Michigan teen driving log driver#

Their program involved a website of videos for skill development, and the research team provided a reminder call after three weeks without a login throughout the learner stage.Īnother study of a somewhat contact-intensive program that was conducted throughout the learner stage involved a 45-minute session, four phone sessions, a DVD, and a workbook ( Peek-Asa et al., 2014). (2014) showed fewer assessment terminations in a practical driving assessment task (errors with the potential to seriously jeopardize safety).

The review further identified two effective programs that focus on parenting behavior in the learner stage.

Michigan teen driving log driver#

A recent review of parent-directed programs designed to improve teen driver safety suggested that active engagement by parents is a common element in the few effective programs that reduce factors associated with teen driver crash risk (the reviewed programs were focused on both the learning stage and early independent driving stage Curry et al., 2015). Research indicates that increased parent involvement reduces the teens’ MVC risk ( Simons-Morton & Ouimet, 2006), but parents vary in their involvement, engagement, interest, and approach to coaching, supervising, and monitoring their teens’ driving ( Goodwin, Foss, Margolis, & Harrell, 2014 Simons-Morton, Ouimet, & Catalano, 2008). This paper describes the design, implementation, and process evaluation of a theory-based guide to assist parents with not merely supervising, but effectively coaching, their teens in the learner stage of GDL so that they can be safer when driving independently. Appropriate parental involvement potentially enhances GDL’s overall effectiveness, yet there has been little evidence-based guidance to help parents supervise their learner teens’ practice driving in a way that increases their safety later when they are driving independently without supervision ( Curry, Peek-Asa, Hamann, & Mirman, 2015). GDL requires that an experienced driver supervise teens’ driving during the learner stage, a role usually undertaken by a parent. Graduated driver licensing (GDL), developed to reduce teen driver crashes, is effective in increasing safety while teens begin driving independently ( Shope, Molnar, Elliot, & Waller, 2001).

For teens, the risk of being fatally or non-fatally injured in a crash is at its highest lifetime level during the early stages of driving independently ( Masten & Foss, 2010 Mayhew, Simpson, Groseilliers, & Williams, 2001), with motor-vehicle crashes (MVCs) the leading cause of death for teens ( CDC, 2017). Driving is one of the most complex, dynamic, and potentially harmful tasks in daily life, and learning to drive is a significant event for teens and their parents.