Learning With a Supervisor Who has Traffic Offences and Young Driver Crashes: The DRIVE Study 13-Year Follow-Up

PURPOSE

Young learner drivers commonly must record substantial supervised practice driving before independent licensure. Supervisory driver requirements can be limited or highly regulated, yet research is lacking on the effectiveness of different approaches. The current objective was to explore whether young drivers who were mostly supervised by someone who they perceived had traffic offences versus no offences had different crash records over a period of 13 years postlicensing.

METHODS

DRIVE is an Australian prospective cohort study of more than 20,000 drivers who were aged 17-24 years and newly licensed during 2003-2004. They completed detailed baseline questionnaires, including whether the person they identified as supervising their learner driving the most had perceived traffic offences in the past 12 months. Responses were linked to their state crash, hospitalization, and death records to 2016. A parametric survival model was created to calculate hazard ratios of time to crash for those reporting that their supervisor had 0 versus 1 and 0 versus 2+ perceived offences, adjusting for the participants' prior crash history and other covariates.

RESULTS

After adjusting for covariates, 369 participants reporting supervisory drivers with 2+ perceived offences, compared to 15,451 participants reporting no such offences, had up to 1.67 (95% confidence interval 1.10-2.53 at 6 months) times the rate of any crash for the first 2.5 years and up to 2.01 (95% confidence interval 1.26-3.19 at 3.5 years) times the rate of crashes resulting in injury for 5.5 years.

DISCUSSION

Although overall supervision by a driver with two or more perceived offences was low, further attention is needed to ensure improved supervised driving experiences, with mentoring programs and professional instructor partnerships worthy of exploration.

Learner drivers (and their parent-supervisors) benefit from an online hazard perception course incorporating evidence-based training strategies and extensive crash footage

We previously found that a six-session online hazard perception training course, which incorporates evidence-based learning strategies and footage of over a hundred real crashes, improved hazard perception skill and reduced risk-taking intentions in novice drivers who had passed their on-road driving test within the previous three years. However, one issue with targeting crash-prevention training at individuals who are already driving unsupervised is that drivers are at their highest crash risk immediately after they pass their on-road driving test. That is, the training may arrive too late to protect drivers while they are at their most vulnerable. It is also possible that it may prove difficult to persuade drivers to complete an unsupervised training course if they are already licensed to drive independently. Given that learner drivers cannot drive unsupervised, and that they are typically supervised by a parent, one potential strategy is to target the training at learners and to ask their parents to provide one-on-one mentoring throughout the course. We therefore recruited learner driver/parent-supervisor dyads to participate in a randomized control study, with the objective of examining the effects of the hazard perception training course on aspects of driving behaviour associated with crash risk (as measured using validated computer-based tests). Outcome measures included two hazard perception skill assessments (a response time hazard perception test and a verbal response hazard prediction test), and three tests assessing aspects of risk-taking propensity in driving (speed choice, following distance, and gap acceptance). Learners who completed the course (N = 26) significantly improved their scores on both hazard perception skill measures, and also chose safer following distances, compared with a waitlist control group (N = 23). However, the training did not significantly reduce learners' speed choice or gap acceptance propensity. The hazard perception skill of parent-supervisors, who observed the course but did not complete it, also improved on both hazard perception measures, relative to controls. Additionally, both learners and their parent-supervisors reported a range of positive effects on the learners' real-world driving performance. These results suggest that this type of hazard perception training could be beneficial if deployed during the learner phase of driver licensing.

