Citation

Cox SM, Cox DJ, Kofler MJ, Moncrief MA, Johnson RJ, Lambert AE, Cain SA, Reeve RE. J. Autism Dev. Disord. 2015; 46(4): 1379-1391.

Affiliation

Clinical and School Psychology, Curry School of Education, University of Virginia, 417 Emmet Street South, Box 400270, Charlottesville, VA, 22904-4270, USA.

Copyright

(Copyright © 2015, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10803-015-2677-1

PMID

26676628

Abstract

Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver's license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15-23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers.

RESULTS suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs.

Language: en