Parent involvement in novice teen driving: a review of the literature

Young drivers' early access to their own car and crash risk into early adulthood: Findings from the DRIVE study

INTRODUCTION

Car ownership at early licensure for young drivers has been identified as a crash risk factor, but for how long this risk persists is unknown. This study examined crash hazard rates between young drivers with their own vehicle and those who shared a family vehicle at early licensure over 13 years.

METHODS

The DRIVE study, a 2003/04 survey of 20,806 young novice drivers in New South Wales, Australia was used to link to police crash, hospital and death records up to 2016. The first police-reported crash and crash resulting in hospitalisation/death was modelled via flexible parametric survival analysis by type of vehicle access at baseline (own vs. shared family vehicle).

RESULTS

After adjusting for covariates, drivers with their own vehicle at early licensure had an almost 30 % increased hazard rate for any crash after one year (95 % CI:1.16-1.42) compared with those who only had access to a family car and this attenuated but remained significantly higher until year 7 (HR: 1.1, 95 % CI: >1.00-1.20). For crashes resulting in hospitalisation or death, an almost 15-times higher hazard (95 % CI: 1.40-158.17) was observed at the start of follow up, remaining 50 % to year 3 (95 % CI:1.01-2.18).

CONCLUSIONS

Parents and young drivers should be aware of the increased risks involved in car ownership at early licensure. Development of poorer driving habits has been associated with less parental monitoring at this time. Graduated Driving Licensing educators, researchers and stakeholders should seek to address this and to identify improved safety management options.

Physical activity, organized sport participation and active transportation to school among Canadian youth by gender identity and sexual attraction

INTRODUCTION

Regular physical activity is associated with a wide range of health benefits in youth. While previous studies have identified disparities in physical activity among youth by gender identity and sexual attraction, these have seldom been explored in Canadian youth.

METHODS

Data from the 2019 Canadian Health Survey on Children and Youth were used to assess prevalence of and time spent in organized sports participation, total physical activity and active transportation by gender identity (non-cisgender vs. cisgender) among youth aged 12 to 17, and by sexual attraction (nonheterosexual attraction vs. heterosexual attraction) among youth aged 15 to 17.

RESULTS

There was no difference in average minutes of total physical activity per week between non-cisgender and cisgender Canadian youth. Non-cisgender youth (which represent 0.5% of the population) averaged significantly fewer minutes of organized sports per week than their cisgender counterparts. There was some evidence of increased active transportation to school among non-cisgender youth, but insufficient power to detect significant differences. Canadian youth reporting any nonheterosexual attraction (which represent 21.2% of the population, including mostly heterosexual youth) were less likely to be regularly physically active and participate in organized sports than youth reporting exclusive heterosexual attraction. Differences were larger among males than females. Males reporting nonheterosexual attraction were more likely to use active transportation to get to school than their heterosexual counterparts.

CONCLUSION

Non-cisgender youth and youth reporting nonheterosexual attraction tended to participate less in organized sports than their counterparts, but may have engaged in more active transportation. Mitigating the barriers associated with sport participation could increase physical activity among these groups.

Parenting in the context of driving: Spanish adaptation of the Family Climate for Road Safety (FCRSS) for parents and children

The Family Climate for Road Safety Scale (FCRSS; Taubman - Ben-Ari & Katz - Ben-Ami, 2013) is a comprehensive measure originally developed in Israel to assess parent-children relations in the specific context of driving. The scale consists of seven dimensions: Modelling, Feedback, Communication, Monitoring, Messages, Limits, and Non-commitment to Safety. While the original FCRSS examines the young drivers' perception across the seven domains, a version applicable to parents has also been developed by the same authors. The current study investigates the validity and reliability of the FCRSS-Spain for both parents and young drivers. A total of 377 parents (199 fathers and 178 mothers) and 243 of their children (143 daughters and 100 sons) responded to the FCRSS-Spain versions and provided sociodemographic data. In addition, the young drivers completed the Spanish version of the Multidimensional Driving Style Inventory (MDSI-Spain). Results from exploratory structural equation modelling (ESEM) indicate that six out of the seven FCRSS domains were replicable among Spanish drivers. The Messages dimension did not emerge as a consistent factor in the FCRSS for either parents or young drivers. All six factors demonstrated good internal consistency reliability (ordinal alpha coefficients exceeding 0.70), except for Non-commitment to safety. Significant differences were found between mothers and fathers in various FCRSS dimensions in the predicted direction, whereas no significant differences in FCRSS scores were found between young men and young women. As expected, associations were found between parents' scores in various FCRSS dimensions and the reckless, angry, dissociative, anxious, and careful driving styles reported by the young drivers, as well as between young drivers' FCRSS scores and their self-reported reckless, angry, dissociative, anxious, and careful driving styles.

Promoting transportation safety in adolescence: the drivingly randomized controlled trial

BACKGROUND

The impact of young drivers' motor vehicle crashes (MVC) is substantial, with young drivers constituting only 14% of the US population, but contributing to 30% of all fatal and nonfatal injuries due to MVCs and 35% ($25 billion) of the all medical and lost productivity costs. The current best-practice policy approach, Graduated Driver Licensing (GDL) programs, are effective primarily by delaying licensure and restricting crash opportunity. There is a critical need for interventions that target families to complement GDL. Consequently, we will determine if a comprehensive parent-teen intervention, the Drivingly Program, reduces teens' risk for a police-reported MVC in the first 12 months of licensure. Drivingly is based on strong preliminary data and targets multiple risk and protective factors by delivering intervention content to teens, and their parents, at the learner and early independent licensing phases.

METHODS

Eligible participants are aged 16-17.33 years of age, have a learner's permit in Pennsylvania, have practiced no more than 10 h, and have at least one parent/caregiver supervising. Participants are recruited from the general community and through the Children's Hospital of Philadelphia's Recruitment Enhancement Core. Teen-parent dyads are randomized 1:1 to Drivingly or usual practice control group. Drivingly participants receive access to an online curriculum which has 16 lessons for parents and 13 for teens and an online logbook; website usage is tracked. Parents receive two, brief, psychoeducational sessions with a trained health coach and teens receive an on-road driving intervention and feedback session after 4.5 months in the study and access to DriverZed, the AAA Foundation's online hazard training program. Teens complete surveys at baseline, 3 months post-baseline, at licensure, 3months post-licensure, 6 months post-licensure, and 12 months post-licensure. Parents complete surveys at baseline, 3 months post-baseline, and at teen licensure. The primary end-point is police-reported MVCs within the first 12 months of licensure; crash data are provided by the Pennsylvania Department of Transportation.

DISCUSSION

Most evaluations of teen driver safety programs have significant methodological limitations including lack of random assignment, insufficient statistical power, and reliance on self-reported MVCs instead of police reports. Results will identify pragmatic and sustainable solutions for MVC prevention in adolescence.

TRIAL REGISTRATION

ClinicalTrials.gov # NCT03639753.

Estilos parentais, impulsividade e comportamento de jovens universitários condutores

Devido à alta taxa de jovens envolvidos em acidentes de trânsito, o objetivo deste estudo foi avaliar as relações entre estilos parentais, impulsividade e comportamentos de direção em uma amostra de 292 jovens adultos. Os dados foram coletados por meio do Inventário de Estilos Parentais, do Questionário do Comportamento do motorista e da Escala de Impulsividade de Barrat. Os resultados mostraram uma correlação negativa (p < 0,01) entre estilos maternos positivos com o comportamento de risco no trânsito e uma correlação positiva (p < 0,01) entre impulsividade e comportamento de risco, de forma que o baixo controle inibitório apresentou interação com práticas parentais negativas e associação significativa (p = 0,04) com erros, lapsos e violações no trânsito. Os modelos de regressão linear múltipla apontaram que os estilos parentais e a impulsividade são preditores do comportamento de risco do motorista. 

Teen driver crashes potentially preventable by crash avoidance features and teen-driver-specific safety technologies

INTRODUCTION

Vehicle technologies have the potential to help address the disproportionate crash risk that teen drivers face. While crash avoidance features benefit the general population, several address crash scenarios for which teen drivers are particularly at risk, such as rear-end and lane-drift crashes. Other emerging technologies have been designed for teen drivers by addressing certain crash or injury risk factors associated with risky driving behavior, such as speeding or not wearing a seat belt.

