Principal Components Analysis of Driving Simulator Variables in Novice Drivers.

Objective: Although driving simulators are powerful tools capable of measuring a wide-ranging set of tactical and operational level driving behaviors, comparing these behaviors across studies is problematic because there is no core set of driving variables to report when assessing driving behavior in simulated driving scenarios. To facilitate comparisons across studies, researchers need consistency in how driving simulator variables combine to assess driving behavior. With inter-study consistency, driving simulator research could support stronger conclusions about safe driving behaviors and more reliably identify future driver training goals. The purpose of the current study was to derive empirically and theoretically meaningful composite scores from driving behaviors of young people in a driving simulator, utilizing driving data from across a variety of driving environments and from within the individual driving environments. Method: One hundred ninety adolescent participants aged 16 years or 18 years at enrollment provided demographic data and drove in a high-fidelity driving simulator. The simulated scenario included 4 distinct environments: Urban, Freeway, Residential, and a Car Following Task (CFT). A Principal Components Analysis (PCA) was conducted on the variable output from the driving simulator to select optimal factor solutions and loadings both across the multi-environmental drive and within the four individual driving environments. Results: The PCA suggested two components from the multi-environmental simulated drive: vehicle control and speed. The individual driving environments also indicated two components: vehicle control and tactical judgment. Conclusion: These findings are among the first steps for identifying composite driving simulator variables to quantify theoretical conceptualizations of driving behavior. Currently, driving behavior and performance measured by driving simulators lack "gold standards" via driving scores or benchmarks. The composites derived in this analysis may be studied for further use where driving behavior standards are increasingly sought by clinicians and practitioners for a variety of populations, as well as by parents concerned about the readiness of their novice driving teen.

Behind the Wheel: Unraveling the Impact of Experience Over Age Over the First 18 Months of Licensure.

OBJECTIVE: This study examined how driving attention develops with age and driving. METHODS: In this observational longitudinal study, 190 adolescents (53% female, 73% Black) were enrolled across four groups: 16- and 18-year olds with and without driving experience. They underwent driving simulation with eye-tracking technology seven times over 18 months. By using a combination of factorial and longitudinal designs, the study examined the individual and combined effects of age and driving experience on driving attention over time. RESULTS: Licensed participants had higher odds of glancing at safety-critical events initially (OR = 15.01, 95% CI: 1.36-165.53), but these odds decreased at higher driving speeds (b = -0.17, p<.01). Average glance length decreased over time (b = -0.26, p=.01), but less so in licensed participants (b=0.14, p=.01). Several visual behaviors were influenced by environmental and driving factors. CONCLUSIONS: Motor vehicle crashes (MVCs) are burdensome and costly to society. This study focused on the role of inattention in MVCs, particularly during the risky period of adolescence. Findings indicated that driving experience, as determined by licensure, had a considerable impact on visual behavior in both the short term (within two weeks of obtaining a license) and over the first 18 months of independent driving. Overall, these findings suggest that licensed adolescents are more likely to identify potential hazards on the road and navigate safely. To ensure effective guidance, pediatric psychologists and other professionals should consider the unique circumstances, needs, and concerns of individual patients.

Booster Dose of Attention Training Program for Young Novice Drivers: A Longitudinal Driving Simulator Evaluation Study.

OBJECTIVE: We examined the effectiveness of a second exposure to ACCEL, a novel driving training program, on latent hazard anticipation (HA) performance several months after their first exposure. BACKGROUND: Past research has demonstrated that PC-based driver training programs can improve latent HA performance in young novice drivers, but these improvements are below the ceiling level. METHOD: Twenty-five participants were randomly assigned to either the Placebo group, the ACCEL-1 group, or the ACCEL-2 group. Following the completion of the assigned training program, participants drove a series of eighteen scenarios incorporating latent hazards in a high-fidelity driving simulator with their eyes tracked. Participants returned two to six months following the first session and completed either the placebo program (ACCEL-1 and Placebo groups), or a second dose of training program (ACCEL-2 group), again followed by simulated evaluation drives. RESULTS: The ACCEL-2 group showed improved HA performance compared to the ACCEL-1 and Placebo groups in the second evaluation. CONCLUSION: ACCEL enhances young novice drivers' latent HA performance. The effectiveness of ACCEL is retained up to 6 months, and a second dose further improves HA performance. APPLICATION: Policy makers should consider requiring such training before the completion of graduate driver license programs. Young novice drivers that do not show successful latent HA performance could be required to complete additional training before being allowed to drive without restrictions.

