Distracted Driving(1)

Distracted Driving Program
Arrive Alive! Don’t Text and Drive
Geraldine Base RN
Summer Takeda RN
Norma Viveros RN

Distracted Driving Program
Arrive Alive! Don’t Text and Drive
Phase 1: PROBLEM DESCRIPTION
Target Population:
 Distracted driving among 18-20 years old
What is Distracted Driving?
Distracted Driving is any ACTIVITY that could divert a person's attention away from the
primary task of driving. All distractions can endanger the driver, passenger(s), and
bystander safety. Types of distractions include:
 Texting
 Using a cell phone or smartphone
 Eating and drinking
 Talking to passengers
 Grooming
 Reading, including maps
 Using a navigation system
 Watching a video
 Adjusting a radio, CD player, or MP3 player

Because text messaging requires visual, manual, and cognitive attention from the driver, it is
by far the most alarming distraction.
http://www.distraction.gov/content/get-the-facts/facts-and-statistics.html
The three main distractions (CDC, 2014)
 Visual- taking eyes off road
 Manual- taking hands off wheel
 Cognitive- taking mind off of driving
 Ten percent of all drivers under the age of 20 that were involved in fatal crashes were
reported as distracted at the time of the crash.
 This age group has the largest proportion of drivers who were distracted.
 Drivers in their 20’s make up 27 percent of the distracted drivers in fatal crashes.
(NHTSA, 2014)
 Only about 1 out of 5 young drivers think that texting makes no difference to their
driving performance. 68 percent of young drivers 18 to 20 are willing to answer incoming
phone calls on some, most, or all driving trips. (National Highway Transportation Safety
Administration, 2011)
 Parents who engage in distracting behaviors more frequently will have teens that engage
in distracting behaviors. Teens read or send text messages once a trip 26 times more often
than their parents think they do. (Teen Driver Distraction Study, UMTRI-Toyota, 2012)
http://www.ots.ca.gov/pdf/campaign/2014_Distracted_Driving_Fact_Sheet.pdf

What should be occurring? (Desired Behavior)
 The standard Safe Practices for Motor Vehicle Operations defines defensive driving as
"driving to save lives, time, and money, in spite of the conditions around you and the
actions of others." National Safety Council, http://www.nsc.org/learn/Safety-
Training/Pages/defensive-driving-driver-safety-training.aspx.
What is occurring? (Problem)
 Only about 1 out of 5 young drivers think that texting makes no difference to their
driving performance. Sixty eight percent of young drivers ages 18 to 20 are willing to
answer incoming phone calls on some, most, or all driving trips. (National Highway
Transportation Safety Administration, 2011)
Who is affected and to what degree?
Teens are unique as drivers for several reasons, many of which have implications specifically in
the area of distracted driving:
 10% of all drivers under the age of 20 involved in fatal crashes were reported as
distracted at the time of the crash.
(NHTSA)
 Concerns about driver distractions have focused in particular on teenagers because they
are inexperienced drivers and more likely than adults to engage in risky driving behaviors
Simons-Morton, Ouimet, Zhang, et al., 2011a; Williams, 2003.
 The widespread prevalence of mobile device use among adolescents and young adults
means that these devices likely are present in the cars of most teens.
 Their novice driver status may make them more susceptible to the distracting effects of
mobile devices, in-vehicle technology, as well as other potential distractions both in and
outside the vehicle.
 Having peer passengers in the car is a well-known risk factor for serious crashes and
there is evidence that peers may serve both as a source of distraction, as well as an
adverse influencer of teen decision-making relevant to driving.
 Teens are members of families; parents and other family members can exert both positive
and negative influence on teen attitudes and behaviors relevant to driving safety.
 Teen drivers have been the subject of targeted laws limiting cell phone use and texting,
often part of Graduated Driving License (GDL) programs that may provide a public
policy foundation on which other intervention programs may be developed.

What could happen if the problem isn’t addressed?
 The leading cause of death for 18-20 year olds are vehicle crashes. Vehicle crashes make
up approximately one-third of all deaths for this age group. More crashes occur when
passengers, usually other teens, are in the vehicle with a teen driver. Two out of three
teens die as passengers in a vehicle driven by another teen.
 These statistics are caused by a teenager's immaturity, driving inexperience,
overconfidence, and risk-taking behaviors. Before your teen takes to the road, explain to
him/her the dangers of participating in distracting activities and driving. Many teens do
not see the connection between the things that distract them and their age group's high
rate of vehicle crashes and death.
 Per unit of travel, teenage drivers have an elevated fatal and non-fatal crash risk relative
to adults Insurance Institute for Highway Safety, 2014.
 Increased liability costs associated with work-related vehicle crashes.
 Increased insurance premiums and fleet repair bills
 Increased motor vehicle incident rates
 Increased workers' compensation claims
 Decreased productivity by keeping employees safe, on and off the job
National Safety Council, http://www.nsc.org/learn/Safety-Training/Pages/defensive-
driving-driver-safety-training.aspx.
Statement of the problem to be addressed
 Distracted driving affects young drivers aged 18-20 at a greater rate as evidenced by
being the largest proportion of drivers who were distracted at the time of the crash.

Step 1.2- List and map the causes of the health problem
What are the Indirect/ Direct Contributing Factors?
Indirect Contributing Factors
 Attitudes/Behaviors on use of cell phones while driving
 Cell phone use in the media
 Popularity of social media
 Adult role models
Direct Contributing Factors
 Presence of cell phones, friends, GPS, various technology and radio in the car
 Eating while driving
 Grooming (applying make up or shaving)
 Multitasking
 Other distracted drivers on the road
Risk/Protective Factors
Risk
 Newly licensed drivers – 18-20 year olds
 Immature neurological development
 Sex (males are at increased risk)
 Lapses in decision making
 Lack of impulse control
 Distracted parent/driver as a role model
Protective
 Good parental/adult and peer role models
 Knowledge of the risk and consequences of distracted driving
 Applications that disable text/cell function when driving
Step 1.3- Identify potential audiences
Who is most affected by the problem?
 According to the U.S. Department of transportation young drivers are the most affected
by this problem due to all the advanced technology. Ten percent of these driving were
involved in motor vehicle accident due to distraction at the time of the crash.
www-nrd.nhtsa.dot.gov/Pubs/812012.pdf