METHODS

Using nationwide U.S. crash data from 2016 to 2019, this study examined the maximum potential safety benefits of three currently available crash avoidance features (front crash prevention, lane departure prevention, and blind spot monitoring) and three teen-driver-specific technologies (speeding prevention, extended seatbelt reminders and interlocks, and nighttime curfew violation alerts).

RESULTS

Teen-driver-specific features have the largest potential for reducing teen driver injuries and fatalities, followed by lane departure prevention, front crash prevention, and blind spot monitoring; however, altogether these technologies have the potential to prevent 78% of teen driver fatalities, 47% of injured teen drivers, and 41% of crashes involving teen drivers.

CONCLUSIONS

Crash avoidance features and teen-driver-specific vehicle technologies appear to address different risk factors and crash scenarios, which emphasizes the importance of utilizing both types of safety features to reduce the crash risk of teen drivers.

PRACTICAL APPLICATIONS

Wider acceptance, accessibility, and use of these technologies are needed for their safety potential to be realized. More manufacturers should offer and advertise teen-driver-specific technology suites that integrate crash avoidance systems and safety features that address risky driving behavior. While this study shows the maximum potential safety benefits of these technologies, further research is needed to understand the behavioral implications as teens learn to drive with these features.

Salesperson knowledge of teen-specific vehicle safety features

OBJECTIVE

Teen drivers experience elevated crash risk compared with experienced adult drivers. Active parental oversight can improve teen driving safety, and several manufacturers have released teen-focused safety features over the past decade. Still, parents don't always use these systems and often don't even know their vehicle is equipped. A recent survey found that parents who do know about such systems on their vehicle first learned of them from a salesperson at a dealership. The current study examined how salespeople discuss and sell teen-specific safety systems on vehicles to parents shopping for a new teen driver.

METHODS

The study focused on four vehicle brands. Two researchers posed as the parents of a new teen driver who were shopping for a vehicle for their teen. They entered dealerships and conducted semistructured interviews with the salesperson that approached them, using prompts of increasing specificity about their teen driver and their interest in safety, and tracking at what point each salesperson mentioned their brand's teen-specific systems, what features they mentioned, and how accurate those mentions were.

RESULTS

Thirty of the 40 participating salespeople were able to mention their brand's teen-specific system at some point during the procedure. Hyundai salespeople most consistently brought up their brand's teen features, and Chevy salespeople mentioned the most features while Ford salespeople mentioned the fewest. Salespeople often mentioned speed-related features, although the most commonly mentioned features varied by brand. No participating salespeople reported receiving training specifically about their brand's teen features.

DISCUSSION

Most salespeople approached did mention their brand's teen-focused safety systems, but did not usually do so until they had received more targeted prompts. Information these salespeople did share was often vague and general. Salespeople are a key source of information about a vehicle's specific and relevant safety features, and parents without at least some vague preexisting knowledge about the systems or features that could be available on a vehicle of interest are not likely to leave a dealership with a clear idea of all available features that could aid their efforts to keep their teen drivers safe.

Are you with me? The relevance of peers and other social resources for participation in the German voluntary accompanied-driving scheme

In Germany, "Accompanied Driving From Age 17" (AD17) is a voluntary alternative method of formal driver training that demonstrably reduces the crash risk for young novice drivers. This study aims to clarify whether social resources such as peers and novice driver-specific social capital play a role in participation in the AD17 program in Germany. In a nationwide random sample, 17-year-old accompanied novice drivers (n = 2,478) and 18-year-old novices (n = 925) who had conventionally acquired a driver's license were surveyed about their novice driver-specific social resources, using specially developed measurement tools such as a resource generator. The results revealed that the proportion of a young driver's friends currently taking or having taken part in AD17 is a major predictor for participation in AD17. To a lesser extent, family-based social capital positively correlates to voluntary participation in AD17. Future optimization efforts should therefore take into account providing support for family-based social resources, including the possibility of compensation. Additionally, considering the composition of the young driver's peer group is strongly recommended.

Trajectories of self-regulatory driving practices: Role of learner phase practice

INTRODUCTION

Previous research suggests that driving practice in diverse contexts may contribute to earlier licensure and improve driving skills among teen drivers. However, few studies have examined the role of practice diversity in driving outcomes post-licensure. Specifically, examining self-regulatory driving practices post-licensure may provide insight into the extent to which teens choose to avoid driving various environments. The current study examined the relationship between learner phase driving practice diversity and teen self-regulatory driving practices over the first six months of licensure.

METHODS

Fifty-six newly licensed 16-year-olds reported pre-licensure practice diversity, driving exposure and, self-regulatory driving practices at three timepoints (within 2 weeks of licensure and at 3 and 6 months post-licensure).

RESULTS

Multi-level models revealed self-regulatory driving practices significantly decreased over the first six months of independent driving. Practice in complex environments (e.g., on a commercial road, on a highway, etc.) was associated with fewer self-regulatory driving practices at baseline. Practice in simple environments (e.g., in a residential area, in a parking lot) was associated with more self-regulatory driving practices at baseline. Practice driving at night and in bad weather conditions predicted greater post-licensure self-regulation of driving in those specific environments.

CONCLUSION

This study reinforces the importance of practice diversity for teens before independent driving, as early practice can have implications for self-regulatory driving practices immediately upon licensure. Future research examining this topic may inform parent-based interventions to maximize teen driver safety during the critical post-licensure period.

Parents’ Views of a Classroom and Closed-Road Post-License Driving Program for Teen Drivers, Guard Your Life

In the US, teenage drivers have an increased risk of being involved in crashes. To address this, post-license advanced driving programs have emerged. This study gains parents’ perspectives while observing their teens’ involvement in a post-license driving program focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving. Parents completed a survey after the program, and for comparison purposes, the teens also completed a survey at the end of the program. While the parents only observed the program, the results revealed that most learned useful information and would consider additional training for themselves. Almost all teens and parents reported anticipating changing their driving behaviors, specifically by reducing distractions, having a heightened awareness and changing their driving position. These results suggest that parents benefited from simply observing the class.

Novice drivers’ experiences of parental encouragement with road rules in Queensland: Scope for a third party policing approach?

This study explored whether a third party policing approach is appropriate for increasing young driver compliance with graduated driver licensing restrictions. Focus groups (n = 3) and semi-structured interviews (n = 24) were conducted with young drivers from Brisbane, Queensland, Australia. Participants (n = 39 in total) were aged 17 to 19 years and held a Provisional 1 or 2 licence. Many young drivers appreciated the involvement of their parents in their novice driving period and reported that parents provided practical support and planning strategies. There is potential for the use of a third party policing intervention to improve compliance amongst young drivers.

Teaching Autistic Adolescents and Young Adults to Drive: Perspectives of Specialized Driving Instructors

Background: Limited transportation access may curtail education, occupational training, social, and community engagement opportunities for autistic adolescents. Nearly one-third of autistic adolescents obtain a driver's license by age 21 years, which may increase mobility and improve autistic adolescents' transition to independent adulthood. This study examined driving instructors' perspectives and experiences of teaching autistic adolescents to drive to facilitate a safe learning-to-drive process. Methods: We conducted interviews with driving instructors with specialized training to teach autistic adolescents to drive. Participants were recruited through purposive and snowball sampling. Semistructured interviews investigated family engagement; instructor observations; instructors' teaching strategies; and recommendations for improving the learning-to-drive process. A directed content analysis approach informed the development of a coding scheme. Coded transcripts were reviewed to identify themes. Results: We interviewed 17 driving instructors who primarily identified as occupational therapists. Key themes included importance of parent engagement; fostering independence; individualization of instructional strategies; and enhancements to the learning-to-drive process. Parent engagement prepared autistic students to undertake on-road instruction and supported skill development. While some families paradoxically limited adolescents' independence (e.g., heavy supervision while cooking, limiting participation in bicycling or lawn mowing) despite wanting them to pursue licensure, instructors believed that demonstrating independence in such life skills was necessary for safely undertaking on-road instruction. Instructors shared how they individualized assessments and tailored lessons over a prolonged period of time to promote safety and skill acquisition. Specific recommendations for enhancing the learning-to-drive process included standardizing instructional approaches and refining clinical assessment tools to determine driver readiness. Conclusions: Our findings highlight the need for parental engagement to support the learning-to-drive process and to foster the independence necessary to undertake highly individualized driving instruction. Efforts to increase families' access to tools to promote driving readiness and establishing best practices for instructors may enhance the efficiency and standardization of the learning-to-drive process.