Short-term impacts of all-driver handheld cellphone bans on high-schoolers' texting while driving: quasi-experimental analyses of Illinois and Georgia.

Teen drivers are more likely than their older counterparts to engage in distracted driving. Many states prohibit cellphone use for teen drivers, but only prohibit texting for all drivers. Evidence that these laws have been effective is mixed. We hypothesize that recent policy changes in Georgia and Illinois from teen cellphone bans with all-driver texting bans to all-driver handheld phone bans yielded short-term reductions in teen texting while driving. We analyzed Youth Risk Behavior Surveys in Georgia, Illinois, and control states North Carolina and Michigan. We estimated the reduction in texting while driving associated with policy changes via difference-in-differences models. In Illinois, 45.4 % of high school drivers texted while driving in 2013. After a 2014 policy change to an all-driver handheld ban, the percentage decreased in 2015 to 41.8 %, and decreased further in 2017 to 37.7 %. The adjusted DID estimate comparing Illinois to Michigan from 2013 to 2017 was -8.3 % (95 % CI: -15.5 % 1.1 %; p-value = 0.025). In Georgia, the percentage decreased from 37.5 % before the law to 30.8 % after, and the adjusted DID estimate comparing Georgia to North Carolina was -10.8 % (95 % CI: -19.0 %, -2.5 %; p-value = 0.011) than in North Carolina. Results support all-driver handheld phone bans to improve traffic safety for high school drivers.

Time-to-Collision Estimations in Young Drivers with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.

Individuals with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) may exhibit driving difficulties due to cognitive impairments such as time perception difficulties, a construct related to the perception of time-to-collision (TTC). This study examined the timing abilities of drivers with ASD and ADHD. Sixty participants (nADHD = 20, nASD = 20, nTD = 20) completed a time reproduction task and a TTC estimation task in a driving simulator. Results indicated drivers with ASD were less precise in time reproduction across all time intervals and over-reproduced time at shorter intervals. Drivers with ASD produced larger TTC estimates when driving at a faster speed compared to typically developing drivers. Drivers with ASD, but not ADHD, appear to present difficulties in time estimation abilities.

Developmental trajectories of driving attention in adolescents: Preliminary findings from REACT.

OBJECTIVE: To characterize the trajectory of driving attention as a function of age and driving experience. Hypotheses. The rate of change in driving attention will be greater for 16- compared to 18-year-olds and those acquiring driving experience (vs. non-drivers). Age and driving experience will interact, with the effect of driving experience being stronger among 16- compared to 18-year-olds. METHODS: In this longitudinal study, 190 adolescents were enrolled into 4 groups: (1) 16-year-olds and (2) 18-year-olds recruited within 2 weeks of obtaining a full driver's license; (3) 16-year-olds and (4) 18-year-olds with no driving experience (no permit/license, no intention to obtain either over study period). At seven time points over 18 months, participants drove in a high-fidelity driving simulator integrated with eye tracking. Participants completed three experimental drives with three safety critical events and varying cognitive load conditions. Driving attention was measured by vertical and horizontal eye movements, number of glances, and glance length. A multilevel model using SAS PROC MIXED (SAS 9.4) will estimate the baseline intercept and slope of driving attention over time, with baseline age, driving experience, and their interaction serving as predictors of intercept and slope. RESULTS: Preliminary analyses suggest driving attention changes over time as a function of age, driving experience, and across cognitive load conditions. CONCLUSIONS: Inattention is the primary contributor to motor vehicle crashes. It is critical to gain a clear understanding of how driving attention changes during adolescence, the riskiest developmental period for drivers. Results will reveal how driving impacts attention development through practice, providing a target for intervention.

