This randomized controlled trial evaluated the impact of two interventions aimed at improving teen driving safety: 1) an in-vehicle video system that provided real-time feedback to teens about unsafe driving events and summary reports to parents, and 2) the same feedback plus a parent communication training program. Parent-teen dyads were randomized to a control group that received no feedback, or one of the two intervention groups. The interventions were found to significantly reduce unsafe driving event rates compared to the control group, with the combined intervention of in-vehicle feedback and parent communication training having the greatest impact.
A presentation given at the 2016 Traffic Safety Conference during Breakout Session 5: Aging Drivers. By Jennifer Zakrajsek, Senior Research Associate, ATLAS Center/University of Michigan Transportation Research Institute
This document discusses the importance of leadership in establishing a culture of safety and effective patient safety programs. It outlines several leverage points leaders must address, including establishing aims for improvement, aligning measures and strategies, engaging physicians, and building improvement capability. The document also discusses adverse events, their human and economic costs, and goals of patient safety programs like reporting errors and analyzing systems failures to prevent future mistakes.
This document discusses using student response systems known as "clickers" to promote drug and alcohol prevention programs on college campuses. It notes that excessive drinking is common among college students and has many negative consequences. Virginia Commonwealth University implemented a program called BLING that uses clickers to anonymously survey students about their drinking behaviors to help correct misperceptions. A study found that students who participated in the clicker intervention reduced their drinking and inaccurate beliefs more than those who received a traditional lecture. The document advocates that clickers provide a safe, anonymous way for students to share sensitive information that can then be immediately displayed and discussed to increase awareness of issues related to drug and alcohol use on campuses.
Measuring outcomes is key to the success of Active Duty Military and Student ...InsideTrack
Data visualization of "Measuring outcomes is key to the success of Active Duty Military and Student Veterans", based on a joint research report conducted by NASPA and InsideTrack. Read more www.insidetrack.com/research/military
This document provides a summary of data from AlcoholEdu for College, an online alcohol prevention program, at a university. Key findings include:
- The most common risky drinking behaviors reported by students were pregaming and doing shots. The most common negative consequences were hangovers and blacking out.
- 16% of students reported high-risk drinking. 30% of students felt the course prepared them to make responsible decisions about alcohol.
- Knowledge increased from 75% correct on the pre-assessment to 88% on the post-assessment. Behavioral intentions like reducing drinks and drinking frequency also increased after the course.
- The most common location for student drinking was off-campus residences.
Threat assessment teams (TATs) are being adopted by many universities to help mitigate risks and reduce disruptive behavior on campuses. A survey found that over 75% of universities now have a TAT in place. TATs typically comprise representatives from departments like student affairs, public safety, and human resources. They meet regularly to investigate concerning incidents, assess threats, and manage at-risk individuals. While anecdotal evidence suggests TATs may help reduce crime, more data is still needed to demonstrate their effectiveness in risk reduction on college campuses.
This survey was conducted to determine the use of Integrated Pest Management (IPM) in Colorado and Utah schools. The survey found that 47% of school districts said they were familiar with IPM, but only 17% have an IPM Coordinator. Common pest problems reported included vertebrate pests (85%), ants (73%), and cockroaches (25%). While exclusion methods and inspections were widely used, many schools also relied on calendar-based pesticide applications. Barriers to IPM implementation included lack of staffing, costs, and unavailable education and training. The survey results can help improve IPM adoption and awareness.
This study analyzed the effects of ridesharing accessibility on DUI arrests in a university city using statistical approaches. Weekly and daily regression models were conducted using DUI arrest data from 2010-2015 and controlling for variables like football games, ridesharing programs, and semester. The results suggested a marginal effect of Uber and ridesharing programs in reducing DUI arrests. However, additional variables are needed to better quantify ridesharing demand and effects on DUIs.
A presentation given at the 2016 Traffic Safety Conference during Breakout Session 5: Aging Drivers. By Jennifer Zakrajsek, Senior Research Associate, ATLAS Center/University of Michigan Transportation Research Institute
This document discusses the importance of leadership in establishing a culture of safety and effective patient safety programs. It outlines several leverage points leaders must address, including establishing aims for improvement, aligning measures and strategies, engaging physicians, and building improvement capability. The document also discusses adverse events, their human and economic costs, and goals of patient safety programs like reporting errors and analyzing systems failures to prevent future mistakes.
This document discusses using student response systems known as "clickers" to promote drug and alcohol prevention programs on college campuses. It notes that excessive drinking is common among college students and has many negative consequences. Virginia Commonwealth University implemented a program called BLING that uses clickers to anonymously survey students about their drinking behaviors to help correct misperceptions. A study found that students who participated in the clicker intervention reduced their drinking and inaccurate beliefs more than those who received a traditional lecture. The document advocates that clickers provide a safe, anonymous way for students to share sensitive information that can then be immediately displayed and discussed to increase awareness of issues related to drug and alcohol use on campuses.
Measuring outcomes is key to the success of Active Duty Military and Student ...InsideTrack
Data visualization of "Measuring outcomes is key to the success of Active Duty Military and Student Veterans", based on a joint research report conducted by NASPA and InsideTrack. Read more www.insidetrack.com/research/military
This document provides a summary of data from AlcoholEdu for College, an online alcohol prevention program, at a university. Key findings include:
- The most common risky drinking behaviors reported by students were pregaming and doing shots. The most common negative consequences were hangovers and blacking out.
- 16% of students reported high-risk drinking. 30% of students felt the course prepared them to make responsible decisions about alcohol.
- Knowledge increased from 75% correct on the pre-assessment to 88% on the post-assessment. Behavioral intentions like reducing drinks and drinking frequency also increased after the course.
- The most common location for student drinking was off-campus residences.
Threat assessment teams (TATs) are being adopted by many universities to help mitigate risks and reduce disruptive behavior on campuses. A survey found that over 75% of universities now have a TAT in place. TATs typically comprise representatives from departments like student affairs, public safety, and human resources. They meet regularly to investigate concerning incidents, assess threats, and manage at-risk individuals. While anecdotal evidence suggests TATs may help reduce crime, more data is still needed to demonstrate their effectiveness in risk reduction on college campuses.
This survey was conducted to determine the use of Integrated Pest Management (IPM) in Colorado and Utah schools. The survey found that 47% of school districts said they were familiar with IPM, but only 17% have an IPM Coordinator. Common pest problems reported included vertebrate pests (85%), ants (73%), and cockroaches (25%). While exclusion methods and inspections were widely used, many schools also relied on calendar-based pesticide applications. Barriers to IPM implementation included lack of staffing, costs, and unavailable education and training. The survey results can help improve IPM adoption and awareness.
This study analyzed the effects of ridesharing accessibility on DUI arrests in a university city using statistical approaches. Weekly and daily regression models were conducted using DUI arrest data from 2010-2015 and controlling for variables like football games, ridesharing programs, and semester. The results suggested a marginal effect of Uber and ridesharing programs in reducing DUI arrests. However, additional variables are needed to better quantify ridesharing demand and effects on DUIs.
This document discusses evaluation practices and challenges in violence prevention. It provides examples of evaluations conducted on child sexual abuse prevention programs in Massachusetts and shaken baby syndrome prevention programs. It also discusses using evaluation to promote sustainability, dissemination, and teaching evaluation practices to social workers. Key challenges discussed include understanding stakeholder culture and complexity in real-world settings.
This document outlines a distracted driving program aimed at 18-20 year olds. It begins by defining distracted driving and identifying it as a leading cause of crashes among young drivers. Specific contributing factors are identified, including cell phone use, passengers, and lack of experience. The program goals are to reduce distracted driving-related crashes through educational campaigns targeting students and increasing awareness of risks. A strategy team is proposed made up of program coordinators, university representatives, and community leaders to implement interventions like posters, screen savers, and speakers. A SWOT analysis evaluates strengths, weaknesses, opportunities and threats in addressing this important issue.
Dear Researcher Should I get my child a petRecently, a paren.docxedwardmarivel
Dear Researcher: Should I get my child a pet?
Recently, a parent reached out to me with the following question: Dear Researcher, my daughter has been asking for a pet for several years now, but I have been hesitant. What does the research say on the benefits of owning a pet? After receiving this question, I decided to dig into the research on the benefits and drawbacks of owning a pet. I have often heard of the positive emotional impact that owning a pet has, but I had not reviewed what the research said on this topic until receiving this question. So, thank you for your question reader!
Before viewing the benefits of pet ownership, I think it is important to first focus on the possible drawbacks. Research has shown that the biggest drawbacks of pet ownership is the stress caused from a pet’s death or worry about the pet’s safety (Bryant, 1990). While the death of a beloved pet is eventually inevitable, worries about safety could be reduced by having a pet safe environment within your home.
While the drawbacks are important to consider, there are also many benefits given to pet owners, such as increased emotional well-being. A recent study has shown that pets are an essential source of social support to their owners and their owners have an increased sense of emotional well-being associated with their pet ownership (McConnell, Brown, Shoda, Stayton, & Martin, 2011). Pets also have been shown to offer support to people facing a significant stress in their life (McConnell et al., 2011). The study conducted by Bryant (1990) that listed the drawbacks to pet ownership also agreed that pet ownership offers the owner emotional benefits.