Lay summary

Why was this study done? Becoming licensed to drive increases the independence and mobility of adolescents, potentially improving access to educational, occupational training, social, and community engagement opportunities. Driving instructors are a critical resource for families, particularly for autistic adolescents who may receive training from specialized instructors, such as occupational therapists (OTs). However, little is known about the process and experience of teaching autistic adolescents to drive, which limits the ability to provide adolescents and families with guidance to prepare for and support the learning-to-drive process. What was the purpose of this study? The goal of this study was to examine the experiences and perspectives of driving instructors who provide behind-the-wheel training for autistic adolescents and young adults. What did the researchers do? We conducted semistructured interviews with specialized driving instructors who had experience working with autistic youth. Team members transcribed the interviews, coded them, and summarized common themes. What were the results of the study? We interviewed 17 driving instructors who primarily identified as OTs. Key themes included the importance of parents as partners, the need to encourage independence in daily living skills before driving, and the individualized approach used when working with autistic adolescents. Instructors provided suggestions for enhancing the learning-to-drive process and supporting nonspecialized instructors who also provide training to adolescents. Suggestions included enhancing the use of state-level Vocational Rehabilitation Services to provide financial support for instruction, use of a life skills checklist to identify and promote prerequisite driving skills, parent-supervised practice driving (including commentary driving where adolescents narrate driving instructions to a driver), and individualization of instruction tailored to adolescents' particular needs. What do these findings add to what was already known? These results inform efforts to prepare parents, nonspecialized instructors, and autistic adolescents themselves for undertaking on-road instruction and licensure. Instructors recommended that parents help adolescents develop independence, including skills to use alternative forms of transportation and practice predriving skills, such as navigation. Furthermore, these results highlight the need to establish best practices for instruction and refinement of tools and strategies used by both specialized and general driving instructors. What are potential weaknesses in the study? Our recruitment approach may have led instructors with similar training or opinions to participate, so important aspects of teaching autistic drivers may have not been elicited. We did not interview general driving instructors who may have different perspectives and needs that were not discussed. We were unable to determine how characteristics such as work location, race/ethnicity, or years in practice may have influenced participants' responses. How will these findings help autistic adults now or in the future? Results from this study identify tools, such as a life skills checklist, and practice activities, such as commentary driving, that can be used by families to support autistic adolescents who are learning to drive. This study highlights the need to examine experiences with the learning-to-drive process from autistic adolescents and parents themselves to understand their needs and recommendations for enhancing the process of safely learning to drive.

Family Communication Patterns and Teen Driving Intervention Effectiveness

Objectives: Teen drivers are at increased crash risk, largely due to lack of experience. Parents play a key role in influencing teen behaviors and attitudes around driving safety. Parent-involved interventions may improve teen driving safety but tend to be resource intensive and have limited scalability. In this study, we examined how family communication patterns (FCPs) impact teen risky driving and the effectiveness of a parent-focused teen driving intervention. Methods: Our data came from a large randomized controlled teen driving intervention trial. We randomized parent-teen dyads into one of 3 groups: parent communication intervention plus in-vehicle event recorder feedback; in-vehicle event recorder feedback only ; or control. The primary outcome variable was teen risky driving (self-reports and triggered events); the primary exposure variables were FCPs and intervention group. We used generalized linear models to calculate effect estimates. Results: Teens' baseline risky driving did not vary by family communication pattern. The impact of the parent-focused intervention was stronger in families with a laissez-faire FCP. The laissez-faire FCP focuses little on child conformity and downplays communication. Conclusions: These results provide a framework for targeting high-resource teen driving interventions (event recorder feedback and parent-communication training) to families with laissez-faire communication patterns to attain the greatest risk reductions.

Understanding crash potential associated with teen driving: Survey analysis using multivariate graphical method

INTRODUCTION

Teen crash involvement is usually higher than other age groups, and they are typically overrepresented in car crashes. To infer teen drivers' understanding of crash potentials (factors that are associated with crash occurrence), two sources of data are generally used: retrospective data and prospective data. Retrospective data sources contain historical crash data, which have limitations in determining teen drivers' knowledge of crash potentials. Prospective data sources, like surveys, have more potential to minimize the research gap. Prior studies have shown that teen drivers are more likely to be involved in crashes during their early driving years. Thus, there is a benefit in examining how teen drivers' understanding of crash potentials change during their transition through licensing stages (i.e., no licensure to unrestricted licensure).

METHOD

This study used a large set of teen driver survey data (a dataset from approximately 88,000 respondents) of Texas teens to answer the research question. Researchers provided rankings of the crash potentials by gender and licensure stages using a multivariate graphical method named taxicab correspondence analysis (TCA).

RESULTS

The findings show that driving behavior and understanding of crash potentials differ among teens based upon various licensing stages. Practical applications: Findings from this study can help government authorities to refine policies of teen driver licensing and implement potential countermeasures for safety improvement.

Adolescent Sexual Orientation and Developmental Transition in Emerging Adulthood: Disparities in School, Work, Residence, and Transportation

PURPOSE

To examine associations between adolescent sexual minority status and developmental transitions in school, work, residence, and transportation 5 years later.

METHOD

We analyzed data from Waves 2 (Mean age = 17.2) and 7 (Mean age = 22.6) of the NEXT Generation Health Study (n = 2,000). Relative risks were estimated using Poisson regressions.

RESULTS

Relative to heterosexual females, sexual minority females were more likely to report not attending school (relative risk [RR] = 1.27, 95% confidence interval [CI] = 1.02, 1.59), not anticipating college completion (RR = 1.60, 95% CI = 1.27, 2.01), and not having a driver's license (RR = 2.64, 95% CI 1.38, 5.05) at Wave 7. Relative to heterosexual males, sexual minority males were more likely to report living in three or more places in the past year (RR = 2.98, 95% CI = 1.31, 6.76).

CONCLUSIONS

Adolescent sexual minority status predicted worse educational outcomes among females and more unstable living environment among males.

The Teen Driver

For many teenagers, obtaining a driver's license is a rite of passage, conferring the ability to independently travel to school, work, or social events. However, immaturity, inexperience, and risky behavior put newly licensed teen drivers at risk. Motor vehicle crashes are the most common cause of mortality and injury for adolescents and young adults in developed countries. Teen drivers (15-19 years of age) have the highest rate of motor vehicle crashes among all age groups in the United States and contribute disproportionately to traffic fatalities. In addition to the deaths of teen drivers, more than half of 8- to 17-year-old children who die in car crashes are killed as passengers of drivers younger than 20 years of age. This policy statement, in which we update the previous 2006 iteration of this policy statement, is used to reflect new research on the risks faced by teen drivers and offer advice for pediatricians counseling teen drivers and their families.

Design and implementation of a parent guide for coaching teen drivers

INTRODUCTION

Teens beginning to drive independently are at significant increased risk of motor-vehicle crashes relative to their other life stages. There is, however, little guidance for parents as to how best to supervise learning to drive.

METHOD

This study sought to undertake an informed approach to development and implementation of a Parent Guide. We included a multi-stage development process, using theory, findings from a Delphi-study of young driver traffic-safety experts, and parent focus groups. This process informed the development of a Guide that was then evaluated for feasibility and acceptability, comparing a group that received the Guide with a control group of parent and teen dyads. Both members of the dyads were surveyed at baseline, again at the approximate time teens would be licensed to drive independently (post-test), and again three months later.

RESULTS

We found no difference in the proportion of teens who became licensed between those given the new Guide and control teens (who received the state-developed booklet); that is the Guide did not appear to promote or delay licensure. Teens in the Guide group reported that their parents were more likely to use the provided resource compared with control teens. Responses indicated that the Parent Guide was favorably viewed, that it was easy to use, and that the logging of hours was a useful inclusion. Parents noted that the Guide helped them manage their stress, provided strategies to keep calm, and helped with planning practice. In contrast, control parents noted that their booklet helped explain rules. Among licensed teens there was no significant difference in self-reported risky driving at the three-month follow-up. We discuss the challenges in providing motivation for parents to move beyond a set number of practice hours to provide diversity of driving practice.

