Pedestrian Safety

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David C. Schwebel - One of the best experts on this subject based on the ideXlab platform.

  • featured article evaluating smartphone based virtual reality to improve chinese schoolchildren s Pedestrian Safety a nonrandomized trial
    Journal of Pediatric Psychology, 2018
    Co-Authors: David C. Schwebel, Joan Severson, Henry Xiang
    Abstract:

    Objective This nonrandomized trial evaluated whether classroom-based training in a smartphone-based virtual reality (VR) Pedestrian environment (a) teaches schoolchildren to cross streets safely, and (b) increases their self-efficacy for street-crossing. Methods Fifty-six children, aged 8-10 years, attending primary school in Changsha, China participated. Baseline Pedestrian Safety assessment occurred in the VR environment and through unobtrusive observation of a subsample crossing a street for 11 days outside school. Self-efficacy was assessed through both self-report and observation. Following baseline, children engaged in the VR for 12 days in their classrooms, honing complex cognitive-perceptual skills required to engage safely in traffic. Follow-up assessment replicated baseline. Results Probability of crash in the VR decreased posttraining (0.40 vs. 0.09), and observational data found the odds of looking at oncoming traffic while crossing the first lane of traffic increased (odds ratio [OR] = 2.4). Self-efficacy increases occurred in self-report (proportional OR = 4.7 crossing busy streets) and observation of following crossing-guard signals (OR = 0.2, first lane). Conclusions Pedestrian Safety training via smartphone-based VR provides children the repeated practice needed to learn the complex skills required to cross streets safely, and also helps them improve self-efficacy to cross streets. Given rapid motorization and global smartphone penetration, plus epidemiological findings that about 75,000 children die annually worldwide in Pedestrian crashes, smartphone-based VR could supplement existing policy and prevention efforts to improve global child Pedestrian Safety.

  • 122 how do children learn to cross the street the process of Pedestrian Safety training
    Injury Prevention, 2016
    Co-Authors: David C. Schwebel, Jiabin Shen, Leslie A Mcclure
    Abstract:

    Background Pedestrian injuries are a leading cause of child death, and they may be reduced by training children to cross streets more safely. Training is most effective when children receive repeated practice at the complex cognitive-perceptual task of judging moving traffic and selecting safe crossing gaps, but limited data inform how much practice is required for children to reach adult levels of functioning. Using existing data, we examined how children’s Pedestrian skills changed over the course of six Pedestrian Safety training sessions. Methods As part of a randomised controlled trial on Pedestrian Safety training, 59 children ages 7–8 crossed streets within a semi-immersive virtual Pedestrian environment 270 times over a 3-week period (6 sessions of 45 crossings each). Feedback was provided after each crossing, and traffic speed and density advanced as children’s skills improved. Baseline and post-intervention Pedestrian behaviours were assessed in the virtual environment. Results Over the course of training, children entered traffic gaps more quickly and chose tighter gaps to cross within; their crossing efficiency appeared to increase. Post-intervention performance was superior to baseline and by the end of training, some aspects of children’s Pedestrian behaviour were comparable to adult behaviour (e.g., attention to traffic; start delay – the time between safe traffic gaps appearing and children’s entry into those gaps). However, other aspects were not (e.g., collisions with oncoming vehicles). Conclusions Repeated practice in a simulated Pedestrian environment helps children learn aspects of safe and efficient Pedestrian behaviour. Six twice-weekly training sessions of 45 crossings each were insufficient for children to fully reach adult Pedestrian functioning, however, suggesting longer or more intense training may be needed. Future research should continue to study the trajectory and quantity of training needed for children to become competent Pedestrians.

  • how do children learn to cross the street the process of Pedestrian Safety training
    Traffic Injury Prevention, 2016
    Co-Authors: David C. Schwebel, Jiabin Shen, Leslie A Mcclure
    Abstract:

    ABSTRACTObjective: Pedestrian injuries are a leading cause of child death and may be reduced by training children to cross streets more safely. Such training is most effective when children receive repeated practice at the complex cognitive–perceptual task of judging moving traffic and selecting safe crossing gaps, but there is limited data on how much practice is required for children to reach adult levels of functioning. Using existing data, we examined how children's Pedestrian skills changed over the course of 6 Pedestrian Safety training sessions, each composed of 45 crossings within a virtual Pedestrian environment.Methods: As part of a randomized controlled trial on Pedestrian Safety training, 59 children ages 7–8 crossed the street within a semi-immersive virtual Pedestrian environment 270 times over a 3-week period (6 sessions of 45 crossings each). Feedback was provided after each crossing, and traffic speed and density were advanced as children's skill improved. Postintervention Pedestrian beha...

