Investigate how novice drivers with autism spectrum disorder (ASD) differ from experienced drivers and whether virtual reality driving simulation training (VRDST) improves ASD driving performance. 51 novice ASD drivers (mean age 17.96 years, 78% male) were randomized to routine training (RT) or one of three types of VRDST (8-12 sessions). All participants followed DMV behind-the-wheel training guidelines for earning a driver's license. Participants were assessed pre- and post-training for driving-specific executive function (EF) abilities and tactical driving skills. ASD drivers showed worse baseline EF and driving skills than experienced drivers. At post-assessment, VRDST significantly improved driving and EF performance over RT. This study demonstrated feasibility and potential efficacy of VRDST for novice ASD drivers.

For some individuals with autism spectrum disorder, driving apprehension may interfere with the acquisition and application of driving privileges. The Driving Attitude Scale Parent-Report provides an indication of novice drivers' positive and negative attitudes toward driving. Responses were compared for parents of 66 autism spectrum disorder and 166 neuro-typical novice drivers. After the autism spectrum disorder drivers completed 3 months of driver training, 60 parents repeated the Driving Attitude Scale Parent-Report. Parents reported autism spectrum disorder drivers to have less positive and more negative attitudes toward driving than parents of neuro-typical drivers. Parents of autism spectrum disorder drivers who received driving training in a safe/low-threat virtual reality driving simulator demonstrated a significant increase in positive attitudes and reduction in negative attitudes, compared to parents of autism spectrum disorder drivers undergoing routine driver training. The reports of parents of autism spectrum disorder drivers suggest potential problems with learning to drive that can go beyond general abilities and include driving apprehension.

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Piracetam, a new drug which is thought to enhance learning and memory consolidation, was given in a 3300 mg daily dose to half of a group of fifty-five (55) dyslexic boys aged eight to thirteen years in a twelve week, double-blind, placebo controlled study. All subjects met stringent criteria, including: normal intelligence, normal educational opportunities, no severe emotional problems, no neurological handicaps, good physical health, not taking other psychotropic medication, and scoring at least 1 1/2 years below their mental age equivalent on the Gilmore Oral Reading Test. The children's perceptual, language, and memory skills were examined and their reading, spelling, and writing abilities were measured using standardized instruments. Compared to the placebo control group, individuals treated with Piracetam showed statistically significant improvements above their baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication was extremely well tolerated, and all medical examinations showed no untoward effects. These results encourage further study of Piracetam's potential as an adjunct for the clinical remediation of dyslexia.