Along with the emotional benefits, there are also important health benefits to owning a pet. People who interact with pets while in the hospital have better health outcomes (Friedmann, Barker, & Allen, 2011). Pet owners also have better medical outcomes on the whole when compared to non-pet owners (Friedmann et al., 2011). In addition, pet owners make fewer annual visits to the doctor’s office and are on less medications associated with sleeping issues and heart problems (Headey, 1999).
Overall, the research is in strong support of the benefits to owning a pet. From the health benefits to the emotional benefits given to a child, owning a pet definitely has its perks. However, the research is focused on cat and dog ownership, so these benefits may not apply to more low maintenance pets such as fish. Please be sure to consider if your house can accommodate the needs of owning a pet before adopting or purchasing one! This list of ten considerations may be helpful to view before you purchase a pet of your own. As a proud pet owner myself, I wish you the best of luck on your new pet journey! Feel free to ask any further questions about pet ownership below.
4
Weekly journal #3
Ahmed Rahhali
GRAD 695
Research configuration can be clarified as the reason behind the lead of the exploration. The examination configurat.
This study evaluated parental acceptance of 8 behavior management techniques (BMTs) used in pediatric dental practice among 200 Thai parents. The techniques included tell-show-do, voice control, passive restraint, active restraint, parental presence/absence, oral sedation, nitrous oxide/oxygen, and general anesthesia. Parents rated the techniques on a 100mm visual analog scale after watching video demonstrations. Tell-show-do received the highest rating while parental presence/absence received the lowest. Parental dental anxiety was associated with lower acceptance of parental presence/absence. Children's previous experience with certain techniques increased parental acceptance of those techniques. The study provides insights into Thai parental perspectives on commonly used BMTs to help dent
Developing a Comprehensive Safe-Driving Program for TeensCognizant
A comprehensive teen safe-driving program should benefit teens, parents, and insurers. It can use mobile apps and telematics devices to monitor teen driving behavior, provide real-time alerts to parents if teens exceed speed limits or drive outside set areas, and give insurers meaningful data to reduce losses through predictive analytics. Cognizant's GeoLocus solution provides an integrated platform insurers can use to build such a program and create a win-win-win for all stakeholders through safer driving and lower insurance costs.
Trace Analysis of Driver Behavior on Traffic Violator by Using Big Data (Traf...IJERA Editor
This study aims to prove the effectiveness of traffic safety education program for traffic violators. Traffic
violators who finished the traffic safety education programs were tracked down. In order to analyze the
effectiveness of traffic safety education program, traffic violator’s data during ten-year period were used. This
study analyzed how traffic violators changed their attitudes about traffic law abidance. Also predicted social benefits from traffic
safety education program for traffic violators. Effectiveness of traffic accident prevention through traffic safety
education program is approximately 93%. In terms of social benefits, it shows more than $12 billion Even
though the effectiveness of traffic safety education program represents remarkable results, but this program is
made for traffic violators who have already committed traffic offenses in the past. So in order to prevent traffic
violations in advance, specific education program for potentially risky drivers is necessary.
Trace Analysis of Driver Behavior on Traffic Violator by Using Big Data (Traf...IJERA Editor
This study aims to prove the effectiveness of traffic safety education program for traffic violators. Traffic
violators who finished the traffic safety education programs were tracked down. In order to analyze the
effectiveness of traffic safety education program, traffic violator’s data during ten-year period were used. This
study analyzed how traffic violators changed their attitudes about traffic law abidance. Also predicted social benefits from traffic
safety education program for traffic violators. Effectiveness of traffic accident prevention through traffic safety
education program is approximately 93%. In terms of social benefits, it shows more than $12 billion Even
though the effectiveness of traffic safety education program represents remarkable results, but this program is
made for traffic violators who have already committed traffic offenses in the past. So in order to prevent traffic
violations in advance, specific education program for potentially risky drivers is necessary.
Background: Research has limitedly focused on adolescents’ emotional–behavioral func- tioning preceding road collisions and on the role of family support. Objective: To verify whether the rates of motorbikes collisions among adolescents are associated with their emotional–behavioral functioning, their use of specific defense strategies and family sup- port. Method: N = 150 adolescents who visited an emergency department for road accidents were selected and completed self-report questionnaires assessing emotional–behavioral functioning, difficulty in identifying and describing emotions, use of defense strategies and perceived family support. Results: Higher rates of motorbike collisions are associated with more maladaptive emotional–behavioral functioning. Higher perceived family sup- port is associated with lower rates of collisions. Conclusions: Recidivism of motor vehicle collision among adolescents can be considered as a form of acting-out caused by their psy- chological difficulties.
The document describes a study that assessed the impact of supportive supervision by sector facilitators (SFs) on improving engagement between Accredited Social Health Activists (ASHAs) and pregnant women in Kaushambi District, Uttar Pradesh, India. The study analyzed data from ASHA home visit observations in September 2012, 2013, and 2014 and found improvements across 16 quality parameters, including a 17.6% increase in ASHAs greeting pregnant women and a 65.5% rise in ASHAs encouraging women to ask questions. The use of mobile phones and real-time data collection and monitoring has focused the supportive supervision of ASHAs and led to enhanced performance.
The document describes a study that assessed the impact of supportive supervision by sector facilitators (SFs) on improving engagement between Accredited Social Health Activists (ASHAs) and pregnant women in Kaushambi District, Uttar Pradesh, India. The study analyzed data from ASHA home visit observations in September 2012, 2013, and 2014 and found improvements across 16 quality parameters, including a 17.6% increase in ASHAs greeting pregnant women and a 65.5% rise in ASHAs encouraging women to ask questions. The use of mobile phones and real-time data collection and monitoring has focused the supportive supervision of ASHAs and led to enhanced performance.
This document summarizes a presentation on risk-focused prevention of criminal development. It discusses identifying risk factors like poor parenting that can increase crime risk and implementing prevention programs. The background describes how criminology adopted risk prevention from health. One program evaluated 526 children, with 100 in a conduct problems clinic receiving parent training, child skills training, or both. Results found improved behavior for children in the parent training groups compared to the control group, with the most impact from combined parent-child training. Future research could study multi-generational family histories to better address the root causes of risky parenting.
The document summarizes the results of evaluations of a Walking School Bus program from the 2014-2015 school year. Key findings include:
1) Over 850 students from 10 elementary schools participated in the program, walking along 13 routes led by 70 volunteers.
2) Surveys found that the program increased active commuting and students' pedestrian safety knowledge. It also had social-emotional benefits like increased friendships.
3) Parents and volunteers also perceived benefits from the program. It promoted health, safety, and social connections for students.
How School Nurses and EHR Software Impact Enrollment in SchoolsEduHealth1
This study aims to examine the impact of school nurses and electronic health record (EHR) software on student enrollment rates. It is hypothesized that the presence of school nurses will positively influence enrollment by improving student health and parent confidence. The implementation of EHR software may also enhance health monitoring and record management, leading to better communication and early intervention. A mixed-methods approach will collect quantitative enrollment data from schools and qualitative insights from surveys and interviews to understand the perceived effects of school nurses and EHR software on student enrollment. The findings could help schools allocate resources and identify strategies to address enrollment challenges.
This document proposes an evaluation plan for the Girls' Empowerment through Education and Health Activity (ASPIRE) project in Malawi. ASPIRE aims to improve education and health outcomes for 125,000 adolescent girls through activities like health education, teacher training, infrastructure improvements, and community sensitization. The evaluation will assess progress toward short-term outcomes after one year and gather feedback to improve program implementation before expanding to more schools. Key evaluation questions focus on outcomes achieved, unintended impacts, participant satisfaction, and implementation challenges encountered.
Running head CHILD AND ADOLESCENT SAFETY STATISTICS1LEADERS.docxjoellemurphey
Running head: CHILD AND ADOLESCENT SAFETY STATISTICS 1
LEADERSHIP AND INFLUENCE 6
CHILD AND ADOLESCENT SAFETY STATISTICS
Name
Institution
Course
Date
Introduction
Safety is an important aspect of human lives of all ages, and its achievement and sustenance is being aimed at globally. Those vulnerable most in this case are the young children and the adolescents, who are still dependent on parents and guardians to keep them healthy and safe. The wellbeing is when an individual is safe and healthy, and is part and parcel of the quality of life. This wellbeing also includes mental health, when an individual can also fulfill their goals, both social and personal, and general wellbeing includes aspects such as income, education, general health and safety as objective measures, and also aspects such as happiness, satisfaction and quality of life. The aspect of children and adolescent wellbeing, both physically and mentally, is therefore important, as it will factor in an individual’s well being when they grow up, and therefore a stable, safe and healthy childhood and adolescent is very crucial for any generation. There are several factors to be looked at when dealing with child and adolescent well being, and they include education, culture, gender, family and parenting (Kahl, Dortschy & Ellsasser, 2007).
Health and Well-Being
The measures for physical health include self reported health, child mortality, infant mortality, birth weight, breastfeeding, immunization, hearing and vision, height and weight, chronic conditions, development process and dental health. The healthy behavior and lifestyle include things such as non intentional accidents, safety behaviors, physical activity, injuries and exercises. Some measures that promote healthy childhood and adolescent life include things such as immunization, as it lowers the child mortality and also gives them strong health advantages. Globally, the percentage of death contributed by unintentional injury is very large, and presence of healthy behaviors can reduce this percentage significantly (Fauth & Thompson, 2009).