Who is most likely to influence a change in their behavior?
 According to Beck, Hartos, and Simmons-Morton (2006), PARENTS are most likely to
influence a change in their behavior. Parents usually own the vehicles that the 18-20 year
old drives and can play an instrumental role in reducing young drivers driving
distracted. They can help to set rules in exchange for using the vehicles. Have their
children sign a contract to not use their cellphones while driving.
 PEERS- (peer to peer) is highly influential in changing their behavior. If their peers don’t
partake or believe that activities related to Distracted Driving are wrong then they most
likely will not engage in that behavior.
Who is most feasible to reach?
 Young adults ages 18-20 are the most practical to reach. Utilizing different
communication styles such email, posters around campus, and an awareness campaign.
This campaign will focus on getting the message out by having the information in the
intended target group’s “face” at all times.
What are the key secondary audiences?
 Faculty
 Parents
 Long Beach Community
 Law Enforcement
Step 1.4- Identify the models of behavior change and best practices
Which theories appear to have determinants of behavior that match the causal factors you
identified in Step 1.3 and why?
 Social Cognitive Theory- According to theory at glance, SCT described as people
learning behaviors through observation, modeling, and motivation. Young adults can
learn safe driving by observing their parents practicing safe driving. Young adults have
the ability to perform the same safe driving behavior, which also will affect the
environment in which they live. By parents giving their children positive or negative
reinforcement will allow the young adult to be motivated to engage in safe driving

 Social Norms Theory- People’s behavior is influenced by their perceptions of what is
normal or typical. It is the social influences on health behavior. According to Behavior
theory in health promotion practice and research, social norms are accepted knowledge,
attitudes, values, behaviors, and standard of members of a population group. Their peers
influence young adult’s decision-making behaviors and behavior can be influenced by
misperceptions of how our peers think and acts. By targeting our program to young adults
18-20 and educating them can help to influence the majority of their peers to engage in
safe driving, can potentially lead them to act the same.
 Social Influence and Interdependence Theory- Many types of relationships and
fundamental process change health behavior. Interpersonal communication influences
behavior whether in formal or informal relationships. The goal of social influence and
communication are to manage self-concept, behaving effectively and building and
maintaining relationships. One of the constructs of this theory (Interdependence) relates
to people’s influence on each others’ experiences, motives, preferences, behaviors and
health outcomes. This theory allows the individuals to assess with whom they share
feelings and values with. Engraining the message of don’t text and drive early in
childhood will influence what is accepted in their social group. Some actions that the
target population takes is interdependent on their experiences; if they’ve had a tragic
experience with text and driving it can help to shape their attitudes and behaviors towards
it.
Using the SCT in combination with the Social Influence Theory will help to develop a program
for young adults that involve their parents and peers.
Encouragement to make a pledge on safe driving.
What has worked with similar audiences in the past based on your review of other
programs?
 Be part of national coalition group that promote global traffic safety message
 Virtually tune in to events such as “ Traffic Safe Youth” live coverage on social media
 Network and share information on CSULB website
 Connect with Twitter, Instagram and Facebook to follow and share facts, stories and
inspiration.
 Use suggested Tweets and Facebook post from the toolkit on social media sites
NOYS http://www.noys.org/
 Run a Pledge Drive- Give facts on DD and help them to commit to phone-free driving
 Spread the word- have CSULB utilize their website, electronic billboard, school
newspaper and radio station.
 Get Parents and influential peers involved in the campaign.
http://www.distraction.gov

Step 1.5- Form your strategy team
 The Distracted Driving Program (DDP)
There will be three principal investigators who will also serve as the health educators.
DDP will be applying for a NIH Grant to obtain funding for this program.
Application for NIH grant http://grants.nih.gov/grants/guide/index.html
 Collaboration with CSULB
 Police
 Administration (i.e. Jane Conoley)
 City Council Representative Suzie Price
 Long Beach Mayor Robert Garcia
 Local hospitals
 Community leaders.
 Campus student leaders (i.e. student body president, club presidents, Greek
system president)
http://www.longbeach.gov/civica/filebank/blobdload.asp?BlobID=31593
The critical leaders to get on board would be the campus leaders (i.e. student body president,
club presidents, Greek system presidents) since this group would be more apt to relate to our
target population.
Communication approaches:
 Posters/Advertisement about Distracted Driving,
 Screen Savers on public computers (i.e. computer lab, library)
 Electronic billboard advertisement
 Campus radio/ Television program

Worksheet
Team Member Affiliation Role
Geraldine Base, RN DDP PI/Health
Educator
Summer Takeda, RN DDP PI/Health
Educator
Norma Viveros, RN DDP PI/Health
Educator
Jane Conoley CSULB President CSULB Liaison
Student Body President Student Body
President
Student Liaison
Greek PanHellenic Council Greek System Student Liaison
Community Representatives:
Police/Fire/Hospital/City Council/Mayor
Long Beach City Community
Liaison
Decision-making process:
 An agreement on how to make decision will be decided prior to commencement of
meetings. An acknowledgement that all persons involved will not always be in
agreement.
 Options will be presented to the committee consisting of all the group representatives,
Pros/Cons discussed and decisions will be made by majority vote.
 Once decisions are made interventions will be discussed.
Communication process:
 Every representative will have the opportunity to voice their opinion and discuss
pros/cons.
 Teleconference
 Emails
 Monthly meetings
Step 1.6- Conduct a SWOT analysis
Mission
To eliminate motor vehicle accidents/fatalities related to distracted driving (DD) among 18-20
year olds.

Goals/Objectives
Process:
 Needs assessment will be done utilizing focus groups by August 2015.
 Campaign: “Arrive Alive! Don’t Text and Drive” will go into effect during
Freshman/New Student Orientation (2016).
 DDP will have recruited stakeholders who will be involved promoting DDP by the
program start date, August 2015.
Impact:
 At 1 year DDP will have at least 70% of CSULB students participate in DDP.
 By 2 years DDP will have at least 80 % of CSULB students sign commitment contracts
against use of cell phones.
 Annual evaluation of program interventions.
Outcome:
 At the end of 1 years DDP will evaluate the effectiveness of its interventions through
decrease motor vehicle accidents related to DD.
 At the end of the 3rd year program interventions will be evaluated correlated to decrease
rate of DD.
 At 5 years 100% of the student body will have watched the mandatory video on DD.
 At 5 years Policies will be in place regarding DD.
Relevance:
 Our organization believes that Distracted Driving is a relevant issue that has caused
unnecessary morbidity/mortality among 18-20 years.
 Distracted Driving Program’s main focus is to address this growing public health
issue. Not only is Distracted Driving a priority, but also it is DDP’s primary mission to
decrease accidents and fatalities related to Distracted Driving.
 Information regarding Distracted Driving is available on multiple websites that are
accessible. (www.distraction.gov)
 Currently there are phone applications that can be used on various devices that blocks
incoming calls/texts while the person is driving.
 In order to address this problem it is necessary to have manpower, technical and financial
resources.
 Campaign: “Arrive Alive! Don’t Text and Drive”, Screen Savers on campus computers,
Posters and Electronic advertisements.
 Public Speakers (police, fire department, hospital representatives)

