Student Workbook

Contents

Table of

Introduction: Welcome to teenSMART Pro gram Overview Step 1: Parent-Teen Activity Looking at the Big Picture Step 2: Computer Time Logging On Step 3: Parent-Teen Activity Searching for Hazards Step 4: Computer Time Understanding Risk, Speed, and Space Step 5: Parent-Teen Activity Driving the Drive Step 6: Computer Time Ramping It Up Step 7: Parent-Teen Activity Staying the Course Step 8: Computer Time Certification Test Extending the teenSMART Program Additional Driving Practice Drive Time Matrix Additional Driving Practice Exercises Additional Driving Practice Forms References

3 5 8 17 18 30 31 41 42 60 62 64 65 75 79

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Introduction

Welcome
to
W h a t
Welcome to the teenSMART driving program! As a new driver, the last thing you want to do is to get in a fender bender or worse. And thats what this program is all about giving you the skills and knowledge you need to enjoy the freedom of driving while avoiding the dangers.

W e ' r e

A l l

A b o u t

Using This Workbook

We created this Student Workbook to help you get through the program with the maximum benefit and the minimum hassle. Youll be using it: To complete the Parent-Teen Activities To apply what you've learned in the CBTs during the Drive Time Exercises

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Program
Collisions per 100 Licensed Drivers
60 55 50 45 40 35 30 25 20 15 10 5 0 16 25 35

Overview
63 out of 100 new drivers get into a crash the first year

There is a huge difference between more and less experienced drivers when it comes to accident rates. Just check out the chart below:1
crash Rate By Age and Experience
new to road after one year after two years after three years

For those who start driving at age 18, the crash rate is still close to that of 16-year-olds who are just starting.

Driver Age

45

55

65

75

Experienced Drivers Do Things Differently

This difference isnt just because more experienced drivers have put in more time behind the wheel. They actually do things differently, see things differently, and think about things differently. The good news is, it isnt just a matter of Wait til youre older! These skills can be taught and practiced in a way that will help you see, think, and do things differently right now.

What Do More Experienced Drivers Do?

So what do good drivers do that younger, less experienced drivers do not? From our research and our interaction with some of the worlds foremost authorities in both driving skills and lifestyle issues, we identified six critical factors involved as shown in the model on the following page.

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Program Overview

More experienced drivers:

Constantly use their visual search skills to check their mirrors, to look for possible signs of trouble, and to stay alert to the changing conditions around them Always adjust their speed to fit road conditions and the flow of traffic in order to avoid the twin pitfalls of going either too fast or too slow Actively manage the space around them so they do not get too close to other vehicles in front, to the rear, and to the sides Recognize hazards and take appropriate action to reduce danger Analyze the risk involved in any given situation and dont take unnecessary chances
I
T

F e S T Y L e L I
K
/
B e N e

U
S
I

S e A

R
C
H

Know that lifestyle issues can impact how safe they are behind the wheel. For most of us, these behaviors are such an ingrained part of good driving that we are not aware of doing them. For young drivers, though, these can all seem new and unfamiliar. So how can these concepts be taught to teens in a way thats effective and fresh? That was the next challenge in the creation of the teenSMART program

V
SpeeD

SpACe

HAZARD ReCOGNITION

So how does the teenSMART program work? It combines a lot of different types of learning in a way thats helpful, fun, and fresh. These include: Parent-Teen Activities Four Parent-Teen Activities are made up of parentteen discussion, video review and in-car driving exercises. They allow you to apply what youve learned to real-world driving situations. Computer Time There are three Computer Time sessions. Each lasts about 60 minutes. These sessions provide hands-on practice where you will be asked to demonstrate a driving-related skill and receive immediate feedback. There are also dramatic scenarios where typical teens talk about safe driving skills. Certification Test The final element is the Certification Test. It lets you see how well youve mastered the critical driving skills and knowledge items. This test will take about 60 minutes. Your results will be captured on the computer as you complete the exam. These components are arranged into an eight-step program. Each step builds on what was covered before, and provides you with new information and a number of chances to practice what youve learned.
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Covering the
Making It Mutual

steps

As part of the first Parent-Teen Activity, you will get together with your parents and work out a schedule for doing the rest of the steps in the teenSMART program. The Parent-Teen Activities and Computer Time sessions build on each other. The Roadmap on the computer will guide you. We think it should take between three and four weeks to complete teenSMART. This gives you enough time to learn the material at a comfortable pace, and keeps the program moving forward. To break this down a little further for you, heres our best guess as to the amount of time youll be spending for each type of activity: About six hours for the Parent-Teen Activities About three hours for the Computer Time sessions About one hour to take the Certification Test

Getting the Most Out of the Parent-Teen Activities

Here are a few thoughts to help you get the most out of the four Parent-Teen Activities: Before each activity... Read through the instructions first to get an idea of what to expect and do. That way, nothing will come as a surprise and youll feel in control. Check with your parents to make sure you can do the activity as scheduled. If theres a conflict, re-schedule if necessary. The main thing is to set aside enough time to do each activity in an unhurried manner so everyone can concentrate on the task at hand. and after... Keep in mind that these activities reinforce the concepts taught in the Computer Time sessions. You should also be thinking about how you can use the activities to improve your real-world driving. Dont just think of these activities as homework that you have to get through and then forget. These are skills you can use every day to get better, stay out of trouble, and earn extended driving privileges.
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Program Overview

1
8

Step One
Parent-Teen Activity: Looking at the Big Picture
So Whats It All About?
In this activity, youll get your parent involved by talking with them about what the teenSMART program is all about, and about the kinds of safe driving issues challenging teens today.