Talking with teens about traffic safety: Initial feasibility, acceptability, and efficacy of a parent-targeted intervention for primary care settings

INTRODUCTION

The aims of the current pilot study were to evaluate the feasibility, acceptability, and preliminary efficacy of the Talking with Teens about Traffic Safety Program. The program consists of a clinic-based health coaching session with parents of adolescents at their annual well-child visit to promote parent-teen communication about teen driver safety including: a Parent Handbook that is designed to serve as a primer on teen driver safety and facilitate parent-teen communication on a variety of teen driver topics; an interactive practice driving toolset; and an endorsement of the materials by the primary care provider.

METHOD

Fifty-four parent-teen dyads (n = 108 total) were recruited from a primary care practice. Dyads were randomized (1:1) into a treatment group or a usual care group. Implementation fidelity was assessed using checklists completed by health coaches and parent interviews. After 6 months, parents reported how often they talked with their teen about 12 safe driving topics (e.g., state graduated driver licensing laws).

RESULTS

Parents in the treatment group reported more frequent discussions than parents in the control group on 7 out of the 12 topics. Fidelity data indicate that 100% of sessions were implemented as designed and were acceptable to parents.

CONCLUSIONS

The program was feasible to administer and there was evidence for preliminary efficacy. Generally, effects were larger for more infrequently discussed topics, which is to be expected due to the potential for ceiling effects on more commonly discussed topics (e.g., distracted driving). A larger multi-site study is warranted.

PRACTICAL APPLICATIONS

The results from this pilot study provide support for implementation fidelity and establish a proof-of-concept for the Talking with Teens about Traffic Safety Program. The results provide guidance for developing partnerships with pediatricians and parents to develop parent-teen communication interventions on injury prevention topics.

Vehicle ownership and other predictors of teenagers risky driving behavior: Evidence from a naturalistic driving study

OBJECTIVE

Risky driving behavior may contribute to the high crash risk among teenage drivers. The current naturalistic driving study assessed predictors for teenagers' kinematic risky driving (KRD) behavior and the interdependencies between them.

METHOD

The private vehicles of 81 novice teenage drivers were equipped with data acquisition system that recorded driving kinematics, miles driven, and video recordings of the driver, passengers and the driving environment. Psychosocial measures were collected using questionnaires administered at licensure. Poisson regression analyses and model selection were used to assess factors associated with teens' risky driving behavior and the interactions between them.

RESULTS

Driving own vs shared vehicle, driving during the day vs at night, and driving alone vs with passengers were significantly associated with higher KRD rates (Incidence rate ratios (IRRs) of 1.60, 1.41, and 1.28, respectively). Teenagers reporting higher vs lower levels of parental trust had significantly lower KRD rates (IRR = 0.58). KRD rates were 88% higher among teenagers driving with a passenger in their own vehicle compared to teenagers driving with a passenger in a shared vehicle. Similarly, KRD rates during the day were 74% higher among teenagers driving their own vehicle compared to those driving a shared vehicle.

CONCLUSIONS

Novice teenagers' risky driving behavior varied according to driver attributes and contextual aspects of the driving environment. As such, examining teenagers' risky driving behavior should take into account multiple contributing factors and their interactions. The variability in risky driving according to the driving context can inform the development of targeted interventions to reduce the crash risk of novice teenage drivers.

Development of a higher-order instruction coding taxonomy for observational data: Initial application to professional driving instruction

Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving instructors. Seventy-three instruction and 32 teaching approach codes were selected. Reliability between two independent coders was high (IOC = 94.6%). Application to data from 17 randomly-selected, 1-h lessons (n = 3 driving instructors) in a pilot study of professional learner driver lessons assessed taxonomy validity. Missed, taken, and untaken opportunities for higher-order instruction via 9 instruction and 19 teaching-approach categories were identified. Reliability assessment and taxonomy application demonstrates evidence to facilitate a comprehensive understanding of driving instruction content and quality, with implications for assessing and evaluating the impact of higher-order instruction in relation to driving and other safety-critical sectors requiring higher-order skills.

Teens' distracted driving behavior: Prevalence and predictors

INTRODUCTION

Teen drivers' over-involvement in crashes has been attributed to a variety of factors, including distracted driving. With the rapid development of in-vehicle systems and portable electronic devices, the burden associated with distracted driving is expected to increase. The current study identifies predictors of secondary task engagement among teenage drivers and provides basis for interventions to reduce distracted driving behavior. We described the prevalence of secondary tasks by type and driving conditions and evaluated the associations between the prevalence of secondary task engagement, driving conditions, and selected psychosocial factors.

METHODS

The private vehicles of 83 newly-licensed teenage drivers were equipped with Data Acquisition Systems (DAS), which documented driving performance measures, including secondary task engagement and driving environment characteristics. Surveys administered at licensure provided psychosocial measures.

RESULTS

Overall, teens engaged in a potentially distracting secondary task in 58% of sampled road clips. The most prevalent types of secondary tasks were interaction with a passenger, talking/singing (no passenger), external distraction, and texting/dialing the cell phone. Secondary task engagement was more prevalent among those with primary vehicle access and when driving alone. Social norms, friends' risky driving behaviors, and parental limitations were significantly associated with secondary task prevalence. In contrast, environmental attributes, including lighting and road surface conditions, were not associated with teens' engagement in secondary tasks.

CONCLUSIONS

Our findings indicated that teens engaged in secondary tasks frequently and poorly regulate their driving behavior relative to environmental conditions. Practical applications: Peer and parent influences on secondary task engagement provide valuable objectives for countermeasures to reduce distracted driving among teenage drivers.

Racing with friends: Resistance to peer influence, gist and specific risk beliefs

PURPOSE

Studies assessing young drivers' risk appraisals with their driving behavior have shown both positive and inverse associations, possibly due to differences in survey items that cue gist appraisals about risk (i.e., beliefs that are focused on meaning) or specific appraisals (i.e., beliefs that are focused on discrete instances). Prior research has indicated that gist-based reasoning is protective against engaging in risk behavior and that use of gist appraisals increases with development. Additionally, although much of adolescents' risk-taking occurs in groups, almost no research examines how adolescents' resistance to peer influence may relate to their specific and gist beliefs about socially-bound risk behavior, as well as their future engagement in such behavior.

METHODS

One hundred and thirty-two adolescent drivers participated in a prospective self-report study on racing behavior. Surveys measured specific and gist risk appraisals, resistance to peer influence, and racing behavior at two time points three months apart. We hypothesized that stronger specific appraisals would be associated with greater likelihood of racing, and stronger gist appraisals would be protective. Further, we hypothesized that resistance to peer influence would be positively associated with gist appraisals and negatively associated with specific risk appraisals; and would also be inversely associate with racing.

RESULTS

Specific risk appraisals and gist appraisals were predictive of racing behavior as hypothesized. Resistance to peer influence did not predict racing, but was associated with each type of risk appraisal as predicted at Time 1, although the association between specific risk and resistance to peer influence was non-significant at the second time point.

CONCLUSIONS

Gist beliefs and the ability to resist influence from friends might be indicative of an underlying strength of one's own beliefs about the self as a non-risk taking person who stands up for his or her beliefs, which is protective against engaging in risky behavior, such as racing with friends.

Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

The young driver problem is typified by high crash rates early in licensure that decline with experience, but are higher initially and decline more slowly for the youngest novices. Despite considerable effort, only Graduated Driver Licensing System (GDLS) policies have been shown to improve novice young driver safety outcomes. Unfortunately, GDLS policies are mostly limited to countries with a relatively young licensure age. Meanwhile, it is not entirely clear how GDLS and other young driver transportation safety efforts, including driver training and testing, supervised practice and parental management of young drivers, can best be configured. Notably, professional training can foster improvements in vehicle management skills that are necessary, but do not assure safe driving behavior. Substantial recent research has focused on training methods to improve driving skills, but the safety benefits of driver training have not been established. While prolonged practice driving increases experience and provides supervisors with opportunities to prepare novices for independent driving, the transition to independent driving challenges novices to employ, on their own, poorly-mastered skills under unfamiliar and complex driving conditions. Licensing policies and parental management practices can limit the complexity of driving conditions while novices gain needed driving experience. Nevertheless, an emerging body of literature suggests that future advances in training and supervision of novice teenage drivers might best focus on the translation of learning to independent driving by fostering safe driving attitudes and norms, judgment, dedicated attention to driving tasks and self-control at the wheel.

