Contains Video1The Supporting a Teen's Effective Entry to the Roadway (STEER) Program: Feasibility and Preliminary Support for a Psychosocial Intervention for Teenage Drivers With ADHD
Section snippets
Participants
Participants in the study were 7 teenagers with ADHD and their parent(s) who enrolled in the 8-week STEER program. Families with a 16- to 17-year-old adolescent within a 30-mile radius of a western New York university were sent a direct mail recruitment flyer from a marketing company that described the STEER program, eligibility criteria, and asked interested families to contact the investigators for more information. The mailing resulted in 25 families who called and completed a telephone
Overview
Because this was a study to demonstrate proof-of-concept and feasibility, it was not powered for efficacy analyses. To illustrate any potential treatment effects, effect sizes were calculated for all the outcomes of interest by subtracting the baseline phase mean from the treatment phase mean and dividing by the baseline standard deviation (e.g., Busk and Serlin, 2005, Fabiano et al., 2009). The IRS item related to impairment in driving and objective driving data were combined into panels that
Discussion
Teenagers with ADHD are at the greatest risk for negative driving outcomes (Barkley & Cox, 2007), and the present paper presents initial findings from a trial aimed at demonstrating the feasibility of a psychosocial parent-teen intervention to promote safe driving behaviors. The present study indicated that the STEER program is feasible, palatable, and there were some promising indications that it may be effective in supporting safe driving behavior. Each of these major results will be
Acknowledgement
This project was supported by an Interdisciplinary Research Development Fund of the Office of the Vice President for Research, University at Buffalo. The authors are also grateful for the support of the University at Buffalo Center for Children and Families and the New York State Center for Engineering Design and Industrial Innovation.
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Cited by (36)
Preparing Families for Evidence-Based Treatment of ADHD: Development of Bootcamp for ADHD
2023, Cognitive and Behavioral PracticeCitation Excerpt :To estimate potential treatment effects, effect sizes (ES) were calculated to determine the change from baseline to posttreatment and from baseline to follow-up for both proximal outcome variables and service-level variables. Following the procedures used in other proof-of-concept reports and recommended for small sample size analyses (e.g., Busk & Serlin, 2005; Fabiano et al., 2011), ES were calculated by subtracting the baseline mean from the posttreatment (and follow-up) mean and then dividing by the baseline standard deviation. ES were interpreted using guidelines suggested by Cohen (1988): 0.2, 0.5, and 0.8 indicate small, medium, and large effects, respectively.
Advancing our understanding of cognitive development and motor vehicle crash risk: A multiverse representation analysis
2021, CortexCitation Excerpt :Clearer, is the work with atypically developing youth. For example, atypically developing youth with deficits in executive functioning, such as those with attention deficit/hyperactivity disorder (ADHD), are known to be at greater risk for crashing (Curry et al., 2017) and for aberrant driver behaviors compared to drivers without ADHD (Bishop et al., 2019; Fabiano et al., 2011). However, among the laboratory and experimental studies, methodological problems include heterogeneity in how executive functioning and driver behavior were assessed, reliance on cross-sectional designs that introduce temporal ambiguity, and small sample sizes that can produce unstable effect sizes.
A randomized trial to test the impact of parent communication on improving in-vehicle feedback systems
2019, Accident Analysis and PreventionEffectiveness of parent-focused interventions to increase teen driver safety: A critical review
2015, Journal of Adolescent HealthPsychosocial Interventions in Attention-Deficit/Hyperactivity Disorder: Update
2015, Child and Adolescent Psychiatric Clinics of North AmericaCitation Excerpt :Within the past few years, one clinic-based adolescent ADHD CBT intervention trial that concurrently incorporated principles of contingency management reported modestly positive outcomes on several functional domains.115 Other recent clinic-based (not school-based) intervention studies with adolescents with ADHD have included CBT components, and have reported positive results on several functional domains.116–118 In addition, secondary analyses in the clinic-based Treatment of Adolescent Depression Study119 examined the role of comorbid ADHD as a moderator of treatment outcomes in adolescent depression.
Middle School-based and High School-based Interventions for Adolescents with ADHD
2014, Child and Adolescent Psychiatric Clinics of North AmericaCitation Excerpt :One such intervention, the Supporting Teens’ Academic Needs Daily intervention is a parent-teen collaborative treatment model that has been evaluated with middle school–aged47 and high school–aged48 adolescents with ADHD, with participants making improvements in parent-rated academic functioning and ADHD symptoms. In addition, Fabiano and colleagues49 completed a pilot study of a clinic-based family treatment of adolescents with ADHD that led to improvements in the adolescents’ driving behavior. The Summer Treatment Program was modified to address the needs of adolescents with ADHD50 and has shown promise for improving behavioral functioning and academic skills.51
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Video patients/clients are portrayed by actors.