Lasting effects of short-term training on preschoolers’ street-crossing behavior

Albert, Rachel R.; Dolgin, Kim G.

doi:10.1016/j.aap.2009.09.014

Cited by 22 publications

(13 citation statements)

References 21 publications

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“…Results demonstrated moderate improvement in knowledge, behavior in a table-top simulation, and behavior on an actual (protected) street crossing. The table-top model training appeared to be most effective 93. Others achieved similar result using a table-top simulation game 94…”

Section: Preventionmentioning

confidence: 80%

“…They found improved pedestrian safety knowledge among the sample of 142 children both immediately post-training and in a follow-up evaluation 2 months later 92. Albert and Dolgin compared three brief school-based training lessons: training with a table-top model, training with a 9-verse song, and training via listening to a story on pedestrian safety 93. A sample of forty 4- and 5-year-olds was randomly assigned to conditions and exposed to four 15-minute training sessions over the course of four weeks.…”

Section: Preventionmentioning

confidence: 99%

See 1 more Smart Citation

Child Pedestrian Injury

Schwebel

Davis

O’Neal

2011

American Journal of Lifestyle Medicine

103

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Pedestrian injury is among the leading causes of pediatric death in the United States and much of the world. This paper is divided into two sections. First, we review the literature on behavioral risk factors for child injury. Cognitive and perceptual development risks are discussed. The roles of distraction, temperament and personality, and social influences from parents and peers are presented. We conclude the first section with brief reviews of environmental risks, pedestrian safety among special populations, and the role of sleep and fatigue on pediatric pedestrian safety. The second section of the review considers child pedestrian injury prevention strategies. Categorized by mode of presentation, we discuss parent instruction strategies, school-based instruction strategies (including crossing guards), and streetside training techniques. Technologybased training strategies using video, internet, and virtual reality are reviewed. We conclude the section on prevention with discussion of community-based interventions.

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Section: Preventionmentioning

confidence: 80%

Section: Preventionmentioning

confidence: 99%

Child Pedestrian Injury

Schwebel

Davis

O’Neal

2011

American Journal of Lifestyle Medicine

103

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show abstract

“…Although one could suggest that extensive practice of road-crossing skills occur in real life settings, such methodology may pose serious ethical and practical risks and require extensive resources (e.g., Schwebel et al, 2008;Albert and Dolgin, 2010). Indeed, outdoor traffic environments are unpredictable and pose difficulties in controlling all relevant variables (e.g., Novak, 2009;Barton and Morrongiello, 2011), thus it was decided to examine these skills in a standardized, regulated simulation environment without jeopardizing the participants.…”

Section: Introductionmentioning

confidence: 98%

Are child-pedestrians able to identify hazardous traffic situations? Measuring their abilities in a virtual reality environment

2015

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“…Considerable research efforts have been undertaken to assess safety performance of various traffic control devices in school zones. The previous studies indicate that the major contributing factors for school zone-related traffic crashes include: (1) traffic jam caused by parents who drive kids to and from school (Rosenbloom et al, 2008), (2) imperfect deployment of traffic control devices (Albert and Dolgin, 2010), and (3) lack of traffic safety consciousness (Cheng et al, 2011).…”

Section: Introductionmentioning

confidence: 98%