Driving Toward Independence: Perspectives From Autistic Adolescents and Their Families
Despite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on fact...
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| Veröffentlicht in: | Journal of autism and developmental disorders |
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| Format: | Journal Article |
| Sprache: | Englisch |
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24.10.2025
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| ISSN: | 0162-3257, 1573-3432, 1573-3432 |
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| Abstract | Despite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on factors that promote independent driving.
Semi-structured interviews were conducted with autistic adolescents and their caregivers. Adolescents with an autism diagnosis, aged 16-24, and their caregivers each completed interviews lasting approximately 45 min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.
Four central themes emerged: (1) Motivation and Readiness to Drive; (2) Cognitive and Sensory Factors; (3) Support Systems and Training; and (4) Facilitators and Success Strategies. Caregivers who viewed driving as a pathway to independence were motivated to support their adolescent's learning, often balancing personal anxieties with the desire to foster autonomy. Adolescents built readiness through varied travel experiences and developed confidence through repeated practice and tailored instruction. Cognitive and sensory challenges-such as anxiety, multitasking, and sensory sensitivities-shaped learning trajectories and required adaptive strategies. Support systems involving caregivers, professionals, and peers were essential in navigating these complexities and promoting skill development.
These findings underscore the importance of a relational, family-centered approach and the need for early, individualized conversations about driving. Ensuring autistic adolescents and their families can access timely, appropriate resources is critical. Future research should expand mobility pathways and address autism-specific barriers to driving to refine instructional supports and enhance independence. |
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| AbstractList | Despite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on factors that promote independent driving.
Semi-structured interviews were conducted with autistic adolescents and their caregivers. Adolescents with an autism diagnosis, aged 16-24, and their caregivers each completed interviews lasting approximately 45 min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.
Four central themes emerged: (1) Motivation and Readiness to Drive; (2) Cognitive and Sensory Factors; (3) Support Systems and Training; and (4) Facilitators and Success Strategies. Caregivers who viewed driving as a pathway to independence were motivated to support their adolescent's learning, often balancing personal anxieties with the desire to foster autonomy. Adolescents built readiness through varied travel experiences and developed confidence through repeated practice and tailored instruction. Cognitive and sensory challenges-such as anxiety, multitasking, and sensory sensitivities-shaped learning trajectories and required adaptive strategies. Support systems involving caregivers, professionals, and peers were essential in navigating these complexities and promoting skill development.
These findings underscore the importance of a relational, family-centered approach and the need for early, individualized conversations about driving. Ensuring autistic adolescents and their families can access timely, appropriate resources is critical. Future research should expand mobility pathways and address autism-specific barriers to driving to refine instructional supports and enhance independence. Despite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on factors that promote independent driving.PURPOSEDespite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on factors that promote independent driving.Semi-structured interviews were conducted with autistic adolescents and their caregivers. Adolescents with an autism diagnosis, aged 16-24, and their caregivers each completed interviews lasting approximately 45 min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.METHODSSemi-structured interviews were conducted with autistic adolescents and their caregivers. Adolescents with an autism diagnosis, aged 16-24, and their caregivers each completed interviews lasting approximately 45 min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.Four central themes emerged: (1) Motivation and Readiness to Drive; (2) Cognitive and Sensory Factors; (3) Support Systems and Training; and (4) Facilitators and Success Strategies. Caregivers who viewed driving as a pathway to independence were motivated to support their adolescent's learning, often balancing personal anxieties with the desire to foster autonomy. Adolescents built readiness through varied travel experiences and developed confidence through repeated practice and tailored instruction. Cognitive and sensory challenges-such as anxiety, multitasking, and sensory sensitivities-shaped learning trajectories and required adaptive strategies. Support systems involving caregivers, professionals, and peers were essential in navigating these complexities and promoting skill development.RESULTSFour central themes emerged: (1) Motivation and Readiness to Drive; (2) Cognitive and Sensory Factors; (3) Support Systems and Training; and (4) Facilitators and Success Strategies. Caregivers who viewed driving as a pathway to independence were motivated to support their adolescent's learning, often balancing personal anxieties with the desire to foster autonomy. Adolescents built readiness through varied travel experiences and developed confidence through repeated practice and tailored instruction. Cognitive and sensory challenges-such as anxiety, multitasking, and sensory sensitivities-shaped learning trajectories and required adaptive strategies. Support systems involving caregivers, professionals, and peers were essential in navigating these complexities and promoting skill development.These findings underscore the importance of a relational, family-centered approach and the need for early, individualized conversations about driving. Ensuring autistic adolescents and their families can access timely, appropriate resources is critical. Future research should expand mobility pathways and address autism-specific barriers to driving to refine instructional supports and enhance independence.CONCLUSIONThese findings underscore the importance of a relational, family-centered approach and the need for early, individualized conversations about driving. Ensuring autistic adolescents and their families can access timely, appropriate resources is critical. Future research should expand mobility pathways and address autism-specific barriers to driving to refine instructional supports and enhance independence. |
| Author | O’Donald, Morgan Labows, Christina Sartin, Emma B. Bishop, Haley J. Yerys, Benjamin E. Curry, Allison E. Myers, Rachel K. |
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| Cites_doi | 10.1007/s10803-024-06335-0 10.1007/s10803-024-06586-x 10.1002/aur.1935 10.1089/aut.2020.0009 10.1542/peds.2016-4300I 10.1155/2015/391693 10.1007/978-1-4419-1698-3_1651 10.1080/09638288.2022.2112097 10.1007/s10803-021-05372-3 10.1348/014466601164939 10.1016/j.jaac.2020.08.024 10.5014/ajot.2020.040311 10.1016/j.amepre.2006.03.007 10.1136/bmjopen-2023-083373 10.1177/1362361317699586 10.1007/s10803-024-06626-6 10.1089/aut.2022.0055 10.1007/s10803-017-3099-4 |
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| Keywords | Driving Transition to adulthood Transportation Autistic adolescents |
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| References | CC McDonald (7097_CR10) 2024 A Mercier (7097_CR11) 2024 AM Roux (7097_CR13) 2015 KA Anderson (7097_CR1) 2018; 2018 EB Sartin (7097_CR15) 2021; 53 H Lee (7097_CR9) 2018; 11 BG Simons-Morton (7097_CR17) 2006; 31 EB Sartin (7097_CR16) 2024; 6 J Chun (7097_CR4) 2022; 56 AE Curry (7097_CR7) 2017; 22 M Rutter (7097_CR14) 2003 M Kersten (7097_CR8) 2020 C Armitage (7097_CR2) 2001; 40 RK Myers (7097_CR12) 2024 K Tang (7097_CR18) 2024 AE Curry (7097_CR6) 2021; 60 MJ Baker-Ericzén (7097_CR3) 2021; 3 SM Cox (7097_CR5) 2017; 47 |
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