  • community based Pedestrian Safety training in virtual reality a pragmatic trial
    Accident Analysis & Prevention, 2016
    Co-Authors: David C. Schwebel, Tabitha S Combs, Daniel A Rodriguez, Joan Severson, Virginia P Sisiopiku
    Abstract:

    Child Pedestrian injuries are a leading cause of mortality and morbidity across the United States and the world. Repeated practice at the cognitive-perceptual task of crossing a street may lead to safer Pedestrian behavior. Virtual reality offers a unique opportunity for repeated practice without the risk of actual injury. This study conducted a pre-post within-subjects trial of training children in Pedestrian Safety using a semi-mobile, semi-immersive virtual Pedestrian environment placed at schools and community centers. Pedestrian Safety skills among a group of 44 seven- and eight-year-old children were assessed in a laboratory, and then children completed six 15-minute training sessions in the virtual Pedestrian environment at their school or community center following pragmatic trial strategies over the course of three weeks. Following training, Pedestrian Safety skills were re-assessed. Results indicate improvement in delay entering traffic following training. Safe crossings did not demonstrate change. Attention to traffic and time to contact with oncoming vehicles both decreased somewhat, perhaps an indication that training was incomplete and children were in the process of actively learning to be safer Pedestrians. The findings suggest virtual reality environments placed in community centers hold promise for teaching children to be safer Pedestrians, but future research is needed to determine the optimal training dosage.

  • systematic review and meta analysis of behavioral interventions to improve child Pedestrian Safety
    Journal of Pediatric Psychology, 2014
    Co-Authors: David C. Schwebel, Benjamin K Barton, Jiabin Shen, Hayley L Wells, Ashley Bogar, Gretchen Heath, David Mccullough
    Abstract:

    OBJECTIVE: Pedestrian injuries represent a pediatric public health challenge. This systematic review/meta-analysis evaluated behavioral interventions to teach children Pedestrian Safety. METHODS: Multiple strategies derived eligible manuscripts (published before April 1, 2013, randomized design, evaluated behavioral child Pedestrian Safety interventions). Screening 1,951 abstracts yielded 125 full-text retrievals. 25 were retained for data extraction, and 6 were later omitted due to insufficient data. In all, 19 articles reporting 25 studies were included. Risk of bias and quality of evidence were assessed. RESULTS: Behavioral interventions generally improve children's Pedestrian Safety, both immediately after training and at follow-up several months later. Quality of the evidence was low to moderate. Available evidence suggested interventions targeting dash-out prevention, crossing at parked cars, and selecting safe routes across intersections were effective. Individualized/small-group training for children was the most effective training strategy based on available evidence. CONCLUSIONS: Behaviorally based interventions improve children's Pedestrian Safety. Efforts should continue to develop creative, cost-efficient, and effective interventions. Language: en

Max Garcia - One of the best experts on this subject based on the ideXlab platform.

Henry Xiang - One of the best experts on this subject based on the ideXlab platform.

  • featured article evaluating smartphone based virtual reality to improve chinese schoolchildren s Pedestrian Safety a nonrandomized trial
    Journal of Pediatric Psychology, 2018
    Co-Authors: David C. Schwebel, Joan Severson, Henry Xiang
    Abstract:

    Objective This nonrandomized trial evaluated whether classroom-based training in a smartphone-based virtual reality (VR) Pedestrian environment (a) teaches schoolchildren to cross streets safely, and (b) increases their self-efficacy for street-crossing. Methods Fifty-six children, aged 8-10 years, attending primary school in Changsha, China participated. Baseline Pedestrian Safety assessment occurred in the VR environment and through unobtrusive observation of a subsample crossing a street for 11 days outside school. Self-efficacy was assessed through both self-report and observation. Following baseline, children engaged in the VR for 12 days in their classrooms, honing complex cognitive-perceptual skills required to engage safely in traffic. Follow-up assessment replicated baseline. Results Probability of crash in the VR decreased posttraining (0.40 vs. 0.09), and observational data found the odds of looking at oncoming traffic while crossing the first lane of traffic increased (odds ratio [OR] = 2.4). Self-efficacy increases occurred in self-report (proportional OR = 4.7 crossing busy streets) and observation of following crossing-guard signals (OR = 0.2, first lane). Conclusions Pedestrian Safety training via smartphone-based VR provides children the repeated practice needed to learn the complex skills required to cross streets safely, and also helps them improve self-efficacy to cross streets. Given rapid motorization and global smartphone penetration, plus epidemiological findings that about 75,000 children die annually worldwide in Pedestrian crashes, smartphone-based VR could supplement existing policy and prevention efforts to improve global child Pedestrian Safety.

Yunmi Park - One of the best experts on this subject based on the ideXlab platform.

Jayne Pivik - One of the best experts on this subject based on the ideXlab platform.

  • effectiveness of virtual reality for teaching Pedestrian Safety
    Cyberpsychology Behavior and Social Networking, 2002
    Co-Authors: Joan Mccomas, Morag Mackay, Jayne Pivik
    Abstract:

    Sixty percent to 70% of Pedestrian injuries in children under the age of 10 years are the result of the child either improperly crossing intersections or dashing out in the street between intersections. The purpose of this injury prevention research study was to evaluate a desktop virtual reality (VR) program that was designed to educate and train children to safely cross intersections. Specifically, the objectives were to determine whether children can learn Pedestrian Safety skills while working in a virtual environment and whether Pedestrian Safety learning in VR transfers to real world behavior. Following focus groups with a number of key experts, a virtual city with eight interactive intersections was developed. Ninety-five children participated in a community trial from two schools (urban and suburban). Approximately half were assigned to a control group who received an unrelated VR program, and half received the Pedestrian Safety VR intervention. Children were identified by group and grade by color...

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