Safety Regulations
Over the past few decades, the regulations regarding safety and health of children and adolescents have increased, and measures have been put in place by governments globally, although they differ in legislation and enforcement. Some of the interventions include the introduction of the requirement for minimum age fro drinking, where minors aren’t allowed to drink alcohol. Novice drivers are also regulated regarding the blood alcohol concentration. Laws regarding wearing of helmets when riding bicycles and motorcycles have also been introduced. Laws regarding seat belts, helmets and child restraint are also being enforced, and did not exist when we were growing up. Regulations regarding speed limits around children play areas, schools and residential areas have also been introduced. Systems regarding Graduated driver licensing have also been enfor ...
Study on Driving Behaviors in Adults with Autism Spectrum DiagnosesRyan Wexelblatt, LCSW
This study investigated driving behaviors in adults with autism spectrum disorders compared to non-ASD adults. 78 licensed drivers with ASD and 94 non-ASD drivers completed a driving questionnaire. Drivers with ASD reported lower ability to drive and more traffic accidents/citations than non-ASD drivers. They also reported more difficulties with intentional violations, mistakes, and slips/lapses. This suggests adults with ASD may experience more problems driving and engage in riskier behaviors than non-ASD drivers.
This document summarizes the findings of a survey of over 3,500 educators on drug and alcohol prevention education in America's schools. It identifies several key findings, including that the majority of teachers spend less than 5 hours per year on prevention education and feel ill-equipped to teach the subject. The document puts forth two recommendations: 1) that schools should not be the primary provider of prevention education and should work with parents and the community, and 2) that schools should reevaluate spending on ineffective programs and speakers and instead focus on strategies shown to be effective like skills-based training.
Running head Physician’s Ability to Address Driving Safety with T.docxglendar3
Running head: Physician’s Ability to Address Driving Safety with Their Patients 1
8
Physician’s Ability to Address Driving Safety with Their Patients
The University of Toledo
Juliane Johnson
11/30/2011
Scope of the Problem
Injury and death due to motor vehicle accidents are serious, but often neglected issues globally. According to the U.S. Census, there are about 312,689,471 people in the United States and about 196,165,666 of them have driver’s licenses(Bureau, 2011). With so many drivers on the road education and awareness of driving safety are key factors in decreasing the risk of accidents and deaths among those driving. The amount of accidents due to distracted driving, driving under the influence and other driving errors is overwhelming and there many things that can be done to decrease the amount of accidents, injuries, and fatalities. There have been advances in the prevention of motor vehicle crash rates and over the past few decades the volume of motor vehicle accident fatalities has decreased for every age group. In 1985, there were about 17.8 deaths per 100,000 people between the ages of 35-69 and in 2009 that number dropped to about 12.5(Safety, 2008). Over time, new education programs, safer vehicles, safer roads and many other factors have contributed to these decreases in deaths, but the problem has not vanished completely. Motor vehicle accidents still account for more deaths between the ages 5-34 than any other cause. As of 2008, unintentional motor vehicle traffic deaths were the leading cause of death for all people between the ages 5-34 and accounted for 37,985 deaths in all people("Injury Prevention & Control: Data & Statistics," 2010). One of the most crucial aspects of intervention programs is beginning to reach the individuals who are at the highest risk of accidents along with finding new venues to reach all populations(McEvoy, Stevenson, & Woodward, 2007).
Specifically, distractions while driving are a leading cause of motor vehicle accidents that can be addressed with a change of behavior. According to the Fatality Analysis Reporting System (FARS), there were a total of 51,857 fatalities caused by crashes involving distractions in 2008 (Wilson & Stimpson, 2010). Drivers are more frequently using distracting devices like cell phones, GPS units and complex stereos while in cars than ever before. These devices may even be built directly into new models as a standard package, which can sometimes give the misconception that the devices can be used safely while driving and this is not a healthy message to send drivers.(Jacobson & Gostin, 2010). The most recent statistics even suggest that up to 21% of all traffic accidents are due to distractions while driving. Finding out how to stop this critical trend is very important to decreasing the amount of fatalities reported. One clear answer is passing legislation that can prohibit or reduce these distracted behaviors. “Since 2007, 34 states have ena.
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
Wsudiantes universitarios sobre retroalimentacionSisercom SAC
The document discusses a study that investigated college students' perceptions of electronic feedback (e-feedback) provided on Google Docs. 93 community college students in Hong Kong participated in the study. The study adopted grounded theory methodology and used a tripartite conceptual framework that defined feedback as a product, interactive process, and internal process. Students received e-feedback from their teacher on draft essays written on Google Docs. They were then asked to reflect on the e-feedback and participate in focus groups. The study aimed to understand students' perceptions of e-feedback in order to inform teachers' feedback practices.
This document discusses evaluation practices and challenges in violence prevention. It provides examples of evaluations conducted on child sexual abuse prevention programs in Massachusetts and shaken baby syndrome prevention programs. It also discusses using evaluation to promote sustainability, dissemination, and teaching evaluation practices to social workers. Key challenges discussed include understanding stakeholder culture and complexity in real-world settings.
This document outlines a distracted driving program aimed at 18-20 year olds. It begins by defining distracted driving and identifying it as a leading cause of crashes among young drivers. Specific contributing factors are identified, including cell phone use, passengers, and lack of experience. The program goals are to reduce distracted driving-related crashes through educational campaigns targeting students and increasing awareness of risks. A strategy team is proposed made up of program coordinators, university representatives, and community leaders to implement interventions like posters, screen savers, and speakers. A SWOT analysis evaluates strengths, weaknesses, opportunities and threats in addressing this important issue.
Dear Researcher Should I get my child a petRecently, a paren.docxedwardmarivel
Dear Researcher: Should I get my child a pet?
Recently, a parent reached out to me with the following question: Dear Researcher, my daughter has been asking for a pet for several years now, but I have been hesitant. What does the research say on the benefits of owning a pet? After receiving this question, I decided to dig into the research on the benefits and drawbacks of owning a pet. I have often heard of the positive emotional impact that owning a pet has, but I had not reviewed what the research said on this topic until receiving this question. So, thank you for your question reader!
Before viewing the benefits of pet ownership, I think it is important to first focus on the possible drawbacks. Research has shown that the biggest drawbacks of pet ownership is the stress caused from a pet’s death or worry about the pet’s safety (Bryant, 1990). While the death of a beloved pet is eventually inevitable, worries about safety could be reduced by having a pet safe environment within your home.
While the drawbacks are important to consider, there are also many benefits given to pet owners, such as increased emotional well-being. A recent study has shown that pets are an essential source of social support to their owners and their owners have an increased sense of emotional well-being associated with their pet ownership (McConnell, Brown, Shoda, Stayton, & Martin, 2011). Pets also have been shown to offer support to people facing a significant stress in their life (McConnell et al., 2011). The study conducted by Bryant (1990) that listed the drawbacks to pet ownership also agreed that pet ownership offers the owner emotional benefits.
Along with the emotional benefits, there are also important health benefits to owning a pet. People who interact with pets while in the hospital have better health outcomes (Friedmann, Barker, & Allen, 2011). Pet owners also have better medical outcomes on the whole when compared to non-pet owners (Friedmann et al., 2011). In addition, pet owners make fewer annual visits to the doctor’s office and are on less medications associated with sleeping issues and heart problems (Headey, 1999).
Overall, the research is in strong support of the benefits to owning a pet. From the health benefits to the emotional benefits given to a child, owning a pet definitely has its perks. However, the research is focused on cat and dog ownership, so these benefits may not apply to more low maintenance pets such as fish. Please be sure to consider if your house can accommodate the needs of owning a pet before adopting or purchasing one! This list of ten considerations may be helpful to view before you purchase a pet of your own. As a proud pet owner myself, I wish you the best of luck on your new pet journey! Feel free to ask any further questions about pet ownership below.
4
Weekly journal #3
Ahmed Rahhali
GRAD 695
Research configuration can be clarified as the reason behind the lead of the exploration. The examination configurat.
This study evaluated parental acceptance of 8 behavior management techniques (BMTs) used in pediatric dental practice among 200 Thai parents. The techniques included tell-show-do, voice control, passive restraint, active restraint, parental presence/absence, oral sedation, nitrous oxide/oxygen, and general anesthesia. Parents rated the techniques on a 100mm visual analog scale after watching video demonstrations. Tell-show-do received the highest rating while parental presence/absence received the lowest. Parental dental anxiety was associated with lower acceptance of parental presence/absence. Children's previous experience with certain techniques increased parental acceptance of those techniques. The study provides insights into Thai parental perspectives on commonly used BMTs to help dent
Developing a Comprehensive Safe-Driving Program for TeensCognizant
A comprehensive teen safe-driving program should benefit teens, parents, and insurers. It can use mobile apps and telematics devices to monitor teen driving behavior, provide real-time alerts to parents if teens exceed speed limits or drive outside set areas, and give insurers meaningful data to reduce losses through predictive analytics. Cognizant's GeoLocus solution provides an integrated platform insurers can use to build such a program and create a win-win-win for all stakeholders through safer driving and lower insurance costs.
