The Experts below are selected from a list of 14682 Experts worldwide ranked by ideXlab platform
Flaura Koplin Winston - One of the best experts on this subject based on the ideXlab platform.
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0105 young Driver license examination outcomes in relation to age sex length of learner permit and completion of Driver Training
Injury Prevention, 2021Co-Authors: Elizabeth A Walshe, S Cheng, Daniel Romer, Flaura Koplin WinstonAbstract:Statement of purpose The on-road examination (ORE) for licensure marks the transition from supervised to unsupervised driving, but also to a Driver’s highest lifetime crash risk. The period pre- and post- licensure has been studied, yet the point of licensure itself is less documented. We describe license examination outcomes in relation to applicant age, sex, length of learner permit and completion of Driver Training. Methods/Approach We utilized unique access to the State of Ohio’s de-identified administrative licensing data. We examined all Drivers under the age of 25 who attempted the on-road examination (ORE) for the first time across the state of Ohio in 2018. This dataset contained age at the ORE, sex, an indication of completed Driver Training (mandatory for those under 18 years), and ORE outcomes. We derived length of learner permit and categorical age groups to examine the impact of age-defined Driver Training regulations. Results Applicants aged 16 and 17 spent 6 and 9 months (respectively) in the learner permit, on average. Applicants aged 18 years had a shorter learner period and only 27% completed Driver Training before attempting the ORE. Fail rates were lowest for the youngest applicants, with a linear increase in fail rates with increasing age. About 40% of applicants aged 18+ years failed the ORE at first attempt, compared to only 23% of those younger than 18 years. Conclusions Older applicants without complete Training are more likely to fail. Almost no applicants finished Training before attempting the ORE if they were older than the age set by regulation, which strongly indicates that participation in Driver Training is driven by statute. Significance These results should be considered when states contemplate policy that mandates Driver Training. Future work that relates license examination performance and Driver Training to crash outcomes will determine their impact on young Driver safety.
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a novel health transportation partnership paves the road for young Driver safety through virtual assessment
Health Affairs, 2020Co-Authors: Elizabeth A Walshe, Daniel Romer, Venkatesh Kandadai, Flaura Koplin WinstonAbstract:Motor vehicle crashes remain the leading cause of adolescent mortality and injury in the United States. For young Drivers, crash risk peaks immediately after licensure and declines during the next two years, making the point of licensure an important safety intervention opportunity. Legislation in Ohio established a unique health-transportation partnership among the State of Ohio, Children's Hospital of Philadelphia, and Diagnostic Driving, Inc., to identify underprepared Driver license applicants through a virtual driving assessment system. The system, a computer-based virtual driving test, exposes Drivers to common serious crash scenarios to identify critical skill deficits and is delivered in testing centers immediately before the on-road examination. A pilot study of license applicants who completed it showed that the virtual driving assessment system accurately predicted which Drivers would fail the on-road examination and provided automated feedback that informed Drivers on their skill deficits. At this time, the partnership's work is informing policy changes around integrating the virtual driving assessment system into licensing and Driver Training with the aim of reducing crashes in the first months of independent driving. The system can be developed to identify deficits in safety-critical skills that lead to crashes in new Drivers and to address challenges that the coronavirus disease 2019 pandemic has introduced to Driver testing and Training.
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using crash data to develop simulator scenarios for assessing novice Driver performance
Transportation Research Record, 2012Co-Authors: Catherine C Mcdonald, Donald L Fisher, Flaura Koplin Winston, Jason B Tanenbaum, Yiching Lee, Daniel R MayhewAbstract:Teenage Drivers are at their highest crash risk in their first 6 months or first 1,000 mi of driving. Driver Training, adult-supervised practice driving, and other interventions are aimed at improving driving performance in novice Drivers. Previous Driver Training programs have enumerated thousands of scenarios, with each scenario requiring one or more skills. Although there is general agreement about the broad set of skills needed to become a competent Driver, there is no consensus set of scenarios and skills to assess whether novice Drivers are likely to crash or to assess the effects of novice Driver Training programs on the likelihood of a crash. The authors propose that a much narrower, common set of scenarios can be used to focus on the high-risk crashes of young Drivers. Until recently, it was not possible to identify the detailed set of scenarios that were specific to high-risk crashes. However, an integration of police crash reports from previous research, a number of critical simulator studies, and a nationally representative database of serious teen crashes (the National Motor Vehicle Crash Causation Survey) now make identification of these scenarios possible. In this paper, the authors propose this novel approach and discuss how to create a common set of simulated scenarios and skills to assess novice Driver performance and the effects of Training and interventions as they relate to high-risk crashes.
