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Rear-end crashes are one of the leading types of crashes today. The anti-lock braking system (ABS) was designed to assist drivers during emergency braking situations by preventing wheel lock up, allowing drivers to retain control of the vehicle. Not all drivers have knowledge and experience with ABS, especially the haptic brake pedal feedback produced by ABS. There studies introduce a new method to train ABS using an emergency braking task on a simulator and an interactive exercise, Pedals Emergency Stop©. The interactive exercise was designed to prompt participants to press the brake pedal in a motion that is consistent with emergency braking and experience haptic ABS feedback. Participants that depressed the brake pedal quickly to the maximum travel and held that pedal position "passed" the trial. In Study 1, participants (N = 63) completed 15 trials, where it took on average three trials to "pass" for the first time, and 85% of the participants experienced their first "pass" within the first four trials. There were no differences observed between participants with previous knowledge and experience feeling ABS versus those who did not have prior knowledge and experience with ABS. The participants in this study thought that they had enough trials, that the exercise was a practical tool, and recommended the task for new drivers and refresher training, as well as for evaluating fitness to drive. Suggested improvements included a practice followed by three tests, all with four trials each; passing criteria of three out of four trials; and modifications to the feedback presented immediately after completing each trail. Study 2 was conducted (N = 38) to investigate the proposed "passing" criteria, where 95% passed on Test 1. The results revealed that the criteria to pass was reasonable. Future research should examine how the Pedals Emergency Stop© interactive exercise generalizes to on-road driving. [ABSTRACT FROM AUTHOR]

Rear-end crashes are a common crash scenario, which contribute to many traffic related injuries and fatalities. A performance driving center offers adult car control classes focused on defensive driving skills, which include both classroom and behind-the-wheel instruction on a closedroad course. One focus of the class is activation of the anti-lock braking system (ABS), which was designed to help drivers during emergency braking situations. In the classroom, participants learn what ABS is as well as how and when it functions. On the closed-road course, participants learn how to activate ABS and how the system feels when it is activated. The goal of this study was to understand how knowledge of and experience with ABS prior to the class relates to a driver’s ability to activate ABS. The participants’ ability to activate ABS was evaluated by the driving instructor using a behaviorally anchored rating scale. Participants completed a survey before and after the class to gain knowledge of and experience with ABS. The results of the study showed that participants who previously knew what ABS felt like or had prior practice/training activating ABS performed significantly better activating ABS than those who simply knew what ABS means or had previously experienced ABS activation during their first of multiple attempts. [ABSTRACT FROM AUTHOR]

Rear-end crashes are one of the leading types of crashes today. The anti-lock braking system (ABS) was designed to assist drivers during emergency braking situations by preventing wheel lock up, allowing drivers to retain control of the vehicle. Not all drivers have knowledge and experience with ABS, especially the haptic brake pedal feedback produced by ABS. There studies introduce a new method to train ABS using an emergency braking task on a simulator and an interactive exercise, Pedals Emergency Stop©. The interactive exercise was designed to prompt participants to press the brake pedal in a motion that is consistent with emergency braking and experience haptic ABS feedback. Participants that depressed the brake pedal quickly to the maximum travel and held that pedal position “passed” the trial. In Study 1, participants (N = 63) completed 15 trials, where it took on average three trials to “pass” for the first time, and 85% of the participants experienced their first “pass” within the first four trials. There were no differences observed between participants with previous knowledge and experience feeling ABS versus those who did not have prior knowledge and experience with ABS. The participants in this study thought that they had enough trials, that the exercise was a practical tool, and recommended the task for new drivers and refresher training, as well as for evaluating fitness to drive. Suggested improvements included a practice followed by three tests, all with four trials each; passing criteria of three out of four trials; and modifications to the feedback presented immediately after completing each trail. Study 2 was conducted (N = 38) to investigate the proposed “passing” criteria, where 95% passed on Test 1. The results revealed that the criteria to pass was reasonable. Future research should examine how the Pedals Emergency Stop© interactive exercise generalizes to on-road driving.

