Indexed: 12/01/2022]
Abstract
Adults with attention deficit hyperactivity disorder (ADHD) suffer from various impairments of cognitive, emotional and social functioning, which can have considerable consequences for many areas of daily living. One of those areas is driving a vehicle. Driving is an important activity of everyday life and requires an efficient interplay between multiple cognitive, perceptual, and motor skills. In the present study, a selective review of the literature on driving-related difficulties associated with ADHD is performed, seeking to answer whether individuals with ADHD show increased levels of unsafe driving behaviours, which cognitive (dys)functions of individuals with ADHD are related to driving difficulty, and whether pharmacological treatment significantly improves the driving behaviour of individuals with ADHD. The available research provides convincing evidence that individuals with ADHD have different and more adverse driving outcomes than individuals without the condition. However, it appears that not all individuals with ADHD are affected uniformly. Despite various cognitive functions being related with driving difficulties, these functions do not appear helpful in detecting high risk drivers with ADHD, nor in predicting driving outcomes in individuals with ADHD, since impairments in these functions are defining criteria for the diagnoses of ADHD (e.g., inattention and impulsivity). Pharmacological treatment of ADHD, in particular stimulant drug treatment, appears to be beneficial to the driving difficulties experienced by individuals with ADHD. However, additional research is needed, in particular further studies that address the numerous methodological weaknesses of many of the previous studies.
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Affiliation(s)
- Anselm B M Fuermaier
- Department of Clinical and Developmental Neuropsychology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen, The Netherlands.
| | - Lara Tucha
- Department of Clinical and Developmental Neuropsychology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen, The Netherlands
| | - Ben Lewis Evans
- Traffic and Environmental Psychology Group, University of Groningen, Groningen, The Netherlands
| | - Janneke Koerts
- Department of Clinical and Developmental Neuropsychology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen, The Netherlands
| | - Dick de Waard
- Traffic and Environmental Psychology Group, University of Groningen, Groningen, The Netherlands
| | - Karel Brookhuis
- Traffic and Environmental Psychology Group, University of Groningen, Groningen, The Netherlands
| | - Steffen Aschenbrenner
- Department of Clinical Psychology and Neuropsychology, SRH Clinic Karlsbad-Langensteinbach, Karlsbad-Langensteinbach, Germany
| | - Johannes Thome
- Department of Psychiatry and Psychotherapy, University of Rostock, Rostock, Germany
| | - Klaus W Lange
- Department of Experimental Psychology, University of Regensburg, Regensburg, Germany
| | - Oliver Tucha
- Department of Clinical and Developmental Neuropsychology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen, The Netherlands
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Classen S, Monahan M, Wang Y. Driving Characteristics of Teens With Attention Deficit Hyperactivity and Autism Spectrum Disorder. Am J Occup Ther 2013; 67:664-73. [DOI: 10.5014/ajot.2013.008821] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Abstract
Vehicle crashes are a leading cause of death among teens. Teens with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), or both (ADHD–ASD) may have a greater crash risk. We examined the between-groups demographic, clinical, and predriving performance differences of 22 teens with ADHD–ASD (mean age = 15.05, standard deviation [SD] = 0.95) and 22 healthy control (HC) teens (mean age = 14.32, SD = 0.72). Compared with HC teens, the teens with ADHD–ASD performed more poorly on right-eye visual acuity, selective attention, visual–motor integration, cognition, and motor performance and made more errors on the driving simulator pertaining to visual scanning, speed regulation, lane maintenance, adjustment to stimuli, and total number of driving errors. Teens with ADHD–ASD, compared with HC teens, may have more predriving deficits and as such require the skills of a certified driving rehabilitation specialist to assess readiness to drive.
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Affiliation(s)
- Sherrilene Classen
- Sherrilene Classen, PhD, MPH, OTR/L, is Professor and Director, School of Occupational Therapy, Elborn College, Western University, London, Ontario N6A 5B9 Canada. At the time of the study, she was Director, Institute for Mobility, Activity and Participation, and Associate Professor, Department of Occupational Therapy, College of Public Health and Health Professions, University of Florida, Gaines
| | - Miriam Monahan
- Miriam Monahan, MS, OTR/L, CDRS, is Adjunct Scholar, Institute for Mobility, Activity and Participation, College of Public Health and Health Professions, University of Florida, Gainesville, and Department of Occupational Therapy, College of Public Health and Health Professions, University of Florida
| | - Yanning Wang
- Yanning Wang, MS, is Research Assistant, Department of Epidemiology, College of Public Health and Health Professions, University of Florida, Gainesville
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