Advisor(s)

Sylvie Mrug
Despina Stavrinos

Committee Member(s)

Robin Ennis
Robin Lanzi
Sarah O'Kelley

Document Type

Dissertation

Date of Award

6-18-2026

Degree Name

Doctor of Philosophy (PhD)

School

College of Arts and Sciences

Department

Psychology

Abstract

Individuals with autism spectrum disorder (ASD) often face barriers to driving. Despite evidence that they have potential to drive safely, some unique challenges exist, manifested in a substantially lower licensure rate than typically developing (TD) peers and restricted driving patterns among this population. Therefore, the overarching goal of this dissertation project was to investigate driving-related challenges that young autistic people face. Both objective and subjective measures were used to comprehensively explore this research topic. The first two papers focused on investigating perceptual, cognitive, and behavioral factors underlying hazard response using data from a total of 34 licensed drivers (17 with ASD and 17 TD) aged 16-30 years. Participants completed a hazard detection task on a driving simulator, which yielded eye movement and hazard response data. Paper 1 examined group differences and associations among scanning and hazard response metrics. Autistic participants showed atypical scanning patterns (e.g., greater vertical gaze spread, shorter and less variable gaze durations) compared to TD peers. While detection performance was similar, autistic drivers had slower reaction times (RTs), suggesting difficulties with response execution. Both groups responded better to social hazards than to nonsocial hazards. In both groups, greater vertical gaze spread was associated with poorer hazard detection; no scanning or detection variables were associated with driving response. Paper 2 examined sequential mechanisms of hazard response. The role of scanning in hazard detection, the role of hazard detection in driving response, and the roles of cognitive factors (speed of processing and executive function) in hazard response were tested across autistic and TD drivers. Vertical gaze spread predicted poorer hazard detection, with a stronger negative impact among autistic drivers. Hazard detection predicted driving reaction time (RT), but not response initiation, suggesting a disconnect between perception and action. In contrast, cognitive factors were more predictive of whether a response was initiated than of how quickly it occurred. No significant interactions were found between ASD status and hazard detection or cognitive factors in predicting driving response performance, suggesting similar underlying mechanisms across groups. Paper 3 explored and integrated multiple perspectives on challenges and needs critical to driver training and licensure process for autistic students. The study applied the Delphi method, which included an interview with a panel of stakeholders in the relevant fields (n = 5) and an iteration of surveys with a panel consisting of autistic youth, parents, and professionals working with them (n = 14). Instruction and support tailored to the characteristics of autism emerged as a recurring theme across prioritized barriers, facilitators and recommendations. Overall, findings from this dissertation revealed that challenges faced by autistic youth are multifaceted, involving perceptual inefficiencies, cognitive processing demands, and the influence of environmental and support systems. These findings offer a comprehensive framework for understanding their needs and highlight the importance of autism-informed strategies at both individual and systemic levels.

Keywords

autism spectrum disorder;Delphi;driver training;driving challenges;driving hazard response;visual scanning

Download

Share

COinS