Trajectories of self-regulatory driving practices: Role of learner phase practice.

INTRODUCTION: Previous research suggests that driving practice in diverse contexts may contribute to earlier licensure and improve driving skills among teen drivers. However, few studies have examined the role of practice diversity in driving outcomes post-licensure. Specifically, examining self-regulatory driving practices post-licensure may provide insight into the extent to which teens choose to avoid driving various environments. The current study examined the relationship between learner phase driving practice diversity and teen self-regulatory driving practices over the first six months of licensure. METHODS: Fifty-six newly licensed 16-year-olds reported pre-licensure practice diversity, driving exposure and, self-regulatory driving practices at three timepoints (within 2 weeks of licensure and at 3 and 6 months post-licensure). RESULTS: Multi-level models revealed self-regulatory driving practices significantly decreased over the first six months of independent driving. Practice in complex environments (e.g., on a commercial road, on a highway, etc.) was associated with fewer self-regulatory driving practices at baseline. Practice in simple environments (e.g., in a residential area, in a parking lot) was associated with more self-regulatory driving practices at baseline. Practice driving at night and in bad weather conditions predicted greater post-licensure self-regulation of driving in those specific environments. CONCLUSION: This study reinforces the importance of practice diversity for teens before independent driving, as early practice can have implications for self-regulatory driving practices immediately upon licensure. Future research examining this topic may inform parent-based interventions to maximize teen driver safety during the critical post-licensure period.

In-depth analysis of crash contributing factors and potential ADAS interventions among at-risk drivers using the SHRP 2 naturalistic driving study.

OBJECTIVE: Motor vehicle crashes remain a significant problem. Advanced driver assistance systems (ADAS) have the potential to reduce crash incidence and severity, but their optimization requires a comprehensive understanding of driver-specific errors and environmental hazards in real-world crash scenarios. Therefore, the objectives of this study were to quantify contributing factors using the Strategic Highway Research Program 2 (SHRP 2) Naturalistic Driving Study (NDS), identify potential ADAS interventions, and make suggestions to optimize ADAS for real-world crash scenarios. METHODS: A subset of the SHRP 2 NDS consisting of at-fault crashes (n = 369) among teens (16-19 yrs), young adults (20-24 yrs), adults (35-54 yrs) and older adults (70+ yrs) were reviewed to identify contributing factors and potential ADAS interventions. Contributing factors were classified according to National Motor Vehicle Crash Causation Survey pre-crash assessment variable elements. A single critical factor was selected among the contributing factors for each crash. Case reviews with a multidisciplinary panel of industry experts were conducted to develop suggestions for ADAS optimization. Critical factors were compared across at-risk driving groups, gender, and incident type using chi-square statistics and multinomial logistic regression. RESULTS: Driver error was the critical factor in 94% of crashes. Recognition error (56%), including internal distraction and inadequate surveillance, was the most common driver error sub-type. Teens and young adults exhibited greater decision errors compared to older adults (p < 0.01). Older adults exhibited greater performance errors (p < 0.05) compared to teens and young adults. Automatic emergency braking (AEB) had the greatest potential to mitigate crashes (48%), followed by vehicle-to-vehicle communication (38%) and driver monitoring (24%). ADAS suggestions for optimization included (1) implementing adaptive forward collision warning, AEB, high-speed warning, and curve-speed warning to account for road surface conditions (2) ensuring detection of nonstandard road objects, (3) vehicle-to-vehicle communication alerting drivers to cross-traffic, (4) vehicle-to-infrastructure communication alerting drivers to the presence of pedestrians in crosswalks, and (5) optimizing lane keeping assist for end-departures and pedal confusion. CONCLUSIONS: These data provide stakeholders with a comprehensive understanding of critical factors among at-risk drivers as well as suggestions for ADAS improvements based on naturalistic data. Such data can be used to optimize ADAS for driver-specific errors and help develop more robust vehicle test procedures.