What Do You Do?

Install the teenSMART program on your computer and register your Student ID Watch the teenSMART video Looking at the Big Picture with your parent Talk about what youve seen in the video Interview your parent for the That Was Then/This Is Now interview Take and review the Teen Driver Facts and Fictions Quiz with your parent Create a master schedule for you and your parent Complete your first Learning Journal entry

How Long Should It Take?

The entire activity should take about one hour and fifteen minutes.

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Big Picture Video & Discussion

When you and your parent have time, sit down and watch the first Parent-Teen Activity video together (either on your computer or using the separate video DVD). After the video ends, your parent will ask you the following questions just to make sure youre on track: What questions do you have about what you saw? Which of the six key factors do you feel are your strongest? Visual Search Speed Adjustment Space Management Hazard Recognition Risk Perception Lifestyle Issues. Which of the six factors do you feel you might need help with?

L o o k i n g

a t

t h e

A Word of Advice
Rememberyour job isnt to try to solve any or all problems you have at this point. You just want to express how youre feelingand to give your parent a sense of where you are right now. Most of the issues and problems that come up here will be dealt with as you work through teenSMART. When youre done with this discussion, move on to the That Was Then/This Is Now interview on the next page.

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Step One

That Was Then/This Is Now

Interview

Interview
10

In this exercise, you will be interviewing your parent to get a sense of how being a teen driver now compares with what he/she went through at the same age.

As the interviewer, your goal is get inside your parents head a little to learn more about how he/she looks at driving. Dont settle for short Yes or No responses here. Try to get your parent to tell you about how he/she felt as a young driver. Ask questions like: What scared you? Who encouraged you? How does all that compare to what teens are facing now? Your goal here is to learn as much as you can about your parents teen experience in a way that will build understanding between the two of you. At the same time, you should be striving to get an increased sense of some of the unique difficulties that you might be facing, and how they might put you more at risk.

Broadening the discussion

The point of this exercise is to look at learning to drive from different points of view. To help with this, you may want to have more people involved than just your parent. Maybe a grandparent can take things further back in time. Maybe a cousin or uncle can talk about learning to drive in a different state or even another country. Again, the point is to see where you all faced the same problems as young drivers and where things have changed.

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Questions
Here are the questions you should ask your parent. Jot down the answers in the space provided.

Interview

Question Set #1: Tell Me About When You Got Started Question Your Parents Answer
When did you first start driving/get your license? What was the first car you ever drove? How did you get it? What kind of driving did you typically do? How much?

Who taught you how to drive?

How did they do it?

Was it a good experience?

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Step One

Question Set #2: How Have Things Changed? Question Your Parents Answer
How did driving then compare to driving today? What was safer?

What was more dangerous?

About cars?

Traffic?

People?

Question Set #3: How Did You Get to Be a Better Driver? Question Your Parents Answer
What were you doing differently that made you a safer, more skillful driver?

What did you change? How did these changes come about?

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Facts and Fictions

Teen Driver

Quiz
Circle Your Answer

In this exercise, you and your parent will take a look at some of the stereotypes about how teens behave behind the wheel. Complete the quiz as your parent does the same.

Stereotype

1.  Teens are more likely to drink and drive FACT OR FICTION than adults. 2.  Teens cant hold their liquor as well as FACT OR FICTION adults so they are more at risk when they drink and drive. 3.  Teens must be safer because they have FACT OR FICTION sharper and quicker reactions than most drivers, especially older ones. 4.  Teens are inherently reckless drivers FACT OR FICTION because they like to take risks. 5.  When teens are involved in a serious FACT OR FICTION collision, it is usually their fault. 6.  The teen crash problem is caused just by FACT OR FICTION young male drivers. 7. Teens are more likely to be distracted FACT OR FICTION while driving.

Your Work
When finished, review the answers on the following page and discuss them with your parent.
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Step One

Facts and Fictions

Stereotype:
1. Teens are more likely to drink and drive than adults. 2. Teens cant hold their liquor as well as adults, so they are more at risk when they drink and drive. 3. Teens must be safer because they have sharper and quicker reactions than most drivers, especially older ones.

Teen Driver

Answers
Fact or Fiction?

FICTION: Adults are more likely to drink and drive. However, teens have less experience driving while intoxicated, and havent yet learned how to handle it as well. FACT: Teens who drink and drive are at far greater risk of being involved in a fatal collision than older drinking drivers. Their judgment is more impaired by just one or two drinks than older drivers. FICTION: Teens do have quicker reaction times, better eyesight, and hearing than older drivers, and this would seem to make them safer drivers. However, it does not usually work out this way because teens have not learned how to use these skills to their advantage. FICTION: While some teens do take risks to show off, most teens try to be responsible drivers. However, even responsible teens still have a much greater likelihood of being in a crash because they lack the advanced skills that will help them to identify and react to hazards. FACT: Research has shown that teen drivers are far more likely to be responsible for the collision than older drivers. Driver error and speeding are often cited as the causes. FICTION: Although teenage males do have a higher risk of collision than their female peers, the risk of collision for teenage females is still very high much greater than that for older drivers. FACT: Teens use cell phones to talk and text more frequently than older drivers. They also adjust in-car music systems more frequently than older drivers. While older drivers compensate by slowing down or allowing more following distance when engaged in distracting activities, teens do not. These distractions significantly increase teen crash risk.