Leeanne M Carey - One of the best experts on this subject based on the ideXlab platform.
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hazard perception skills of young Drivers with attention deficit hyperactivity disorder adhd can be improved with computer based Driver Training an exploratory randomised controlled trial
Accident Analysis & Prevention, 2017Co-Authors: Chris Bruce, Carolyn A Unsworth, Michael P Dillon, Richard Tay, Torbjorn Falkmer, P Bird, Leeanne M CareyAbstract:Abstract Background Young Drivers with Attention Deficit Hyperactivity Disorder (ADHD) are at higher risk of road traffic injuries than their peers. Increased risk correlates with poor hazard perception skill. Few studies have investigated hazard perception Training using computer technology with this group of Drivers. Objectives *Determine the presence and magnitude of the between-group and within- subject change in hazard perception skills in young Drivers with ADHD who receive Drive Smart Training. *Determine whether Training-facilitated change in hazard perception is maintained over time. Methods This was a feasibility study, randomised control trial conducted in Australia. The design included a delayed treatment for the control group. Twenty-five Drivers with a diagnosis of ADHD were randomised to the Immediate Intervention or Delayed Intervention group.The Immediate Intervention group received a Training session using a computer application entitled Drive Smart. The Delayed Intervention group watched a documentary video initially (control condition), followed by the Drive Smart computer Training session. The participant’s hazard perception skill was measured using the Hazard Perception Test (HPT). Findings After adjusting for baseline scores, there was a significant betweengroup difference in post-intervention HPT change scores in favour of the Immediate Intervention group. The magnitude of the effect was large. There was no significant within-group delayed intervention effect. A significant maintenance effect was found at 6-week follow-up for the Immediate Intervention group. Conclusions The hazard perception skills of participants improved following Training with large effect size and some maintenance of gain. A multimodal approach to Training is indicated to facilitate maintenance. A full-scale trial is feasible.
Torbjorn Falkmer - One of the best experts on this subject based on the ideXlab platform.
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hazard perception skills of young Drivers with attention deficit hyperactivity disorder adhd can be improved with computer based Driver Training an exploratory randomised controlled trial
Accident Analysis & Prevention, 2017Co-Authors: Chris Bruce, Carolyn A Unsworth, Michael P Dillon, Richard Tay, Torbjorn Falkmer, P Bird, Leeanne M CareyAbstract:Abstract Background Young Drivers with Attention Deficit Hyperactivity Disorder (ADHD) are at higher risk of road traffic injuries than their peers. Increased risk correlates with poor hazard perception skill. Few studies have investigated hazard perception Training using computer technology with this group of Drivers. Objectives *Determine the presence and magnitude of the between-group and within- subject change in hazard perception skills in young Drivers with ADHD who receive Drive Smart Training. *Determine whether Training-facilitated change in hazard perception is maintained over time. Methods This was a feasibility study, randomised control trial conducted in Australia. The design included a delayed treatment for the control group. Twenty-five Drivers with a diagnosis of ADHD were randomised to the Immediate Intervention or Delayed Intervention group.The Immediate Intervention group received a Training session using a computer application entitled Drive Smart. The Delayed Intervention group watched a documentary video initially (control condition), followed by the Drive Smart computer Training session. The participant’s hazard perception skill was measured using the Hazard Perception Test (HPT). Findings After adjusting for baseline scores, there was a significant betweengroup difference in post-intervention HPT change scores in favour of the Immediate Intervention group. The magnitude of the effect was large. There was no significant within-group delayed intervention effect. A significant maintenance effect was found at 6-week follow-up for the Immediate Intervention group. Conclusions The hazard perception skills of participants improved following Training with large effect size and some maintenance of gain. A multimodal approach to Training is indicated to facilitate maintenance. A full-scale trial is feasible.
Peter Sheppard - One of the best experts on this subject based on the ideXlab platform.
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effects of higher order driving skill Training on young inexperienced Drivers on road driving performance
Accident Analysis & Prevention, 2011Co-Authors: Robert B Isler, Nicola J Starkey, Peter SheppardAbstract:The aim of the current study was to compare the effects of Training in higher-order driving skills (e.g., perceptual, motivational, insight) and vehicle handling skill Training in relation to on-road driving performance, hazard perception, attitudes to risky driving and Driver confidence levels in young, inexperienced Drivers. Thirty-six young Drivers (23 males and 13 females, average age 16.3 years), mostly on a restricted NZ Driver licence, participated in a Driver Training Research camp. Participants were randomly allocated to one of three equally sized groups according to the type of driving skill Training (5 days) they received: higher-order, vehicle handling or control (no Training). Professional Driver assessors conducted a comprehensive driving assessment before (Baseline) and after the Training (Post Training). At both time points, participants also carried out a computerised hazard perception task, and completed self-report questionnaires to assess attitudes to risky driving and Driver confidence. In terms of on road driving, the participants who received higher-order driving skill Training showed a statistically significant improvement in relation to visual search and the composite driving measure. This was accompanied by an improvement in hazard perception, safer attitudes to close following and to dangerous overtaking and a decrease in driving related confidence. The participants who received vehicle handling skill Training showed significant improvements in relation to their on-road direction control, speed choice and the composite driving score. However, this group showed no improvement in hazard perception, attitudes to risky driving or Driver confidence. The findings will be discussed in the context of Driver Training as a viable crash prevention intervention in regard to young, inexperienced Drivers.