Trace Analysis of Driver Behavior on Traffic Violator by Using Big Data (Traf...IJERA Editor
This study aims to prove the effectiveness of traffic safety education program for traffic violators. Traffic
violators who finished the traffic safety education programs were tracked down. In order to analyze the
effectiveness of traffic safety education program, traffic violator’s data during ten-year period were used. This
study analyzed how traffic violators changed their attitudes about traffic law abidance. Also predicted social benefits from traffic
safety education program for traffic violators. Effectiveness of traffic accident prevention through traffic safety
education program is approximately 93%. In terms of social benefits, it shows more than $12 billion Even
though the effectiveness of traffic safety education program represents remarkable results, but this program is
made for traffic violators who have already committed traffic offenses in the past. So in order to prevent traffic
violations in advance, specific education program for potentially risky drivers is necessary.
Trace Analysis of Driver Behavior on Traffic Violator by Using Big Data (Traf...IJERA Editor
This study aims to prove the effectiveness of traffic safety education program for traffic violators. Traffic
violators who finished the traffic safety education programs were tracked down. In order to analyze the
effectiveness of traffic safety education program, traffic violator’s data during ten-year period were used. This
study analyzed how traffic violators changed their attitudes about traffic law abidance. Also predicted social benefits from traffic
safety education program for traffic violators. Effectiveness of traffic accident prevention through traffic safety
education program is approximately 93%. In terms of social benefits, it shows more than $12 billion Even
though the effectiveness of traffic safety education program represents remarkable results, but this program is
made for traffic violators who have already committed traffic offenses in the past. So in order to prevent traffic
violations in advance, specific education program for potentially risky drivers is necessary.
Background: Research has limitedly focused on adolescents’ emotional–behavioral func- tioning preceding road collisions and on the role of family support. Objective: To verify whether the rates of motorbikes collisions among adolescents are associated with their emotional–behavioral functioning, their use of specific defense strategies and family sup- port. Method: N = 150 adolescents who visited an emergency department for road accidents were selected and completed self-report questionnaires assessing emotional–behavioral functioning, difficulty in identifying and describing emotions, use of defense strategies and perceived family support. Results: Higher rates of motorbike collisions are associated with more maladaptive emotional–behavioral functioning. Higher perceived family sup- port is associated with lower rates of collisions. Conclusions: Recidivism of motor vehicle collision among adolescents can be considered as a form of acting-out caused by their psy- chological difficulties.
The document describes a study that assessed the impact of supportive supervision by sector facilitators (SFs) on improving engagement between Accredited Social Health Activists (ASHAs) and pregnant women in Kaushambi District, Uttar Pradesh, India. The study analyzed data from ASHA home visit observations in September 2012, 2013, and 2014 and found improvements across 16 quality parameters, including a 17.6% increase in ASHAs greeting pregnant women and a 65.5% rise in ASHAs encouraging women to ask questions. The use of mobile phones and real-time data collection and monitoring has focused the supportive supervision of ASHAs and led to enhanced performance.
The document describes a study that assessed the impact of supportive supervision by sector facilitators (SFs) on improving engagement between Accredited Social Health Activists (ASHAs) and pregnant women in Kaushambi District, Uttar Pradesh, India. The study analyzed data from ASHA home visit observations in September 2012, 2013, and 2014 and found improvements across 16 quality parameters, including a 17.6% increase in ASHAs greeting pregnant women and a 65.5% rise in ASHAs encouraging women to ask questions. The use of mobile phones and real-time data collection and monitoring has focused the supportive supervision of ASHAs and led to enhanced performance.
This document summarizes a presentation on risk-focused prevention of criminal development. It discusses identifying risk factors like poor parenting that can increase crime risk and implementing prevention programs. The background describes how criminology adopted risk prevention from health. One program evaluated 526 children, with 100 in a conduct problems clinic receiving parent training, child skills training, or both. Results found improved behavior for children in the parent training groups compared to the control group, with the most impact from combined parent-child training. Future research could study multi-generational family histories to better address the root causes of risky parenting.
The document summarizes the results of evaluations of a Walking School Bus program from the 2014-2015 school year. Key findings include:
1) Over 850 students from 10 elementary schools participated in the program, walking along 13 routes led by 70 volunteers.
2) Surveys found that the program increased active commuting and students' pedestrian safety knowledge. It also had social-emotional benefits like increased friendships.
3) Parents and volunteers also perceived benefits from the program. It promoted health, safety, and social connections for students.
How School Nurses and EHR Software Impact Enrollment in SchoolsEduHealth1
This study aims to examine the impact of school nurses and electronic health record (EHR) software on student enrollment rates. It is hypothesized that the presence of school nurses will positively influence enrollment by improving student health and parent confidence. The implementation of EHR software may also enhance health monitoring and record management, leading to better communication and early intervention. A mixed-methods approach will collect quantitative enrollment data from schools and qualitative insights from surveys and interviews to understand the perceived effects of school nurses and EHR software on student enrollment. The findings could help schools allocate resources and identify strategies to address enrollment challenges.
This document proposes an evaluation plan for the Girls' Empowerment through Education and Health Activity (ASPIRE) project in Malawi. ASPIRE aims to improve education and health outcomes for 125,000 adolescent girls through activities like health education, teacher training, infrastructure improvements, and community sensitization. The evaluation will assess progress toward short-term outcomes after one year and gather feedback to improve program implementation before expanding to more schools. Key evaluation questions focus on outcomes achieved, unintended impacts, participant satisfaction, and implementation challenges encountered.
Running head CHILD AND ADOLESCENT SAFETY STATISTICS1LEADERS.docxjoellemurphey
Running head: CHILD AND ADOLESCENT SAFETY STATISTICS 1
LEADERSHIP AND INFLUENCE 6
CHILD AND ADOLESCENT SAFETY STATISTICS
Name
Institution
Course
Date
Introduction
Safety is an important aspect of human lives of all ages, and its achievement and sustenance is being aimed at globally. Those vulnerable most in this case are the young children and the adolescents, who are still dependent on parents and guardians to keep them healthy and safe. The wellbeing is when an individual is safe and healthy, and is part and parcel of the quality of life. This wellbeing also includes mental health, when an individual can also fulfill their goals, both social and personal, and general wellbeing includes aspects such as income, education, general health and safety as objective measures, and also aspects such as happiness, satisfaction and quality of life. The aspect of children and adolescent wellbeing, both physically and mentally, is therefore important, as it will factor in an individual’s well being when they grow up, and therefore a stable, safe and healthy childhood and adolescent is very crucial for any generation. There are several factors to be looked at when dealing with child and adolescent well being, and they include education, culture, gender, family and parenting (Kahl, Dortschy & Ellsasser, 2007).
Health and Well-Being
The measures for physical health include self reported health, child mortality, infant mortality, birth weight, breastfeeding, immunization, hearing and vision, height and weight, chronic conditions, development process and dental health. The healthy behavior and lifestyle include things such as non intentional accidents, safety behaviors, physical activity, injuries and exercises. Some measures that promote healthy childhood and adolescent life include things such as immunization, as it lowers the child mortality and also gives them strong health advantages. Globally, the percentage of death contributed by unintentional injury is very large, and presence of healthy behaviors can reduce this percentage significantly (Fauth & Thompson, 2009).
Safety Regulations
Over the past few decades, the regulations regarding safety and health of children and adolescents have increased, and measures have been put in place by governments globally, although they differ in legislation and enforcement. Some of the interventions include the introduction of the requirement for minimum age fro drinking, where minors aren’t allowed to drink alcohol. Novice drivers are also regulated regarding the blood alcohol concentration. Laws regarding wearing of helmets when riding bicycles and motorcycles have also been introduced. Laws regarding seat belts, helmets and child restraint are also being enforced, and did not exist when we were growing up. Regulations regarding speed limits around children play areas, schools and residential areas have also been introduced. Systems regarding Graduated driver licensing have also been enfor ...
Study on Driving Behaviors in Adults with Autism Spectrum DiagnosesRyan Wexelblatt, LCSW
This study investigated driving behaviors in adults with autism spectrum disorders compared to non-ASD adults. 78 licensed drivers with ASD and 94 non-ASD drivers completed a driving questionnaire. Drivers with ASD reported lower ability to drive and more traffic accidents/citations than non-ASD drivers. They also reported more difficulties with intentional violations, mistakes, and slips/lapses. This suggests adults with ASD may experience more problems driving and engage in riskier behaviors than non-ASD drivers.
This document summarizes the findings of a survey of over 3,500 educators on drug and alcohol prevention education in America's schools. It identifies several key findings, including that the majority of teachers spend less than 5 hours per year on prevention education and feel ill-equipped to teach the subject. The document puts forth two recommendations: 1) that schools should not be the primary provider of prevention education and should work with parents and the community, and 2) that schools should reevaluate spending on ineffective programs and speakers and instead focus on strategies shown to be effective like skills-based training.
