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Driver behaviour and training
This book considers how driver training needs to be adapted in order to raise awareness of how human factors contribute to unsafe driving behaviour. It promotes the development of driver education that considers all the skills that are essential for road safety.
eBook
Driver Behaviour and Accident Research Methodology
This book discusses several methodological problems in traffic psychology which are not currently recognized as such. Summarizing and analyzing the available research, it is found that there are a number of commonly made assumptions about the validity of methods that have little backing, and that many basic problems have not been researched at all. Suggestions are made as to further studies that should be made to address some of these problems.
eBook
The Multisensory Driver
This book is dedicated to furthering the design of ergonomic multisensory interfaces by highlighting recent evidence in this area emerging from the fast-growing field of cognitive neuroscience. It focuses primarily on two aspects of driver information-processing: multisensory interactions and the spatial distribution of attention in driving.
eBook
Determinants of successful driving rehabilitation training in licensed individuals with disabilities
Previous studies have provided that self-driving can enhance the mobility of people with disabilities and their quality of life. The National Rehabilitation Center has been providing driving rehabilitation education for people with disabilities since 1994, as part of a welfare service project aimed at guaranteeing their right to free movement. However, there is no analysis of the status and results of driving rehabilitation education and evaluations in South Korea, and research on these programs is lacking. This study aims to analyze the on-road driving rehabilitation education and evaluation results conducted by the National Rehabilitation Center from 2019 to 2021. It seeks to identify the characteristics of the prior license holders with disabilities and the factors influencing the need for additional driving rehabilitation education. Out of a total of 676 prior license holders, 532 were included in the analysis regarding the need for additional driving rehabilitation education. The results of this study indicate that women were 2.07 times more likely than men to require additional driving rehabilitation education. Conversely, the likelihood of requiring additional driving rehabilitation education was lower for those with better driving senses (0.17 times), less tension (0.46 times), and less impact from their disability (0.45 times). For prior license holders, it was found that demographic characteristics (excluding gender) or the nature of their disabilities had less significant impacts compared to the driver’s response level, the type of driving license held, and the number of assistive devices used. These findings can be used for developing effective driving education programs for people with disabilities and designing strategies to enhance license acquisition rates, thereby improving their mobility rights.
Journal Article
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.
Journal Article