4. Teens are inherently reckless drivers because they like to take risks.

5. When teens are involved in a serious collision, it is usually their fault.

6. The teen crash problem is caused just by young male drivers.

7. Teens are more likely to be distracted while driving.

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8 9 10

2 11 1 1

Creating Your
2 3 4

Create a schedule that works for you and your parents. Below, you will find a sample schedule. Use it for guidance. In our sample, the teen is named Kelly and her parents are named Jose and Lisa. You will also find a Master Schedule to complete with your parents. You can post it in a prominent place in your home, or make copies for both of you.

Activity

Participant(s)

Date Completed Monday, Sept. 3

Step 1: Parent-Teen Activity Kelly, Jose, and Lisa Looking at the Big Picture Video Viewing and Discussion That Was Then/This Is Now Interview Teen Driver Facts and Fictions Quiz Create a Master Schedule Learning Journal Entry #1 Step 2: Computer Time Kelly Logging On Step 3: Parent-Teen Activity Kelly and Jose Searching for Hazards Video Viewing and Discussion Hazard Mapping Driving Exercise (3 Rounds)  Worst of the Worst Exercise Learning Journal Entry #2

SA

E L P M
Tuesday, Sept. 4 Thursday, Sept. 6

Step 4: Computer Time Kelly Saturday, Understanding Risk, Speed and Space Sept. 8

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Step One

Schedule

5 6 7

Master

Activity Step 1: Parent-Teen Activity Looking at the Big Picture Video Viewing and Discussion That Was Then/This Is Now Interview Teen Driver Facts and Fictions Quiz Create a Master Schedule Learning Journal Entry #1 Step 2: Computer Time Logging On Step 3: Parent-Teen Activity Searching for Hazards Video Viewing and Discussion Hazard Mapping Driving Exercise (3 Rounds) Worst of the Worst Exercise Learning Journal Entry #2 Step 4: Computer Time Understanding Risk, Speed and Space Step 5: Parent-Teen Activity Driving the Drive Video Viewing and Discussion Interactive Driving Exercise (2 Rounds) Learning Journal Entry #3 Step 6: Computer Time Ramping It Up Step 7: Parent-Teen Activity Staying the Course Read About Emergency Stops Final Drive Time Exercise  Lifestyle Issues Exercise Video Viewing and Discussion Create an Action Plan Learning Journal Entry #4 Step 8: Computer Time Certification Test Prepare for the Certification Test Complete the Certification Test Upload test results to ADEPT Driver

Schedule
Participant(s)

Date Completed

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Step Two
Computer Time: Logging On
So Whats It All About?
In your first Computer Time, youll be taking three computer-based tutorials (CBTs): Introduction: Preview and Practice CBT 1: Driving with Your Eyes Wide Open CBT 2: Taking a Closer Look

These CBTs cover the following topics:

How to navigate your way around the computer screen How more experienced drivers use their eyes to stay out of trouble Key visual search Do's and Donts Specific techniques for forward, side-to-side, and backward search Understanding how who we are and how we can change can add to, or detract from, the risk of driving

the material.

Once you complete a CBT, you can retake it as many times as needed to prepare for the Certification Test. After each Computer Time session weve provided you with a few practice questions to give you a chance to test how well youve understood

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Step Two

3
Search ahead Search behind
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Step Three
Parent-Teen Activity: Searching for Hazards
So Whats It All About?
In your last Computer Time, you learned about a number of visual search skills, including: Search to the sides

In this activity, you apply what youve learned about these search techniques and about mirror use to the actual hazards you face behind the wheel.

What Do You Do?

Watch the teenSMART video Searching For Hazards with your parent Talk about what youve seen in the video Take part in the Hazard Mapping driving exercise Complete the Worst of the Worst exercise Complete your next Learning Journal entry

How Long Should It Take?

The activity should take about two hours. Most of this time should be taken up while driving routes that you travel on an ongoing basis.

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Hazard Mapping
Driving Exercise
n

Whats the Game Plan?

In this exercise, you and your parent should drive the two or three routes that you most often drive. For example:

Directions

To school To work To practice a sport To music or dance practice To a best friends house You should also drive the route at the times you feel are most stressful. For example:

At night During rush hour When school lets out

As you drive the route, you and your parent take turns playing driver and notetaker. The notetakers role is to draw pictures and write brief descriptions of potentially hazardous environments/situations for later discussion.

Give Me an Example
There are lots of examples of a hazardous driving environment or situation: An intersection where traffic merges from several angles into one lane A stretch of road where people drive aggressively or thoughtlessly (outside a local fast food franchise or in a shopping mall parking lot) A place where pedestrians and bike riders can add to the sense of hazard A hangout where teen drivers may be more involved in looking at each other than looking at the road Naturally, the more factors that contribute to a given situation, the more complex the sense of hazard will be. That is a major learning point for this activity. We want to build up your awareness that hazards can come in many shapes and forms and can present multiple threats.

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Step Three

Hazard Mapping
continued
So Where Do You Want to Go?
Sit down with your parent and tell him/her about the two or three routes that you drive most often. In doing so, take out a map and show him/her the exact route you take. Then plan when you are going to drive each of these routes together, and decide how you will take turns playing the driver and notetaker roles. In general, it might be a good idea for your parent to play the driver first so you can concentrate on getting used to watching for hazards and taking notes. If you wish, you can drive the same route a number of times with the two of you taking turns playing the notetaker. There is no right or wrong here. The main idea is that you spend time together in the car, and practice using your eyes and talking about potential hazards.