Evaluating teen driving knowledge and behaviors following educational outreach.

BACKGROUND: Teen driving educational events are an effective strategy to increase adolescent drivers' awareness of safe driving practices. The objectives of this study were to evaluate changing rates of self-reported driving practices and knowledge of the state Graduated Driver Licensing laws (GDL) by teens over a nine-year period in a single state. METHODS: This was a prospective observational study of high school students ages 14 to 19 years old. Paper surveys were sent to the high schools participating in teen driving educational events (9 schools in 2009 and 4 schools in 2018). Students in those schools completed surveys prior to the events. Students completing the anonymous survey were invited to the event. Questions evaluated awareness of state GDL and safe and risky driving behaviors. Statistical comparisons of survey answers from 2009 to 2018 were analyzed using the z test of proportions (2 tailed, alpha 0.05). RESULTS: A total of 397 students participated in 2018 with ages ranging from 14 to 19 years. Racial distribution was 81% white, 14% black, and there were 57% female participants. Only 69% (n = 273) reported "always" wearing their seatbelt. When asked about high risk behaviors, 78% (n = 309) of adolescents reported they personally "never" text while driving; 97% (385); never drive after drinking, and 87% (n = 344) never ride with someone who has been drinking. Compared to 2009 participants (1304 students, 9 schools from central part of state), the students in 2018 (4 schools scattered across state) reported wearing seatbelts "always" (n = 69% vs 39%; p < 0.001); "never texting while driving" (78% vs 33%; p < 0.001); and "never drinking and driving" (97% vs 88%; p < 0.001). No significant difference in rates of students having taken a driving education class nor driving over speed limit were reported. CONCLUSION: Results are encouraging that participants in 2018 report more use of seatbelts, less texting while driving, less drinking while driving and lower numbers of being in MVC than in 2009. However, rates of high-risk driving behaviors are still concerning.

Adolescent driving behavior before and during restrictions related to COVID-19.

INTRODUCTION: Understanding who heeds the driving-related COVID-19 restrictions is critical for assisting public health professionals improve response to this and future pandemic events. The purpose of the current study was to characterize driving behavior changes among adolescents as a function of COVID-19 restrictions. It was hypothesized that adolescent driving would be reduced by COVID-19 restrictions, especially for younger teens, non-minorities, females, non-working teens, and those with higher prosocial tendencies. METHODS: Participants were licensed drivers in "REACT," a longitudinal study of adolescent driving attention. Upon enrollment in REACT, drivers were required to be age 16 or 18, have been issued a driver's license within the last two weeks, and be fluent in written/spoken English. The current observational cohort study was of drivers reporting driving exposure between February 8 and April 22, 2020. Linear mixed-effects models estimated differences in driving changes between COVID-19 periods. RESULTS: Results indicated a decrease across pre-COVID-19 period (February 8 - March 13, 2020) in days driven per week and vehicle miles driven (VMD) was explained by the change of slope post-COVID-19 restrictions (March 14 - April 22, 2020). Post-COVID-19, driving days per week decreased by 37 % and VMD decreased by 35 %. This decrease was lower in ethnic minorities, older adolescents, and employed adolescents. Those with greater dire prosocial tendencies showed greater post-COVID-19 driving decline. DISCUSSION: Findings provide early evidence of COVID-19 restriction-related adolescent driving changes suggesting older, employed, minority teens and teens with lower prosocial tendencies are less likely to reduce driving behavior. These observations provide a foundation for more extensive studies of adolescent drivers during various driving and contact restrictions and inform future public health campaigns for social distancing.

Technology-Based Interventions, Assessments, and Solutions for Safe Driving Training for Adolescents: Rapid Review.

