Enhancing the learning-to-drive process for autistic learners in Qatar

Abstract

Obtaining a driver's license can be a stressful task for autistic drivers because of autism related characteristics. Due to the absence of an autism-tailored driving training program in Qatar, instructors may lack the expertise and skills to apply a personalized approach. The current study investigated improving the learning-to-drive process for autistic learners in Qatar. The study consisted of three progressive phases: (1) Assess driving instructors' prior knowledge and practices regarding autism and driving. (2) Explore driving instructors' knowledge on autism and driving before and after an evidence-based workshop. (3) Compare the learning-to-drive process for autistic learners following 28 days of driving lessons from trained driving instructors to non-trained driving instructors. Eighty-four male driving instructors and six male autistic learners were included in the study. Results from the assessment phase indicated that most instructors lacked theoretical and practical knowledge about autism and driving. During the training phase, the workshop improved the driving instructors' knowledge on autism and driving. After the practice phase, trained driving instructors reported that they could better match their lessons to their autistic learners than non-trained driving instructors. Moreover, autistic learners who received driving training from the trained instructors showed a more positive attitude toward driving, had fewer driving concerns, and experienced less perceived stress compared to those who received training from non-trained instructors. The current results support the idea of a customized driving training program for autistic learners.