Improving Access to Community-Based Occupations Via a Rideshare Training Program

NCT ID: NCT06323850

Last Updated: 2025-11-21

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 13 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-05-06
• Study Completion Date: 2024-11-11

Brief Summary

Community mobility is critical for living independently and engaging in one's community. It is especially important for people in their early adult years, as this is often a time of transition to employment and living independently. Community mobility can be particularly challenging for adults with Autism Spectrum Disorders (ASD) (henceforth referred to as autistic adults based on the preferred identity-first language of our autistic partners). Some autistic adults are unable to meet the demands of driving. Public transportation is an option for autistic adults; and autistic adults are more likely to use public transportation than their non-autistic counterparts. However, using public transportation may be just as challenging as driving for the autistic population. Rideshare (also called ride-hailing) is a relatively new form of transportation in which passengers get from point A to point B in private vehicles driven by their owners. A digital app, usually accessed on a smartphone, matches passengers and drivers, coordinates routes using a GPS system, and facilitates payment through a linked financial account. Rideshare has the potential to address many of the issues autistic adults have accessing the community. It is faster and more direct than the public train or bus, there is limited social interaction required, and rides can be scheduled at any time. Despite it's potential to increase transportation in autistic adults, there are no evidence-based training programs to support Rideshare use in this population.

Detailed Description

Rideshare services are widely adopted across the globe and provide a safer, more flexible, and less taxing transportation option for many individuals. Rideshare can help people to get to more places they want to go and allows for spontaneity since a ride can be arranged in the moment, at any time of day. Rideshare picks passengers up and drops them off at their specific destination, eliminating the need to walk to bus stops, wait at stations, or transfer to more than one bus or train. Not only does this save time, it may increase safety especially at night or during inclement weather. Rideshare may also be more reliable for getting to work on time. Finally, while communicating with the driver may be a challenge, there is only one person with which to interact versus potentially many people waiting at stations or on the bus or train.

While the use of Rideshare has the potential to improve community access and expand occupational engagement for autistic adults, few training resources exist to introduce clients to this mode of transportation, assess readiness, or build confidence. Our Rideshare training program has proven feasible to conduct with autistic adults living in an urban-based semi-structured independent housing residence. This study will test the effectiveness and implementation of the SRP program in a wider range of autistic adults living in the central Virginia region

Conditions

Autism

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: SUPPORTIVE_CARE
• Blinding Strategy: NONE

Study Groups

Experimental Group

The experimental group will receive the intervention then a 2-month follow-up

Group Type: EXPERIMENTAL

Intervention Phase

Intervention Type: BEHAVIORAL

After participants have been enrolled, they will be assigned to one of the trainer-pairs and will work with them to schedule the first two sessions. Most clients will be able to schedule one virtual session per week and one ride along session per week for the first five weeks, with the remaining three weeks allotted to practice ride-along sessions and module repetition (as needed). The additional time also provides a buffer if subjects are unavailable for a week during the intervention phase.

Virtual Training Sessions

Intervention Type: BEHAVIORAL

Virtual sessions will take place over Zoom each session lasting 20-30 minutes. Each of the five virtual sessions will be aligned with the five online modules. For each module, exercises are built in to test comprehension. If the participant does not complete an exercise accurately, the lead trainer will explain why the response was incorrect and prompt them to repeat the video modeling exercise. The support training partner will take notes to support the formative assessment process and complete fidelity checks.

Ride-Along Training Sessions

Intervention Type: BEHAVIORAL

The first ride-along session will be the baseline session for assessing level of independence (number of cues needed) and safety. The participant will have up to 8 ride-along sessions to reach full independence (no cues needed) and full marks on the safety assessment. The lead trainer will provide the cues as needed to complete each step of the Rideshare process.

Interventions

Intervention Phase

After participants have been enrolled, they will be assigned to one of the trainer-pairs and will work with them to schedule the first two sessions. Most clients will be able to schedule one virtual session per week and one ride along session per week for the first five weeks, with the remaining three weeks allotted to practice ride-along sessions and module repetition (as needed). The additional time also provides a buffer if subjects are unavailable for a week during the intervention phase.

Intervention Type: BEHAVIORAL

Virtual Training Sessions

Virtual sessions will take place over Zoom each session lasting 20-30 minutes. Each of the five virtual sessions will be aligned with the five online modules. For each module, exercises are built in to test comprehension. If the participant does not complete an exercise accurately, the lead trainer will explain why the response was incorrect and prompt them to repeat the video modeling exercise. The support training partner will take notes to support the formative assessment process and complete fidelity checks.

Intervention Type: BEHAVIORAL

Ride-Along Training Sessions

The first ride-along session will be the baseline session for assessing level of independence (number of cues needed) and safety. The participant will have up to 8 ride-along sessions to reach full independence (no cues needed) and full marks on the safety assessment. The lead trainer will provide the cues as needed to complete each step of the Rideshare process.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• study participants have to be 18+ years of age
• living within 100 miles of Richmond, Virginia
• Participants have to have diagnosis of ASD given by a licensed medical professional.
• Participants need to have a stable internet connection
• ability to communicate independently (verbally or via alternative communication device) in English
• have the motoric skills needed to independently use a smartphone (fine motor) and get in and out of a car (gross motor).
• Participants must own a smartphone and be familiar with texting and/or email.

Exclusion Criteria

• participants who have a severe or profound intellectual disability (IQ below 35) given that the training was designed for those with moderate IQ and above with the potential to travel alone to familiar places
• exclude any individual who already uses Rideshare independently.
• exclude pregnant women.

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Organization for Autism Research

OTHER

Sponsor Role: collaborator

Virginia Commonwealth University

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Stacey Reynolds

Role: PRINCIPAL_INVESTIGATOR

Virginia Commonwealth University

Locations

Virginia Commonwealth University

Richmond, Virginia, United States

Countries

United States

Other Identifiers

HM20028878

Identifier Type: -

Identifier Source: org_study_id