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Behind theWheel: Specialized Driving Instructors' Experiences and Strategies for Teaching Autistic Adolescents to Drive
Journal article   Open access   Peer reviewed

Behind theWheel: Specialized Driving Instructors' Experiences and Strategies for Teaching Autistic Adolescents to Drive

Rachel K. Myers, Meghan E. Carey, Janice M. Bonsu, Benjamin E. Yerys, Cynthia J. Mollen, Allison E. Curry and Jason E Cohn
The American journal of occupational therapy, v 75(3)
01 May 2021
DOI: https://doi.org/10.5014/ajot.2021.043406
PMID: 34781345
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://research.aota.org/ajot/article-pdf/75/3/7503180110/45374/7503180110p1_1619271787_14184.pdfView
Published, Version of Record (VoR) Open
url
https://doi.org/10.5014/ajot.2021.043406View
Published, Version of Record (VoR) Open

Abstract

Life Sciences & Biomedicine Rehabilitation Science & Technology
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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3 Record Views
13 citations in Web of Science
13 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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Collaboration types
Domestic collaboration
Web of Science research areas
Rehabilitation
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