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Engagement with the TeenDrivingPlan and diversity of teens’ supervised practice driving: lessons for internet-based learner driver interventions
  1. Flaura K Winston1,2,3,
  2. Jessica H Mirman2,
  3. Allison E Curry2,
  4. Melissa R Pfeiffer2,
  5. Michael R Elliott4,
  6. Dennis R Durbin1,2
  1. 1The Department of Pediatrics, University of Pennsylvania, Philadelphia, Pennsylvania, USA
  2. 2The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA
  3. 3The Leonard Davis Institute for Health Economics, University of Pennsylvania, Philadelphia, Pennsylvania, USA
  4. 4Department of Biostatistics, School of Public Health and the Survey Methodology Program, Institute for Social Research, University of Michigan, Ann Arbor, Michigan, USA
  1. Correspondence to Dr Flaura K Winston, The Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA; Flaura{at}


Objective Inexperienced, less-skilled driving characterises many newly licensed drivers and contributes to high crash rates. A randomised trial of TeenDrivingPlan (TDP), a new learner driver phase internet-based intervention, demonstrated effectiveness in improving safety relevant, on-road driving behaviour, primarily through greater driving practice diversity. To inform future learner driver interventions, this analysis examined TDP use and its association with practice diversity.

Design Posthoc analysis of data from teen/parent dyads (n=107), enrolled early in learner phase and assigned to treatment arm in randomised trial.

Methods Inserted software beacons captured TDP use data. Electronic surveys completed by parents and teens assessed diversity of practice driving and TDP usability ratings at 24 weeks (end of study period).

Results Most families (84%) used TDP early in the learner period; however, the number of TDP sessions in the first week was three times higher among dyads who achieved greater practice diversity than those with less. By week five many families still engaged with TDP, but differences in TDP use could not be detected between families with high versus low practice diversity. Usability was not a major issue for this sample based on largely positive user ratings.

Conclusions An engaging internet-based intervention, such as TDP, can support families in achieving high practice diversity. Future learner driver interventions should provide important information early in the learner period when engagement is greatest, encourage continued learning as part of logging practice drives, and incorporate monitoring software for further personalisation to meet family needs.

Trial registration NCT01498575.

  • Interventions

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