BACKGROUND: Safe driving training for adolescents aims to prevent injury and promote their well-being. In that regard, information and communication technologies have been used to understand adolescent driving behavior and develop interventions. OBJECTIVE: The purpose of this review is to explore and discuss existing approaches to technology-based driving interventions, driving assessments, and solutions in the literature. METHODS: We searched the Web of Science and PubMed databases following a review protocol to collect relevant peer-reviewed journal articles. Inclusion criteria were (1) being published in the English language, (2) being published in a peer-reviewed journal, (3) testing the driving behavior of teens with technology-based intervention methods, and (4) being published between January 2000 and March 2018. We appraised the articles by reading their abstracts to select studies matching the inclusion criteria and reading the full text of articles for final refinement. RESULTS: Initial keyword searches on technology-based solutions resulted in 828 publications that we refined further by title screening (n=131) and abstract evaluation against inclusion criteria (n=29). Finally, we selected 16 articles that met the inclusion criteria and examined them regarding the use of technology-based interventions, assessments, and solutions. Use of built-in tracking devices and installation of black box devices were widely used methods for capturing driving events. Smartphones were increasingly adapted for data collection, and use of gamification for intervention design was an emerging concept. Visual and audio feedback also were used for intervention. CONCLUSIONS: Our findings suggest that social influence is effective in technology-based interventions; parental involvement for promoting safe driving behavior is highly effective. However, the use of smartphones and gamification needs more study regarding their implementation and sustainability. Further developments in technology for predicting teen behavior and programs for behavioral change are needed.

A randomized trial to test the impact of parent communication on improving in-vehicle feedback systems.

This randomized controlled trial evaluated the impact of integrating Steering Teens Safe, a parent communication intervention, with feedback from an in-vehicle video recording system. In-vehicle video systems that trigger a recording when the vehicle exceeds a g-force threshold have been used to provide feedback to young drivers. Few of these programs have involved parental engagement. Parent-teen dyads were randomized to three groups and 150 dyads completed the study. All groups received an in-vehicle video system that recorded driving events. The control group received no feedback or intervention. In the first intervention group, teens received real-time feedback, and parent-teen dyads received summary feedback, based on information recorded by the in-vehicle system. The second intervention group received the same feedback, plus parents were taught strategies to improve communication with their teen about safe driving. The primary outcome variable was unsafe driving event rates per 1000 miles driven and the primary independent variable was group assignment. Generalized linear models were used to calculate effect estimates. Compared with the control group, the Event Recorder Feedback group had a rate ratio of 0.35 (95% CI = 0.24 - 0.50) and the combined intervention group (Event Recorder Feedback and parent communication) had a rate ratio of 0.21 (95% CI = 0.15 - 0.30). Furthermore, the combined intervention group had a significantly lower event rate than the Event Recorder Feedback only group (rate ratio = 0.60, 95% CI = 0.41 - 0.87). While in-vehicle feedback systems can help reduce unsafe driving events in early independent driving, teaching parents strategies for effective communication with their young driver may further improve impact.

Teen driver licensure provisions, licensing, and vehicular fatalities.

Between 1996 and 2015, vehicular fatalities per capita involving 16- to 17-year-old drivers declined by 68.7%. During this same period, states enacted teen driver licensure provisions in an á la carte fashion, now collectively referred to as graduated driver licensing (GDL) programs, that restricted teen driving. While the literature demonstrates that 'good' GDL programs reduce vehicular fatalities, how these reductions occur remains open. In this study, separate GDL provisions and no pass, no drive laws are studied to understand reduction mechanisms. The evaluation is based on a state-by-year panel and uses difference-in-difference and triple-difference specifications to identify causal impacts on rates of licensing, vehicular fatalities, and fatalities per licensee. The empirical results find that the minimum intermediate licensing age of 16.5 or older provision reduces licensing of 16- to 17-year-old teens by 20.1%, and no other licensure provision consistently impacts licensing. In addition, vehicular fatalities decrease from the minimum intermediate licensing age of 16.5 or older provision by 22.7%, the driver's education reduces supervised hours provision by 5.9%, and no pass, no drive laws by 7.3%, while vehicular fatalities increase from the supervised driving hours required provision by 6.3%. Furthermore, only teen driver cellphone or texting bans have impacts on vehicular fatalities per 16- to 17-year-old licensed female and few long-term impacts are identified on those ages 18-20 who 'graduated' from licensing programs. This research suggests that GDL programs affect vehicular fatalities mostly through incapacitation, rather than programmatically.

