Autism Spectrum Disorders
Conditions
Keywords
Drive, learning, Driving simulator, ASD
Brief summary
The primary objective of this study is to compare the number of driving errors made by novice adolescents (0-5 hours of driving instruction) with ASD to those made by neurotypical adolescents during a standardized driving simulator assessment. The secondary objectives of the study are to: * Compare the visual strategies used by adolescents with ASD to those of neurotypical adolescents during a driving assessment on a simulator. * Compare the types of errors and driving performance (i.e., speed, reaction time, following distance, and braking distance) of adolescents with ASD to those of neurotypical adolescents during the driving simulator assessment. * Compare the driving performance of these two groups during a real-world road assessment using the TRIP scale. * Examine the consistency between driving performance measured in the simulator and that observed in real-world conditions for both groups. * Compare the anxiety levels of these two groups during driving tests on the simulator and on the road.
Interventions
OTHERAssessment of executive functions and attention
* Attention Assessment Test (TAP), * Trail Making Test (TMT), which assesses mental flexibility, * Stroop Selective Attention Test, assessing the ability to inhibit automatic processes, * Wisconsin Card Sorting Test (WSCT-modified), assessing abstract reasoning and the ability to change cognitive strategies in response to changes in the environment.
OTHEREvaluation on a driving simulator
The 1-hour simulator assessment will be preceded by a 1.5-hour orientation session. The simulator used is the Rehab Evolution, manufactured by Develter Innovation.
OTHEREvaluation on-road
The on-road evaluation will be conducted using a dual-control vehicle, with a certified driving instructor and an occupational therapist. The evaluation will last one hour.
Sponsors
Hopital La Musse
French Road Safety Delegation
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Prospective, Interventional, Single-center, with a control group
Eligibility
Sex/Gender
ALL
Age
15 Years to 17 Years
Healthy volunteers
Yes
Inclusion criteria
ASD Group * Adolescents aged 15 to 17, * With a confirmed diagnosis of ASD by a physician, * Without an intellectual disability, with a Fluid Reasoning Index (IRF) greater than 80, * Who have passed the written driver's license exam, * With no or very limited driving experience (\<5 hours), * Enrolled in the social security system. Neurotypical group: * Adolescents aged 15 to 17, * Without a diagnosis of neurodevelopmental disorders or learning disabilities, * With a standard educational background, * Who have passed the written driver's license exam, * With no or very limited driving experience (\<5 hours), * Enrolled in the social security system.
Exclusion criteria
* Adolescents with ADHD (attention-deficit/hyperactivity disorder) and/or ODD (oppositional defiant disorder) and/or IDD (intellectual disability) and/or SLI (specific language impairment) with associated comprehension difficulties, * Adolescents who already have a driver's license, * Adolescents currently taking driving lessons and/or with more than 5 hours of driving experience, * Adolescents who have suffered a head injury during childhood, * Other serious medical conditions that may interfere with participation in the sessions, * Participation in another research protocol.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Assessment of driving errors in various scenarios using a driving simulator. | At enrollment | Each adolescent's driving performance will be measured, following Michon's model, through two distinct levels of assessment: * Assessment 1 focuses more on the operational level of Michon's model: the participant must control their vehicle while stationary and on the road under simple conditions, i.e., with no other road users and no incidents. During 5 tests, control of the controls, maintaining a straight line and staying in the lane when turning, and maintaining speed at low speeds (50 km/h) and moderate speeds (80 km/h) will be evaluated. * Assessment 2, which places greater emphasis on tactical skills: The participant will be confronted with more complex situations requiring adaptation of driving to road conditions and other road users. The aim is to gradually introduce additional cognitive demands: visual attention, visual scanning, interaction with other road users, and the management of critical situations in urban and rural environments through six tests. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Visual exploration | At enrollment | Visual exploration will be assessed during simulator driving using an infrared eye-tracking device, the Tobii Pro Spark. This device, paired and synchronized with Develter Innovation's Rehab Evolution driving simulator, will collect eye-tracking data (e.g., number of fixations, fixation duration) from each subject during each scenario at a frequency of 60 Hz. |
| Driving performance on the simulator | At enrollment | Driving performance on the simulator will be evaluated, on the one hand, using data on speed, reaction time, following distance, and braking distance collected during each test. Additionally, the total driving error score will be broken down into 7 sub-scores, allowing for the evaluation and comparison of driving error types and the levels involved in relation to Michon's model: * Control of vehicle controls, * Lane keeping and speed regulation, * Vehicle control during turns and speed regulation, * Visual scanning and divided attention while driving, level 1, * Visual scanning and divided attention while driving, level 2, * Executive functions level 1: interactions with traffic, * Executive functions level 2: management of critical situations. This scale was developed specifically for the study. Scores on the scale range from 0 to 100; the lower the score, the better the teenager's driving performance on the simulator. |
| Driving performance on-road | At enrollment | During the on-road evaluation, the TRIP scale (Test Ride for Investigating Practical fitness to drive) will be used and completed immediately after the test by an occupational therapist. This test allows for the standardization and quantification of driving performance using a list of behavioral items: lane position, following distance, speed, visual scanning, traffic signals, passing, anticipation, communication, special situations, vehicle controls, and overall impressions. Each item is quantified using a score on a scale of 1 to 4 (1: insufficient, 2: questionable, 3: sufficient, 4: good). The reliability of this test has already been demonstrated in several studies involving various populations, such as older adults, stroke survivors, and individuals with Huntington's disease. This grid also allows for the calculation of scores corresponding to the different hierarchical levels of Michon's model. |
| Anxiety - State-Trait Anxiety Inventory Y-form | At enrollment | Participants' anxiety levels during on-road and simulator driving tests will be assessed using the STAI-Y (State-Trait Anxiety Inventory Y-form). It will be administered and completed before and after each assessment, both on-road and in the simulator. The general STAI-Y is a questionnaire designed to assess momentary anxiety and trait anxiety. For this study, only the state scale of the STAI-Y will be used. The state anxiety scale comprises 20 items and assesses the feelings of apprehension, tension, nervousness, and worry that the subject experiences at the time of the assessment. The STAI-Y scale ranges from 20 to 80. The higher the score, the greater the level of anxiety. |
| Assessment of executive functions and attention | At enrollment | Assessment of executive functions and attention using the Attention Assessment Test (TAP) with the following subtests: "phasic alerting," "divided attention," "go/no go," "working memory," and "visual scanning", the Trail Making Test (TMT) assessing mental flexibility, the Stroop selective attention test assessing the ability to inhibit automatic processes, and the Wisconsin Card Sorting Test (WSCT-modified), which assesses abstract reasoning and the ability to change cognitive strategies in response to changes in the environment. |
Countries
France
Contacts
CONTACTHéloïse BAILLET, Dr
Outcome results
None listed