 There are many organizations that are working on this public health issue. It must be
addressed on a local, state and national level. Grass Root organizations can become
instrumental in making changes in a local level that can eventually expand into broader
audience. Some know organizations such as noys.org and distraction.gov have suggested
interventions that can be utilized by Distracted Driving Program.
 Gaps that exist are the public being unaware that Distracted Driving is a public health
problem. Inability to reach the targeted student body and secondary audience (such as
commuters, graduate students having evening classes).
Legislation in Place
 Hand-held Cell Phone Use: 14 states, D.C., Puerto Rico, Guam and the U.S. Virgin
Islands prohibit all drivers from using hand-held cell phones while driving. All are
Primary Enforcement Laws—an officer may cite a driver for using a hand-held cell
phone without any other traffic offense-taking place.
 All Cell Phone Use: No state bans all cell phone use for all drivers, but 38 states and D.C.
ban all cell phone use by novice drivers, and 20 states and D.C. prohibit it for school bus
drivers.
 Text Messaging: Washington was the first state to pass a texting ban in 2007. Currently,
44 states, D.C., Puerto Rico, Guam and the U.S. Virgin Islands ban text messaging for all
drivers. All but five have primary enforcement. Of the six states without an all driver
texting ban:
o Four prohibit text messaging by novice drivers.
o Three restrict school bus drivers from texting.
http://www.ghsa.org/html/stateinfo/laws/cellphone_laws.html
 The maximum penalties; and whether the ban is part of the graduated licensing system so
that, for example, violations may delay graduation to the next licensing stage.
What organizations or activities that affect the problem indirectly (that work “upstream”
in your health problem analysis could be potential partners?
 Car companies
 Limiting the function of technology in the car while in motion.
 Integrating use of hands free cell function in car
 Use of warning system in the car (alerts if getting too close to vehicle or
lane changes without signaling)
 Wireless phone companies
 Disabling key functions while car is in motion
 Automatic messages “ I’m driving right now and want keep everyone on
the road safe, I will return your call when I arrive at my destination” while
the car is in motion.
 Insurance companies
 Discounts to drivers who participate in the Distracted Driving Program.
 Discounts for utilization of blocking apps or cars, which have disabling
features.

SWOT Worksheet
Factors/Variables Internal External
Positive Strengths Opportunities
 Evidence Based
Interventions
 Interpersonal Approach
 Web Resources
 Discounted Auto Insurance
 Discounted Phone Service
 Institution of State Laws
Negative Weaknesses Threats
 Small Campus based
organization
 Funding
 Unable to reach all students
 Increasing amount of available
technology
The strengths, weaknesses, opportunities and threats identified, along with any ethical barriers to
adopting particular interventions in your community. Also, a summary of eliminated approaches
and ones that appear to be more attractive based on the SWOT analysis.
Phase 2- Market Research
Step 2.1- Define your research questions
 “Gaps in service” or assumptions exist in:
o Low perceived severity of the incidence and subsequent risks of DD.
o Awareness and education of DD, as evidenced by the availability of many distracting
features/ products in and around the car.
o Driver’s education curriculums lack relevant content on DD.
We have selected the Social Cognitive Theory (SCT), Social Norms Theory and Social Influence
and Interdependence Theory to guide our market research. These three theories take into
account the ways in which learning occurs, and under what environmental conditions. Young
adults who are experiencing their first years of independence from their parents are in a unique
phase of life where new learning occurs in environments that are equally new.
Social Cognitive Theory- People learn behaviors through observation, modeling, and
motivation. Young adults can learn safe driving by observing their parents practicing safe
driving. Young adults have the ability to perform the same safe driving behavior, which also will
affect the environment in which they live. Parents giving their children positive or negative

reinforcement will allow the young adult to be motivated to engage in safe driving. Deciding on
the type of advertisement and public service announcement that can encourage and promote safe
driving will help with this type of observational learning.
Social Norms Theory- People’s behavior is influenced by their perceptions of what is normal or
typical. It is the social influences on health behavior. Their peers’ influences a young adult’s
decision-making behaviors and behavior can be influenced by misperceptions of how our peers
think and act. By targeting our program to young adults 18-20 and educating them can help to
influence the majority of their peers to engage in safe driving, can potentially lead them to act the
same. Defining the key peer figures in their lives that may help to promote safe driving.
Social Influence and Interdependence Theory- Relationships and fundamental processes can
change health behavior. Interpersonal communications can influence behavior. The goal of social
influence and communication are to manage self-concept, behaving effectively and building and
maintaining relationships. Interdependence relates to people’s influence on each other based on
experiences, motives, preferences, behaviors and health outcomes. This theory allows the
individuals to assess with whom they share feelings and values with. Some actions are
interdependent on experiences; will the use of families whose lives have been tragically affected
by DD be influential in making a behavior or attitude change?
 What types of behaviors are being observed by and modeled towards our target population?
Our target population will learn to practice attitudes and behaviors being observed. Key targets
to assess include friends and family members in close proximity to the target population.
What kind of attitudes and behaviors are accepted as norm in the environment of our target
population? Again, key targets to assess include friends and family members in close proximity
to the target population.
 What types of motivators exist for our target audience to prevent DD?
The need to remain constantly connected with friends and family has now become a strong
psychological urge that is affecting our ability to stay away from our cell phones.
The availability of GPS systems, touchscreen control panels, etc. in vehicles is increasingly
common, contributing to incidence of DD.
Motivators to limit and eliminate DD include: avoiding auto accidents thus decreasing the
chances of hurting or worse, killing yourself and others. Focus on young adults’ status as college
students who are bettering themselves through education for a productive life.
Best practice in prevention of DD include:
 Be part of national coalition group that promote global traffic safety message
 Virtually tune in to events such as “ Traffic Safe Youth” live coverage on social media
 Network and share information on CSULB website
 Connect with Twitter, Instagram and Facebook to follow and share facts, stories and
inspiration.
 Use suggested Tweets and Facebook post from the toolkit on social media sites