Characteristics of Single Vehicle Crashes with a Teen Driver in South Carolina, 2005-2008.

OBJECTIVE: Teens' crash risk is highest in the first years of independent driving. Circumstances surrounding fatal crashes have been widely documented, but less is known about factors related to nonfatal teen driver crashes. This study describes single vehicle nonfatal crashes involving the youngest teen drivers (15-17 years), compares these crashes to single vehicle nonfatal crashes among adult drivers (35-44 years) and examines factors related to nonfatal injury producing crashes for teen drivers. METHODS: Police crash data linked to hospital inpatient and emergency department data for 2005-2008 from the South Carolina Crash Outcomes Data Evaluation System (CODES) were analyzed. Nonfatal, single vehicle crashes involving passenger vehicles occurring on public roadways for teen (15-17 years) drivers were compared with those for adult (35-44 years) drivers on temporal patterns and crash risk factors per licensed driver and per vehicle miles traveled. Vehicle miles traveled by age group was estimated using data from the 2009 National Household Travel Survey. Multivariable log-linear regression analysis was conducted for teen driver crashes to determine which characteristics were related to crashes resulting in a minor/moderate injury or serious injury to at least one vehicle occupant. RESULTS: Compared with adult drivers, teen drivers in South Carolina had 2.5 times the single vehicle nonfatal crash rate per licensed driver and 11 times the rate per vehicle mile traveled. Teen drivers were nearly twice as likely to be speeding at the time of the crash compared with adult drivers. Teen driver crashes per licensed driver were highest during the afternoon hours of 3:00-5:59 pm and crashes per mile driven were highest during the nighttime hours of 9:00-11:59 pm. In 66% of the teen driver crashes, the driver was the only occupant. Crashes were twice as likely to result in serious injury when teen passengers were present than when the teen driver was alone. When teen drivers crashed while transporting teen passengers, the passengers were >5 times more likely to all be restrained if the teen driver was restrained. Crashes in which the teen driver was unrestrained were 80% more likely to result in minor/moderate injury and 6 times more likely to result in serious injury compared with crashes in which the teen driver was restrained. CONCLUSIONS: Despite the reductions in teen driver crashes associated with Graduated Driver Licensing (GDL), South Carolina's teen driver crash rates remain substantially higher than those for adult drivers. Established risk factors for fatal teen driver crashes, including restraint nonuse, transporting teen passengers, and speeding also increase the risk of nonfatal injury in single vehicle crashes. As South Carolina examines strategies to further reduce teen driver crashes and associated injuries, the state could consider updating its GDL passenger restriction to either none or one passenger <21years and dropping the passenger restriction exemption for trips to and from school. Surveillance systems such as CODES that link crash data with health outcome data provide needed information to more fully understand the circumstances and consequences of teen driver nonfatal crashes and evaluate the effectiveness of strategies to improve teen driver safety.

A new approach for assessing and training drivers' speed management.

Motor vehicle crashes are the leading cause of death and injury for teens and speeding is a major contributor, particularly driving too fast for conditions (CDC, 2015, 2013; NHTSA, 2012; Lam, 2003; McKnight & McKnight, 2003). Speed management is a type of tacit knowledge learned through experience that combines speed perception with decisions about safety. Effective training and assessment of speed management requires a safe method for accumulating practice that includes realistic perceptual cues. This study investigated whether speed can be manipulated in an online environment using special effects technology without distorting speed perception. A forced-choice experiment revealed that drivers' perception of speed was not influenced by the special effects technology, indicating that critical perceptual information was not altered by the speed manipulation of the videos. The experiment also looked at the role of experience in detecting speed differences and found that experienced drivers were able to make judgments about speed more quickly than inexperienced drivers. Implications of these findings for training and assessment are discussed.

Advanced driver assistance systems for teen drivers: Teen and parent impressions, perceived need, and intervention preferences.