Do as I say, not as I do: Distracted driving behavior of teens and their parents

INTRODUCTION

Driver distraction is an important contributor to crash risk. Teenage driver distraction can be influenced by the attitudes and behaviors of parents. This study examined teens' and their parents' engagement in distracting behavior while driving.

METHOD

Survey data were collected from a national sample of 403 parent-teen dyads using random-digit dialing telephone interviews.

RESULTS

Results demonstrated few parent or teen sex differences in distracting behavior engagement while driving, or in their perceptions of each others' behavior. Parents and teens' frequencies of distracting behavior engagement were positively correlated. Parents' and teens' perceptions of each others' distracting behavior engagement while driving exceeded their own selfreports. Finally, the likelihood that teens reported engaging in distracting behavior while driving was more strongly associated with their perceptions of their parents' distracting behavior than by parents' self reports of their own behavior.

CONCLUSIONS

These results suggest that parents' examples of driving behavior are an important influence on teen driving behavior, but potentially more important are teens' perceptions of their parents' behaviors.

Perceptions of Supervision Among Injured and Non-Injured Teens Working in the Retail or Service Industry

According to the National Institute for Occupational Safety and Health (NIOSH), a teen is injured every 9 minutes at work. Workplace supervision may affect whether teens are injured on the job. Because research on workplace supervision among teens is limited, the objectives of this study were to characterize the perceptions of supervision among injured and non-injured teen workers and assess the characteristics and perceptions of supervisors that may be associated with work-related injuries. In 2011, a cross-sectional survey was conducted among high school students. Teens who worked in retail or service industries (n= 270) were included in the sample. Non-injured teens were more likely to have reported that their supervisors cared about their safety, were helpful, listened well, and ensured that teen workers understood workplace safety. Most teens (70%) did not feel comfortable talking about safety issues with their supervisors. The importance of supervision and how supervisors are perceived in the workplace may be significant in creating a safety culture that leaves a lasting impression.

Effectiveness of Parent-Focused Interventions to Increase Teen Driver Safety: A Critical Review

PURPOSE

We critically reviewed recent parent-directed teen driving interventions to summarize their success in meeting stated goals; identify promising intervention components and knowledge gaps; aid in the selection, adaptation, and dissemination of effective interventions; and guide future research efforts.

METHODS

We focused on interventions that included a direct parent component, explicitly stated outcomes related to the teen and/or their parents, were evaluated for parent or teen outcomes, targeted drivers younger than the age of 21 years, and had at least one evaluation study published since 1990 and in English. We conducted a comprehensive systematic search of 26 online databases between November 2013 and January 2014 and identified 34 articles representing 18 interventions.

RESULTS

Several interventions-in particular, those that had an active engagement component, incorporated an in-vehicle data recorder system, and had a strong conceptual approach-show promise in improving parental supervisory behaviors during the learner and early independent phases, increasing teen driver skill acquisition, and reducing teens' risky driving behaviors.

CONCLUSIONS

We identify essential characteristics of effective parent-involved teen driving interventions and their evaluation studies, propose a comprehensive and multitiered approach to intervention, and discuss several research areas and overarching issues for consideration.

Graduated Driver Licensing: An international review

Graduated driver licensing (GDL) aims to gradually increase the exposure of new drivers to more complex driving situations and typically consists of learner, provisional and open licence phases. The first phase, the learner licence, is designed to allow novice drivers to obtain practical driving experience in lower risk situations. The learner licence can delay licensure, encourage novice drivers to learn under supervision, mandate the number of hours of practice required to progress to the next phase and encourage parental involvement. The second phase, the provisional licence, establishes various driving restrictions and thereby reduces exposure to situations of higher risk, such as driving at night, with passengers or after drinking alcohol. Parental involvement with a GDL system appears essential in helping novices obtain sufficient practice and in enforcing compliance with restrictions once the new driver obtains a provisional licence. Given the significant number of young drivers involved in crashes within Oman, GDL is one countermeasure that may be beneficial in reducing crash risk and involvement for this group.

TeenDrivingPlan effectiveness: the effect of quantity and diversity of supervised practice on teens' driving performance

PURPOSE

The large contribution of inexperience to the high crash rate of newly licensed teens suggests that they enter licensure with insufficient skills. In a prior analysis, we found moderate support for a direct effect of a web-based intervention, the TeenDrivingPlan (TDP), on teens' driving performance. The purpose of the present study was to identify the mechanisms by which TDP may be effective and to extend our understanding of how teens learn to drive.

METHODS

A randomized controlled trial conducted with teen permit holders and parent supervisors (N = 151 dyads) was used to determine if the effect of TDP on driver performance operated through five hypothesized mediators: (1) parent-perceived social support; (2) teen-perceived social support; (3) parent engagement; (4) practice quantity; and (5) practice diversity. Certified driving evaluators, blinded to teens' treatment allocation, assessed teens' driving performance 24 weeks after enrollment. Mediator variables were assessed on self-report surveys administered periodically over the study period.

RESULTS

Exposure to TDP increased teen-perceived social support, parent engagement, and practice diversity. Both greater practice quantity and diversity were associated with better driving performance, but only practice diversity mediated the relationship between TDP and driver performance.

CONCLUSIONS

Practice diversity is feasible to change and increases teens' likelihood of completing a rigorous on-road driving assessment just before licensure. Future research should continue to identify mechanisms that diversify practice driving, explore complementary ways to help families optimize the time they spend on practice driving, and evaluate the long-term effectiveness of TDP.

The contribution of parents' driving behavior, family climate for road safety, and parent-targeted intervention to young male driving behavior

One of the prominent issues in contemporary research on young drivers deals with the mechanisms underlying parents' influences on their offspring's driving behavior. The present study combines two sets of data: the first gathered from in-vehicle data recorders tracking the driving of parents and their teenage sons, and the second derived from self-report questionnaires completed by the young drivers. The aim was to evaluate the contribution of parents' driving behavior, participation in a parent-targeted intervention, and the teen drivers' perception of the family climate for road safety, to the driving behavior of young drivers during solo driving. The data was collected over the course of 12 months, beginning with the licensure of the teen driver, and examined a sample of 166 families who were randomly assigned to one of three intervention groups (receiving different forms of feedback) or a control group (with no feedback). Findings indicate that young male drivers' risky driving events rate was positively associated with that of their parents. In addition, any type of intervention led to a lower rate of risky driving events among young drivers compared to the control group. Finally, a higher perception of parents as not committed to safety and lower perceived parental monitoring were related to a higher risky driving events rate among young drivers. The results highlight the need to consider a complex set of antecedents in parents' attitudes and behavior, as well as the family's safety atmosphere, in order to better understand young drivers' risky driving. The practical implications refer to the effective use of the family as a lever in the attempt to promote safety awareness among young drivers.

Driving errors of learner teens: frequency, nature and their association with practice

BACKGROUND

Despite demonstrating basic vehicle operations skills sufficient to pass a state licensing test, novice teen drivers demonstrate several deficits in tactical driving skills during the first several months of independent driving. Improving our knowledge of the types of errors made by teen permit holders early in the learning process would assist in the development of novel approaches to driver training and resources for parent supervision.

METHODS

The purpose of the current analysis was to describe driving performance errors made by teens during the permit period, and to determine if there were differences in the frequency and type of errors made by teens: (1) in comparison to licensed, safe, and experienced adult drivers; (2) by teen and parent-supervisor characteristics; and (3) by teen-reported quantity of practice driving. Data for this analysis were combined from two studies: (1) the control group of teens in a randomized clinical trial evaluating an intervention to improve parent-supervised practice driving (n=89 parent-teen dyads) and (2) a sample of 37 adult drivers (mean age 44.2 years), recruited and screened as an experienced and competent reference standard in a validation study of an on-road driving assessment for teens (tODA). Three measures of performance: drive termination (i.e., the assessment was discontinued for safety reasons), safety-relevant critical errors, and vehicle operation errors were evaluated at the approximate mid-point (12 weeks) and end (24 weeks) of the learner phase. Differences in driver performance were compared using the Wilcoxon rank sum test for continuous variables and Pearson's Chi-square test for categorical variables.

