When we talk about autistic teens and adults preparing to drive, emotional regulation and executive functioning can sound abstract—or even intimidating. But in practice, these skills show up in very concrete, learnable ways behind the wheel.
In the Cognitive Behavioral Intervention for Driving (CBID) pilot program, researchers didn’t just focus on steering, braking, or road rules. They intentionally taught participants how to notice emotions, manage stress, and think through driving situations step by step—before and during driving practice. This combination helped reduce anxiety and improve attitudes toward driving, and nearly half of participants earned a permit or license shortly after the program ended (Cox et al., 2022, Autism Research)
So what does that look like in everyday learning?
Emotional regulation in driving practice might include:
- Recognizing early signs of anxiety (tight muscles, racing thoughts, shutdown)
- Practicing calming strategies before starting the car
- Learning how to pause, pull over, or stop a session when emotions run high
Reframing mistakes as information—not failure (I love this one!─J)
These skills help learners feel safer and more in control, which can make driving feel possible instead of overwhelming.
Executive functioning skills show up in tasks like:
- Planning the steps of a drive before leaving
- Managing time and transitions (getting ready, starting on time)
- Processing multiple pieces of information at once (signs, signals, other cars)
- Making decisions under mild pressure
In the CBID program, participants practiced breaking driving tasks into manageable parts and thinking through “what if” scenarios in a supportive environment. This helped reduce cognitive overload and increase confidence (Cox et al., 2022)
The takeaway is encouraging: driving readiness isn’t about pushing through fear or “just trying harder.” It’s about learning skills that support calm thinking, flexible planning, and self-trust.
With the right supports, emotional regulation and executive functioning can become strengths—not barriers—on the road toward independence.
Here’s a clear, supportive checklist you can use before and during practice drives. It’s designed to be flexible—use what helps, skip what doesn’t, and adjust as confidence grows.
Want to See the Research?
Baker-Ericzén, M. J., Smith, L., Tran, A., & Scarvie, K. (2021). A Cognitive Behavioral Intervention for Driving for Autistic Teens and Adults: A Pilot Study. Autism in Adulthood, 3(2), 168–178. https://doi.org/10.1089/aut.2020.0009