Running head Physician’s Ability to Address Driving Safety with T.docxglendar3
Running head: Physician’s Ability to Address Driving Safety with Their Patients 1
8
Physician’s Ability to Address Driving Safety with Their Patients
The University of Toledo
Juliane Johnson
11/30/2011
Scope of the Problem
Injury and death due to motor vehicle accidents are serious, but often neglected issues globally. According to the U.S. Census, there are about 312,689,471 people in the United States and about 196,165,666 of them have driver’s licenses(Bureau, 2011). With so many drivers on the road education and awareness of driving safety are key factors in decreasing the risk of accidents and deaths among those driving. The amount of accidents due to distracted driving, driving under the influence and other driving errors is overwhelming and there many things that can be done to decrease the amount of accidents, injuries, and fatalities. There have been advances in the prevention of motor vehicle crash rates and over the past few decades the volume of motor vehicle accident fatalities has decreased for every age group. In 1985, there were about 17.8 deaths per 100,000 people between the ages of 35-69 and in 2009 that number dropped to about 12.5(Safety, 2008). Over time, new education programs, safer vehicles, safer roads and many other factors have contributed to these decreases in deaths, but the problem has not vanished completely. Motor vehicle accidents still account for more deaths between the ages 5-34 than any other cause. As of 2008, unintentional motor vehicle traffic deaths were the leading cause of death for all people between the ages 5-34 and accounted for 37,985 deaths in all people("Injury Prevention & Control: Data & Statistics," 2010). One of the most crucial aspects of intervention programs is beginning to reach the individuals who are at the highest risk of accidents along with finding new venues to reach all populations(McEvoy, Stevenson, & Woodward, 2007).
Specifically, distractions while driving are a leading cause of motor vehicle accidents that can be addressed with a change of behavior. According to the Fatality Analysis Reporting System (FARS), there were a total of 51,857 fatalities caused by crashes involving distractions in 2008 (Wilson & Stimpson, 2010). Drivers are more frequently using distracting devices like cell phones, GPS units and complex stereos while in cars than ever before. These devices may even be built directly into new models as a standard package, which can sometimes give the misconception that the devices can be used safely while driving and this is not a healthy message to send drivers.(Jacobson & Gostin, 2010). The most recent statistics even suggest that up to 21% of all traffic accidents are due to distractions while driving. Finding out how to stop this critical trend is very important to decreasing the amount of fatalities reported. One clear answer is passing legislation that can prohibit or reduce these distracted behaviors. “Since 2007, 34 states have ena.
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
Wsudiantes universitarios sobre retroalimentacionSisercom SAC
The document discusses a study that investigated college students' perceptions of electronic feedback (e-feedback) provided on Google Docs. 93 community college students in Hong Kong participated in the study. The study adopted grounded theory methodology and used a tripartite conceptual framework that defined feedback as a product, interactive process, and internal process. Students received e-feedback from their teacher on draft essays written on Google Docs. They were then asked to reflect on the e-feedback and participate in focus groups. The study aimed to understand students' perceptions of e-feedback in order to inform teachers' feedback practices.
This document describes an innovation used at Bowling Green State University to engage first-year college students in discussions about health. Researchers collected health data from students and originally provided individual paper feedback sheets. They created 15 animated case study videos based on common health issues in the transition to college. The videos were used to spark classroom discussions among students. Feedback showed the videos helped students feel less alone in experiencing health issues and increased understanding versus static data. The approach represents a new way to promote chronic disease prevention among young adults through peer engagement and self-care.
This study examines Chinese university students' learning from giving and receiving peer feedback on writing assignments. The researcher conducted a qualitative case study of five peer feedback groups to understand how students value the learning processes involved and what factors influence their perceptions. Data was collected through student writings, feedback, interviews, and video recordings of feedback sessions. The findings showed that students perceived different levels of benefit from giving versus receiving feedback. Their learning was mediated by their engagement with evaluation criteria, motivation, writing abilities within their group, and group dynamics. The study provides insights into how students learn from peer feedback processes and factors that promote or limit their learning.
Retroalimentacion visual sobre rendiemientoSisercom SAC
1) The study explored the effect of real-time visual feedback on performance of the star excursion balance test (SEBT) in healthy subjects.
2) Participants performed the SEBT under two conditions - without feedback and with real-time visual feedback via video camera.
3) Results showed real-time visual feedback significantly improved maximum reach distance in the posterolateral direction but not the anterior or posteromedial directions. This indicates visual feedback can effectively enhance dynamic postural control as assessed by the SEBT.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
This study explored the effect of video feedback versus written feedback from unknown peers on e-learners' English to Chinese translation performance. 60 e-learning students were divided into two groups - one receiving video feedback and one receiving written feedback anonymously through an instructor. A pre-test, post-test, questionnaire, and interviews found that video feedback was more effective at improving translation performance and was preferred by students as it was easier to use, saved time, and fostered a sense of belonging compared to written feedback.
This randomized controlled trial evaluated the impact of two interventions aimed at improving teen driving safety: 1) an in-vehicle video system that provided real-time feedback to teens about unsafe driving events and summary reports to parents, and 2) the same feedback plus a parent communication training program. Parent-teen dyads were randomized to a control group that received no feedback, or one of the two intervention groups. The interventions were found to significantly reduce unsafe driving event rates compared to the control group, with the combined intervention of in-vehicle feedback and parent communication training having the greatest impact.
Maestro en servicio revision de videosSisercom SAC
This document describes a study that examined the effects of a professional development intervention on preservice teachers' implementation of an evidence-based practice called constant time delay. The intervention included training, practice, planning, video self-reflection, and group feedback. After participating, most preservice teachers implemented the practice with fidelity. The intervention supports the use of video reflection and peer feedback to help preservice teachers improve their implementation of effective teaching strategies.
This study evaluated the impact of blended learning incorporating video feedback on student performance in a medical laboratory science program. Students were randomly assigned to a video group, who received video recordings of their laboratory skills with expert feedback, or a control group. Results showed that students in the video group had statistically higher practical examination scores and final grades than the control group. The findings suggest students are engaged and motivated by blended learning incorporating video recordings and feedback on hands-on techniques. For academics, developing blended learning programs including virtual materials, videos, and online activities provides an effective way to teach technical skills.
This study examined the effects of a professional development package including real-time feedback and video analysis on preschool teachers' use of naturalistic instruction targeting children's communication skills. The package was provided to three preschool teachers. Results found that the package was effective in increasing teachers' use of naturalistic instruction targeting communication and improving the quality of instruction. It also increased children's responsive communication during instruction. When the intervention was removed, teachers maintained their use of the instructional strategies, suggesting the professional development package was effective.
Habilidades de retroalimentacion de los maestrosSisercom SAC
This document discusses a study that investigated whether teachers' feedback skills to support students' self-regulated learning can be improved through short-term video-based interventions and/or direct instructions adapted to a self-regulated learning framework. Forty pre-service teachers and 40 in-service teachers were assigned to a video plus instruction condition or an instruction-only condition. The findings showed that functional feedback benefited most from instruction-only, while the reduction of dysfunctional feedback was highest in the video plus instruction condition. The implications are that video-based interventions combined with instructional support can help improve teachers' feedback skills.
This meta-analysis examined 33 experimental studies involving 1,058 people to determine the effect of video feedback (VF) on interaction skills of professionals. The analysis found an aggregate effect of 0.40 standard deviation, indicating VF has a statistically significant positive effect. Effects were greater for programs with structured observation forms focusing on central skills and for outcome measures of positive skills versus negative skills. The meta-analysis aimed to quantify the effect of VF and identify methodological characteristics associated with outcomes, in order to provide guidance for effective VF design and future research.
Real-time visual feedback significantly improved performance on the star excursion balance test (SEBT) in the posterolateral direction for healthy subjects. Twenty participants performed the SEBT without and with visual feedback via video camera. Maximum reach distance increased significantly with feedback in the posterolateral direction but not other directions. This suggests visual feedback may enhance dynamic postural control and rehabilitation outcomes.
This study explored the effects of self-controlled video feedback on motor learning and self-efficacy in a physical education setting. 56 students practiced shot-put over 4 sessions with either self-controlled video feedback where they analyzed their own videos, externally controlled video feedback where feedback was imposed, or traditional teacher guidance. Results showed that shot-put distance and technique improved for all groups with no differences between groups. Self-efficacy improved for the self-controlled and teacher groups but not the externally controlled group. Self-controlled students reported higher perceived learning than externally controlled students. Self-efficacy during practice predicted technique improvements, indicating self-regulatory processes benefit motor learning.
Analisis de los videos y percepiones de los docentesSisercom SAC
Residents and faculty viewed a 10-minute video of a laparoscopic cholecystectomy and were asked to identify moments of intraoperative feedback. Residents identified feedback less frequently than faculty, especially for nonverbal interactions. A survey also found that residents perceived feedback to occur with less immediacy, specificity, and frequency than faculty reported. Analyzing intervals of the video revealed 7 times when residents identified feedback significantly less than faculty, suggesting differences in how residents and faculty define feedback.
This study explored the effect of video feedback versus written feedback from unknown peers on e-learners' English to Chinese translation performance. 60 e-learning students were divided into two groups - one receiving video feedback and one receiving written feedback anonymously from peers on their translations. Results showed that video feedback improved translation performance more than written feedback. Learners who received video feedback also generally welcomed the method and felt it was easier to use than written feedback and fostered a sense of belonging.
