Effect of psychosocial interventions on risky driving behaviours among offender drivers by using simulated and real driving: study protocol for a non-randomised controlled trial.

BACKGROUND: Risky driving behaviour including anger while driving has led to millions of global road traffic crashes, thousands of mortalities and injuries. These losses are much more in middle-income countries, such as Iran. This paper explains methods of data collection in a controlled trial study for evaluating the effect of psychosocial interventions on risky driving by using simulated and real driving. METHODS: This non-randomised controlled trial study will include 180 offender drivers. They will refer to the simulation laboratory by traffic police after their driving licences were suspended. At baseline, all participants will fill five questionnaires including demographic, Driving Anger Scale, Driving Anger Expression Scale, Spielberger's Anger and Manchester Driving Behavioural, and then they will be tested with a driving simulator. Afterwards, they will be allocated to one of three-intervention training arms (mindfulness, meta-cognition and social marketing) or a control arm without any training. Risky driving behaviours will be assessed in three follow-ups after intervention. The primary outcome of interest will be driving offences, recorded by traffic police in two time points: at 6 months and 1 year after the intervention. DISCUSSION: This study examines the effect of three interventions in reducing driving offence. The results can end in a new therapeutic training or a new legislation that should be added to current obligatory training for getting driving licence and can lead to long-term safe driving among Iranian drivers. Future research is recommended to study the cost-effectiveness of these interventions in actual driving in Iran. TRIAL REGISTRATION NUMBER: UMIN000039493.

Executive Function: Comparing Bilingual and Monolingual Iranian University Students.

The study aimed to examine whether Kurdish-Persian early Bilingual university students (EBL) and Persian Monolingual university students (ML) differ on tasks of executive function (EF). Thirty male EBL and 30 male ML students from Ferdowsi University of Mashhad completed a Persian Stroop Color-Word task (SCWT), Backward Digit Span Test (BDST), Raven Standard Progressive Matrices, and a demographic questionnaire. The results of an analysis of variance showed EBL students responded faster on the SCWT compared with ML students, suggesting an inhibition advantage for EBL students. Moreover, mean scores of BDST showed better performance of EBL students in working memory than ML students. These results provided evidence of advantaged EF among EBL and were consistent with the possibility that individuals who began speaking a second language (L2) earlier in childhood have greater advantages, due either to effects of acquiring an L2 earlier or to a longer duration of bilingual experience.