RESULTS

10.4% of teens had their early assessment terminated for safety reasons and 15.4% had their late assessment terminated, compared to no adults. These teens reported substantially fewer behind the wheel practice hours compared with teens that did not have their assessments terminated: tODAearly (9.0 vs. 20.0, p<0.001) and tODAlate (19.0 vs. 58.3, p<0.001). With respect to critical driving errors, 55% of teens committed a total of 85 critical errors (range of 1-5 errors per driver) on the early tODA; by comparison, only one adult committed a critical error (p<0.001). On the late tODA, 54% of teens committed 67 critical errors (range of 1-8 errors per driver) compared with only one adult (p<0.001). No differences in teen or parent gender, parent/teen relationship type or parent prior experience teaching a teen to drive were observed between teens who committed a critical error on either route and teens that committed no critical errors. A borderline association between median teen-reported practice quantity and critical error commission was observed for the late tODA. The overall median proportion of vehicle operation errors for teens was higher than that of adults on both assessments, though median error proportions were less than 10% for both teens and adults.

CONCLUSION

In comparison to a group of experienced adult drivers, a substantially higher proportion of learner teens committed safety-relevant critical driving errors at both time points of assessment. These findings, as well as the associations between practice quantity and the driving performance outcomes studied suggest that further research is needed to better understand how teens might effectively learn skills necessary for safe independent driving while they are still under supervised conditions.

Crash and traffic violation rates before and after licensure for novice California drivers subject to different driver licensing requirements

INTRODUCTION

How do crash and traffic violation rates for novice 16-17-year-old drivers change over the months before and after licensure under a graduated driver licensing (GDL) program relative to those for older novices who are not subject to GDL?

METHOD

Plots and Poisson regression comparing overall rates and subtypes of crashes and traffic violations among California novice drivers ages 16 to 35 years over time before and after unsupervised licensure.

RESULTS

Majorities of 16-year-olds (57%) and 17-year-olds (73%) actually hold their learner permits longer than the required 6 months; majorities (67%-81%) of age 18 or older novices hold their learner permits less than 6 months. Crash rates of novice 16- and 17-year-olds-as well as most other age groups-are highest almost immediately after they are licensed to drive unsupervised, after which their rates decline quickly during their first year of licensure and at a slower rate for the second and third years. Novice 16- and 17-year-olds' traffic violation rates reach their zenith long after their total crash rates peak and decline, whereas violation rates for older novices peak during their first year of licensure. Over 70% of 16- and 17-year-old novices are crash-free for the first 3 years of licensure.

CONCLUSIONS

While novice 16- and 17-year-olds' highest crash rates occur almost immediately after they are licensed, their peak traffic violation rates are delayed until around the time they turn age 18. Both pre-licensure crash rates and post-licensure crash peaks were more pronounced for some older age groups of novices than was the case for 16-17-year-olds.

PRACTICAL APPLICATIONS

Extending learner permit holding periods for 16-17-year-old novices appears consistent with their actual behavior; requiring older novices-particularly those ages 18 to 20-to hold permits for minimum periods may reduce their initial crash rates.

Parent comments and instruction during the first four months of supervised driving: an opportunity missed?

The present study examined the nature of the comments and instruction provided by parents during supervised driving. Unlike previous studies which rely on self-report, the data in this study were obtained through direct observation of parents and teens using in-vehicle cameras with audio recording. The cameras were installed in the vehicles of 50 families for the first four months of the learner license stage. The findings show a great deal of conversation takes place while teens are driving with a supervisor, and that much of this conversation concerns driving. Sixty-one percent (61%) of all recorded clips included driving-related conversation. The most common type of comment by parents was instruction about vehicle handling or operation, observed in 53% of those clips with conversation about driving. This was followed by pointing out something about the driving environment (such as when it was clear to enter traffic; 23%), negative comments about the teen's driving (22%), and helping the driver navigate (18%). Other potentially helpful types of instruction, including explanation or insights regarding higher order skills (e.g., hazard anticipation and detection), were noticeably less frequent. Moreover, higher order instruction remained low during the first four months of the learner stage, even as instruction about vehicle handling/operation decreased. These findings suggest parents are not taking full advantage of the opportunity provided by mandatory periods of supervised driving to help their children develop an understanding of important aspects of driving.

Can providing feedback on driving behavior and training on parental vigilant care affect male teen drivers and their parents?

This study focuses on investigating the driving behavior of young novice male drivers during the first year of driving (three months of accompanied driving and the following nine months of solo driving). The study's objective is to examine the potential of various feedback forms on driving to affect young drivers' behavior and to mitigate the transition from accompanied to solo driving. The study examines also the utility of providing parents with guidance on how to exercise vigilant care regarding their teens' driving. Driving behavior was evaluated using data collected by In-Vehicle Data Recorders (IVDR), which document events of extreme g-forces measured in the vehicles. IVDR systems were installed in 242 cars of the families of young male drivers, however, only 217 families of young drivers aged 17-22 (M=17.5; SD=0.8) completed the one year period. The families were randomly allocated into 4 groups: (1) Family feedback: In which all the members of the family were exposed to feedback on their own driving and on that of the other family members; (2) Parental training: in which in addition to the family feedback, parents received personal guidance on ways to enhance vigilant care regarding their sons' driving; (3) Individual feedback: In which family members received feedback only on their own driving behavior (and were not exposed to the data on other family members); (4) CONTROL: Group that received no feedback at all. The feedback was provided to the different groups starting from the solo period, thus, the feedback was not provided during the supervised period. The data collected by the IVDRs was first analyzed using analysis of variance in order to compare the groups with respect to their monthly event rates. Events' rates are defined as the number of events in a trip divided by its duration. This was followed by the development and estimation of random effect negative binomial models that explain the monthly event rates of young drivers and their parents. The study showed that: (1) the Parental training group recorded significantly lower events rates (-29%) compared to the CONTROL group during the solo period; (2) although directed mainly at the novice drivers, the intervention positively affected also the behavior of parents, with both fathers and mothers in the Parental training group improving their driving (by -23% for both fathers and mothers) and mothers improving it also in the Family feedback group (by -30%). Thus, the intervention has broader impact effect beside the targeted population. It can be concluded that providing feedback on driving behavior and parental training in vigilant care significantly improves the driving behavior of young novice male drivers. Future research directions could include applying the intervention to a broader population, with larger diversity with respect to their driving records, culture, and behaviors. The challenge is to reach wide dissemination of IVDR for young drivers accompanied by parents' involvement, and to find the suitable incentives for its sustainability.

Engagement with the TeenDrivingPlan and diversity of teens' supervised practice driving: lessons for internet-based learner driver interventions

OBJECTIVE

Inexperienced, less-skilled driving characterises many newly licensed drivers and contributes to high crash rates. A randomised trial of TeenDrivingPlan (TDP), a new learner driver phase internet-based intervention, demonstrated effectiveness in improving safety relevant, on-road driving behaviour, primarily through greater driving practice diversity. To inform future learner driver interventions, this analysis examined TDP use and its association with practice diversity.

DESIGN

Posthoc analysis of data from teen/parent dyads (n=107), enrolled early in learner phase and assigned to treatment arm in randomised trial.

METHODS

Inserted software beacons captured TDP use data. Electronic surveys completed by parents and teens assessed diversity of practice driving and TDP usability ratings at 24 weeks (end of study period).

RESULTS

Most families (84%) used TDP early in the learner period; however, the number of TDP sessions in the first week was three times higher among dyads who achieved greater practice diversity than those with less. By week five many families still engaged with TDP, but differences in TDP use could not be detected between families with high versus low practice diversity. Usability was not a major issue for this sample based on largely positive user ratings.

CONCLUSIONS

An engaging internet-based intervention, such as TDP, can support families in achieving high practice diversity. Future learner driver interventions should provide important information early in the learner period when engagement is greatest, encourage continued learning as part of logging practice drives, and incorporate monitoring software for further personalisation to meet family needs.

TRIAL REGISTRATION

NCT01498575.

