THE EFFECTIVENESS OF USING AN INTERACTIVE DRIVING SIMULATOR TO IMPROVE DRIVING SKILLS AND ABILITIES FOR TEENS AND YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER WITHIN THE CONTEXT OF A DRIVING BOOTCAMP

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Danielle K. Ozment (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: Purpose: The purpose of this study was to determine the effectiveness of the interactive driving simulator as an intervention tool for teens and young adults with Autism Spectrum Disorder. Method: A pretest/post-test design was used on an assessment drive on the interactive driving simulator which took place within the context of a Driving Bootcamp. Eight participants with self-reported Autism Spectrum Disorder completed pretesting on the interactive driving simulator on day two of the camp. This was followed by the intervention periods on the interactive driving simulator including: three consecutive days of 30 minutes and six weeks of follow-up sessions two times a week for 30 minutes. Individualized intervention sessions were used to target client-centered driving deficits. Post-testing was completed on the last day of the follow-up sessions. Drives were scored using both the performance measures from the simulator output data and a standardized observational assessment tool (P-Drive). Results: Simulator output data revealed a significant difference between pre and post testing on one measure, total collisions. No significant differences were found between pre and post testing on measures related to: object collisions, pedestrian collisions, sign tickets, times over speed, percentage of time out of lane, and percentage of pedal reaction time. P-Drive average raw scores and calibrated scores demonstrated significant differences between pre and post testing among the participants and had very good interrater reliable between four trained raters. Conclusions: With limited significant differences, simulator output data may not be an effective measure of overall driving performance, although it may be due to the low number of participants. Significant differences on the P-Drive average raw score and calibrated scores suggests the interactive driving simulator to be an effective intervention tool for teens and young adults with Autism Spectrum Disorder. Further, the P-Drive proved to be a useful observational assessment tool to use when examining performance on the interactive driving simulator.

Additional Information

Publication

Thesis

Language: English

Date: 2016

Keywords

Driving Simulator

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