A Few More Words of Advice

For additional guidance, use these questions for selecting these routes: How often do you drive the route in a week? Are there sections of the route that feel particularly challenging or scary? Are there sections that have a bad reputation for causing accidents or being difficult to handle? Are there sections that provide a variety of potential hazards that you can discuss? Are there multiple factors contributing to the sense of hazard? Naturally, you can select and drive as many routes as you wish and have time for. The minimum should be three routes, with each of you getting to play both driver and notetaker at least once. Each trip should take about thirty minutes. The following suggestions should help you out for both driving and taking notes. Your parent has the same guidelines in his/her Parent Guide.

When You Are Driving

Rule #1 is drive safely. Dont get so wrapped up in what you are doing that you forget to follow the rules of the road. As you look for hazards, be sure to use all the visual search skills that were discussed earlier. This means looking ahead, behind, and to the sides. Whenever you feel that you are entering a situation that feels a little more hazardous, ask your notetaker to start writing on one of the Hazard Map worksheets that follows in this workbook.

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Hazard Mapping
continued
Without compromising your safety, tell the notetaker exactly what it is about a given situation that makes it feel more hazardous to you. Pull over any time (when it is safe!) you want to discuss what youve seen with the notetaker.

When You Are Taking Notes

Whenever you get to an environment that your driver feels is hazardous, complete one of the Hazard Map worksheets that follow in this book. From time to time, reinforce good visual search behaviors by asking the driver to tell you what he/she is seeing in front, to the sides, and behind. Make sure this doesnt distract the driver from dealing with the situation at hand. Try to time these questions so they occur when the driver is feeling relatively calm and unstressed. If you feel the need, ask the driver to pull over when it is safe so you can complete your map for any given hazardous area. Feel free to ask the driver for help in providing the details if youre not sure what you encountered.
Step Three 21

On the following page, you will find an example of a completed Hazard Map worksheet. Refer to it before you begin drawing your own.

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SAMPLE

Hazard Map W o r k s h e e t
In the space below, draw the situation:
Concrete Wall Sharp turn 25 mph

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Both exiting and entering cars are using the same lane to merge and exit and its a very short lanewith a concrete barrier at the end.

Factor #2

The exit lane leads to a hairpin turn which is rated 25 mph. This means you have to brake sharply before exiting.

Factor #3

People tend to speed and tailgate, even in the so-called slow lane. This makes slowing down to exit very scary. So sometimes I take the exit way too fast and getting through the hairpin turn is kind of scary. Any additional factors: This is the exit lane that I use every day to drive to school. It makes me feel tense just thinking about it!
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Hazard Map W o r k s h e e t
In the space below, draw the situation:

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Factor #2

Factor #3

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Step Three

Hazard Map W o r k s h e e t
In the space below, draw the situation:

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Factor #2

Factor #3

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Hazard Map W o r k s h e e t
In the space below, draw the situation:

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Factor #2

Factor #3

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Step Three

Hazard Map W o r k s h e e t
In the space below, draw the situation:

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Factor #2

Factor #3

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Hazard Map W o r k s h e e t
In the space below, draw the situation:

Contributing Factors:

In the space below, jot down as many factors as you can that add to the amount of hazard in the situation. This could mean limited visibility, rough road conditions, speed of traffic, number of converging lanes, confusing road signs, etc.

Factor #1

Factor #2

Factor #3

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Step Three

Worst of the Worst Exercise

So What Do You Do Now?
After you complete the Hazard Mapping driving exercise, you and your parent should sit down, discuss the hazards youve encountered, and try to pick out the most challenging ones. In doing so, you want to: Review why it was especially hazardous Identify two or three coping strategies for dealing with the situation in a better, safer way

Picking the

To Do This, Follow These Steps:

1. Together, review all of the Hazard Map worksheets that you and your parent drew. 2. Agree upon the situation that was the toughest. 3. Make a clean drawing of it in your workbook on the Worst of the Worst worksheet on the following page. 4. As you finish the picture, review with your parent some of the strategies and techniques you could use to minimize the danger involved. These can include such things as: slowing down, anticipating trouble coming on the right, or avoiding the intersection altogether.

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W o r k s h e e t
Draw the situation in this space:

Worst of the Worst

Contributing Factors
In the space below, jot down the key factors that made this situation especially hazardous.

Factor #1:

Factor #2:

Coping Strategies
In the space below, jot down a couple of strategies you can use to handle this situation in a better, safer way.

Strategy #1:

Strategy #2:

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Step Three

4
30

Step Four
Computer Time: Understanding Risk, Speed and Space
So Whats It All About?
In your second Computer Time, youll be taking these computer-based tutorials: CBT 3: Understanding Risk CBT 4: Key Concepts of Speed and Space

These CBTs cover the following topics:

The kinds of multiple factors that can contribute to the risk in a given situation The concept of cumulative risk The idea of weighing the risks against the benefits in any driving situation The importance of the idea that How you live is how you drive Introductory speed and space management concepts

the material.
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Remember... Once you complete a CBT, you can retake it as many times as needed to prepare for the Certification Test. After each Computer Time session weve provided you with a few practice questions to give you a chance to test how well youve understood

Step Five
Parent-Teen Activity: Driving the Drive
So Whats It All About? What Do You Do?
Carry out at least two rounds of interactive driving with your parent Complete your next Learning Journal entry
Step Five 31

Watch the teenSMART video Driving the Drive with your parent and discuss it

How Long Should It Take?

The entire activity should take about ninety-five minutes. However, the more time you can spend with your parent doing interactive driving, the better.

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Step Four

The purpose of this activity is to let you practice what you learned about speed adjustment and space management in your real-world environmentwith the benefit of your parents hands-on involvement and experience. You should do this activity as soon as possible after completing Step 4.