NOYS http://www.noys.org/
 Run a Pledge Drive- Give facts on DD and help them to commit to phone-free driving
 Spread the word- have CSULB utilize their website, electronic billboard, school
newspaper and radio station.
 Get Parents and influential peers involved in the campaign.
http://www.distraction.gov
The first years of undergraduate education are often the early stages of the young adult becoming
increasingly independent from their parents and families. As more time is spent with their peers,
these young adults will likely experiment with risky behavior. DD, along with behaviors such as
drinking, drugs, and risky sexual activity, will likely occur more frequently among experimental,
like-minded peers who are vying for acceptance.
In applying these best practices to our target population of 18-20 year old undergraduates at
CSULB, the task remains on how to effectively engage the intended audience. Engagement will
be required for effective education, which will then lead the way to acceptance and buy-in for
eventual culture change.
Benefits:
Decreased incidents of auto accidents related to DD.
Culture change on what is considered acceptable behavior while driving.
Competition:
Increased availability of technology in and around the vehicle.
Marketing, product promotion and increased tech availability as a driver for our consumerist
culture.
Barriers:
Impaired decision making abilities of the young adult such as: peer pressure, need to be
accepted, and poor impulse control.
Needto Know ResearchQuestions:
 Will an educational intervention decrease awareness and incidence of DD?
 What interventions have been trialed and proven effective for preventing DD?
 What is the incidence and prevalence of DD among young adults aged 18-20?
 What are the norms and attitudes of DD among young adults aged 18-20?
Nice to Know Research Questions:
 Will establishing a contract between school, parent, and child be effective in decreasing
DD?
 Relationship between awareness of DD and incidence of auto accidents.
 Relationship between awareness of DD and performance in school.
 Relationship between attendance of a traditional driver’s education course and awareness
of DD.

Of the “nice to know” research questions, the only measurable is when there is a RCA (root
cause analysis) performed after an auto accident.
Step 2.2- Developa market research plan
Market research will be conducted in a manner similar to the nursing process: Assessment,
Diagnosis, Planning, Implementation, and Evaluation.
Primary sources that we will utilize include:
 A focus group comprised of 25 randomly selected CSULB undergraduate students, and will
inquire about:
* Factors that motivate distracted driving
* Identify what influences target group
* Identify what encourages target group
* Identify effective information channels
* Identify effective spokespersons
* Sense of future, control of destiny
* What is considered “cool” or popular?
* Communication with peers, parents- how, what, where, when, and why certain
communication occurs and others not.
 Key informant interviews of young adults 18-20 who have been victims of DD; also parents,
friends, and others who can attest to the consequences of DD.
 A needs assessment questionnaire will be conducted among a representative sample of
CSULB undergraduates and inquire on the top reasons for DD.
Secondary sources that we will utilize include data from:
 NTSB (National Transportation Safety Board)
 AAA (American Automobile Association)
 CDC (Centers for Disease Control and Prevention)
 Long Beach Police Department and Long Beach Public Health Department
 Pew Research Center’s Internet & American Life Project: conducted a survey of 800 young
adults asking about their experiences with cell phone use in cars.
www.pewinternet.org/2009/11/16/teens-and-distracted-driving-major-findings/
 Click Z Network: information on the demographics of Internet users
www.clickz.com/stats/sectors/demographics
 Kaiser Family Foundation: public opinions about health topics
www.kaisernetwork.org
 Arbitron: tracking media viewership
www.arbitron.com
 Simmons Market Research Bureau: surveys households, adults, teens, children, Hispanics.
www.smrb.com
 SRI Consulting Business Intelligence: values and lifestyles survey.
www.sric-bi.com

 Teen Research Unlimited: conducts a semi-annual survey on teenagers.
www.teenresearch.com
Step 2.4- Summarize research results
A representative sample of the market research results are exemplified below via a study
conducted by Hill, et al (2015) out of the University of California, San Diego:
Four thousand nine hundred sixty-four participants completed the surveys, 66% were female,
82.7% were undergraduates, and 47% were white/non-Hispanic.
 4,517 (91%) reported phoning and/or texting while driving
 4,467 (90%) of drivers said they talk on the phone while driving
 1,241 (25%) reported using a hands-free device "most of the time"
 4,467 (90%) of drivers reported texting while driving
 2,488 (50%) reported sending texts while driving on the freeway
 2,978 (60%) while in stop-and-go traffic or on city streets
 4,319 (87%) at traffic lights.
Those who drove more often were more likely to drive distracted. When asked about their
capability to drive distracted,
 46% said they were capable or very capable of talking on a cell phone and
driving, but they felt that only 8.5% of other drivers were capable.
 In a multivariate model, 9 predictors explained 44% of the variance in DD, which
was statistically significant, F (17, 4945) = 224.31; P <. 0001; R (2) = 0.44.
 The four strongest predictors (excluding driving frequency) were:
 Self-efficacy (i.e., confidence) in driving while multitasking (β = 0.37),
 Perception of safety of multitasking while driving (β = 0.19),
 Social norms (i.e., observing others multitasking while driving; β = 0.29), and
 Having a history of crashing due to multitasking while driving (β = 0.11).

Phase 3- Market Strategy
Step 3.1- Select your target audience segments
The aspirations of the undergraduate population at CSULB are those of a young adult who is
looking to better their future by investing time and money into educating themselves and include:
 Graduating college and earning a relevant degree
 Getting a job, establishing a career
 Enjoying the college experience via social networking, making new friends,
having new experiences.
 Making parents proud
 Upholding family education
The identified target behavior is: safe driving through elimination of DD. The value of safe
driving should be characterized as an investment into their future. The risk of hurting or worse
yet, killing themselves or others via DD is not worth it, especially since we know the student
values their future via enrichment through education.
The increased need to remain connected via text and social media is a major competitive
behavior that drives DD. Increased technology in the form of smart phones, presence of peers,
GPS systems, and touch screen controls in vehicles are also large drivers of DD.
Data suggests that college undergraduate aged students are not ready for change in DD
behaviors. There is increased confidence in safe driving while multitasking, and social norms
indicate their peers also multitask while driving. Among a survey of over 4900 undergraduates
conducted at the University of California, San Diego (2015), 4,517 (91%) reported phoning
and/or texting while driving.
Further data from this study revealed:
 4,467 (90%) of drivers said they talk on the phone while driving
 1,241 (25%) reported using a hands-free device "most of the time"
 4,467 (90%) of drivers reported texting while driving
 2,488 (50%) reported sending texts while driving on the freeway
 2,978 (60%) while in stop-and-go traffic or on city streets
 4,319 (87%) at traffic lights.
As the prevalence of DD is extremely high among the college undergraduates, the target segment
will essentially be the whole of the CSULB undergraduate population regardless of race or
gender.

