HAZARD PERCEPTION TRAINING FOR ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ON THE INTERACTIVE DRIVING SIMULATOR: USING EYE TRACKING TECHNOLOGY TO DETERMINE EFFECTIVENESS

Abstract

Rationale: Driving is an important developmental milestone for all adolescents as it increases their independence and ability to participate in vehicle-dependent activities. However, adolescents with high functioning autism spectrum disorder (HFASD) are less likely to obtain licenses and drive independently due to characteristics related to their diagnosis. Although current research exists exploring the efficacy of driving simulator training for adolescent drivers with HFASD and eye tracking, there is a gap in the literature related to training on the simulator and its effects on overall driving performance and hazard perception and response in this population. Purpose: This pilot study utilized a training protocol on the simulator that included hazard perception to determine its effect on overall driving performance. Eye tracking technology was used to determine if there was a change in hazard perception and response to non-social and social hazards after training. Design: This study was a one group, pretest-posttest intervention design. Methods: There were 17 participants between the ages of 15 and 22 with a self-reported diagnosis of ASD and a desire to learn to drive independently. Each participant completed a pre-test and post-test on the driving simulator while wearing eye tracking technology. Each participant completed a protocol of 30 learning modules with scenarios related to driving skills and hazard detection and response in one-to-one training. Analysis: Driving performance was measured by a quantitative score from a standardized observational tool for driving. Eye tracking measures including fixation duration, fixation count, and time to first fixation were analyzed using a Wilcoxon Signed Rank Test. Results: Participants significantly increased their overall driving performance scores pre-test to post-test. Results of hazard perception using eye tracking technology tended towards improvement overall, but specific hazard results were inconsistent and varied for both non-social and social hazards in terms of fixation duration, fixation count, and time to first fixation. Discussion: Findings from this study indicate driving simulator training related to hazard perception was effective in improving overall driving simulator performance in adolescents with HFASD. Additionally, findings indicate hazard perception and response differs for this population after hazard perception training, but specific eye tracking measures may increase or decrease, and results may not be specific to non-social or social hazards.