Evaluating and Enhancing Driving Ability among Teens with Autism Spectrum Disorder

Abstract

Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time fo r reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or an y other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information , 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE June 2015 REPORT TYPE FINAL DATES COVERED PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) University of Iowa 2401 Oakdale BlvdIowa City, IA 52242 PERFORMING ORGANIZATION REPORT NUMBER SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) U.S. Army Medical Research and Materiel CommandFort Detrick, Maryland 21702-5012 SPONSOR/MONITOR'S ACRONYM(S) SPONSOR/MONITOR'S REPORT NUMBER(S) DISTRIBUTION / AVAILABILITY STATEMENTApproved for Public Release; Distribution Unlimited SUPPLEMENTARY NOTES ABSTRACT Objective:This study evaluated whether Virtual Reality Driving Simulation Training (VRDST) could improve VRDS performance, psychological comfort with driving, and on-road driving performance of young drivers with Autism Spectrum Disorder (ASD) holding a learner's permit. Procedure: This multi-center study (U.Va. and U.I.) consented 73 young drivers (age range= 15-24, µ age= 17.96, 78% male). Participants completed an assessment at time 0 and 3 months, which included parents completing questionnaires (Social Responsiveness Scale-Second Edition [SRS-2] and the Scale of Apprehensive Driving [SAD]) and drivers completing driving simulator-based assessments of executive functioning and tactical driving skills. Following baseline assessment, drivers were randomized to one of four groups: (1) Routine Training (RT) following the Department of Motor Vehicles (DMV) guidelines, (2) Standard VRDS training (Standard) where performance feedback was provided by a human trainer, (3) Automated VRDS training (Automated), where the simulator provided real-time audio feedback (e.g. "too fast, too slow, swerving, across midline" etc.), or (4) Standard+Eye-Tracking (Eye-Tracking), where drivers additionally viewed video feedback from eye-tracking technology informing where the driver was looking when executing different driving maneuvers, such as turning, going through intersections, etc. For the next two months, all drivers and parents were instructed to follow the DMV guidelines for behind-thewheel training necessary for a full driver's license. Subjects assigned to groups 2-4 additionally received 10-12 one hour-long VRDST training sessions. Post assessment al...