Step 3.2- Define current and desired behaviors for each audience segment
At CSULB, young adults 18-20 are seen engaged in:
*Social media, games, and music on smartphones
*Attending class, studying, socializing.
*Driving around for errands, social events.
In the short run, we can target to increase knowledge of the risks of DD. We will incentivize the
behavior by branding it as, “Driving time as me time”- encourage to take a break from
constantly feeding the “need to be connected”, “FOMO” (fear of missing out).
Risks
The target audience segment is currently practicing risky or unhealthy behaviors via extremely
high prevalence (90%) of use of smartphones while driving.
Data reveals that:
 Ten percent of all drivers under the age of 20 that were involved in fatal crashes were
reported as distracted at the time of the crash.
Impact
Increasing knowledge of the real risks of DD will likely reduce incidence of cell phone use while
driving. The challenge will be in effecting change through long-term behavior modification, as
the temptation of new technology and smartphone will remain a constant. In the setting of
continued education and reinforcement, the behavior of the targeted young adult population will
catch on to peers and spread further for lasting impact.
Agencies like NTSB and AAA have been actively advocating against DD, with increased social
media presence with the use of # (hashtags) and infographics with prevalence and risk data.
More recently, cellphone carriers like Verizon Wireless and insurance agencies like GEICO have
joined in advocating against DD in similar manners.
Behavioral Feasibility
The behavior change will not require extra resources such as money or time; rather, the change
will need to occur on a psychological level, by combating the constant “need to know” via
regularly checking smartphones. For those who are severely attached to their smartphones, it
will be difficult to overcome the tactile stimulus as well.

Again, the major barrier here will be resisting the psychological and tactile stimuli associated
with the constant need to feel connected through texting and social media among the young
adults of our target population. Those that do not practice DD are able to understand its risks
and are able to resist checking their phones while they are driving.
Resource Feasibility
The major resource to advocate against DD will be education. Any resources required will be to
enhance the educational appeal of relaying the risks and consequences of DD. While the amount
of knowledge may increase, a consistent and permanent change in behavior will require an
extended amount of time. The proposed intervention will be held on a yearly basis, providing
repeated opportunities for education and reinforcement.
Political Feasibility
CSULB and program stakeholders all support our behavioral objectives. Safe driving will
benefit the driver, their friends and families, as well as the general public.
Current Behaviors Desired Behaviors
As exemplifiedwithasurveyof over4900
undergraduatesconductedatthe Universityof
California,SanDiego(Hill,et.al,2015):
 4,517 (91%) reportedphoningand/or
textingwhiledriving.
 4,467 (90%) of driverssaidtheytalkon
the phone while driving
 1,241 (25%) reportedusinga hands-free
device "mostof the time"
 4,467 (90%) of driversreportedtexting
while driving
 2,488 (50%) reportedsendingtextswhile
drivingonthe freeway
 2,978 (60%) while instop-and-gotraffic
or on city streets
 4,319 (87%) at trafficlights.
 Increase knowledge of DD and its risks
and consequences.
 Decrease incidence of DD, engage in safe
driving.
 Model positive behavior with peers to
change accepted norms.
 Decrease incidence of auto accidents
caused by DD.

Step 3.3- Describe the benefits you will offer
As young adults, our target population of undergraduate CSULB students value being accepted
by their peers. In terms of engagement in social settings, free food, games, and prizes are of
value.
We propose a one-day awareness event that will advocate against DD, themed, “Arrive Alive!
Don’t Text and Drive”. The event will involve games, food trucks, and vendor booths with
relevant DD information. It will be presented in April on the CSULB campus, easily accessible
at the Student Center, a social hub to many students. Attendees will be able to participate free of
charge. It will be promoted as a social event to encourage students to attend with their friends.
Exchange Worksheet:
Audience member gives:
*Time
*Attention
*Willingness to participate in activities
Audience member gets:
*Games
*Food
*Opportunity to socialize
*Education on risks of DD
* Incentives from classes
*Prizes
*Chance to win a laptop
Social Marketer gets:
Opportunity to educate the target audience
Decreased incidence of DD and subsequent decrease of auto accidents
Increase merit to program
Step 3.4- Write your behavior change goal
Short-term objectives is to bring Awareness to the target population of undergraduate CSULB
students:
Behavior change goal write-up
1) The behavior change goal for our project is to bring awareness, education and change
behavior to students about distracted driving under a typical day that will allow them to
dedicate time and willingness to participate in activities provided.
2) Community members that our program is partnered up with will raise distracted driving
as a salient community concern, and show support for targeted population not engaged in
distracted driving behavior.

Step 3.5- Select the intervention(s) you will develop for your program
The program strategy to reach and engage the primary target audience had three integrally linked
elements:
RECOGNITION/AWARENESS OF PROBLEM  "Distracted Driving in young adults "
CONSEQUENCES "It has negative effects on their life if they get into an accident"
SOLUTION  "Different method is available to discourage and hinder distracted driving"
Interventions were carefully selected to attract young adults to participate in activities to bring
awareness of the dangers they are taking for getting distracted while driving. The staff proposed
activities selected to the partnership with purpose to match the activities to the key determinants
that the program would address. The program is aimed at increase the perception that distracted
driving can lead to crime if not responsible behind the wheel.
SKILLS
Young Adults:
a) Prevent distracted for all types of situations
b) Options available to disable technology to avoid distraction
SELF-EFFICACY
Young Adults need to feel confident that:
a) They feel confident to not engage in any of the three main distractions of driving visual,
manual, and cognitive
PERCEIVED SUCEPTIBILITY
Young adults need to believe that:
a) They are at risk of getting into an accident by being distracted
b) They are risk of killing a person
c) They are vulnerable to getting distracted

ATTITUDES
Young adults need to have a willing and positive attitude about:
a) Convince of different apps available to use to disable phone while driving
b) Not succumbing to peer pressure
BENEFITS
Young adults need to know:
a) Effectives of taking action in safe driving
b) Reimbursement of engaging in safe driving
c) Reduction of risk or seriousness in not engaging on distracted driving
ACCESSIBILITY TO APPS
Young adults need to know that:
a) Apps can be free and easy to use for young adults
b) Different apps available to chose from
c) Apps are readily available to use
These interventions were chosen to address the determinants:
1) Activities
2) Driving Simulator
3) Test-Ride
4) Education
5) Scare Tactics
6) Pledge
Step 3.6- Write the goal for each intervention
Activities:
Activities such as games to bring awareness to students about the effects of distracted driving in
a safe environment will take place.
 The goal will be to have student participate in various activities that require focus and
have them perform an additional task such as sending a text or making a phone call while
performing the activity.