Looking at the

Driving the Drive

Interactive Driving

Video & Discussion

You should watch this teenSMART video with your parent for a couple of reasons: First, it models what we call interactive driving. This is a powerful way to get both you and your parent involved in practicing safe driving in a creative, fun way. Next, it gives you a chance to apply many of the concepts taught in the program.

Watching the Video

Sit down with your parent and watch the video. After its over, you may have some questions. Feel free to talk them over with your parent. When youre done, you should immediately complete the Interactive Driving exercise while these directions are fresh in your mind.

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Interactive Driving
Exercise
The goal here is for both you and your parent to get a chance to play both roles:

Directions

A driver who does commentary driving An observer who gives feedback

Where Do You Want to Go?

Before you get out on the road, talk with your parent about where youd like to drive. Ideally, you should take some different routes than the ones in Hazard Mapping. That way, youll face new situations and challenges to give you lots to practice and discuss. When you choose your new roads, try for a mixture of: Residential/suburban Downtown/commercial Highway/freeway Rural/country Its a good idea to start with a road that is hassle-free and easy to drive just to make sure that you both have a good idea of what youre doing. As you get more comfortable with interactive driving, you can select routes that are more challenging. This exercise should take at least 75 minutes. Its our recommendation that you do it all at one time. However, you can break it up into smaller chunks for example, 45 minutes one day and 30 minutes the next. The main point is to get in the time together. Whatever you decide, a given round should take about 15-20 minutes and go roughly like this: About 10-15 minutes for the driver to do commentary driving About 5 minutes for the observer to share feedback You should have the opportunity to fit four rounds into the 75 minutes. This means each of you would get to drive twice and play observer twice.
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Step Five

Guidelines
Guidelines for Being the Driver
Rule #1 is drive safely. Dont get so wrapped up in describing what you are doing that you forget to follow the rules of the road. As you drive, dont try to comment on everything you see and hear. Just talk about the things that really impact your driving. Its good to say, I can see that someone is coming up too close on my rear bumper. Im going to signal and move over a lane so he can go by. On the other hand, you dont need to say, That car two blocks away from me is a station wagon. It looks like its in good conditionI like the color In your driving commentary, stress the following: a. How you are adjusting your speed to match the flow of traffic, road conditions, and visibility b. The kind of space cushion you are keeping in relation to the cars around you c. How you are using visual search techniques (forward, to the sides, behind) to identify hazards When you are listening to feedback from your parent, try to accept it with good grace, even if you may not agree. Its best just to listen and try not to argue. Focus on what the observer is saying, and take away what you can use best. One last word of advice for when you are playing the driver: if youre getting too overloaded or stressed, pull over and stop the car. Again, safety is the numberone concern!

Guidelines for Being the Observer

When you are the observer, you want to give feedback to the driver in a way that is helpful and constructive. Nobody likes to feel attacked. All too easily that feeling can turn interactive driving into an argument. To help you, we have developed some Observer Feedback sheets you can use. Youll find copies on the following pages. These sheets are based on the following guidelines: Ask your parent to pull over safely to the side of the road before you start giving feedback. That way you can both concentrate safely on whats being said. Begin with saying two or three positive things about what your parent did right. We all like to hear something good up front. Also, try to make this a meaningful compliment.
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More Guidelines

for Being the Observer

Ask the driver for his/her own brief take on what went well and not so well. By giving the driver the chance to express his/her own feelings first, youll reduce any sense of confrontation. Youll also reduce your own burden in terms of trying to cover everything. Finally, youll lessen running the risk of repeating the obvious. When you give corrective feedback, concentrate on just two or three things. The more you criticize, the less your driver will hear or remember. So pick out two or three things that are really important. Limit your comments to things your parent can do something about. This means focusing on behaviors and not on more personal comments. Its better to say, You need to check your side mirrors more often for traffic behind you than to say, Youre driving carelessly. Dont you care if you hit someone? Try to stay in your own chair. This means focusing on how you feel, rather than judging (and condemning) the other person. Its better to say, I was feeling a little scared when we got close to that red Toyota, because there was a chance we might hit him than to say, You drive recklessly because you dont care if you scare people or not! End on a positive note. To wrap things up, remind the driver of some of the good things that he/she did. You dont want things to end with too much emphasis on what went wrong. By returning to the positive feedback, youll make sure the driver feels encouraged and responsive.

Be Safe
A Word about Follow-Up

One last word: In the video, you may get the idea that the observer isnt supposed to talk while the car is in motion. In general, this is a good idea. You dont want to distract the driver with a lot of comments or interrupt the commentary driving. Of course, if you do see something dangerous or threatening, you should speak up! Youd hate to have an accident and then say, Well, I saw the truck coming, but I didnt think I was supposed to say anything!

When the Interactive Driving session is over, continue to practice those areas where you still need to improve. This means concentrating on those areas the next few times you get behind the wheel. Tell your parent how well you did. You can use the completed Observer Feedback sheets as memory joggers about what skills to keep working on and improving.

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Step Five

Two or Three Things the Driver Did Well

Observerfeedback Feedback

In the space below, jot down two or three things the driver did well. Start the conversation with these.

Areas Needing Improvement

Then freely jot down any instances /examples where you think the driver could improve:
Did Well: Needs Improving:

Visual Search: Search ahead Search behind Search to the sides Speed Adjustment: To road conditions To visibility To traffic

Space Management: Maintained minimum 2-second cushion in front? Yes No Tried to keep at least 4-second cushion when conditions allowed? Yes No Setting Priorities: Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now. 1. 2. 3. Overall Feeling: On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe and secure

When did you feel most comfortable? Why?