Traffic-related crashes impact drivers of all ages. Post-license driving classes have emerged to equip drivers with higher level skills needed to prevent and avoid emergency situations. A performance driving center offers teenage and adult car control classes designed to address defensive driving skills through both classroom instruction and hands-on practice on a closed-road track. To obtain the views from teenagers and adults, both groups completed a survey immediately after their classes, and the adults completed a phone interview six months later. Results from the teenage and adult survey showed that both groups reported the most important topics learned during the car control class were skid recovery, using the antilock braking system (ABS) and looking where the car should go. Both teenagers and adults reported that they plan to significantly change their driving behaviors, especially those concerning seating, hand and mirror positions. Overall, after the class, the teenagers and adults felt "moderately competent" in their ability to perform the exercises practiced during the class, which increased from the rating of "not competent" prior to the class. The results from the phone interview with the adults suggest that ABS braking was the most important topic six months later. ABS braking was also the single-most reported skill used after the class and the self-identified skill most used to avoid a crash. The phone interview showed that the adults accurately predicted their use of the behaviors (seating position, vision, distractions, etc.) and turned those behaviors taught during the class into habits of their daily driving. Overall, the results from the teenage and adult survey, as well as the phone interview with the adults, suggest that the participants benefitted from the knowledge and skills gained from the one-day car control class. [ABSTRACT FROM AUTHOR]

Rear-end crashes are a common crash scenario, which contribute to many traffic related injuries and fatalities. A performance driving center offers adult car control classes focused on defensive driving skills, which include both classroom and behind-the-wheel instruction on a closed-road course. One focus of the class is activation of the anti-lock braking system (ABS), which was designed to help drivers during emergency braking situations. In the classroom, participants learn what ABS is as well as how and when it functions. On the closed-road course, participants learn how to activate ABS and how the system feels when it is activated. The goal of this study was to understand how knowledge of and experience with ABS prior to the class relates to a driver’s ability to activate ABS. The participants’ ability to activate ABS was evaluated by the driving instructor using a behaviorally anchored rating scale. Participants completed a survey before and after the class to gain knowledge of and experience with ABS. The results of the study showed that participants who previously knew what ABS felt like or had prior practice/training activating ABS performed significantly better activating ABS than those who simply knew what ABS means or had previously experienced ABS activation during their first of multiple attempts.

Traffic-related crashes impact drivers of all ages. Post-license driving classes have emerged to equip drivers with higher level skills needed to prevent and avoid emergency situations. A performance driving center offers teenage and adult car control classes designed to address defensive driving skills through both classroom instruction and hands-on practice on a closed-road track. To obtain the views from teenagers and adults, both groups completed a survey immediately after their classes, and the adults completed a phone interview six months later. Results from the teenage and adult survey showed that both groups reported the most important topics learned during the car control class were skid recovery, using the antilock braking system (ABS) and looking where the car should go. Both teenagers and adults reported that they plan to significantly change their driving behaviors, especially those concerning seating, hand and mirror positions. Overall, after the class, the teenagers and adults felt “moderately competent” in their ability to perform the exercises practiced during the class, which increased from the rating of “not competent” prior to the class. The results from the phone interview with the adults suggest that ABS braking was the most important topic six months later. ABS braking was also the single-most reported skill used after the class and the self-identified skill most used to avoid a crash. The phone interview showed that the adults accurately predicted their use of the behaviors (seating position, vision, distractions, etc.) and turned those behaviors taught during the class into habits of their daily driving. Overall, the results from the teenage and adult survey, as well as the phone interview with the adults, suggest that the participants benefitted from the knowledge and skills gained from the one-day car control class.

