Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills.
Working-memory load sharply worsens driving-simulator performance in novice drivers with ASD, pointing to a specific cognitive target for pre-driving interventions.
01Research in Context
What this study did
The team put novice drivers with autism and typical peers in a high-tech driving simulator. While each teen steered, the researchers added a memory game through the car speakers.
They wanted to see if extra thinking work would hurt the autism group more than the others.
What they found
The autism group already drove worse on basic turns and stops. When the memory task started, their driving fell apart while the typical teens held steady.
Extra brain load did not just make things harder—it knocked the autism drivers off balance.
How this fits with other research
Anthony et al. (2020) later added real-road drives and heart-rate monitors. They found the same poor simulator scores plus sky-high anxiety, showing the problem is bigger than the lab.
Chee et al. (2017) watched natural traffic and saw autism drivers follow every rule yet struggle with lane changes and parking—matching the simulator weakness in quick moves.
Roane et al. (2001) once said working memory in autism looks fine, but they tested quiet desk tasks. The new study shows memory melts down only when you pair it with fast steering and pedals—no real clash, just a tougher stage.
Why it matters
If you teach driving to teens with autism, cut the chatter first. Teach one skill at a time, then layer in radio, maps, or passenger talk. Build quiet practice routes before busy roads. This small tweak can keep the learner calm and the car safe.
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02At a glance
03Original 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.
Journal of autism and developmental disorders, 2016 · doi:10.1007/s10803-015-2677-1