When did you feel least comfortable? Why?

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Two or Three Things the Driver Did Well

Observerfeedback Feedback

In the space below, jot down two or three things the driver did well. Start the conversation with these.

Areas Needing Improvement

Then freely jot down any instances/examples where you think the driver could improve:
Did Well: Needs Improving:

Visual Search: Search ahead Search behind Search to the sides Speed Adjustment: To road conditions To visibility To traffic

Space Management: Maintained minimum 2-second cushion in front? Yes No Tried to keep at least 4-second cushion when conditions allowed? Yes No Setting Priorities: Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now. 1. 2. 3. Overall Feeling: On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe and secure

When did you feel most comfortable? Why?

When did you feel least comfortable? Why?

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Step Five

Two or Three Things the Driver Did Well

Observerfeedback Feedback

In the space below, jot down two or three things the driver did well. Start the conversation with these.

Areas Needing Improvement

Then freely jot down any instances/examples where you think the driver could improve:
Visual Search: Search ahead Search behind Search to the sides Speed Adjustment: To road conditions To visibility To traffic Did Well: Needs Improving:

Space Management: Maintained minimum 2-second cushion in front? Yes No Tried to keep at least 4-second cushion when conditions allowed? Yes No Setting Priorities: Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now. 1. 2. 3. Overall Feeling: On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe and secure

When did you feel most comfortable? Why?

When did you feel least comfortable? Why?

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Two or Three Things the Driver Did Well

Observerfeedback Feedback

In the space below, jot down two or three things the driver did well. Start the conversation with these.

Areas Needing Improvement

Then freely jot down any instances/examples where you think the driver could improve:
Did Well: Needs Improving:

Visual Search: Search ahead Search behind Search to the sides Speed Adjustment: To road conditions To visibility To traffic

Space Management: Maintained minimum 2-second cushion in front? Yes No Tried to keep at least 4-second cushion when conditions allowed? Yes No Setting Priorities: Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now. 1. 2. 3. Overall Feeling: On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe and secure

When did you feel most comfortable? Why?

When did you feel least comfortable? Why?

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Step Five

Two or Three Things the Driver Did Well

Observerfeedback Feedback

In the space below, jot down two or three things the driver did well. Start the conversation with these.

Areas Needing Improvement

Then freely jot down any instances/examples where you think the driver could improve:
Did Well: Needs Improving:

Visual Search: Search ahead Search behind Search to the sides Speed Adjustment: To road conditions To visibility To traffic

Space Management: Maintained minimum 2-second cushion in front? Yes No Tried to keep at least 4-second cushion when conditions allowed? Yes No Setting Priorities: Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now. 1. 2. 3. Overall Feeling: On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe and secure

When did you feel most comfortable? Why?

When did you feel least comfortable? Why?

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6
Blind spots

Step Six
Computer Time: Ramping It Up
So Whats It All About?
In your third and final Computer Time before the Certification Test, youll be taking these computer-based tutorials: CBT 5: More on Speed and Space CBT 6: Putting It All Together (Practice Test)

These CBTs cover the following topics:

Merging techniques Multi-lane streets Cars merging into traffic Exiting a highway In CBT 6, the cast revisits how they see themselves as drivers. Well be asking you to think about the same questions and how youve grown as a driver during the course of completing this program. CBT 6 also includes a practice Certification Test.
Step Six teenSMART / Student Workbook 41

Remember... once you complete a CBT, you can retake it as many times as needed to prepare for the Certification Test. After each Computer Time session weve provided you with a few practice questions to give you a chance to test how well youve understood the material.

7
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Step Seven
Parent-Teen Activity: Staying the Course
So Whats It All About?
This is the final Parent-Teen Activity before you take the Certification Test. You have four main goals here: Practice some of the driving behaviors taught in the last Computer Time Practice emergency stops (with or without ABS brakes) Understand the concept of How you live is how you drive Create an Action Plan that will help you continue to improve

What Do You Do?

Complete the Dealing With Emergency Stops reading assignment Do the final Drive Time exercise, including practicing emergency stops Complete the Lifestyle Issues exercise Watch the teenSMART video Staying the Course Complete an Action Plan Complete your final Learning Journal entry

How Long Should It Take?

This activity should take about one hour and forty-five minutes. Again, the length will depend on the amount of time that you and your parent spend behind the wheel in the Drive Time exercise.

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Emergency Stops
Reading Assignment
Adding to Your Tool Kit

Dealing With

Directions

Before moving on to the next Drive Time exercise, read the following material on emergency stops. In fact, it would be a good idea for both you and your parent to take a moment and read it together. Be prepared to discuss what youve learned with your parent when you plan your Drive Time.

As weve stressed throughout teenSMART, your car is a tool. The more you know about operating a tool, the better chance you have of not hurting yourself with it. Using visual search skills, maintaining a safe speed, and managing the space around you to fit in with traffic conditions are all examples of using that tool effectively. However, there will come a time when, despite all your best efforts, youll be driving along and WHAM!the road will throw something at you where youll need to stop in a hurry. We call that an emergency stop. Some people call it a panic stopbecause thats what it can feel like especially if youre not prepared. You can take some of the panic out of these situations by knowing more about how to stop your car and practicing it with your parent. In particular, youll learn how to avoid the one thing that you must never do in an emergency stop: lock your brakes. Thats because if you do lock them up, youll find yourself dealing with a double whammy: You will lose the ability to stop your car You will lose the ability to steer your car
Step Seven 43

The net result is that your car will simply slide and skid forward until it hits something solid enough to stop it with you playing the role of helpless passenger who is just along for the ride. Not a fun place to be! The question then becomes, How can I stop as quickly as possible, without locking up my brakes and losing control? The answer depends on which of the following types of brakes you have in your car: Standard brakes Antilock Brake System (ABS brakes) This is critical to know, because the stopping technique youll use in an emergency will be completely different depending on the type of brakes you have.