Recently, aggressive driving has become a topic of great concern among transportation officials and researchers. Aggressive driving can be defined as any behavior which will offend other drivers or as any unsafe driving behavior. This behavior may lead to a physical or psychological harm to the driver him/herself or other road users. Aggressive driving behaviors include horning, tailgating, speeding, running red light, flashing high beams and rude gesturing. This paper presents the results of a study conducted to develop a clear understanding of the current driving behavior in Jordan based on the socio-characteristics of drivers. The data needed for this study was obtained from a survey questionnaire. The results were analyzed in two levels. In the first level of analysis, all results were categorized based on gender. In the second level of analysis, all the results were categorized based on two age groups (young drivers of age 18-29 and adult drivers of age ≥ 30 years). It was found that: 1) Jordanians adopted some of the worst driving habits, 2) there were significant differences between male and female drivers in the following driving behaviors: male drivers have a higher tendency to drive with higher speeds than female drivers, which led to a higher tendency to drive at the middle of two lanes neglecting lane making, flashing high beams at other drivers and tailgating so they can overtake any vehicle that is driving slower than them, 3) there were statistically significant differences between male and female drivers in the gap acceptance and location at which drivers stop to make any turn, 4) male drivers have a higher tendency to smoke while driving than female drivers; however, female drivers have a higher tendency to drink and/or eat, get busy with radio and use phone while driving than male drivers, 5) females have a higher tendency to use the horn while driving than males, finally 6) it was found that Jordanians have acceptance to some unfamiliar driving habits, such as: using hand as a tool for changing lanes as they describe it as a mandatory and easy tool for changing lanes, allowing kids to dangle themselves outside the vehicle's window to have some fun and closing roads for special occasions, such as wedding and graduaton. [ABSTRACT FROM AUTHOR]

Motor vehicle crashes are the leading cause of death and acquired disability during the first four decades of life. While teen drivers have the highest crash risk, few studies examine the similarities and differences in teen and adult driver crashes. We aimed to: (1) identify and compare the most frequent crash scenarios—integrated information on a vehicle's movement prior to crash, immediate pre-crash event, and crash configuration—for teen and adult drivers involved in serious crashes, and (2) for the most frequent scenarios, explore whether the distribution of driver critical errors differed for teens and adult drivers. We analyzed data from the National Motor Vehicle Crash Causation Survey, a nationally representative study of serious crashes conducted by the U.S. National Highway Traffic Safety Administration from 2005 to 2007. Our sample included 642 16- to 19-year-old and 1167 35- to 54-year-old crash-involved drivers (weighted n = 296,482 and 439,356, respectively) who made a critical error that led to their crash's critical pre-crash event (i.e., event that made the crash inevitable). We estimated prevalence ratios (PR) and 95% confidence intervals (CI) to compare the relative frequency of crash scenarios and driver critical errors. The top five crash scenarios among teen drivers, accounting for 37.3% of their crashes, included: (1) going straight, other vehicle stopped, rear end ; (2) stopped in traffic lane, turning left at intersection, turn into path of other vehicle ; (3) negotiating curve, off right edge of road, right roadside departure ; (4) going straight, off right edge of road, right roadside departure; and (5) stopped in lane, turning left at intersection, turn across path of other vehicle . The top five crash scenarios among adult drivers, accounting for 33.9% of their crashes, included the same scenarios as the teen drivers with the exception of scenario (3) and the addition of going straight, crossing over an intersection, and continuing on a straight path . For two scenarios ((1) and (3) above), teens were more likely than adults to make a critical decision error (e.g., traveling too fast for conditions). Our findings indicate that among those who make a driver critical error in a serious crash, there are few differences in the scenarios or critical driver errors for teen and adult drivers. [ABSTRACT FROM AUTHOR]

Abstract: Most parents remember the first time they drove with a newborn child in the car. Feeling the need to protect the infant, they avoided sharp turns and drove more slowly and carefully than normal. But how long do these behaviors persist? Do parents ultimately revert to their previous driving patterns, or does some of the early protectiveness and caution continue to characterize their driving as their infant grows into a toddler and preschooler? In an attempt to answer these questions, two studies were conducted on parents of young children: a qualitative study consisting of personal interviews (16 parents); and a quantitative study in the form of a national telephone survey (165 parents). The results show that the most dominant reported effect of the transition to parenthood on driving is increased apprehension of traffic crashes and a stronger sense of responsibility. However, these changes were found to influence the reported actual driving behavior of only a portion of the parents. Possible explanations of the findings are discussed. [Copyright &y& Elsevier]