This study investigated the effects of different digital video-based feedback environments on developing pre-service teachers' feedback competence during teaching practicums. Pre-service teachers received feedback either through traditional face-to-face sessions (control group), or blended digital video environments with an expert present (V-Feedback+) or without (V-Feedback). Participants provided written feedback on teaching videos before and after the practicum, which was analyzed using content analysis categories. Results showed that the digital video groups provided more specific feedback and suggestions for improvement compared to the control group, and the V-Feedback+ group provided higher quality suggestions. This indicates that digital video-based environments can foster pre-service teachers' feedback skills more than traditional methods, especially
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. feedback that is delivered to parents by mail, email, or online. Eva-
luations of these systems have generally found that they are successful
in reducing driving events, which include driving errors and unsafe
behaviors, although the impact on overall driving safety and long-term
outcomes is less clear (Curry et al., 2015; McCartt et al., 2010; Carney
et al., 2010; McGehee et al., 2007; Simons-Morton et al., 2013; Farah
et al., 2014; Shimshoni et al., 2015).
However, few event recorder feedback intervention programs have
involved specific engagement of parents on how to best use the in-
formation to communicate with their teens about the teens’ driving
performance, which is a component this study adds to the existing body
of evidence. One study of young male drivers used an event recorder
without video in a shared family vehicle to provide feedback to teens
and parents about driving performance, feedback to the family (i.e.,
teens and parents could view each other’s performance), and family
feedback with the parents also receiving training on engaging with their
teens about their driving performance. The parent training arm had the
most successful program outcomes, particularly for the most risky teen
drivers (Farah et al., 2014; Shimshoni et al., 2015). Prior research
suggests that good parenting practices can have profound effects on
adolescent development and are strongly tied to reduced risk-taking
behaviors, and that parenting skills such as good communication can be
taught (Burrus et al., 2012; DeVore and Ginsburg, 2005).
This randomized controlled trial evaluated two interventions: one
that provided newly-licensed teen drivers and their parents (i.e., dyads)
with feedback from an event-triggered in-vehicle video system and one
that provided that same feedback after the parents were taught strate-
gies to improve communication with their teen about driving. The
training program is called Steering Teens Safe and teaches parents
techniques from Motivational Interviewing, a communication strategy
that uses active listening to support self-motivated behaviors, to discuss
driving safety and motivate young drivers to prioritize safe driving
(Ramirez et al., 2013; Peek-Asa et al., 2014). Our main hypotheses were
that among dyads assigned to an intervention, teens would have fewer
driving events than those assigned to the control condition (received no
feedback); and, teens whose parents had received instruction on com-
munication techniques would have fewer driving events compared to
teens whose parents did not receive communication training. Studies
have found in-vehicle feedback to have more impact with novice dri-
vers who have high rates of driving events (Carney et al., 2010). We
further hypothesized that adding a parent component would lead to
reduce driving events regardless of the baseline rate.
2. Methods
2.1. Study recruitment and randomization
We recruited parent-teen dyads using passive recruitment techni-
ques at 13 high schools and one healthcare employer from August 2011
to December 2014 in the areas of Iowa City and Des Moines, Iowa.
Parent-teen dyads were eligible if both spoke English, the teen was the
primary driver of their vehicle and expected to drive at least 90 min per
week, and both the parent and teen agreed to participate. Participants
were enrolled just prior to obtaining their Intermediate License, which
allows independent (without adult supervision) driving at a minimum
age of 16, with restrictions (no driving without adult supervision
12:30am-5am). The study protocol was approved by the University of
Iowa and Blank Children’s Hospital Internal Review Boards. Teen par-
ticipants who enrolled during the first 25 months of the study were
compensated $225 while the others were compensated $300. Timing of
study participation and level of incentives were not associated with
study findings.
A total of 400 contacts by interested participants were made with
the study team (Fig. 1). Of these, 239 were excluded due to ineligibility
(32.6%), inability to contact (51.0%), decided not to participate
(14.2%), or were unable or unwilling to begin the study after initially
agreeing (2.1%). The remaining 161 participants were equally rando-
mized into three groups using a random number generator. Loss to
follow-up occurred when the family moved out of the state, the teen
discontinued driving, the teen was in a crash and chose not to return to
the study, and failure of the event recorder. Loss to follow-up was
13.2% for the control group and 3.7% for the two intervention groups.
150 dyads completed the study.
2.2. Study groups
The study included one control group and two intervention groups.
All three groups received the in-vehicle video system which included an
event recorder (DriveCam® by Lytx) to capture driving events and be-
haviors (described below). The control group received no feedback or
intervention. The Event Recorder Feedback (ERF) intervention group
received feedback in two ways. First, the teen driver was alerted in real-
time by a flashing light on the event recorder that it had been triggered
and was recording. Second, the teen’s participating parent received in
the mail a weekly report with a summary of driving errors and unsafe
behaviors along with the videos of that week’s events (videos resulting
from false triggers were excluded).
The Event Recorder Feedback and Steering Teens Safe (ERF + STS)
intervention group received the same feedback as the ERF intervention
group coupled with the Steering Teens Safe communication training.
Steering Teens Safe is an evidence-based program that coaches parents
on effective communication with their teen using techniques of moti-
vational interviewing (Ramirez et al., 2013; Peek-Asa et al., 2014).
Prior randomized studies have found that parents successfully engaged
in the intervention and that the intervention led to improved parent
success in communicating about driving safety and led to moderate
reductions in teen risky driving (Ramirez et al., 2013; Peek-Asa et al.,
2014). Steering Teens Safe includes a 45-minute individualized training
to teach Motivational Interviewing skills including open-ended ques-
tions, affirmations, reflective listening, summarizing, rolling with re-
sistance, and reframing. Training was conducted by a trained traffic
safety specialist, and intervention fidelity was measured in prior studies
(Ramirez et al., 2013). Parents were taught to use these communication
skills to talk about, demonstrate, and supervise their teens on 26 safe
driving topics, which included basic safety principles (take the job of
driving seriously, distraction, seat belt use, impaired driving, passen-
gers), safe driving skills (traffic signals, safe speed, changing lanes,
following too closely, turning, and communicating with other vehicles),
rural driving (2-lane roads, gravel roads, uncontrolled intersections,
trucks and farm equipment), special situations (bad weather, avoiding
animals, emergency vehicles, work zones), and general expectations
(access to the car, who can be in the car, and consequences for not
meeting expectations). Parents received a workbook with an outline
and talking points for each of the 26 lessons as well as a DVD with video
examples of Motivational Interviewing techniques. In addition, parents
could call the traffic safety specialist for assistance and each parent
received three booster calls from the specialist two, six, and ten weeks
after the training session.
Teens reported on their parent’s frequency and success in talking
about each driving topic. Although not the focus of this analysis, we
found that compared with the control group, the ERT + STS group had
significantly more communication frequency and success overall and
for the components of basic safety principles, important skills for safe
driving, and special driving situations. Compared with the ERF only
group, the ERF + STS group had significantly better communication
overall and for important driving skills and general expectations.
2.3. Study protocol
After consent, the study team scheduled a time for equipment in-
stallation, and at this time teen and parent participants filled out
baseline surveys that collected information about sociodemographic
C. Peek-Asa, et al. Accident Analysis and Prevention 131 (2019) 63–69
64
3. characteristics and past driving experiences. This first meeting was
scheduled as close as possible and not more than one month after in-
termediate licensure. The in-vehicle equipment recorded driving events
starting with a four-week baseline period during which the event re-
corder collected data and did not give any feedback. Follow-up was for
four months, during which time teens in the two intervention groups
received feedback when the in-vehicle system was recording, and their
parents received weekly reports. Parents received the Steering Teens
Safe training intervention during the baseline period and received
booster calls during each follow-up month.
2.4. Driving events
The in-vehicle system captured audio and video of both the forward
view and the vehicle cabin when g-force for braking, acceleration, or
steering exceeded 0.5 g. The video files captured 8 s before and 4 s after
the trigger. Driving events were coded as crashes/near crashes, missed
traffic signals, and following too closely. A crash included any physical
contact with an object, moving or not. A near-crash was operationalized
as evasive action taken by the teen or other vehicle to avoid a crash.
Missed traffic signals included actions such as failure to stop or yield, or
running a red or yellow light. Following too closely was operationalized
as the number of frames it took for the teen’s vehicle to reach ap-
proximately the same location as the vehicle ahead. Each driving event
was also coded for unsafe behaviors, which included distracted driving,
speeding/driving too fast, driver and passenger seat belt use, and other
poor conduct. Distraction included any task that took the driver’s
attention away from the driving task and that subjectively appeared to
physically or cognitively distract the driver (e.g. adjusting the radio,
texting). Speeding/driving too fast was assessed as at least 10 mph over
the speed limit, also subjectively assessed as the vehicle speed ex-
ceeding standard safe speeds. Each driving event could have multiple
driving errors and multiple unsafe behaviors.
The first round of video coding was conducted by staff of DriveCam®
by Lytx to remove any videos for which the study participant was not
the driver. The second round of coding identified driving errors and
unsafe behaviors and was conducted by trained and experienced video
coders using a coding structure defined and reported through prior in-
vehicle video work conducted by this team (Carney et al., 2010;
McGehee et al., 2007). Coding was initially conducted by two trained
coders, and a third coder reconciled any disagreement between coders.
All coders were blind to the intervention assignment.
Mileage was accrued using two sources. All teens were asked to
provide a weekly odometer reading via text message or email.
