Theses and Dissertations

Advisor

Bates-Brantley, Kayla

Committee Member

Ripple, Hailey

Committee Member

Spinks, Hailey

Committee Member

Wildmon, Mark

Date of Degree

8-13-2024

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

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.

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