Development of Web-Based Parent Support Program to Improve Quantity, Quality, and Diversity of Teens’ Home-Based Practice Driving

Mirman, Jessica Hafetz; Lee, Yi‐Ching; Kay, Joseph S.; Durbin, Dennis R.; Winston, Flaura Koplin

doi:10.3141/2318-13

Cited by 15 publications

(10 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, important information, including content on more advanced driving skills, should be provided early in the learner period when engagement is greatest, encouraging continued learning as part of logging practice drives, and incorporating monitoring software for further personalisation to meet family needs. Additionally, consideration should be given to providing access to the learning component of TDP prior to the learner phase of licensure, a recommendation given by participants in the process evaluation study 15. A mobile version of TDP might be preferred by families who rely on drives of convenience to practice driving.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

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

et al. 2014

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

“…In a previous TDP process evaluation study, we learned that either the teen or the parent or both could be engaged in the use of TDP on their own or on behalf of the dyad 15. Thus, TDP use metrics will be reported on a dyad level.…”

Section: Methodsmentioning

confidence: 99%

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

et al. 2014

View full text Add to dashboard Cite

show abstract

“…TeenDrivingPlan was a web-based program for parents of permit holders with three core components: (1) brief videos on how to structure practice activities across a variety of driving environments; (2) an interactive web-based planner to promote supervised driving; and (3) logging and rating of practice hours and driving behaviors [24, 45-47]. The intervention draws from several theoretical frameworks, including the Integrative Model of Behavior Change [48], and was designed to increase the quantity, quality, and variety of supervised practice.…”

Section: Resultsmentioning

confidence: 99%

“…However, research has shown gaps in parent success in this role as well as in our knowledge about specific parent attributes and parent-teen interactions that have the most beneficial effect on teen drivers' safety [20]. Parents generally exhibit poor monitoring and control of teens' risky driving behaviors, often fail to clearly define driving rules and expectations [13,21-23], have varying levels of engagement in helping their teens mature to independent drivers, and face challenges in knowing how to promote safe, skilled driving [24-27]. …”

mentioning

confidence: 99%

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

Curry¹,

Peek‐Asa²,

Hamann³

et al. 2015

Journal of Adolescent Health

Self Cite

View full text Add to dashboard Cite

Purpose We critically reviewed recent parent-directed teen driving interventions in order 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 under age 21, 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 papers 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 multi-tiered approach to intervention, and discuss several research areas and overarching issues for consideration.

show abstract

“…Studies measuring practice diversity are rare, and have relied self-reported assessment of practice in different driving environments (Mirman, Lee et al 2012, Mirman, Albert et al 2014). Currently, the extent to which practice is repetitive, occurring on the same types of roads during the same time of day, or provides exposure to a variety of driving conditions is unknown.…”

Section: Introductionmentioning

confidence: 99%

Naturalistic assessment of the learner license period

Ehsani

Klauer

Zhu

et al. 2017

Accident Analysis & Prevention

View full text Add to dashboard Cite

The purpose of this study was to describe the characteristics and progression of practice driving during the learner license period in a sample of teenagers. During the first and last 10 hours of practice driving, we examined (1) the amount, variety and complexity of conditions of practice; (2) the nature of parental instruction; and (3) errors that teens made while driving. Data were collected from 90 teens and 131 parents living in Virginia, USA, using in-vehicle cameras, audio recorders, GPS and trip recorders. Based on data collected from the instrumented vehicles, teens practiced for 46.6 hours on average, slightly higher than the GDL requirement for their jurisdiction, though half did not complete the required 45 hours of practice and only 17% completed the required 15 hours of night time driving. Exposure to diverse roadways increased over the practice driving period, which averaged 10.6 months. Most driving instruction occurred in reaction to specific driving situations, such as navigating and identifying hazards, and could be characterized as co-driving. Higher order instruction, which relates to the tactics or strategies for safe driving, was less frequent, but remained stable through the practice driving period. Instruction of all forms was more likely following an elevated gravitational force (g-force) event. Errors decreased over time, suggesting improvements in manual and judgment skills, but engagement in potentially distracting secondary tasks increased (when an adult was in the vehicle). A small percentage of trips occurred with no passenger in the front seat, and the g-force rate during these trips was almost 5 times higher than trips with an adult front-seat passenger. Taken collectively, these findings indicate (1) most teens got at least the required amount of supervised practice, but some did not; (2) instruction was mainly reactive and included some higher order instruction; (3) teens driving skills improved despite increased exposure to complex driving conditions, but secondary tasks also increased. Opportunities remained for improving the quality and variability in supervision and enhancing the development of skills during the lengthy period of practice.

show abstract

Development of Web-Based Parent Support Program to Improve Quantity, Quality, and Diversity of Teens’ Home-Based Practice Driving

Cited by 15 publications

References 13 publications

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

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

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

Naturalistic assessment of the learner license period

Contact Info

Product

Resources

About