Learning to drive represents a rite of passage for many adolescents and young adults, which increases their access to vocational, education, and social opportunities (Almberg et al., 2015; Cox et al., 2012; Lindsay, 2016). When examining licensure rates for individuals with developmental disabilities and/or Autism Spectrum Disorder, research demonstrates lower licensure rates and more difficulties obtaining licensure (Almberg et al., 2015; Cox et al., 2012). Most research focusses on teaching on the road or simulation based driving skills to increase licensure rates, however little research addresses the barriers these individuals face obtaining their drivers permit (Huang et al., 2012; Pandolfe, 2015; Smigiel, 2020; Vindin et al., 2021); . The current research study sought to fill in gaps in the literature by investigating the effects of a traditional academic intervention, Incremental Rehearsal’s, effects on increasing participants knowledge of the drivers manual used for the driver’s permit exam. Results demonstrated positive increases in correct responding for one participant, however inconsistent results for the other two participants. Varying results may be partially due to differing participant characteristics, which could be important for future research considerations.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-7300 |
| Date | 13 August 2024 |
| Creators | Billingsley, Madison |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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