However, these were not always reported in a timely manner and did
not always account for vehicle operation by non-participant drivers.
Trip level data recorded by the event recorder provided information
about the miles for each trip, which was summarized for each week of
the study. Trip-level mileage was the preferred source of mileage be-
cause it was considered more reliable and accurate.
2.5. Analysis
The primary outcome was the rate of driving events per 1000 miles
Fig. 1. Study participation flow diagram.
C. Peek-Asa, et al. Accident Analysis and Prevention 131 (2019) 63–69
65
4. travelled. Driving events and unsafe behaviors were also calculated as
rates. Rates were accumulated in monthly segments, with one month of
baseline and four months of follow-up (post-intervention). The rates
were calculated per participant as the number of events divided by the
miles driven. Group assignment was the main independent variable. For
inferential analyses, generalized linear models were employed, where a
monthly count of driving events served as the outcome. The negative
binomial distribution was specified to account for over dispersion, and
the log link function was employed. The log of the number of miles was
included as an offset to convert the counts to rates. To accommodate for
the repeated measures on subjects, the models were fit using general-
ized estimating equations based on an exchangeable working correla-
tion structure. To account for variation in baseline driving behavior, the
baseline rate was categorized into four groups and included in the
model as a four-level qualitative variable. In the categorization, the first
group consisted of teens with a zero baseline event rate and the re-
maining teens were grouped into tertiles (i.e., low, medium, and high
baseline rates). To account for changes from baseline to follow-up,
monthly segment was included as a four-level qualitative variable to
assess the extent to which event rates differed by intervention status.
The four levels of the variable represent each of the four follow-up
periods. The general structural form of the model can be specified as
follows:
log (error rate) = (baseline rate) + (intervention group) + (inter-
vention group)*(baseline rate) + (monthly segment) + (intervention
group)*(monthly segment)
Finally, the baseline rate was categorized into four groups and in-
cluded in the model to account for variation in baseline driving beha-
vior. The first group consisted of teens with a zero baseline event rate
and the remaining teens were grouped into tertiles (i.e., Low, Medium,
and High baseline rates).
3. Results
The study sample of 150 dyads equally represented males and fe-
males, and approximately 75% of the participants were in the 10th
grade (Table 1). Approximately 90% of the sample was white, with a
slightly lower proportion of non-whites in Event Recorder Feedback
plus Steering Teens Safe (ERF + STS) intervention arm. Participants
showed wide variation in the average number of miles driven, with
averages of between 505 and 633 miles per month, and standard errors
of 286 and 488 respectively. Groups did not differ significantly on any
demographic characteristics.
Fig. 2 shows the event rates (driving events per 1000 miles driven)
by study monthly segment and study arm. The control group, which
received no feedback, had an increase in events from baseline to first
segment of follow-up, and then a slow decline through the rest of the
follow-up period. Both intervention groups had a decrease in events
from baseline to follow-up, with the ERF + STS group showing a lower
rate of events in the first three months of study follow-up.
Driver errors and unsafe behaviors are depicted in Table 2, and
these categories are not mutually exclusive. Crashes or near crashes
were recorded at a rate of approximately one per 1000 miles travelled
during baseline. The control group sh owed no reduction, while the
ERF + STS group decreased to 0.7. Missing a traffic signal was the most
common driver error and occurred during the baseline period at a rate
of 5.1 per 1000 miles travelled (SD = 12.2). Following too closely was
the next most common error at a baseline rate of 2.8 (SD = 7.1). Rates
for missing a traffic signal and following too closely decreased during
follow-up for both the ERF and ERF + STS groups but increased for the
control group.
Distracted driving or driving while not fully aware was recorded at
baseline at a rate of 18.1 per 1000 miles driven and was the most
common unsafe behavior. Driver distraction and speeding rates
increased in the control group. Driver non-seat belt use at baseline was
lowest among the control group (1.3%), but increased at follow-up
(3.4%) and was slightly higher than both the intervention groups (2.2%
and 2.4%, respectively). Percent passenger seat belt non-use decreased
from baseline to follow-up in the control group and was unchanged in
the intervention groups.
Results from the multivariable model indicate that both interven-
tion groups had significantly lower event rates during follow-up than
the control group (controlling for differential baseline rates) (Table 3).
Compared with the control group, the ERF group had a rate ratio of
0.35 (95% CI = 0.24 – 0.50) and the ERF + STS group had a rate ratio
of 0.21 (95% CI = 0.15 – 0.30). Furthermore, the ERF + STS group had
a significantly lower event rate than the ERF group (rate ratio = 0.60,
95% CI = 0.41 – 0.87).
Because previous studies of in-vehicle event recorder feedback in-
terventions have shown stronger impact among high-event drivers, we
examined the impact of the intervention among teen drivers who at
baseline had no events as well as categories of low, medium, and high
event rates. Drivers who had no recorded events during the baseline
period theoretically could not experience a decrease during follow-up.
Fig. 3 shows event rates at baseline and each follow-up period based on
the event rate categories at baseline. Rates for the low, medium, and
high event drivers showed decreases for the ERF and ERF + STS groups
compared with controls. Rates comparing the two intervention groups
were not significantly different. Compared with the control group, the
ERF + STS group had significant decreases in follow-up driving events
for the high (RR = 0.15; 95% CI 0.7 – 0.31); medium (RR = 0.24; 95%
CI 0.13 – 0.46); and low event groups (RR = 0.22; 95% CI 0.11 – 0.44).
The ERF only group showed significant reductions compared with the
controls for the high (RR = 0.21; 95% CI 0.12 – 0.36) and medium
event group (RR = 0.18; 95% CI = 0.09 – 0.35), but not the low event
group.
Table 1
Demographics for Parent-Teen Dyads by Intervention Status.
Control Event
Recorder
Feedback
Event Recorder
Feedback and
Steering Teens
Safe
Total
Teen Characteristics N (%) N (%) N (%) N
Gender
Female 21 (45.7) 29 (55.8) 27 (51.9) 77 (51.3)
Male 25 (54.3) 23 (44.2) 25 (48.1) 73 (48.7)
Grade
10th
38 (82.6) 39 (75.0) 33 (63.5) 110 (73.3)
11th
8 (17.4) 12 (23.1) 18 (34.6) 38 (25.3)
Missing 0 (0) 1 (1.9) 1 (1.9) 2 (1.3)
Race
White 41 (89.1) 45 (86.5) 48 (92.3) 134 (89.3)
Non-white 5 (10.9) 6 (11.5) 3 (5.8) 14 (9.3)
Missing 0 (0) 1 (1.9) 1 (1.9) 2 (1.3)
Age at First Drive
12 or younger 4 (8.7) 1 (1.9) 0 (0) 5 (3.3)
13 5 (10.9) 4 (7.7) 1 (1.9) 10 (6.7)
14 35 (76.1) 42 (80.8) 47 (90.4) 124 (82.7)
15 or older 2 (4.3) 4 (7.7) 3 (5.8) 9 (6.0)
Missing 0 (0) 1 (1.9) 1 (1.9) 2 (1.3)
Average miles driven
in each 1-month
study segment:
Mean (SD)
Baseline (1 month) 538 (233) 532 (311) 630 (321) 568 (294)
Follow-up 1 month 581 (290) 505 (286) 532 (282) 538 (286)
Follow-up 2 months 577 (305) 521 (287) 561 (272) 552 (287)
Follow-up 3 months 553 (304) 543 (378) 562 (275) 552 (321)
Follow-up 4 months 620 (317) 633 (488) 598 (309) 617 (380)
C. Peek-Asa, et al. Accident Analysis and Prevention 131 (2019) 63–69
66
5. 4. Discussion
This study tested the effects of a parent-focused safe driving com-
munication program in conjunction with an in-vehicle feedback system
on reducing driving event rates. Compared with controls, dyads who
received the combination of Event Recorder Feedback and Steering
Teens Safe (ERF + STS) had nearly an 80% lower rate of driving events
and dyads who received ERF only had a 65% lower rate compared to
controls. Dyads who received both interventions had nearly a 40%
lower driving event rate compared the ERF only group. These findings
are consistent with prior studies that have evaluated in-vehicle video
feedback. Using the same technology in a study comparing driving
event rates before and after equipment installation, McGehee found a
58% reduction in driving events in the first 9 weeks and a 75% re-
duction in the second 9 weeks compared with the baseline period
(McGehee et al., 2007). Also using the same technology, Carney et al.
found a 61% reduction in driving event rates using the same pre-post
design, and further found that event rates did not increase following
removal of the feedback component (Carney et al., 2010). They re-
ported that only 22% of teens talked with their parents about safe
driving and only 39% reported reviewing their report card weekly.
Farmer et al examined real-time alerts and web notification of teen
Fig. 2. Teen driving event rates per 1000 miles and standard error bars by follow-up period and study arm.
Table 2
Overall event rates per 1000 miles driven and event rates by type for baseline and follow-up periods, stratified by intervention status (Mean (SD) unless denoted
otherwise.
