Interaction, Parent-Offspring, Motor Vehicle Accident
Conditions
Brief summary
This study will test an intervention that was developed to improve parents' driving instruction of teens' hazard anticipation skills when teens are in the learner phase of licensure. Half of the parents in the study will receive the intervention and half will not. Investigators will then compare driving instructions given by parents in the two groups by recording driving sessions that parents and teens have together in that real world and by recording a drive that parents and teens will complete in a driving simulator. The driving simulator allows us to expose teens and parents to hazards they may encounter on the roadway without putting them in harm's way.
Detailed description
The project seeks to test an intervention designed to improve parents' communication about roadway hazards by comparing parent instruction and teen driving outcomes between dyads whose parents were assigned to the intervention vs. the control condition. Participants will be 100 parent-teen dyads. Half of the parent-teen dyads will receive the intervention and half will not. Parents who receive the intervention will complete web-based program developed to help parents instruct teens on how to identify hazards on the roadway and respond appropriately before they pose a crash risk. Parents in the intervention arm of the study will be given approximately 1-2 weeks to complete the training. Parents in the control arm of the study will not receive training. After the delivery period, parents and teens will be given approximately two additional weeks to apply the training in their everyday driving instruction. During this period, parents in both groups will complete a minimum of 4 naturalistic drives with their teen that will be recorded. Investigators will then have teens and parents complete a hazard-laden drive in a driving simulator. Teens will drive and parents will instruct from the passenger seat, just like they would in the real world. Compared to parents in the control group, investigators believe that parents in the intervention group will exhibit improved communication about potential hazard detection with their teens.
Interventions
BEHAVIORALHazard Anticipation Program for Parents of Teen Drivers
Parents and teens who receive the intervention will complete a web-based training that provides parents with guidance on how to teach their teen to identify potential hazards on the roadway. The program begins by providing background on teens' difficulty learning this skill and the motivational interviewing techniques that are demonstrated in the course. Parents then engage with a series of hazard videos representing 6 common hazard types. For each hazard, parents watch the hazard unfold, provide an example of what they might say to their teen, and are provided with examples of how to coach their teen through the hazard before it becomes a critical event. Parents and teens then jointly watch 12 videos depicting hazards unfolding on the roadway. Teens are asked to identify the hazard indicate what they believe was the key event that caused the hazard without parental input. Then parents and teens are given an opportunity to replay the video and discuss the hazard together.
Sponsors
Elizabeth O'Neal
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
14 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Adolescents must be between the ages of 14 and 17 years. Additionally, they must be in the learner period of licensure. * Parents must be the primary instructor of their teen's supervised driving.
Exclusion criteria
* -Surgery where full range of motion has not been regained * Heart condition (disturbance of heart rhythm, heart attack or a pacemaker implanted within the last 6 months) * Diagnosed with seizures or epilepsy with an episode in the past 12 months * Brain damage from a stroke, tumor, head injury, or infection (active tumor, stroke within last 6 months, or any symptoms that still exist) -Meniere's Disease or any inner ear, dizziness, vertigo, or balance problems * Does not have normal or corrected-to-normal vision (glasses/contacts ok) * Does not have normal or corrected-to-normal hearing (hearing aids ok) * Current skeletal, muscular, or neurological problems in neck or back regions, chronic neck and back pain, pinched nerves in neck or back, or back surgery in past year * Diagnosed with a current serious illness (e.g., Huntingtons, ALS, Alzheimer's, Crohn's, Hodgkin's, Parkinson's, cancer, etc) * Motion sickness where intensity is moderate or above * Need for special equipment to help drive
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parental instruction of teens' driving in vehicle | Measures of parental instruction of teen's driving in the simulator will take place approximately between weeks 2 and 4 weeks of study enrollment. | Investigators will code whether the parent verbally identifies the hazard, whether instruction from parents is functional or higher order in nature, if instruction precedes or follows the hazard event, and if the instruction contains elements of motivational interviewing. Functional instruction refers to instruction that applies only to the current context (e.g., "Slow down."). High-order instruction includes hazard anticipation communication that can be applied more generally to driving (e.g., "When there are brake lights ahead, be ready to brake too.") or why the hazard is dangerous by causally connecting dangerous features and their potential outcomes. When higher-order, hazard anticipation communication is present, investigators will also code if elements of motivational interviewing are present. |
| Parental instruction of teens' driving in simulator | Measures of parental instruction of teen's driving in the simulator will take place approximately 4 weeks after enrollment. | For the simulator drive, investigators will code whether the parent verbally identifies the hazard, whether instruction from parents is functional or higher order in nature, if instruction precedes or follows the hazard event, and if the instruction contains elements of motivational interviewing. Functional instruction refers to instruction that applies only to the current context (e.g., "Slow down."). High-order instruction includes hazard anticipation communication that can be applied more generally to driving (e.g., "When there are brake lights ahead, be ready to brake too.") or why the hazard is dangerous by causally connecting dangerous features and their potential outcomes. When higher-order, hazard anticipation communication is present, investigators will also code if elements of motivational interviewing are present. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Teens' driving performance - accelerator release | Measures of teen's accelerator release in the simulator will take place approximately 4 weeks after enrollment. | For the simulator driver investigators will also measure if condition assignment is related to improved driving performance among teens. Investigators will specifically measure differences in accelerator release among the two groups in response to roadway hazards and parental instruction. |
| Teens' driving performance in simulator - brake force | Measures of teens' driving performance in the simulator will take place approximately 4 weeks after enrollment. | For the simulator driver investigators will also measure if parental instruction is related to improved driving performance among teens. Investigators will specifically measure differences in brake force among the two groups in response to roadway hazards and parental instruction. |
| Teens' driving performance in simulator - lane position | Measures of teens' driving performance in the simulator will take place approximately 4 weeks after enrollment. | For the simulator driver investigators will also measure if condition assignment is related to improved driving performance among teens. The investigators will specifically measure differences in lane position among the two groups in response to roadway hazards and parental instruction. |
Countries
United States
Outcome results
None listed