Maria Almberg1, Helena Selander1,2, Marita Falkmer3,4, Sharmila Vaz3, Marina Ciccarelli3, Torbjörn Falkmer3,5. 1. a Mobility Centre Gothenburg , Gothenburg , Sweden. 2. b Department of Clinical Neuroscience and Rehabilitation , Sahlgrenska Academy, University of Gothenburg , Sweden. 3. c School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University , Perth , Western Australia , Australia. 4. d CHILD, Institute of Disability Research, School of Education and Communication, Jönköping University , Jönköping , Sweden , and. 5. e Rehabilitation Medicine Unit, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences , Linköping University & Pain and Rehabilitation Centre , Linköping , Sweden.
Abstract
BACKGROUND: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education. OBJECTIVE: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner's permit, from the perspective of the learner drivers and their driving instructors. METHODS: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors. RESULTS: Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to "unfamiliar" driving situations to be the greatest challenges. CONCLUSION: Obtaining a driving license was associated with stressful training experience.
BACKGROUND: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education. OBJECTIVE: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner's permit, from the perspective of the learner drivers and their driving instructors. METHODS: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors. RESULTS:Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to "unfamiliar" driving situations to be the greatest challenges. CONCLUSION: Obtaining a driving license was associated with stressful training experience.
Authors: Allison E Curry; Kristina B Metzger; Meghan E Carey; Emma B Sartin; Patty Huang; Benjamin E Yerys Journal: J Am Acad Child Adolesc Psychiatry Date: 2021-01-13 Impact factor: 13.113
Authors: Rachel K Myers; Janice M Bonsu; Meghan E Carey; Benjamin E Yerys; Cynthia J Mollen; Allison E Curry Journal: Autism Adulthood Date: 2019-09-11