Social norms and risk perception: predictors of distracted driving behavior among novice adolescent drivers

PURPOSE

Adolescent drivers are at elevated crash risk due to distracted driving behavior (DDB). Understanding parental and peer influences on adolescent DDB may aid future efforts to decrease crash risk. We examined the influence of risk perception, sensation seeking, as well as descriptive and injunctive social norms on adolescent DDB using the theory of normative social behavior.

METHODS

403 adolescents (aged 16-18 years) and their parents were surveyed by telephone. Survey instruments measured self-reported sociodemographics, DDB, sensation seeking, risk perception, descriptive norms (perceived parent DDB, parent self-reported DDB, and perceived peer DDB), and injunctive norms (parent approval of DDB and peer approval of DDB). Hierarchical multiple linear regression was used to predict the influence of descriptive and injunctive social norms, risk perception, and sensation seeking on adolescent DDB.

RESULTS

92% of adolescents reported regularly engaging in DDB. Adolescents perceived that their parents and peers participated in DDB more frequently than themselves. Adolescent risk perception, parent DDB, perceived parent DDB, and perceived peer DDB were predictive of adolescent DDB in the regression model, but parent approval and peer approval of DDB were not predictive. Risk perception and parental DDB were stronger predictors among males, whereas perceived parental DDB was stronger for female adolescents.

CONCLUSIONS

Adolescent risk perception and descriptive norms are important predictors of adolescent distracted driving. More study is needed to understand the role of injunctive normative influences on adolescent DDB. Effective public health interventions should address parental role modeling, parental monitoring of adolescent driving, and social marketing techniques that correct misconceptions of norms related to around driver distraction and crash risk.

Young driver distraction: state of the evidence and directions for behavior change programs

Adolescent drivers are overrepresented in distraction-related motor vehicle crashes. A number of potential reasons for such an elevated risk include driving inexperience, high adoption of communication technology, increased peer involvement, and tendency to take risks, which render young drivers particularly vulnerable. Major legislative efforts in Graduated Licensing Systems that include passenger restrictions have shown positive effects. Restrictions on cell phone use are also being introduced; however, it is challenging to enforce such regulations. This article argues that such contextual, legislative interventions are an essential prevention strategy, but there is an unfilled need to introduce behavior change programs that may target adolescents, parents, and friends. A theoretical framework is applied in which risk and protective factors are identified from research within the contexts of community and jurisdiction. In the literature on distraction, social context and normative influences are key elements used to inform program design for adolescent drivers, with parental monitoring informing interventions targeting parents. Following from this assessment of the message content assessment, the design of strategies to deliver the messages is reviewed. In the current literature, school-based programs, simulations, and Web-delivered programs have been evaluated with supplementary strategies delivered by physicians and parents. Such developments are still at an early stage of development, and ultimately will need controlled implementation and evaluation studies. Of course, there is no likely single approach to prevent adolescent driver distraction. Complementary approaches such as the further development of technological interventions to manage phone use are needed.

Special considerations in distracted driving with teens

Novice teen drivers have long been known to have an increased risk of crashing, as well as increased tendencies toward unsafe and risky driving behaviors. Teens are unique as drivers for several reasons, many of which have implications specifically in the area of distracted driving. This paper reviews several of these features, including the widespread prevalence of mobile device use by teens, their lack of driving experience, the influence of peer passengers as a source of distraction, the role of parents in influencing teens' attitudes and behaviors relevant to distracted driving and the impact of laws designed to prevent mobile device use by teen drivers. Recommendations for future research include understanding how engagement in a variety of secondary tasks by teen drivers affects their driving performance or crash risk; understanding the respective roles of parents, peers and technology in influencing teen driver behavior; and evaluating the impact of public policy on mitigating teen crash risk related to driver distraction.

Association between riding with an impaired driver and driving while impaired

OBJECTIVE

To examine the association between driving while alcohol/drug impaired (DWI) and the timing and amount of exposure to others' alcohol/drug-impaired driving (riding while impaired [RWI]) and driving licensure timing among teenage drivers.

METHODS

The data were from waves 1, 2, and 3 (W1, W2, and W3, respectively) of the NEXT Generation Study, with longitudinal assessment of a nationally representative sample of 10th graders starting in 2009-2010. Multivariate logistic regression was used for the analyses.

RESULTS

Teenagers exposed to RWI at W1 (adjusted odds ratio [AOR] = 21.12, P < .001), W2 (AOR = 19.97, P < .001), and W3 (AOR = 30.52, P < .001) were substantially more likely to DWI compared with those reporting never RWI. Those who reported RWI at 1 wave (AOR = 10.89, P < .001), 2 waves (AOR = 34.34, P < .001), and all 3 waves (AOR = 127.43, P < .001) were more likely to DWI compared with those who never RWI. Teenagers who reported driving licensure at W1 were more likely to DWI compared with those who were licensed at W3 (AOR = 1.83, P < .05).

CONCLUSIONS

The experience of riding in a vehicle with an impaired driver increased the likelihood of future DWI among teenagers after licensure. There was a strong, positive dose-response association between RWI and DWI. Early licensure was an independent risk factor for DWI. The findings suggest that RWI and early licensure could be important prevention targets.

Understanding the social context of fatal road traffic collisions among young people: a qualitative analysis of narrative text in coroners' records

BACKGROUND

Deaths and injuries on the road remain a major cause of premature death among young people across the world. Routinely collected data usually focuses on the mechanism of road traffic collisions and basic demographic data of those involved. This study aimed to supplement these routine sources with a thematic analysis of narrative text contained in coroners' records, to explore the wider social context in which collisions occur.

METHODS

Thematic analysis of narrative text from Coroners' records, retrieved from thirty-four fatalities among young people (16-24 year olds) occurring as a result of thirty road traffic collisions in a rural county in the south of England over the period 2005-2010.

RESULTS

Six key themes emerged: social driving, driving experience, interest in motor vehicles, driving behaviour, perception of driving ability, and emotional distress. Social driving (defined as a group of related behaviours including: driving as a social event in itself (i.e. without a pre-specified destination); driving to or from a social event; driving with accompanying passengers; driving late at night; driving where alcohol or drugs were a feature of the journey) was identified as a common feature across cases.

CONCLUSIONS

Analysis of the wider social context in which road traffic collisions occur in young people can provide important information for understanding why collisions happen and developing targeted interventions to prevent them. It can complement routinely collected data, which often focuses on events immediately preceding a collision. Qualitative analysis of narrative text in coroner's records may provide a way of providing this type of information. These findings provide additional support for the case for Graduated Driver Licensing programmes to reduce collisions involving young people, and also suggest that road safety interventions need to take a more community development approach, recognising the importance of social context and focusing on social networks of young people.

Effects of familial climate on the adolescents' driving habits: a recent literature

Driving is a functional task that requires a complex interaction of visual perception, cognitive and motor skills. Next to circulatory diseases and cancer, road accidents remain the third epidemic cause of death internationally, with approximately half a million teen drivers killed annually. Driver behaviour has been cited as the pervasive marker of automotive crashes. A reliable and firm relationship between the positive parental model, message, and communication has been established. Specifically, the familial climate is proposed to be an important element of reinforcement, modelling, support and environmental determinant in interpreting personal perceptions, habits, values, and belief system. Confirming the assertion, this bibliographic review presents the most recent research findings on the contributions of families to the driving habits of teens. The emphasis is speculated on parental alcohol use, aggressiveness, attention-deficit/hyperactivity disorder, relationship, and intergenerational transmission of driving styles. Besides, the effects of familial supervision, monitoring, education and awareness, and genders, partners, and demographic influence on the driving habits are discussed and outlined.

Family communication patterns and teen drivers' attitudes toward driving safety

INTRODUCTION

Family communication patterns (FCPs) play an important role in reducing the risk-taking behaviors of teens, such as substance use and safer sex. However, little is known about the relationship between family communication and teen driving safety.

METHOD

We analyzed the baseline data from a randomized trial that included 163 parent-teen dyads, with teens who would be receiving their intermediate driver's license within 3 months. FCPs were divided into four types-pluralistic, protective, consensual, and laissez-faire-and were correlated with the frequency of parent-teen discussions and teens' driving safety attitudes.

RESULTS

The ratings on four types of FCPs were distributed quite evenly among teens and parents. Parents and teens agreed on their FCP ratings (p = .64). In families with communication patterns that were laissez-faire, protective, and pluralistic, parents talked to their teens less about safe driving than did parents in families with a consensual communication pattern (p < .01). Moreover, the frequency of parent-teen communication about safe driving was positively associated with teen attitudes toward safe driving (adjusted β = 0.35, p = .03).

