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Purpose <p>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.</p> Methods <p>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&#xa0;min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.</p> Results <p>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.</p> Conclusion <p>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.</p>

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Driving Toward Independence: Perspectives From Autistic Adolescents and Their Families

  • 期刊论文

  • 发表日期：

    2025年10月24日

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  • Haley J. Bishop,
  • Morgan O’Donald,
  • Emma B. Sartin,
  • Rachel K. Myers,
  • Christina Labows,
  • Benjamin E. Yerys,
  • Allison E. Curry

摘要

Purpose

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.

Methods

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.

Results

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.

Conclusion

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.