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2025-11-28
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How to Cite
Training Pathways to Promote Independent Travel in Adolescents with Autism Spectrum Disorder: From School Programs to Community Integration
Rui Liu
Department of Hospitality and Business Management, Technological and Higher Education Institute of Hong Kong
Guangyu Yang
Department of Hospitality and Business Management, Technological and Higher Education Institute of Hong Kong
Xutian Guo
Department of Medicine and Health, Handan Vocational College of Science and Technology
DOI: https://doi.org/10.59429/esp.v10i11.4179
Keywords: Autism spectrum disorder; Independent travel; Adolescents; School-based interventions; Community participation; Transition support; Community participation; Mobility training
Abstract
The progression of independent traveling is a critical developmental occurrence of adolescents with autism spectrum disorder (ASD), where it is easier to engage in social activities, attend school, enter employment, and perform more adult-related activities. However, obtaining such competencies can be quite problematic to this population. Travelling in social settings may be very taxing to those people who have deficiencies in communication, sensory processing, executive functioning, or have comorbid anxiety disorders. To address these barriers, various training programs that are aimed at encouraging independent travel have been established. Such interventions include school-based interventions, community-based interventions, and technology-based interventions. It was a narrative synthesis of 37 peer-reviewed studies that were published in 2010-2025 in order to determine the effects on navigational precision, reduction of travel-related anxiety, and generalizability of mobility skills across settings. Community-based interventions were found to include; familial engagement, peer modeling, structured travel coaching, technology-aided modalities incorporating virtual and augmented reality, artificial intelligence, and assistive communication devices, and school-based programmes, including life-skills training, simulated and virtual-reality travel scenarios, and instructor-led route rehearsal. Although the results are encouraging, in terms of illustrating the improvement in safety awareness, self-confidence, and adaptive functioning, a number of important gaps remain. These are the necessity of cross-cultural adjustment of instructional models, standardization of the results measures and the development of longitudinal follow-up procedures. The review emphasizes the urgency of the interdisciplinary transition planning that will align the educational, familial, and community resources. It provides educators, rehabilitation workers and policymakers with evidence-based recommendations that could help maintain travel independence in adolescents with ASD.
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