Driving Simulator:
This program’s partnership with Toyota will allow students to get into the driver’s seat of a car
simulator and learn how to stay safe behind the wheel while challenging them to common
driving distractions and focus on the road.
 The goal of the driving stimulator is to mimic a driving situation in which a driver who is
texting and driving can experience while in safe environment the view results of their
actions. This will be awareness and maybe change attitudes and behaviors.
Test Ride:
Law enforcement will host a test ride in the one of the parking lots of CSULB during the event.
Officer’s instruction in participating is to hit 30 mph and then look down from the road to
compose and send a text message.
 The goal is to bring awareness that the perception of safe driving while multi-tasking will
be challenging and can endanger themselves, passengers, pedestrians and other drivers.
Education:
During the event there will be booths with representation of members mentioned above speaking
to the students about information on insurance rates and possible discounts for taking part in the
pledge. AAA will give informational booklets with research and statistics they have done about
teens and distracted driving.
Moreover, we will have guest speakers such as law enforcement and victims of accidents from
distracted driving that will share their personal stories throughout the day. The stories will be
scheduled for 10 minutes maximum to increase student participation.
 The goal here will be to increase knowledge on the risks of DD, and incentivize safe
driving behavior in the form of auto insurance discounts.
Scare Tactic:
Crash car exhibit as educational/scare tactic for a visual tool with the intention of changing
behaviors and attitudes concerning primarily the dangers of distracted driving.
 The goal here will be to tap into the emotions of the target audience to increase the
likelihood of engagement with the educational content.
Pledge:
 The goal of signing a pledge stating the student understands the risks of, and promising to
refrain from DD will work to empower the student and encourage ownership of positive
behavior.
Phase 4- Interventions
Step 4.1- Members and roles for planning team.
This program will collaborate with school community leaders, administrators, health care
providers and first responders. It is imperative that we have the support of community leaders
such as Chief Mike DuRee of the local Long Beach Fire Department and Robert Luna, deputy
chief of the Long Beach Police Department. When local leaders and school administrators are

visible during the fair and are actively involved in the program will bring needed recognition and
well as a way to disseminate information to the community. Local leaders are often trusted by
the community and have established relationships with the people.
MEMBERS ROLES
Program Managers Fair development, program representation for
funding, budget plan, managing and bringing in
members for the fair
Newspaper Long Beach Press-Telegram can announce the fair
and help disseminate education being done at
CSULB
Radio Station KBEACH station will promote the fair to all
students
ASI/Greek PanHellenic Council/Athletics Peer key role representation during the event to
demonstrate importance and encourage
participation and compliance.
Law Enforcement/Fire Department First responders will host a test ride in one of the
parking lots of CSULB and students will get behind
the wheeldrive at 30mph and text without hitting a
cone.
Community Representatives (AAA& Toyota) AAA can disseminate educational material on
projects results such as Teen Driver Safety,
Distracted Driving. Toyota will bring driving
simulators during the event
Faculty Promote the fair to students, offer extra credit, use
attendance as participation or participating in fair
will replace an absence or substitution for a class
assignment.
Medical Professionals Participation with willing patients to speak to
students on first hand experience of accident or
losing a love one from distracted driving.
Insurance Company Representatives Offer information about insurance discounts to
support safe driving & increase students
commitment
Newscast During the distracted driving fair, newscast will
broadcast the event to demonstrate importance on
safe driving
Step 4.2- Write specific, measurable objectives for each intervention activity.
The goal of short-term objectives is to bring awareness to the target population
1. By the end of the Distracted Driving event 90% of all students participating in the event
will have taken part in the interactive activities and games
2. During the Distracted Driving event 80% of students attending the event will take part in
the driving simulator activity.

3. By the end of the event 50% of the target population will have participated in the “test-
ride” with law enforcement
The goal of the intermediate objectives is to bring education to the participants
1. During the Distracted Driving event 85% of target population will have received
education through listening to guest speakers, informational brochures and contributing
to the event
2. During the event a scare tactic will be used by parking a crashed car recovered from an
accident and all participants will see the car and read the personal story
The goal of the long-term objective is to bring change behavior to the intended target group
1. By the end of the Distracted Driving 90% of target population will have signed the
pledge to “Arrive Alive Don’t Text and Drive”
2. By the end of the year all students that participated in event will receive a survey by mail
and 80% of the targeted population will report that they have performed to the contract
signed in the last 6 months.
Step 4.3- Write a program plan, including timeline and budget, for each intervention.
The delivery to reach objectives will occur during the event on CSULB campus during
April while students are on campus and goal is to reach target population. We can anticipate to
have anywhere between 1000 to 1500 students participating in the event throughout the day.
ACTIVITIES
Activities such as games to bring awareness to students about the effects of distracted
driving in a safe environment will be taking place. An example of one game will be to have the
student send a text and shot hoops vs. shooting hoops and not texting. This will educate the
student that it not an easy task to perform and text.

DRIVING SIMULATOR
This program will partner up with Toyota. Students will get into the distracted driving
simulator and learn how to stay safe behind the wheel while challenging them with common
driving distractions while trying to stay focused on the road.
TEST-RIDE
Law enforcement will host a test ride in the one of the parking lots of CSULB during the
event. Officer’s instruction in participating is to reach 30 mph and then look down from the road
to compose and send a text message. Students need to do this without hitting several orange
cones that will be set up to represent the lines of two-lane rural highway.
EDUCATION
During the event there will be many booths with representation of members mentioned
above speaking to the students about information on insurance rates and possible discounts for
taking part in the pledge. AAA will give informational booklets with research and statistics they
have done about teens and distracted driving. Moreover, we will have guest speakers such as law
enforcement and victims of accidents from distracted driving that will share their personal stories
throughout the day. The stories will be scheduled for 10 minutes maximum to increase student
participation.
SCARE TACTIC
We will use a crash car exhibit used as educational/scare tactic visual tool with the
intention of changing behaviors and attitudes concerning primarily the dangers of distracted
driving. Secondly, it addresses the excessive use of speed and lack of paying attention to the
road, possibly lack of use of seat belts and the roles that each of these factors play in the injury
and/or death of loved ones. There will be a detailed story on the exhibit telling the account of the
crash car and if there were any survivors.
PLEDGE
To encourage individuals to stop distracted driving and promote empowerment through
this pledge after they have the knowledge and education on the dangers of driving and texting.