Torbjorn Tronsmoen - One of the best experts on this subject based on the ideXlab platform.
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differences between formal and informal practical Driver Training as experienced by the learners themselves
Transportation Research Part F-traffic Psychology and Behaviour, 2011Co-Authors: Torbjorn TronsmoenAbstract:Abstract The safety effect of Driver Training is widely discussed in the research literature. The paper focuses on practical Driver Training before licensing for Drivers of passenger cars. The amount and content of lay instructor and professional Driver Training as perceived and reported by the learners themselves are examined and compared. This includes how various educational elements are emphasised. It is also examined how these differences contribute to variance in safety-relevant variables as self-assessment of driving skills, safety attitudes and risk behaviour. The results are based on a self-completion questionnaire survey conducted among a randomly drawn sample of Norwegian Drivers aged 18–20 years ( n = 1419). The respondents perceived professional instructors to place different emphasis on educational elements compared to lay instructors. Another finding was that the examined didactic properties of the practical Driver Training are associated mainly with developing driving skills (measured as self-assessed skills) rather than safety attitudes and risk behaviour. The study indicates that lay instruction depends on a ‘safety margin strategy’, resulting in avoidance of the most challenging aspects of Training. Regression analyses showed that the educational aspects of greatest importance to self-assessed skills were the learner characteristics and the amount of lay instruction, as well as the lay instructors’ emphasis of the educational elements, clarity in communication about risk and formative evaluations as perceived by the learners. The conclusion is that the two forms of instruction should complement each other. In particular, the more demanding aspects of driving must be dealt with through professional Driver Training while a high amount of informal accompanied driving contributes significant to development of driving skills measured as self-assessment of driving skills.
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associations between Driver Training determinants of risky driving behaviour and crash involvement
Safety Science, 2010Co-Authors: Torbjorn TronsmoenAbstract:The core aim of the study is to examine associations between formal and informal practical Driver Training as well as driving experience on the one hand and young Drivers’ safety attitudes, self-assessment of driving ability and self-reported Driver behaviour on the other hand. An additional aim is to examine the associations between attitudes, self-assessment and behaviour on the one hand and crash involvement on the other hand. The results are based on a self-completion questionnaire survey conducted among a representative sample of Norwegian Drivers aged 18–20 years (n = 1419). The results showed that there were small yet significant associations between Driver Training, on the one hand and traffic safety attitudes and risky driving behaviour on the other hand. The amount of formal Driver Training was negatively associated with the respondents’ evaluation of their driving skills; although the amount of lay instruction was positively associated with such self-evaluation. The results also showed that attitudes as well as self-assessment of driving ability were significantly associated with self-reported risk behaviour. This was especially true for attitudes related to rule violations. There was a strong association between crash involvement and exposure (measured as months holding a licence). Young novice Drivers’ crash involvement seems stronger associated with driving skills (manifested as self-assessment of driving ability) than safety attitudes and self-reported Driver behaviour. The consequences of the results for Driver Training and accident prevention are discussed.
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associations between self assessment of driving ability Driver Training and crash involvement among young Drivers
Transportation Research Part F-traffic Psychology and Behaviour, 2008Co-Authors: Torbjorn TronsmoenAbstract:The core aim of the present study is to examine the psychometric qualities of a measurement instrument for self-assessment of driving ability. The results are based on a self-completion questionnaire survey conducted among a representative sample of Norwegian Drivers who were 18, 19 and 20 years of age (n = 1419). The response rate was 37%. The results showed that self-assessment of driving ability consisted of the following four dimensions: general driving ability, safety orientation, the body dimension, and specific task skills. The reliability and validity of the measurement instrument were found to be satisfactory. The highest level of self-assessed driving ability was found among male respondents, experienced Drivers, Drivers who had had a high amount of informal Driver Training, and Drivers with the lowest levels of accident risk. The consequences of the results for Driver Training and accident prevention are discussed.