OBJECTIVE: From the advent of airbags to electronic stability control, technological advances introduced into automobile design have significantly reduced injury and death from motor vehicle crashes. These advances are especially pertinent among teen drivers, a population whose leading cause of death is motor vehicle crashes. Recently developed advanced driver assistance systems (ADAS) have the potential to compensate for skill deficits and reduce overall crash risk. Yet, ADAS is only effective if drivers are willing to use it. Limited research has been conducted on the suitability of ADAS for teen drivers. The goal of this study is to identify teen drivers' perceived need for ADAS, receptiveness to in-vehicle technology, and intervention preferences. The long-term goal is to understand public perceptions and barriers to ADAS use and to help determine how these systems must evolve to meet the needs of the riskiest driving populations. METHODS: Three focus groups (N = 24) were conducted with licensed teen drivers aged 16-19 years and 2 focus groups with parents of teen drivers (N = 12). Discussion topics included views on how ADAS might influence driving skills and behaviors; trust in technology; and data privacy. Discussions were transcribed; the team used conventional content analysis and open coding methods to identify 12 coding domains and code transcripts with NVivo 10. Interrater reliability testing showed moderate to high kappa scores. RESULTS: Overall, participants recognized potential benefits of ADAS, including improved safety and crash reduction. Teens suggested that ADAS is still developing and therefore has potential to malfunction. Many teens reported a greater trust in their own driving ability over vehicle technology. They expressed that novice drivers should learn to drive on non-ADAS-equipped cars and that ADAS should be considered a supplemental aid. Many teens felt that overreliance on ADAS may increase distracted driving or risky behaviors among teens. Parents also expressed skepticism for the technology but felt that it would likely be a useful support for teen drivers after the initial learning phase. CONCLUSIONS: This study elicited important end-user viewpoints by exploring the intersection between advanced automobile safety technology and human perception for the particular use case of teen drivers. For example, despite evidence that teens are the highest risk driving population, teens trust their own driving skills and competence more than in-vehicle technology. This understanding will ultimately advance the safety of teen drivers by identifying barriers to effective ADAS use.

Talking with teens about traffic safety: Initial feasibility, acceptability, and efficacy of a parent-targeted intervention for primary care settings.

INTRODUCTION: The aims of the current pilot study were to evaluate the feasibility, acceptability, and preliminary efficacy of the Talking with Teens about Traffic Safety Program. The program consists of a clinic-based health coaching session with parents of adolescents at their annual well-child visit to promote parent-teen communication about teen driver safety including: a Parent Handbook that is designed to serve as a primer on teen driver safety and facilitate parent-teen communication on a variety of teen driver topics; an interactive practice driving toolset; and an endorsement of the materials by the primary care provider. METHOD: Fifty-four parent-teen dyads (n = 108 total) were recruited from a primary care practice. Dyads were randomized (1:1) into a treatment group or a usual care group. Implementation fidelity was assessed using checklists completed by health coaches and parent interviews. After 6 months, parents reported how often they talked with their teen about 12 safe driving topics (e.g., state graduated driver licensing laws). RESULTS: Parents in the treatment group reported more frequent discussions than parents in the control group on 7 out of the 12 topics. Fidelity data indicate that 100% of sessions were implemented as designed and were acceptable to parents. CONCLUSIONS: The program was feasible to administer and there was evidence for preliminary efficacy. Generally, effects were larger for more infrequently discussed topics, which is to be expected due to the potential for ceiling effects on more commonly discussed topics (e.g., distracted driving). A larger multi-site study is warranted. PRACTICAL APPLICATIONS: The results from this pilot study provide support for implementation fidelity and establish a proof-of-concept for the Talking with Teens about Traffic Safety Program. The results provide guidance for developing partnerships with pediatricians and parents to develop parent-teen communication interventions on injury prevention topics.

Texting/Emailing While Driving Among High School Students in 35 States, United States, 2015.

