The number of accidents over the past decade involving emergency vehicles is a major concern for emergency service providers. This study assessed the effectiveness of adding a driving simulator to a traditional training program. Potential relationships with students' learning styles using Gregorc Mind Style Delineator were also examined. The general research design consisted of a quantitative portion (quasi-experimental) and a qualitative portion (phenomenological). The sample population consisted of Emergency Medical Technician students attending the National EMS Academy in Lafayette, LA. The didactic session was conducted first with 102 participants in attendance. The driving portion was conducted over five days. The group self-scheduled which day they would attend the driving portion of the class. This resulted in 52 participants in the control group and 50 participants in the treatment group. The treatment group used a driving simulator prior to driving on the competency course. The results indicated that the treatment group took significantly less time to drive through the competency course on the first run (t=3.74, p=0.0003), acquired significantly fewer penalty points on the first run (t=2.41, p=0.0178), and required significantly fewer runs to complete the course (t=3.53, p=0.0006). Participants with Abstract Random learning styles performed significantly better on a written, knowledge test than those with Abstract Random/Concrete Random learning styles and Abstract Sequential learning styles. When examining the participants' performance on the competency course in relationship to their learning styles, those with a sequential learning style took less total time to drive the competency course on the first run than those with random learning styles. A t-test was significant, t=2.13, p=0.0357. A simulator improves the individual's ability to drive an ambulance on the required competency course. The use of a driving simulator has potential savings for the emergency service industry and increases the safety of training drivers. In addition, the qualitative portion of the study found all participants had a favorable attitude toward using a simulator to learn to drive an emergency vehicle as part of the training program.

xiv, 104 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Student safety on school property continues to be a priority for educators. Pediatric research reveals that student injuries sustained while riding the school bus may be more than three times the number actually reported by transportation departments. These studies further indicate that a major factor contributing to injuries is inappropriate student behavior while riding a school bus. This dissertation involved the creation of a behavior management program for students who ride the school bus. The behavior management program (Bus PBS) was derived from the established and well researched school-based universal prevention, Positive Behavior Support (PBS). The core features of the Bus PBS program included, (1) active support and involvement by the School Administrator and the Transportation Director, (2) school-wide expectations reworded for use on the school bus, (3) students received direct instruction regarding behavioral expectations on the school bus, (4) drivers received a 1.5 hour training in the classroom and 3 days of on-board coaching during the intervention phase, and (5) drivers were encouraged to greet students by name as they entered the bus, provide formal rewards to recognize correct student behavior, and deliver a continuum of clear consequences for student problem behavior. The study was conducted with three typical school buses in a moderate-sized West Coast city. The research question under consideration asked if the presence of Bus PBS was functionally related to student behavior on the school bus. Using a single subject multiple baseline design across three buses, direct observation data were collected on (a) fidelity of bus driver implementation of the program and (b) student problem behavior. Results indicated that bus drivers were able to implement the intervention with moderate to high fidelity, and implementation of Bus PBS was functionally related to improved student behavior. Student problem behavior on the school bus during the Bus PBS program was 37% lower than baseline levels. Discussion is provided about the clinical and research implications of the results. / Advisers: Horner, Robert H., Merrell, Kenneth W.

The purpose of this study is an attempt briefly to set up a program of activities for use in the Secondary Schools of Hobbs, New Mexico, in teaching traffic safety and driver training.

Driving is the preferred mode of transportation among community-dwelling older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a collision. Many collisions are caused by poor driving habits, which could be avoided by improving their behind-the-wheel behaviours. The manuscripts in this thesis describe the development of an evidence-based and user-informed driver training program aimed at refreshing older adults’ driving skills. First, a systematic review of older driver training programs was undertaken to examine evidence specific to the impact of this training on improving road safety knowledge, self-perceived driving abilities, and on-road performance. Results highlighted the breadth of approaches used to train older drivers. Interventions were most effective when feedback was tailored to the specific needs of an aging driver. The second manuscript outlines a qualitative descriptive analysis exploring older adults’ motivations to participate in driver training with key stakeholders (i.e., older drivers and service delivery providers). Findings indicated having insight into one’s driving abilities, experiencing a near-miss or crash, as well as an openness to improving behind-the-wheel skills were factors that could influence seeking out and participating in such training. Stakeholders also emphasized considerations for educating older drivers. The final manuscript describes the design and evaluation of a driver training program. In this randomized controlled trial, older drivers watched either a video of tailored feedback on their driving or a generic video on aging-in-place. When the on-road performance was compared between treatment groups, those who received tailored feedback significantly reduced the number of errors they made behind-the-wheel. Ensuring driver training programs are designed to consider the specific needs and preferences of older adults is critical, which can lead to innovations that help maintain driving ability and community mobility in later life. / Thesis / Doctor of Philosophy (PhD) / Being able to drive is important to many older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a car crash. Many crashes could be avoided by improving their driving skills. This thesis describes the development of an older driver training program. The first study examined research evidence on such programs where tailoring feedback was key to improving on-road performance. In the second study, older adults and other stakeholders identified what was important when designing training for aging drivers. They felt the focus should be on areas of improvement as well as strengths when behind-the-wheel. In the final study, older drivers underwent training where they watched either a video with feedback on their driving or a generic video on aging-in-place. Those who received feedback made fewer mistakes behind-the-wheel. Findings emphasize the importance of including older adults’ needs and preferences when designing driver training programs.