FOLLOW-UP SURVEY
An evaluation will be mailed out to students that participated in the event to measure how
many students that took pledge of not driving distractedly are following through.
The planning team drafted a timeline of communication, activities, materials used and
tasks needed. A budget and a plan for the program will also be described. The planning team
proposed that the “Arrive Alive! Don’t TEXT & Drive” project will initially be piloted for one
year, with the potential additional years if it is successful.
TIMELINE
Year One of Planning
Methods of obtaining resources and gathering planning team members
1. Assign recruiter to contact external organizations to obtain support partnership during the
event January to March 2015
2. Program administrator will make appointment with CSULB administration to induce
implementation of program during the month of April by March 2015
3. Program administrator will apply for funding and be approved for $180,000 by August
2015
4. Funding and agreed participations from all members involved in the event will be
confirmed by September of 2015.
5. Approval of game prizes by school administration will be finalized by September 2015
Planning
1. Different activity booths will be developed, parking structure will be reserved for “test-
ride” and car simulator will be concluded during the meeting with members involved and
stakeholders by October 2015
2. Guest speakers’ participation will be confirmed from the Long Beach Memorial Hospital
and an allowed time of 10 minutes to share their personal story at different hours of the
day by October 2015
3. Faculty will be aware of event to help them plan incentives offered to students during the
spring semester and participation from staff will be finalized by November 2015.

4. Posters, electronic billboards, screensavers reminders, flyers, informational link posted
on beach board, newspaper add, radio station will broadcast the event starting January of
2016.
Data Collection/Evaluation
1. Students participating in the event will fill out a survey before starting the event
2. Follow-up survey will be sent to students
3. Students suggestions will be compiled and considered for next year event
Plan communication intervention/promotion activities
1. News paper advertisement to promote support from surrounding communities on
education and awareness
2. Campus radio station to promote event and remind students to not drive and text
3. Flyers and banners posted visibly throughout the campus
4. Staff involvement to encourage student’s collaboration
5. Beach-board website to post event and send email to remind students about the upcoming
event
BUDGET
The program administrators proposed the following budget for a five-year program.
Direct and Indirect costs are included to meet the program’s goals of decreasing distracted
driving. The estimated cost for implementing this program is 180,000 per year.
INTERVENTION TOTAL
Printed Material Banners, flyers & posters displayed
on campus. Educational material
handed out to students &
surveys/pledge
$5000
Rental fees for games Basketball hoops,skee ball, air
hockey & othercarnival like games
$3000
Food Distribution of finger food such as
pizza, fruit, water & possibly
sponsorship from In&Out & catering
trucks.
$1800
Prizes Shirts, laptop raffle, gift-cards, pens,
bags,caps,water bottles etc.
$3000
Donations to members such as law
enforcement, Toyota etc.
Commitment from agencies to use
driving simulators, test-ride &
enough off duty officers, scare tactic
exhibit
$5200
Indirect Cost Office rentals, insurance $27,000
Consultant Salaries $135,000

Step 4.4- Pretest, pilot test, and revise as needed.
To determine the sustainability of the program we will evaluate the programs’
effectiveness through increase rate of students’ participation, self-evaluations, surveys and
feedback from students. Posting a suggestion box during the event and one week after the fair
will help make revision. The data results will allow the program to acquire future funding and
add activities suggested by students. The initial plan is to run the program for one year and once
goals and objectives are met through the priority population the program can extend and be
adopted by CSULB for all of college students to be involved.
Step 4.5- Summarize your program plan and review the factors that can affect it.
The project plan is to utilize CSULB campus utilizing different communication styles
such email, posters around campus, and an awareness campaign. This campaign will focus on
getting the message out by having the information in the intended target group’s “face” at all
times. Factors that can affect the presentation of the program are listed below:
Factors that could help the campaign succeed include:
a) Forming partnerships with all appropriate stakeholders, including those who do not
support the program
b) Developing ads that will have a successful awareness to the issue
c) Interactive activities, games and prizes
d) Providing incentives such as food, drinks, and instructor’s incentives.
e) Combination of strategies to support the participation of students by using the campus
and posting flyers, KBEACH radio station, collaboration of law enforcement and staff
Factors that could hurt the campaign included:
a) Weather
b) Parking lot availability
c) Staff involvement
d) Members’ schedules
e) Depending on student turnout, they may not be able to participate in all activities
provided

f) Not enough funding
g) Student priorities
h) Not a mandatory attendance for students
Step 4.6- Confirm plans with stakeholders.
The administrator will promote the program by discussing the benefits and elicit the help
and cooperation of the community and in turn obtain support for the program to be held in
campus. This will allow CSULB to hold the event every April during distracted driving month.
A formative evaluation for measurement will be used to focus on improving the quality of the
program and the components while they are being implemented (Mckenzie, Neiger, &
Thackeray, 2009).
All parts of the interventions and evaluation plans were presented and reviewed with the
appropriate stakeholders. Engaging stakeholders from CSULB college faculty such as the
director, dean, assistant dean, professors, chairs, and president of college is crucial. They are the
primary evaluators of the effectiveness of the program based on data presented. The gatekeepers
will decide the future of the program and it’s essential for the collaborators to believe that
distracted driving among 18-20 years old is a problem affecting the safety of the students. Lastly,
believing that the programs interventions will change the students’ behavior can be a buy in from
the primary supporters. Feedback collected from the groups will subsequently be incorporated
into the existing program.
Phase 5- Evaluation
Step 5.1- Identify program elements to monitor.
List of program elements to monitor
1. The campaign’s reach by number of attendants at the awareness event
2. The program message effectiveness through pre/post surveys
3. The audience awareness of the event by participation of students at the occasion
4. Changes in attitudes toward distracted driving by providing a commitment to pledge &
content/quality of games, activities and exhibitions