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Stopping with Standard Brakes: Cadence Braking

If you drive an older model car it most likely has what we are calling standard brakes. These are the kind that can, and will, lock up in an emergency stop if you press and hold the pedal too hard and too long. Thats a very unfortunate thingprecisely because when we are in a panic situation, the natural tendency is to do just that: stomp down on the brake pedal and hold it down for dear life. It may feel right, but its really all wrong. So how should you stop a car with standard brakes in an emergency? You do what we call cadence braking. As the name implies, its a kind of rhythmic pumping that works like this: You see the need to make an emergency stop You apply solid pressure on the brake You release quickly You go back down hard again You release quicklyand so on It takes longer to describe and read about this technique than it does to actually do it. All of this is going on in just a second or so. Brake hard. Release. Brake hard. Release. Done correctly, your car will come to a jerky but safe stop, and you wont have lost control of either stopping or steering. Naturally, this technique requires some real time and practice to master. If you have standard brakes, you need to find a time and place to practice cadence braking in an emergency in the following Drive Time exercise with your parent.

Stopping with ABS Brakes: Always Brake Solid

If cadence braking sounded tricky to you, youre not alone. Its a skill that needs to be practiced and mastered especially so you can remember to do it coolly and calmly in an emergency. In fact, thats the very reason why ABS brakes were invented. They take the skill out of emergency stopping. Thats because the system makes it impossible for you to lock up your brakes, no matter how hard you smash down the brake pedal. Simply put, a little microchip brain in your car regulates the pressure that goes to the brakes. It applies the maximum stopping pressure available, but keeps things just short of locking.

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Originally, ABS brakes were only available on high-end luxury cars. As the technology has gotten better and cheaper, it has become more and more available. Most new models have ABS. To confirm that your car has ABS, you should: Check the owners manual Ask a qualified mechanic Ask your parents Okay, so your car has ABS. How do you stop in an emergency? Its very, very simple. You just SLAM your foot on the brake and hold it. Sounds simple, right? Well, there is one more thing you need to know. Youre going to hear some major thumping and vibrating sounds along the way. The natural inclination is to think something is wrong with the brakes and lift your foot from the brake pedal. DONT DO IT! The thumping means the system is working properly so just keep that foot down. If you lift it, you are de-activating the braking system, which basically means your car will continue to go forward until CRUNCH! It can be a little unnerving at firstwhen you hear that thump-a-ta-thumpa-ta The secret is to do it a few times so you get used to it. You dont want to hear it for the first time in a real emergency where you might get spooked and ease off the brake by mistake. So if you have ABS, arrange with your parent in the upcoming Drive Time to practice it enough that you get used to how the system sounds and works.

So What Do We Know Now about Emergency Stopping?

First, you have to find out what type of brakes you have: standard or ABS. Thats because the method youll use depends on the type of brakes you have. If you have standard, you must learn and practice the cadence braking method. That means repeatedly braking hard and releasing so you can stop the car without locking up your brakes. (Some people call this pumping the brakes.) If you have ABS, you do just the opposite. In an emergency, slam your foot on the brake and hold it. To help you remember this, just repeat, Always Brake Solid.

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Step Seven

Summing It Up

Drive Time
Exercise

Directions

In this exercise, your goal is to put in some more behind-the-wheel guided practice. This includes the driving techniques that were covered in the last Computer Time: Entering a lane of traffic and merging Maintaining a space cushion to the sides of the vehicle Dealing with traffic in multi-lane streets Dealing with other cars merging into traffic Dealing with blind spots Anything else covered earlier in the program that might still be giving you problems

In addition, apply what youve just read about emergency stopping techniques.

Getting Started
First, review with your parent what was covered in the final Computer Time. Focus on the following: Was there anything you didnt understand and would like to discuss? What would you most like to go out and practice? Think about your responses here, and tell your parent what you want to work on most. Although you should focus on the skills that were covered in the last Computer Time, dont forget such related things as: Practicing basic driving skills like visual search, hazard recognition, speed adjustment, and space management Dealing with hazardous situations Using the Interactive Driving skills of commentary driving and observer feedback to practice driving in general Rememberthis is your practice session. So set it up in a way that works best for you!

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Emergency Stopping and ABS Brakes

If you havent done so already, you should also review with your parent the reading assignment on emergency stops (with or without ABS brakes). In doing so, be sure to: Cover whether or not your car has ABS brakes Check your understanding of the material (for example, your parent might ask, Based on the kind of brakes we have, what braking method would you use in an emergency? Cadence braking or full-out pressure?) Discuss any other questions you might have on this subject

Picking a Good Place to Practice

Based on your input thus far, you and your parent should decide on some driving routes that will allow you ample opportunity to practice. You should select routes that afford: A number of opportunities to practice merging and dealing with cars trying to merge: highway on-ramps, roads that feature multiple lanes merging into fewer, areas where construction workers might have put up barriers forcing three lanes into two, etc. Multiple lanes of traffic to practice maintaining a good space cushion to the sides and looking for cars that might be in the blind spot. A good place to safely practice emergency stops under your parents supervision. Try to use a parking lot where there will be no risk to any other cars, and where you wont run the risk of scaring or offending the neighbors. (In addition, if you use a controlled environment like a parking lot, you can set the stopping points, measure in rough terms the distances involved, and get a real feel for how long it took to bring the car to a complete stop.)

practice

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Step Seven

A s k i n g
?

