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Dissertation
The role of cognition in simulated driving behavior in young adults with attention-deficit/hyperactivity disorder
Doctor of Philosophy (Ph.D.), Drexel University
01 May 2015
DOI:
https://doi.org/10.17918/etd-6344
Abstract
Background: Previous research has found that adults with attention-deficit/hyperactivity disorder (ADHD) have increased rates of motor vehicle accidents, citations, and license revocations as compared to healthy adult drivers. Although ADHD-related cognitive deficits have been implicated in contributing to these negative driving outcomes, few studies have directly examined these relationships. The present study will examine the role of cognitive functioning in driving behaviors on a challenging simulated driving task in young adults with ADHD. Objectives: The primary aims were to 1) compare driving performance on a simulated driving task, the Risky Driving Task (RDT), in adults with ADHD and healthy control (HC) drivers; 2) examine cognitive mediators, as measured using performance-based neuropsychological tests and a self-report measure, of the relationship between ADHD status and simulated driving behaviors. Additional exploratory aim is to: 3) examine the relationship between inattention and hyperactivity/impulsivity symptoms and simulated driving behaviors. Method: Seventeen young adults aged 18-28 with ADHD and 21 age-, gender- and education-matched healthy control participants completed the RDT, a battery of neuropsychological tests measuring executive functioning, attention, motivation, and processing speed, and a self-report measure of executive functioning. Self-report of driving history, current driving behaviors, and demographic information was also collected. Results: The ADHD group showed significantly more variability in lane position, longer time stopped at a stoplight, and faster speed in a curved road segment than the HC group. ADHD participants were more likely than HC participants not to stop at a stop sign. ADHD diagnosis indirectly influenced lane variability through sustained attention and working memory. Longer time stopped at a stoplight and faster speeds in a straight section were correlated with greater symptoms of inattention, while faster speeds in a curved road segment were associated with hyperactivity/impulsivity symptoms. Failure to stop completely at a stop sign was associated with both greater inattention and greater hyperactivity/impulsivity symptoms. Conclusions: Results provide evidence of differences in simulated driving performance between young adults with ADHD those without the disorder on a challenging simulated driving task. This is the first study to demonstrate that cognitive constructs of working memory and sustained attention underlie group differences in simulated driving behavior. Driving simulation will continue to be a useful tool to investigate mechanisms of adverse driving outcomes in this population. Future driving simulation research should use similar manipulations to that implemented in the present study in order to increase ecological validity.
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Details
- Title
- The role of cognition in simulated driving behavior in young adults with attention-deficit/hyperactivity disorder
- Creators
- Anna Caroline Graefe - DU
- Contributors
- Maria Teresa Schultheis (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 6344; 991014632845404721