Plunk Abigale, Weitlauf Amy S, Warren Zachary, Levin Daniel, Sarkar Nilanjan
Department of Electrical and Computer Engineering, Vanderbilt University, Olin Hall 101, 2400 Highland Ave, Nashville, TN, 37212, USA.
Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA.
J Autism Dev Disord. 2025 Jun;55(6):2124-2140. doi: 10.1007/s10803-024-06526-9. Epub 2024 Aug 28.
This study explores the intersection of Theory of Mind (ToM) abilities and driving performance among novice drivers, with a focus on autistic individuals. The purpose is to investigate how ToM deficits may impact driving behaviors and decision-making, ultimately informing the development of tailored interventions and training programs for autistic drivers. We conducted a series of driving simulations using a custom-built driving simulator, capturing multimodal data including driving performance metrics, attention allocation, and physiological responses. Participants were categorized based on NEPSY scores, which assess ToM abilities, and self-reported autism spectrum disorder (ASD) diagnosis. Driving tasks were designed to simulate real-world scenarios, particularly focusing on intersections and merging, where ToM skills are crucial for safe navigation. Our analysis revealed differences in driving behaviors among participants with varying ToM abilities as determined through the NEPSY. Participants with lower NEPSY scores exhibited less smooth driving behaviors, increased risk-taking tendencies, and differences in attention allocation compared to those with higher scores. Alternatively, individuals with ASD displayed comparable driving patterns overall. ToM abilities influence driving behaviors and decision-making, particularly in complex social driving scenarios. Tailored interventions addressing ToM deficits and stress management could improve driving safety and accessibility for autistic individuals. This study underscores the importance of considering social cognitive factors in driving education and licensure pathways, aiming for greater inclusivity and accessibility in transportation systems.
本研究探讨新手驾驶员中心理理论（ToM）能力与驾驶表现的交叉点，重点关注自闭症个体。目的是调查ToM缺陷如何影响驾驶行为和决策，最终为自闭症驾驶员量身定制干预措施和培训计划的制定提供依据。我们使用定制的驾驶模拟器进行了一系列驾驶模拟，收集了包括驾驶性能指标、注意力分配和生理反应在内的多模态数据。参与者根据评估ToM能力的NEPSY分数和自我报告的自闭症谱系障碍（ASD）诊断进行分类。驾驶任务旨在模拟现实世界场景，特别关注十字路口和并道，在这些场景中ToM技能对于安全导航至关重要。我们的分析揭示了通过NEPSY确定的不同ToM能力的参与者在驾驶行为上的差异。与高分参与者相比，NEPSY分数较低的参与者驾驶行为较不平稳，冒险倾向增加，注意力分配也存在差异。另外，患有ASD的个体总体上表现出可比的驾驶模式。ToM能力影响驾驶行为和决策，特别是在复杂的社交驾驶场景中。针对ToM缺陷和压力管理的量身定制干预措施可以提高自闭症个体的驾驶安全性和可达性。本研究强调了在驾驶教育和执照获取途径中考虑社会认知因素的重要性，旨在实现交通系统中更大的包容性和可达性。
