ORCID

0009-0002-6459-3477

Keywords

autism spectrum disorder, hazard perception, single-case design, eye tracking, physiological arousal, driver training

Abstract

Young drivers with autism spectrum disorder (ASD) often demonstrate difficulties with road-surveillance behaviors such as scanning ahead, monitoring mirrors, and identifying emerging hazards. These challenges can increase crash risk, particularly for adolescents with limited driving experience. This study explored whether a simple, video-game–based hazard-training program could improve hazard detection performance, visual scanning, and self-regulation in this population. Five participants aged 15–18 years, each identified by a parent as having ASD and possessing either a learner’s permit or no license, completed sequential Baseline, three Treatment, and Withdrawal phases using the SpeedLimit driving simulation. The study employed a single-case experimental design with repeated measures across participants. Measures included (a) rate of hazard detection, (b) gaze behavior derived from eye-tracking data (offset and bias), (c) heart-rate response as an index of physiological arousal, and (d) student and parent questionnaires assessing positive and negative attitudes toward driving. Results were mixed. Most participants exhibited temporary improvement in hazard detection accuracy and more centralized gaze during treatment phases, but these gains were not consistently sustained into Withdrawal. Heart-rate responses declined across sessions, suggesting increased calmness and familiarity with the task, though this appeared attributable to practice effects rather than the intervention itself. Driving-attitude measures remained largely unchanged, indicating neither improvement nor decline in participants’ self- or parent-reported comfort and confidence toward driving. Findings highlight both the promise and limitations of low-cost, game-based tools for enhancing road-surveillance behaviors in young drivers with ASD. While transient improvements suggest potential sensitivity to feedback and repetition, sustained behavioral change may require more structured or adaptive training protocols.

Completion Date

2026

Semester

Spring

Committee Chair

Marino, Matthew

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

School of Modeling, Simulation, and Training

Format

PDF

Document Type

Dissertation

Identifier

DP0053094

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