# Exploring the Intersection of Autism, Theory of Mind, and Driving Performance in Novice Drivers

## TL;DR

This study examines how Theory of Mind abilities affect driving performance in autistic individuals, aiming to improve driving safety and inclusivity.

## Contribution

The study introduces a novel approach to understanding how Theory of Mind deficits impact driving behaviors in autistic individuals.

## Key findings

- Participants with lower Theory of Mind scores showed less smooth driving and increased risk-taking.
- Autistic individuals displayed comparable driving patterns despite Theory of Mind differences.
- Tailored interventions could enhance driving safety for autistic drivers.

## Abstract

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.

The online version contains supplementary material available at 10.1007/s10803-024-06526-9.