TY - JOUR
T1 - The Supporting a Teen's Effective Entry to the Roadway (STEER) Program
T2 - Feasibility and Preliminary Support for a Psychosocial Intervention for Teenage Drivers With ADHD
AU - Fabiano, Gregory A.
AU - Hulme, Kevin
AU - Linke, Stuart
AU - Nelson-Tuttle, Chris
AU - Pariseau, Meaghan
AU - Gangloff, Brian
AU - Lewis, Kemper
AU - Pelham, William E.
AU - Waschbusch, Daniel A.
AU - Waxmonsky, James G.
AU - Gormley, Matthew
AU - Gera, Shradha
AU - Buck, Melina
N1 - Funding Information:
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.
PY - 2011/5
Y1 - 2011/5
N2 - Teenage drivers with attention-deficit/hyperactivity disorder (ADHD) are at considerable risk for negative driving outcomes, including traffic citations, accidents, and injuries. Presently, no efficacious psychosocial interventions exist for teenage drivers with ADHD. The Supporting a Teen's Effective Entry to the Roadway (STEER) program is a multicomponent intervention that was developed to help families with a teenager with ADHD negotiate the transition independent driving. The present report includes outcomes from 7 teens with ADHD who enrolled in the 8-week program. Using a multiple baseline design across participants, teens had driving behavior continuously monitored using on-board monitors that measured driving behaviors (i.e., hard breaking, speed), and the parents and teens reported on driving-related impairment each week. Results indicated promising effects across participants, though there were individual differences in treatment response within and across participants and measures. The STEER program was viewed as acceptable to participants as all families completed the STEER program and reported it to be a palatable intervention.
AB - Teenage drivers with attention-deficit/hyperactivity disorder (ADHD) are at considerable risk for negative driving outcomes, including traffic citations, accidents, and injuries. Presently, no efficacious psychosocial interventions exist for teenage drivers with ADHD. The Supporting a Teen's Effective Entry to the Roadway (STEER) program is a multicomponent intervention that was developed to help families with a teenager with ADHD negotiate the transition independent driving. The present report includes outcomes from 7 teens with ADHD who enrolled in the 8-week program. Using a multiple baseline design across participants, teens had driving behavior continuously monitored using on-board monitors that measured driving behaviors (i.e., hard breaking, speed), and the parents and teens reported on driving-related impairment each week. Results indicated promising effects across participants, though there were individual differences in treatment response within and across participants and measures. The STEER program was viewed as acceptable to participants as all families completed the STEER program and reported it to be a palatable intervention.
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U2 - 10.1016/j.cbpra.2010.04.002
DO - 10.1016/j.cbpra.2010.04.002
M3 - Article
AN - SCOPUS:79952630210
SN - 1077-7229
VL - 18
SP - 267
EP - 280
JO - Cognitive and Behavioral Practice
JF - Cognitive and Behavioral Practice
IS - 2
ER -