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

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.