Driving Events Control Event Recorder Feedback Event Recorder Feedback and Steering Teens Safe Total
Overall Event Rates
Baseline 36.6 (59.6)1
24.5 (41.7) 25.6 (66.4) 28.6 (56.6)
Follow-up 49.4 (85.6)?? 8.2 (19.8) 9.7 (17.1) 21.4 (53.2)
Driver Errors
Crashes/near crashes
Baseline 1.1 (2.7) 1.2 (2.3) 1.2 (2.3) 1.2 (2.4)
Follow-up 1.3 (3.0) 1.0 (2.0) 0.7 (2.0) 1.0 (2.3)
Missed traffic signal/sign
Baseline 5.7 (10.5) 5.1 (10.2) 4.7 (15.4) 5.1 (12.2)
Follow-up 8.2 (17.9) 1.9 (4.6) 1.9 (5.6) 3.9 (11.1)
Following too closely
Baseline 3.6 (6.9) 2.0 (3.7) 2.8 (9.5) 2.8 (7.1)
Follow-up 5.3 (10.8) 1.0 (2.0) 1.4 (4.1) 2.4 (6.8)
Unsafe behaviors
Distracted/not fully aware
Baseline 23.7 (41.2) 13.7 (20.7) 17.5 (43.7) 18.1 (36.4)
Follow-up 32.0 (52.7) 6.6 (12.4) 6.2 (14.8) 14.2 (35.6)
Speeding/Driving too Fast
Baseline 1.5 (4.2) 0.4 (1.5) 0.8 (2.0) 0.9 (2.8)
Follow-up 3.2 (9.1) 0.2 (0.8) 0.5 (1.8) 1.2 (5.3)
Other poor conduct noted
Baseline 2.8 (8.2) 1.8 (5.9) 2.3 (8.4) 2.3 (7.5)
Follow-up 4.0 (12.0) 0.7 (2.3) 0.7 (2.2) 1.7 (7.0)
Percent Driver Seat Belt Non-Use
Baseline 1.3% 3.3% 3.4% 2.5%
Follow-up 3.4% 2.2% 2.4% 3.1%
Percent Passenger Seat Belt Non-Use
Baseline 10.2% 11.5% 11.1% 10.8%
Follow-up 8.2% 11.7% 11.1% 9.1%
1
Bold denotes a p-value of < 0.05 for Wilcoxon Signed Rank Test comparing the baseline with the follow-up period within each intervention arm.
C. Peek-Asa, et al. Accident Analysis and Prevention 131 (2019) 63–69
67
6. driving events, comparing these notifications with and without parent
access (Farmer et al., 2010). Results were mixed, with speeding and
seat belt use showing improvements when parents were notified. These
prior studies indicate that parent engagement is a gap invehicle feed-
back systems.
Only one previous study has examined direct parent training in
combination with in-vehicle feedback. In a sample of teens in Israel,
Farah et al. compared in-vehicle feedback with and without a parent
report card, and parents who received the report card participated in an
in-person training to demonstrate the equipment and report card ele-
ments (Farah et al., 2014). Although the group with parent training had
the lowest post-intervention driving event rates, mean event rates of the
intervention groups did not differ. This is the first study to demonstrate
an augmented impact of in-vehicle feedback systems with a focused
parent communication program.
Prior studies of in-vehicle video feedback systems have found that
reductions in driving event rates were disproportionately influenced by
drivers who had high event rates during baseline (Carney et al., 2010).
These findings suggest that in-vehicle systems may be best suited for
implementation in populations of high risk drivers. To examine this
further, we compared intervention results in sub-categories of drivers
with low, medium, and high baseline event rates. Compared with
controls, dyads who received ERF + STS showed reductions relative to
baseline event rates. Among dyads who received ERF only, both the
high and medium groups experienced significantly lower rates.
This study has important implications for future intervention re-
search. Our study suggests that as technology increasingly enables au-
tomated processes that identify driving events and provide feedback to
improve driving behavior, information to inform and engage drivers
will be an important element to maximize driving behavior change.
Potential audiences and messages for this guidance will be important to
identify. For example, we found that teen’s driving behavior improved
when parents were provided with support in communicating about
driving feedback, but other audiences such as driver’s education in-
structors could also be helpful. Our study focused on the early period of
unsupervised driving. The role of parental influence should also be
studied beyond this period, especially into unsupervised driving periods
in the later teen years.
This intervention was complex and required considerable resources,
including the in-vehicle equipment, analysts to review video events and
generate the weekly reports, and the in-person communication training.
We found that the program was effective for all four levels of baseline
driving event rates, which suggests that this program could be im-
plemented as a universal intervention. However, scaling this intense
intervention to a large population would be prohibitive. These ap-
proaches have strong potential to reduce risky driving in high risk
novice drivers, and a more sustainable use of these technologies might
be as targeted interventions. Studies that focus specifically on high risk
teens can help us better understand how these programs work, and to
help us move towards targeted interventions for high risk youth. For
example, Fabiano developed an intense intervention for children with
ADHD, which required 45-minute in-person parent child sessions twice
a week for eight weeks (Fabiano et al., 2011). Tested on seven families,
the program showed reductions in most of the driving events tested
(e.g. hard acceleration and speeding) and improved family relations
regarding driving.
Potential also exists to develop technology and communication
approaches that are less labor intensive and easier to implement.
Technology to measure g-force events is moving in this direction, in-
cluding the development of equipment that involves a simple plug-in to
the vehicle’s diagnostic port and links to a smartphone application to
provide feedback on behaviors such as hard braking, sudden
Table 3
Rate ratios estimated from a multivariate model for driver error rates comparing the control and two intervention groups.
Outcome Comparison Rate Ratio 95% CI p-value
Event Recorder Feedback Control 0.35 0.24–0.50 < 0.01
Event Recorder Feedback & Steering Teens Safe Control 0.21 0.15–0.30 < 0.01
Event Recorder Feedback & Steering Teens Safe Event Recorder Feedback 0.60 0.41–0.87 0.01
Fig. 3. Each panel displays the mean event rates per 1000 miles for each intervention group across the study period for each study arm.
C. Peek-Asa, et al. Accident Analysis and Prevention 131 (2019) 63–69
68
7. acceleration, and speeding. These newer feedback technologies have
not been widely studied.
Communication strategies can also be simplified, and we are cur-
rently evaluating the use of Steering Teens Safe as a self-guided online
program. Several online parent-focused teen driving programs have
been successful in meeting their goals. For example, the Checkpoints
program led to increased parent engagement with their teen in estab-
lishing shared driving rules and expectation (Simons-Morton et al.,
2013, 2004). The Teen Driving Plan was successful in increasing parent
engagement, and teen acceptance of parent engagement, in supervised
driving, leading to improved driving skill and reduced crashes (Simons-
Morton et al., 2004; Hartos et al., 2009; Zakrajsek et al., 2009; Mirman
et al., 2014, 2018). Steering Teens Safe is the only program that focuses
specifically on parent communication strategies to help self-motivate
teens to embrace safe driving behaviors. With growing evidence that
parent engagement strategies are successful, and that they can enhance
technologically-based interventions, we now need to define which types
of messages and parent assistance is appropriate in different circum-
stances (Burrus et al., 2012). Opportunities to train and engage parents
in an efficient, convenient setting are also needed. States that have
implemented a parent component to their driver’s education programs
(e.g. Massachusetts) provide one such example. Three studies (Hartos
et al., 2009; Zakrajsek et al., 2009, 2013), one that integrated parent-
teen homework assignments and two that integrated a 30-minute
parent training component using the Checkpoints program, found im-
proved parent knowledge about teen driving and led to more parent-
imposed driving restrictions (Hartos et al., 2009).
This study has some limitations that can be overcome with future
research. The sample, which was passively recruited, is unlikely to be
representative of all teens and thus has limited generalizability to the
universal novice driving population. Our sample is likely to be biased
towards families that are interested in driving safety and comfortable
with a research environment, who are likely low risk. Driving events
measured through in-vehicle event records accurately measure kinetic
errors, but these systems do not measure all safety behavior use (e.g.
seat belt use is monitored only when a driving error has occurred) or
errors that do not lead to vehicle g-force changes. The connection be-
tween driving events and crash risk has not been firmly established,
although one study concluded that g-force events can be used to assess
risk (Simons-Morton et al., 2012). The correlation was strongest in the
first six months of driving but did not persist over time. It has been
posited that the presence of in-vehicle feedback systems could alter
driving prior to intervention, leading to biased effect estimates. Ehsani
et al. examined the impact of in-vehicle equipment on driving behavior
and found that awareness of the equipment was unrelated to driving
event rates measured by the system (Ehsani et al., 2017).
5. Conclusion
This randomized trial found that in-vehicle video feedback systems
can reduce the number of driving events among novice drivers faster
than the average learning curve of teen drivers (control group). These
findings are consistent with those from previous studies, but this study
included randomized study groups, a control group with the same
outcome measures but no feedback, and a baseline period for all study
groups; few former studies included all of these elements. We further
found that including the Steering Teens Safe parent-focused commu-
nication program increased the impact of the in-vehicle video feedback
system. While in-vehicle feedback systems can help reduce driving
events in early independent driving, offering parents communication
strategies for talking with their young driver about their driving can
further improve their impact.
Declarations of interest
None.
Acknowledgements
This study was funded by the National Institutes of Health, National
Institute of Child Health and Human Development (R01 HD065095)
and the University of Iowa Injury Prevention Research Center (R49-
CE002108).
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