Evaluating and Enhancing Driving Ability Among Teens with Autism Spectrum Disorder (ASD)
Annual rept. 30 Sep 2013-29 Sep 2014
VIRGINIA UNIV CHARLOTTESVILLE RECTOR AND VISTORS OF THE UNIVERSITY OF VIRGINIA
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The purpose of this Idea Development award is to evaluate the additive benefits of automated feedback and eye tracking to standard human-directed training of driving skills for those who are diagnosed with high functioning autism and have a learner s permit. The goal for year 1, which began when funding arrived on Sept 30, 2012, was to secure and operationalize the software to provide automated feedback and to recruit and train 20 drivers, 10 receiving standard training and 10 receiving automated feedback training at each site. During year 1, we focused on developing automated feedback, which involved creating computer-generated instruction informing drivers when their driving performance exceeded established thresholds for different driving parameters, e.g. the simulator says Speeding when the driver exceeds the posted speed limit by 5mph. During Year 2 we have recruited 21 subjects to undergo routine training and then receive VRDS training with adjunctive eye-tracking feedback. All of our participants have been able to engage in the driving training, and none have experienced simulation adaptation syndrome. Our current version of automated feedback did not boost efficacy of standard human feedback training, while preliminary analyses suggests eye-tracking feedback may enhance standard training impact.
- Anatomy and Physiology
- Surface Transportation and Equipment