Child Pedestrian Injury

Schwebel, David C.; Davis, Aaron; O’Neal, Elizabeth

doi:10.1177/0885066611404876

Cited by 103 publications

(39 citation statements)

References 117 publications

(240 reference statements)

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“…A range of programs have been developed and tested to teach children the skills needed for safe pedestrian behavior (see Duperrex, Bunn, & Roberts, 2002; Schwebel, Davis, & O’Neal, 2012 for reviews). Available interventions have varying efficacy, but the existing literature consistently demonstrates that most children have the developmental capacity to learn safe pedestrian behavior with appropriate practice and training by age 7 or 8, and perhaps earlier.…”

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confidence: 99%

Teaching children to cross streets safely: A randomized, controlled trial.

Schwebel¹,

McClure²,

Severson

2014

Health Psychology

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Objective Child pedestrian injury is a global public health challenge. This randomized controlled trial considered comparative efficacy of individualized streetside training, training in a virtual pedestrian environment, training using videos and websites, plus no-training control, to improve children’s street-crossing ability. Methods Pedestrian safety was evaluated among 231 seven- and eight-year-olds using both streetside (field) and laboratory-based (virtual environment) trials prior to intervention group assignment, immediately post-training, and six months post-training. All training groups received six 30-minute sessions. Four outcomes assessed pedestrian safety: start delay (temporal lag before initiating crossing), hits/close calls (collisions/near-misses with vehicles in simulated crossings), attention to traffic (looks left and right, controlled for time), and missed opportunities (safe crossing opportunities that were missed). Results Results showed training in the virtual pedestrian environment and especially individualized streetside training resulted in safer pedestrian behavior post-intervention and at follow-up. As examples, children trained streetside entered safe traffic gaps more quickly post-training than control group children and children trained streetside or in the virtual environment had somewhat fewer hits/close calls in post-intervention VR trials. Children showed minimal change in attention to traffic post-training. Children trained with videos/websites showed minimal learning. Conclusion Both individualized streetside training and training within virtual pedestrian environments may improve 7- and 8-year-olds’ street-crossing safety. Individualized training has limitations of adult time and labor. Virtual environment training has limitations of accessibility and cost. Given the public health burden of child pedestrian injuries, future research should explore innovative strategies for effective training that can be broadly disseminated.

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confidence: 99%

Teaching children to cross streets safely: A randomized, controlled trial.

Schwebel¹,

McClure²,

Severson

2014

Health Psychology

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“…It's crucial that families and school develop values of respect to the others, later potentially manifested in safer road behaviors (e.g.) behind the wheel, when crossing a crosswalk, and in each of the activities related with road using, all of them potentially affecting individual results in health and social behavior [40,41].…”

Section: Discussionmentioning

confidence: 99%

Determinants and Stakeholders Influencing Children’s Road Safety Education

Alonso¹

2016

IJEEDU

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Abstract:Road safety education is, widely, the best base and the greatest assurance of the future in terms of road safety prevention and promotion. Nowadays, RSE constitutes one of the main growing concerns in terms of complimentary education in many countries, taking into account, among other factors, the high rates of accidents that affect the health and welfare of childhood and adolescence. Furthermore, it is a necessity for the community health to create, train, encourage and lead positives attitudes for good road safety education. The general objective of this study was to describe the factors and stakeholders that have influence on the learning of road safety education and safe behaviors of children as road users. The results are very interesting. For example, when to parents have been asked about road safety education of their children, factors such as the parents influence and school environment have been considered as positive factors or stakeholders that influence on the road safety education of the children. Regarding children's opinion, most of the children consider that the drivers do not respect the rules never or sometimes, but only 5% of them believe that their parents do not respect the normative. However, a third part of the children reports signs of road aggression among their parents. Furthermore, 13% of the children do not feel safe when walks by their cities. This study shows the vital importance of the road safety education and key stakeholders, such as parents and the scholar system, to promote safe attitudes, behaviors and outcomes in terms of road safety. Also, the observed behaviors and circumstances related with road behavior of parents have an important influence on children's road safety education, that is crucial issue that must be addressed from different perspectives, due to high accident rates registered by children, who are a key population group to direct interventions in this regard, aiming to increase the effectiveness of interventions for welfare and health improvement, based on the child education.

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“…Children with OSAS waited less time before initially crossing a street compared to matched controls. As crossing the street requires the ability to wait for safe traffic gaps and to inhibit responses such as dashing into a street prior to safe gaps appear, 9,11 shorter wait times may represent impulsive behavior patterns when crossing as street. 26 This is consistent with the neurobehavioral profile reported in the pediatric OSA literature, 33–36 once described as the “ADHD conundrum.” 36 …”

Section: Discussionmentioning

confidence: 99%

“…Among them are cognitive and temperamental traits of the pedestrian, including reaction time, impulsivity, risk-taking, attention, and decision-making. 9–12 These same characteristics that influence pedestrian safety are negatively influenced by sleepiness, both from sleep deprivation/insufficient sleep and from sleep disorders such as obstructive sleep apnea syndrome (OSAS). 13–18 …”

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confidence: 99%

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Obstructive Sleep Apnea Syndrome Increases Pedestrian Injury Risk in Children

Avis

Gamble

Schwebel

2015

The Journal of Pediatrics

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Objectives To evaluate pedestrian behavior, including reaction time, impulsivity, risk-taking, attention, and decision-making, in children with obstructive sleep apnea syndrome (OSAS) compared with healthy controls. Study design Using a case control design, sixty 8- to 16-year-olds with newly diagnosed and untreated OSAS engaged in a virtual reality pedestrian environment. Sixty-one healthy children matched using a yoke-control procedure by age, race, gender and household income served as controls. Results Children with OSAS were riskier pedestrians than healthy children of the same age, race, and sex. Children with OSAS waited less time to cross (p<.01). The groups did not differ in looking at oncoming traffic or taking longer to decide to cross. Conclusions Results suggest OSAS may have significant consequences on children’s daytime functioning in a critical domain of personal safety, pedestrian skills. Children with OSAS appeared to have greater impulsivity when crossing streets. Results highlight the need for heightened awareness of the consequences of untreated sleep disorders and identify a possible target for pediatric injury prevention.

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Child Pedestrian Injury

Cited by 103 publications

References 117 publications

Teaching children to cross streets safely: A randomized, controlled trial.

Teaching children to cross streets safely: A randomized, controlled trial.

Determinants and Stakeholders Influencing Children’s Road Safety Education

Obstructive Sleep Apnea Syndrome Increases Pedestrian Injury Risk in Children

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