In this study, we present exploratory evidence of how "ridesourcing" services (app-based, ondemand ride services like Uber and Lyft) are used in San Francisco. We explore who uses ridesourcing and for what reasons, how the ridesourcing market compares to that of traditional taxis, and how ridesourcing impacts the use of public transit and overall vehicle travel. In spring 2014, 380 completed intercept surveys were collected from three ridesourcing "hot spots" in San Francisco. We compare survey results with matched-pair taxi trip data and results of a previous taxi user survey. We also compare travel times for ridesourcing and taxis with those for public transit. The findings indicate that, despite many similarities, taxis and ridesourcing differ in user characteristics, wait times, and trips served. While ridesourcing replaces taxi trips, at least half of ridesourcing trips replaced modes other than taxi, including public transit and driving. Impacts on overall vehicle travel are unclear. We conclude with suggestions for future research.

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Providing natural opportunities that scaffold interpersonal engagement is important for supporting social interactions for young children with autism spectrum disorder (ASD). Musical activities are often motivating, familiar, and predictable, and may support both children and their interaction partners by providing opportunities for shared social engagement. We assessed multiple facets of nonverbal social engagement—child and caregiver visual attention and interpersonal movement coordination—during musical (song) and non-musical (picture) book-sharing contexts in caregiver–child dyads of preschoolers with ( n = 13) and without ( n = 16) ASD. Overall, children with ASD demonstrated reduced visual attention during the book sharing activity, as well as reduced movement coordination with their caregivers, compared to children with typical development. Children in both diagnostic groups, as well as caregivers, demonstrated greater visual attention (gaze toward the activity and/or social partner) during song books compared to picture books. Visual attention behavior was correlated between children and caregivers in the ASD group but only in the song book condition. Findings highlight the importance of considering how musical contexts impact the behavior of both partners in the interaction. Musical activities may support social engagement by modulating the behavior of both children and caregivers.

Providing natural opportunities that scaffold interpersonal engagement is important for supporting social interactions for young children with Autism spectrum disorder (ASD). Musical activities are often motivating, familiar, and predictable, and may support both children and their interaction partners by providing opportunities for shared social engagement. We assessed multiple facets of nonverbal social engagement – child and caregiver visual attention and interpersonal movement coordination – during musical (song) and non-musical (picture) book-sharing contexts in caregiver-child dyads of preschoolers with (n = 13) and without (n = 16) ASD. Overall, children with ASD demonstrated reduced visual attention during the book sharing activity, as well as reduced movement coordination with their caregivers, compared to children with typical development. Children in both diagnostic groups, as well as caregivers, demonstrated greater visual attention (gaze toward the activity and/or social partner) during song books compared to picture books. Visual attention behavior was correlated between children and caregivers in the ASD group but only in the song book condition. Findings highlight the importance of considering how musical contexts impact the behavior of both partners in the interaction. Musical activities may support social engagement by modulating the behavior of both children and caregivers.