Autism Spectrum Disorder is increasing in prevalence in the United States, with 1 in 59 people presently being diagnosed (CDC, 2018). They are dependent on their families and services to help increase their quality of life. Yet as children grow into adulthood, available services become sparse. This contributes to a lower quality of life than their neurotypical peers. One of the services that contributes to quality of life is learning to drive, however, there is a limited amount of research on individuals with ASD learning to drive. The paucity of research highlighted the need for an adapted curriculum for teaching them to drive. This study is a quantitative study that examined the use of a specialized curriculum on the driving performance of individuals with autism using a driving simulator. A total of 21 participants with ASD level 1 took part in this study. Ten participants completed the traditional Pennsylvania Driving Manual curriculum. Eleven participants completed the adaptive driver education curriculum. Based on the driving performance, results from the driving simulation showed which curriculum produced better driving performance. There was no significant difference in improvement scores between curriculum, however did show slower standard deviation and consistency for the adaptive curriculum compared to traditional curriculum.
|Commitee:||Donne, Vicky, Zeanchock, John|
|School:||Robert Morris University|
|Department:||Instructional Management and Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-B 81/8(E), Dissertation Abstracts International|
|Keywords:||Adaptive curriculum, Autism spectrum disorder, Driver education, Driving|
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