PURPOSE: Determine the prevalence and explore individual- and state-level factors associated with texting/emailing while driving (TWD) among adolescent drivers in the United States. METHODS: Data from 35 states that administered the 2015 state Youth Risk Behavior Survey were analyzed. We used Poisson regression models with robust error variance to estimate prevalence ratios (PRs) for TWD. RESULTS: Among the 101,397 high school students aged ≥ 14 years who had driven a vehicle during the past 30 days, 38% reported TWD at least once. TWD prevalence ranged from 26% in Maryland to 64% in South Dakota. TWD prevalence was higher in states with a lower minimum learner's permit age and in states where a larger percentage of students drove. Multivariable analyses revealed that the likelihood of TWD increased substantially with age, and white students were more likely to engage in TWD than students of all other races/ethnicities. Infrequent seatbelt users were 21% more likely to engage in TWD compared with frequent seatbelt users (adjusted PR = 1.21, 95% confidence interval: 1.16-1.26), and students who reported drinking and driving were almost twice as likely to TWD as compared to students who did not (adjusted PR = 1.91, 95% confidence interval: 1.79-2.04). CONCLUSIONS: Prevalence of TWD among US high school students varied by more than two-fold across states. TWD prevalence was higher in states with lower minimum learner's permit ages and in states where a larger percentage of students drove. Older age, white race/ethnicity, and other risky driving behaviors were associated with TWD.

Impact of Georgia's teenage and adult driver responsibility act: 15-year follow-up.

OBJECTIVE: This study was designed to investigate the 15-year impact of Georgia's graduated drivers' licensing (GDL) law, the "Teenage and Adult Driver Responsibility Act" (TADRA), on fatality crashes among young drivers. METHODS: Fatality Analysis Reporting System (FARS) data for Georgia and Census denominators were used to determine fatal crash rates (FCRs) of drivers ages 16 through 19 who passed through the Georgia GDL system during the 5.5 years prior to through 15.5 years after TADRA's implementation. FCRs of younger drivers were compared to those of drivers ages 20-54 and 55-75 and compared by gender. Attention was given to speeding- and alcohol-related crashes, 2 foci of TADRA. RESULTS: The decline in FCRs has been maintained and even increased through 15.5 years after passage of the law. Extending the curfew and further limiting passengers (passed in 2001) and driver's education and supervised driving requirements (added in 2007) may have contributed. The greatest declines were among 16- and 17-year-olds; most of the gains were among male drivers. The changes were greatest for alcohol- and speeding-related crashes. Those 18 and 19 years old did not demonstrate an increase in FCR over the period studied. CONCLUSION: Georgia's graduated licensing law, TADRA, has maintained and in some instances increased in effectiveness over the 15.5 years since its inception. Though national research suggests that GDL laws are associated with increased crash rates among 18- to 19-year-old drivers, this has not occurred in Georgia; 18- and 19-year-olds demonstrated no change or reductions in FCR over the 20.5-year period evaluated. Declines were greatest for those driving behaviors targeted by the law.

Preliminary research developing a theory of cell phone distraction and social relationships.

Motor vehicle crashes remain the leading cause of death and injury for people aged 5-34, accounting annually for over 3000 deaths, and 100 times as many injuries. It is well established that distracted driving, and cell phone use while driving in particular, pose significant crash risk to drivers. Research has demonstrated that drivers are well aware of this danger but over 90% of drivers report using a cell phone while driving. Given the likely role that social influence plays in how people use cell phones while driving surprisingly little research has been conducted investigating to whom drivers are talking or texting. We report the results of a national survey to determine who drivers are most likely to call or text when behind the wheel and compared these results with general cell phone calling and texting patterns as well as previous findings on the prevalence of calling and texting while driving. The results suggest that social distance is a key factor in cell phone use while driving: Teens are more likely to talk with parents, and adults are more likely to talk with spouses than general calling patterns would suggest. We discuss whether the purpose of calls made while driving, such as coordination, could help explain these patterns. We propose next steps for further examining the role social relationships play in cell phone use while driving to potentially reduce teen driver cell phone use by lowering the number of calls from parents.