At what stages of licensing do graduated driver licensing systems reduce crashes? Example from Queensland, Australia

Evaluations of new graduated licensing systems (GLS) commonly examine pre-post young driver crash rates relative to another driver group. This comparison approach is important to account for other influences on crashes over time, but has limited ability to determine which GLS components are most effective and at what stage during the licensing process. We previously identified declines in young driver crashes in Queensland, Australia, following introduction of a new GLS in 2007. The objective of the current research was to conduct complementary modelling to identify at what points through the licensing process had particular GLS policies contributed to reductions. Crash trends were explored for learner and provisional drivers under the new GLS versus previous system for three time periods relative to the month of acquiring a provisional licence: the preceding learner period, the first month of provisional licensure (when crashes typically peak), and the overall provisional period. Interrupted time series analyses were conducted for the log ratio of crashes per 10,000 licensed (learner and provisional) drivers with the total number of licensed drivers as an offset. The greatest declines were found in the first month of licensure, with indications that a longer learner period, higher supervised driving hours, and a new provisional night-passenger restriction were key contributors to provisional crash reductions. There was also some indication that a restriction on all phone use reduced crashes during the learner period. We conclude that time series analysis focusing on licensing stage, rather than calendar time only, offers a complementary approach to analysing GLS effectiveness by better identifying where and how changes impact crashes.

A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial

The purpose of this multi-site randomised controlled trial was to evaluate the effectiveness of a Driving Training Program, an intervention designed for student drivers with autism spectrum disorder (ASD). Participants were 72 student drivers with ASD (ages 16-31) who were randomly assigned to an intervention or control group. Student drivers received ten driving lessons with a professional driving instructor via a standardised driving route. The Driving Performance Checklist was used as the outcome measure to evaluate the driving performance of student drivers during on-road pre- and post-observational drives. Both groups showed an improvement in driving performance, however, the extent of improvement between groups was not significant. Findings showed promising intervention efficacy for training student drivers with ASD to drive.

Association between higher-order driving instruction and risky driving behaviours: Exploring the mediating effects of a self-regulated safety orientation

Adolescents' risky driving behaviours contribute to their over-representation in road trauma. Higher-order driving instruction is suggested to reduce such behaviours. To sustain positive behaviours in the long-term, self-determination theory identifies self-regulation as fundamental. The current research explored associations between higher-order driving instruction, risky driving behaviours, and a self-regulated safety orientation. Learner drivers (n = 544), aged 16-19 years, responded to a 91-item survey. Self-regulated safety orientation was found to fully mediate the relationship between higher-order driving instruction and inattentive risky driving behaviours, and between anticipatory higher-order driving instruction and intentional risky driving behaviours. A partial mediation was found between self-regulatory higher-order instruction and intentional risky driving behaviours. These results support that higher-order driving instruction, delivered to develop a self-regulated safety orientation, has potential to reduce young novice drivers' risky driving behaviours. Further research is recommended to triangulate these results through direct observation and longitudinal evaluation.

Cycle Aware Package: Using Haddon's matrix to reduce novice driver crashes with cyclists

OBJECTIVES

What are we teaching drivers about safely interacting with cyclists? This is the main objective of the Cycle Aware project. As part of the study, a teaching and learning package is being developed to fill this gap in Australia.

METHODS

Cycle Aware is a major national project that takes a mixed methods approach to investigate how cyclists are taught to share the road with cyclists when learning to drive. The project has five stages: (1) a national review of the driver licensing documentation; (2) interviews with key stakeholders (n = 35) involved with novice driver education; (3) analysis of cyclist-novice driver crash data to identify the most frequent crash types; (4) develop a teaching and learning package (Cycle Aware Package), and; trial and evaluate Cycle Aware Package.

RESULTS

Overall, drivers are taught little about sharing the road with cyclists. Representation of cyclists in government documentation is mixed and mostly negative and interviews identified driver-cyclist tensions related to attitudes and awareness of sharing the road. Crash types were similar among novice and experienced drivers. The Cycle Aware Package is being finalised and will be trialled in South Australia and Northern Territory in early 2019.

CONCLUSIONS

Cycle Aware will provide new insights into the way drivers are taught to share the road with cyclists. The Cycle Aware Package with interactive online content and driver competencies will facilitate a new approach to addressing this gap among Australia drivers.