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Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills / Stephany M. COX in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
[article]
Titre : Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills Type de document : Texte imprimé et/ou numérique Auteurs : Stephany M. COX, Auteur ; Daniel J. COX, Auteur ; Michael J. KOFLER, Auteur ; Matthew A. MONCRIEF, Auteur ; Ronald J. JOHNSON, Auteur ; Ann E. LAMBERT, Auteur ; Sarah A. CAIN, Auteur ; Ronald E. REEVE, Auteur Article en page(s) : p.1379-1391 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Driving Driving simulator Executive functions Index. décimale : PER Périodiques Résumé : Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver’s license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15–23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers. Results suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-015-2677-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1379-1391[article] Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills [Texte imprimé et/ou numérique] / Stephany M. COX, Auteur ; Daniel J. COX, Auteur ; Michael J. KOFLER, Auteur ; Matthew A. MONCRIEF, Auteur ; Ronald J. JOHNSON, Auteur ; Ann E. LAMBERT, Auteur ; Sarah A. CAIN, Auteur ; Ronald E. REEVE, Auteur . - p.1379-1391.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1379-1391
Mots-clés : Autism spectrum disorder Driving Driving simulator Executive functions Index. décimale : PER Périodiques Résumé : Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver’s license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15–23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers. Results suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-015-2677-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)
[article]
Titre : Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur Article en page(s) : p.191-200 Langues : Anglais (eng) Mots-clés : community mobility driving simulator driving skills intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200[article] Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur . - p.191-200.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200
Mots-clés : community mobility driving simulator driving skills intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Training the Motor Aspects of Pre-driving Skills of Young Adults With and Without Autism Spectrum Disorder / Johnell BROOKS in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Training the Motor Aspects of Pre-driving Skills of Young Adults With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Johnell BROOKS, Auteur ; Julie KELLETT, Auteur ; Julia SEEANNER, Auteur ; Casey JENKINS, Auteur ; Caroline BUCHANAN, Auteur ; Anne KINSMAN, Auteur ; Desmond KELLY, Auteur ; Susan PIERCE, Auteur Article en page(s) : p.2408-2426 Langues : Anglais (eng) Mots-clés : Driving simulator Pre-driving skills Driver training Autism Spectrum Disorder Motor skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the utility of using a driving simulator to address the motor aspects of pre-driving skills with young adults with Autism Spectrum Disorder (ASD). A group of neurotypical control participants and ten participants with ASD completed 18 interactive steering and pedal exercises with the goal to achieve error-free performance. Most participants were able to achieve this goal within five trials for all exercises except for the two most difficult ones. Minimal performance differences were observed between the two groups. Participants with ASD needed more time to complete the tasks. Overall, the interactive exercises and the process used worked well to address motor related aspects of pre-driving skills in young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2775-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2408-2426[article] Training the Motor Aspects of Pre-driving Skills of Young Adults With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Johnell BROOKS, Auteur ; Julie KELLETT, Auteur ; Julia SEEANNER, Auteur ; Casey JENKINS, Auteur ; Caroline BUCHANAN, Auteur ; Anne KINSMAN, Auteur ; Desmond KELLY, Auteur ; Susan PIERCE, Auteur . - p.2408-2426.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2408-2426
Mots-clés : Driving simulator Pre-driving skills Driver training Autism Spectrum Disorder Motor skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the utility of using a driving simulator to address the motor aspects of pre-driving skills with young adults with Autism Spectrum Disorder (ASD). A group of neurotypical control participants and ten participants with ASD completed 18 interactive steering and pedal exercises with the goal to achieve error-free performance. Most participants were able to achieve this goal within five trials for all exercises except for the two most difficult ones. Minimal performance differences were observed between the two groups. Participants with ASD needed more time to complete the tasks. Overall, the interactive exercises and the process used worked well to address motor related aspects of pre-driving skills in young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2775-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290