Distracted driving involving secondary tasks is known to lead to an increased likelihood of being involved in motor vehicle crashes. Some secondary tasks are unnecessary and should never be performed. But other secondary tasks, e.g., operating the defroster, are critical to safe driving. Ideally, the driver should schedule when to perform the critical tasks such that the likelihood of a hazard materializing is relatively small during the performance of the secondary task. The current study evaluates a training program -- STRAP (Secondary Task Regulatory & Anticipatory Program) -- which is designed to make drivers aware of latent hazards in the hope that they regulate engagement in secondary tasks which they are performing at the time the latent hazard appears. The secondary tasks include both tasks that require drivers to take their eyes off the road (e.g., operating the defroster) and those which do not (e.g., cell phone use). Participants were assigned either to STRAP or placebo training. After training, the groups navigated eight different scenarios on a driving simulator and were instructed to engage during the drive in as many secondary tasks as possible as long as they felt safe to do so. Secondary task engagement was fully user paced. It is important to note that drivers receiving STRAP training were never instructed directly to either disengage from or not engage in secondary tasks when encountering latent hazards. The results show that STRAP trained drivers were more likely to detect latent hazards and associated clues than placebo trained drivers. With regards to secondary task engagement, STRAP trained drivers chose to limit their in-vehicle and cell phone task engagement by focusing on the forward roadway rather than the task at hand. STRAP training holds out the promise of providing individuals with the necessary skills and proactive awareness to make safe decisions regarding the non-performance or interruption of a secondary task in the presence of a potential latent hazard.

The purpose of this study was to assess the effectiveness of defensive driving as a preventative strategy for road traffic violations and collisions in Zimbabwe. A sample of one hundred defensive driving graduates was used in the study. The descriptive survey method was used and data were collected using a questionnaire schedule. Literature review revealed that the majority of similar s udies by other researchers indicate that defensive driving is effective in preventing traffic violations and traffic collisions. The major findings of the present study showed that: (a) The defensive driving course is effective in preventing traffic violations and collisions; and (b) The defensive driving course should be compulsory in Zimbabwe. In view of these findings, this researcher urges the Traffic Safety Council of Zimbabwe to request the government to make legislation that compels every motorist to attend the defensive driving course. The same organisation should start conducting research on road traffic accidents. / Criminology / MA (Criminology)

The purpose of this study was to assess the effectiveness of defensive driving as a preventative strategy for road traffic violations and collisions in Zimbabwe. A sample of one hundred defensive driving graduates was used in the study. The descriptive survey method was used and data were collected using a questionnaire schedule. Literature review revealed that the majority of similar s udies by other researchers indicate that defensive driving is effective in preventing traffic violations and traffic collisions. The major findings of the present study showed that: (a) The defensive driving course is effective in preventing traffic violations and collisions; and (b) The defensive driving course should be compulsory in Zimbabwe. In view of these findings, this researcher urges the Traffic Safety Council of Zimbabwe to request the government to make legislation that compels every motorist to attend the defensive driving course. The same organisation should start conducting research on road traffic accidents. / Criminology and Security Science / MA (Criminology)

The task this master’s thesis was evaluated present status safety management system for transport of materials and dangerous substances. I looks this issues like whole in The theoretical part. I want to find all kritical locations. I analysis type of transport, transport routs, driver training, legislation and label the most transport of materials and dangerous substances. I want to found the risk to remove or cushion. I want to proposed preventive measures in the practical part.