DISCUSSION

Health care providers need to encourage parents, particularly those with non-consensual FCPs, to increase frequency of parent-teen interactions.

Discriminant Profile of Young Adulthood Driving Behavior among Brazilian Drivers

The aim of this article was to describe the driving behavior profile of drivers aged 18 to 25 years old. Four hundred young adults were interviewed, 320 (80%) of them male and 80 (20%) female. Cluster analysis identified a group characterized by sensation-seeking behavior (Cluster 1), a group that did not show any risky driving behavior (Cluster 2), and a group engaged in transgressive behavior and driving under the influence of alcohol and/or drugs (Cluster 3). Discriminant analysis classified successfully and correctly 81.3% of the young adults into their original profiles. Function 1 distinguished cluster 1 from clusters 2 and 3, on the basis of the following factors: higher frequency of alcohol consumption, intrusive behavior, and motorcycle riding, as well as younger age, more aggressive behavior, and lower education level. Function 2 distinguished cluster 3 from cluster 1 and 2, especially as to higher amounts of alcohol consumption, higher frequency of marijuana use and delinquent behavior, larger number of traffic tickets and motor vehicle accidents, higher paternal education level, which were the variables with discriminant values above .20. Characteristics of vulnerability were identified, especially those related to alcohol consumption, drug use, and externalizing issues.

Family climate for road safety: a new concept and measure

This research adapted the workplace concept of safety climate to the domain of safe driving, defining a new construct of "family climate for road safety". Four studies were conducted in Israel with the aim of developing and validating a multidimensional instrument to assess this construct among young drivers. Study 1 (n=632) focused on developing the Family Climate for Road Safety Scale (FCRSS), a self-report scale assessing the family climate by means of seven aspects of the parent-child relationship: Modeling, Feedback, Communication, Monitoring, Noncommitment, Messages, and Limits. Significant differences were found between young men and women on all factors. In addition, significant associations were found between the FCRSS factors on the one hand, and the reported frequency of risky driving and personal commitment to safety on the other. Studies 2-4 confirmed the factorial structure of the FCRSS and the reliability of its factors, adding to its criterion and convergent validity. Study 2 (n=178) yielded significant associations between the scale and young drivers' perception of their parents as involved, encouraging autonomy, and providing warmth; Study 3 (n=117) revealed significant associations between the scale and youngsters' reported proneness to take risks while driving, as well as significant associations between the factors and various dimensions of family functioning; and Study 4 (n=156) found associations between the FCRSS factors and both driving styles (risky, angry, anxious, careful) and family cohesion and adaptability. The discussion deals with the validity and utility of the concept of family climate for road safety and its measurement, addressing the practical implications for road safety.

Teen driving in rural North Dakota: a qualitative look at parental perceptions

Motor vehicle crashes are the leading cause of death among teens in the United States. Graduated driver licensing (GDL) programs allow new drivers to gain driving experience while protecting them from high-risk situations. North Dakota was one of the last states to implement GDL, and the current program does not meet all of the best practice recommendations. This study used qualitative techniques to explore parents' perceptions of the role teen driving plays in the daily lives of rural North Dakota families, their understanding of the risks faced by their novice teen drivers, and their support for GDL. A total of 28 interviews with parents of teens aged 13-16 years were conducted in four separate rural areas of the state. During the face-to-face interviews, parents described their teens' daily lives as busy, filled with school, sports, and other activities that often required traveling considerable distances. Participation in school-sponsored sports and other school-related activities was highly valued. There was nearly unanimous support for licensing teens at age 14½, as was permitted by law at the time of the interviews. Parents expressed that they were comfortable supervising their teen's practice driving, and few reported using resources to assist them in this role. Although few parents expressed concerns over nighttime driving, most parents supported a nighttime driving restriction with exemptions for school, work or sports-related activities. Despite many parents expressing concern over distracted driving, there was less consistent support among parents for passenger restrictions, especially if there would be no exemptions for family members or school activities. These findings can assist in planning policies and programs to reduce crashes among novice, teen drivers, while taking into account the unique perspectives and lifestyles of families living in rural North Dakota.

Implementation Evaluation of Steering Teens Safe

Parents play a fundamental role in teaching their children safe driving skills to reduce risk of motor vehicle crashes, the leading cause of death for teens. Steering Teens Safe is a new parent-based intervention that equips parents with communication skills to talk about, demonstrate, and practice safe driving behaviors and skills with their teens. This implementation evaluation focuses on a sample of 83 parents who delivered Steering Teens Safe to their teens. One-, 2- and 3-month follow-up assessments were conducted with intervention parents to evaluate the self-reported quantity and quality of talking about, demonstrating, and practicing safe driving goals with teens; perceived success and benefit of the program; and barriers to implementation. Over 3 months of follow-up, parents discussed driving goals with their teens for a median of 101.5 minutes. The most frequently addressed topics were general safety principles, including distracted driving, driving in bad weather, wearing a seat belt, and being a safe passenger. Parents spent a median of 30 minutes practicing safe driving skills such as changing lanes. Sixty-seven percent of parents talked to their children about rural road safety, but just 36% demonstrated and half practiced these skills with their teens. Barriers to implementation include time and opportunity barriers and resistant attitudes of their teens. However, barriers neither affected frequency of engagement nor parents’ perceived benefit and comfort in delivering the program. Parents with time/opportunity barriers also had higher practice and demonstration times than parents without these barriers. Findings indicate high acceptability among parent implementers and promise for real-world delivery. Future studies are needed to assess intervention impact.

The contribution of family climate for road safety and social environment to the reported driving behavior of young drivers

Two studies examined the contribution of the new concept of "family climate for road safety" and several aspects of the social environment to the driving behavior of young drivers. Study 1 (n=120) investigated the effect of the seven dimensions of the family climate for road safety - Modeling, Feedback, Communication, Monitoring, Noncommitment, Messages, and Limits - as well as a general tendency to conform to authority, and peer pressure. Study 2 (n=154) examined the dimensions of family climate for road safety and perceived popularity of reckless driving among peers. The findings indicate associations both between the familial and the social aspects, and between these variables and driving styles, willingness to take risks while driving, reckless driving habits, and personal commitment to safe driving. Positive aspects of the parent-child relationship and high levels of conformity to authority were related to greater endorsement of the careful driving style, whereas family's noncommitment to safety, higher peer pressure, and lower conformity to authority were associated with greater endorsement of the reckless driving style. In addition, positive aspects of the family climate for road safety and lower perceived popularity of reckless driving among friends were associated with more personal commitment to safe driving and a lower tendency for risky driving. The discussion stresses the need to look at the complex set of antecedents of reckless driving among young drivers and addresses the practical implications of the findings for road safety.

Factors associated with adolescents' propensity to drive with multiple passengers and to engage in risky driving behaviors

PURPOSE

Research shows that parenting factors and individual difference variables, such as sensation seeking (SS) and risk perceptions (RPs), are associated with increased motor vehicle crash risk for young drivers. The presence of peer passengers is also known to be associated with increased crash risk. However, as previous studies did not study these factors concurrently, less is known about the factors that are associated with driving with peer passengers and if peer passengers may mediate the effect of parenting and individual difference variables on adolescents' engagement in risky driving behavior.

METHODS

We examined predictors of driving with multiple passengers (DWMPs) and explored it as a potential mediator of pathways from three factors: (1) SS, (2) RPs, and (3) Parental monitoring and rule-setting to risky driving behaviors in a convenience sample of 198 adolescent drivers using a cross-sectional Web-based survey.

RESULTS

Findings indicate that both stronger RPs and perceiving parents as strong monitors and rule setters were associated with less engagement in risky driving, whereas greater SS was associated with more engagement in risky driving; RPs, monitoring, and SS were also significantly associated with DWMPs in these same directions. DWMPs partially mediated the effect of these risk factors on risky driving behavior.

CONCLUSIONS

Results inform theory and policy by examining factors associated with risk taking in the context of adolescent driving. Interventions can be developed to complement graduated driver licensing laws by targeting individual difference variables and decreasing opportunities for peer passenger carriage.