Step 5.2- Select the key evaluation questions.
List of evaluation should measure the following:
1. General awareness of, attitudes towards & knowledge relating to distracted driving. That
includes the target population
a) Awareness of distracted driving as an important safety issue
b) Whether students saw distracted driving as acceptable and as something everyone does
c) Knowledge of statistical rates of accidents per year
d) Attitude before and after participating in activities such as the driving simulator and test-
ride
Step 5.3- Determine how the information will be gathered.
a) A post test/survey will be given to the participants to before they start activities and after
completion
b) Surveys will be given to students to express feedback what activity increased their
knowledge and awareness.
c) Suggestion box will be available during the event and one week following the fair
d) Results will be analyzed by the program planners and CSULB administration will debrief
to determine what can be improved, the group will also discuss strategies to improve the
program for subsequent years
e) Follow-up survey will be sent to students 6 months after the event to assess their
knowledge and commitment to the signed pledge
Step 5.4- Developa data analysis and reporting plan.
A data analysis and reporting plan
Standard techniques for gathering data will be used to analyze the statistics and develop a report
on the findings. The report would be disseminated to the program managers as well as to all
partners/stakeholders. Feedback would be collected from stakeholders and, as appropriate, used
to modify the strategies, messages and interventions.

STEP 1: MANAGEMENT
Program administrations will be in charge of the curriculum development. They will
develop the instuctional content, and processess for evaluating the educational objectives of the
program. Moreover, program administrators will be in charge of introducing the program to the
staff and students. They will orient the faculty involve to the goals, objectives, mission statement
and vision of the program. Finally, they will be the “spoke persons” representing the program
who will be soliciting the necessary funding for this program. They will provide indepth
information about Arrive Alive Don’t Text and Drive program and account all the data results.
The program manager will conduct help coordinate meetings once the program is
launched to discuss topics in detail with all the staff involved to evalutate and devise ongoing
improvements and developments that will be necessary for the program’s success. In addition,
she/he will work closely with information technology (IT) to relay all the data communication
and technical support for accessing informational link on beachboard and on screensavers.
Lastly, the administrator assisstant along with the program administrators and accountant will
develop the budget for the program. Prior to the program start date a projected budget plan will
be formualted to determine and calculate the expenditures.
STEP 2: THE EVALUATION DESIGN
Making sure that the interests of the stakeholders are addressed, data will be collected
throughout the life of the program to evaluate the effectiveness of the program. Data will be
collected through; pre/post surveys, collected feedback and 6 months survey follow up from the
students that participated in the program. Collecting feedback from students and faculty is
essential to make sure the program adjustments are tailored to the students’ needs. The
administrator assisstant will be responsible to work hand in hand with the Master of Public
Health (MPH) interns and statistician. She/he will help and guide the interns on how and when to
collect data for evaluation. They will keep track of all data from students surveys etc., analyze
data, and report back with results. Lastly, she/he will work directly with the statistician. The
statistician will provide information collected throughout the year and will engage in the
development of statistical information, organize, interpret, and summarize numerical data to
provide usable figures.

STEP 2: GATHERING CREDIBLE EVIDENCE
Organizing credible evidence will help achieve success to the program during the
presentation of data to collaborators. Having credible sources such as literature reviews, CDC
and Healthy people 2020 facts will help support the structure when presenting data.
STEP 3: JUSTIFYING CONCLUSIONS
Having this program at CSULB will bring better outcomes to the students and the school
by decreasing distracted driving. Goals and objectives are met through positive feedback,
participation from students and will bring merit, worth and significance of the program.
STEP 4: ENSURING USE AND SHARING LESSONS LEARNED
Lastly, once goals and objectives are met through the priority population, the program
can extend and be adopted by all of CSULB. The utmost goal of the program is for all students
attending CSULB to be part of the program. Dissemination of the evaluation will be based on
data collected from statistics, surveys and pre/post. This will ensure usefulness; bring awareness
and knowledge to all the students attending CSULB.
Phase 6- Implementation
Step 6.1- Prepare for launch.
“Arrive Alive Don’t Text and Drive”
 CSULB’s Dean’s of Student Affair will clear materials prior to the event.
 Corporate participants will be provided with booth space, and will bring their own
materials.
 The Health Educators will be in charge of the development, implementation and
evaluation of the program. On staff there will be a statistician who will assist with
analysis of the data and assist with the preparation of the statistical data that will be
presented to the CSULB administration, faculty and students.
 The program will be incorporated in CSULB’s First Year Experience as an event where
students can attend to gain points towards prizes (incentives). Program will be rolled out
in the “ Arrive Alive Don’t Text and Drive” event in April.

Step 6.2- Execute and manage intervention components.
The event will take place on April 2016
“Arrive Alive! Don’t Text and Drive” event will be extensively publicized prior to launching
 Freshman/New Student Orientation
 CSULB website
 Welcome letter to parents
 School computer screen savers
 Electronic billboards on campus
Execution and ongoing management of intervention components
 Students will be assessed for their knowledge on DD
 Pretest will be given to students prior to the event and posttest when they
leave the event.
 Educational Teaching Interventions will be presented throughout the event
 Booths will have interventions that will increase the individual’s
knowledge about DD, encourage behavior and attitude change.
 Presentations
 Will provide statistical information on how DD affects people in their age
group.
 Speakers who have tragically lost someone to DD.
 Driving simulation stations
 Simulation stations will help students see firsthand what can happen when
distracted.
 Sponsored booths with information on DD
 Booths will have information/discounts for those who utilize Apps that
disable cellphones while in motion
Step 6.3- Execute and manage the monitoring and evaluation plans.
Summary of monitoring and evaluation results
 A post test/survey will be given to the participants to ascertain their increase in
knowledge.
 After the results are analyzed the program planners and CSULB administration will
debrief to determine what worked and what didn’t.
 They will review that data and feedback from each planned activity to determine its
effectiveness and enhance those that the students showed interest in.
 The group will also discuss strategies to improve the program for subsequent years.

Step 6.4- Modify intervention activities, as feedback indicates
Recommendations for modifications to intervention activities:
 All the activities that were planned for the program will be evaluated from the promotion
of the program.
 We will determine if there was adequate promotion and if we reached our target
population.
 We will assess if the program needs to be revamped and if the slogan “ Arrive Alive
Don’t Text and Drive” will be used again or if a different slogan can be used to the
following year.
 The teaching strategies used such as presentation, simulation and interactive participation
will be assessed to determine if they were effective for our target population.
 Evaluate if there was an increase in knowledge and change in attitude and behaviors.

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