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    Experiences of facilitators or barriers in driving education from learner and novice drivers with ADHD or ASD and their driving instructors

    Access Status
    Fulltext not available
    Authors
    Almberg, M.
    Selander, H.
    Falkmer, Marita
    Vaz, Sharmila
    Ciccarelli, Marina
    Falkmer, Torbjorn
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Almberg, M. and Selander, H. and Falkmer, M. and Vaz, S. and Ciccarelli, M. and Falkmer, T. 2017. Experiences of facilitators or barriers in driving education from learner and novice drivers with ADHD or ASD and their driving instructors. Developmental Neurorehabilitation. 20 (2): pp. 59-67.
    Source Title
    Developmental Neurorehabilitation
    DOI
    10.3109/17518423.2015.1058299
    ISSN
    1751-8423
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/51025
    Collection
    • Curtin Research Publications
    Abstract

    Background: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education. Objective: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner’s permit, from the perspective of the learner drivers and their driving instructors. Methods: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors. Results: Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to “unfamiliar” driving situations to be the greatest challenges. Conclusion: Obtaining a driving license was associated with stressful training experience.

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