Right Questions
To give more of a sense of structure to your practice drive time together, your parent might also ask you some of the following guided questions while youre out on the road. As youll recognize, these questions are based on the Computer Time exercises. Theyll give you a chance to apply what you have learned. It should add some fun to your driving experience as well interjecting a game-playing element

t h e

How Risky Does This Feel?

From time to time, you might be asked whether you feel that the overall risk of the situation has gone up or down, and why you feel this way.

Whats the Clue?

As you are driving together, your parent might ask you to identify clues that a situation might become more hazardous, e.g., a flashing red light at an intersection, a road construction sign, a car making a U-turn ahead, a car slowing down and putting on its flashers, someone getting out of a car with a lot of packages and not paying much attention, etc. This is a great way to practice using your visual search skills.

What / Where Is It?

In another exercise to test your visual search skills, your parent might ask you to identify something in your field of vision. You might be asked by your parent, I see a school bus. Where is it? Again, this is to help you get into the regular habit of looking around in an active way, checking all your mirrors, and not just focusing on the car ahead.

What Would You Do?

Finally, you might be asked from time to time what you would do if trouble should occur. This is especially helpful in terms of thinking about escape routes in times of emergency or hazard. For example, your parent might say, If the car ahead of us slammed on the brakes, where would you go to avoid a collision?

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Lifestyle Issues
Exercise
As youve seen in the Computer Time sessions, the teen cast has been learning that lifestyle choices impact driving. In this exercise, well expand on the idea "How you live is how you drive."

How You Live Is How You Drive

In the space below, jot down your definition of "How you live is how you drive." Ask your parent to do the same in the space provided for them in their Parent Guide.

Risky Lifestyle Choices

Write down some examples of what you consider to be risky lifestyle choices for teens in the space below. Your parent will do the same in the space provided for them in their Parent Guide. CHOICE: CHOICE: CHOICE: CHOICE: CHOICE: Review the statistical evidence again on the following pages. Discuss this information with your parent. As you can see, lifestyle choices do indeed impact our driving.
Step Seven teenSMART / Student Workbook 49

How You Live Is How You Drive

Based on Statistical Evidence

Music systems, cell phones and texting. Distractions that take your mind and/or your eyes off the road account for one in four of all collisions. Although listening to music, talking on cell phones and texting are a way of life for most teens, performing these activities while driving is very dangerous and greatly increases the chance of a collision. Drivers talking on cell phones are four times more likely to be involved in a collision than drivers not talking on cell phones and twice as likely to be involved in a rear-end collision. Texting or adjusting a music system is even more dangerous than talking on a cell phone because these activities require more divided attention from the road. When composing a text message a drivers average reaction time slows by 1.6 seconds, and the distance required to stop the car while driving 55 mph on the highway increases by three car lengths. Drivers also spend 400% more time with their eyes off the road while text messaging than drivers who arent texting. Teens who use these distracting devices while driving are certainly more likely to be involved in a crash. Drinking. Teens who regularly use alcohol are 3.5 times more likely to be involved in a crash than non-users or occasional users. Please note that this does not necessarily reflect drinking and driving (see next page). We are talking here about a lifestyle choice that involves frequent use of alcohol. Teens who regularly use alcohol are more likely to crash than non-users, even if they do not drink and drive. Drug Use. Drug users are 3.5 times more likely to be in a crash than non-drug users. Again, this does not refer to the probability of crashing when using drugs but rather that people whose lifestyle involves drugs are more likely to be in a collision.

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Staying Out Late/Lack of Sleep. Teens who get less than six hours sleep each night are 2.7 times more likely to be in a crash than those who get more than six hours sleep. Again, it is important to recognize that the cause of this relationship might not be fatigue (as it impacts driving), but rather the lack of sleep is part of a constellation of behaviors (lifestyle) that is associated with greater risk. Seatbelts. Teens who do not wear their seatbelts are two times more likely to crash. Note that this does not describe the likelihood of injury, which is many more times likely for unbelted occupants. What it shows is that teens who choose not to buckle up are more likely to crash. It is difficult to imagine how wearing a seatbelt can somehow affect your chances of crashingcertainly it affects your chances of getting injured if you crashbut it should not affect the chance of a crash in the first place. Accordingly, the increased risk for those who do not wear their belt is a function of lifestylemaybe these teens drive faster or more recklessly. Smoking. Teens who smoke are 3.5 times more likely to be involved in a crash than teens who do not smoke. Some teens will assume that if you smoke you might drop your cigarette, it makes it difficult to see, etc. That is, of course, not the point. The point is that teens who smoke, even if they dont smoke when they drive, are at greater risk of collision than non-smokers. Drinking and Driving. There is a good news/bad news story here. The good news is that, contrary to popular belief, alcohol is involved in fatal teen crashes less often than it is in any other age group of drivers (except the very old). For example, about 1/3 of fatal teen crashes involve alcohol (still far too many, but the obvious conclusion here is that 2/3 of these crashes were caused by something else like speed, risky driving, etc.). By contrast, about 2/3 of fatal crashes of 21-24 year olds involve alcohol. The bad news is that teens are more susceptible to the effects of alcohol because of their inexperience with drinking and with driving, so they are at very high risk of collision, even if they have had only one drink. To illustrate, at blood alcohol levels between .015 and .049 (this is less than half the legal limit in most states), teen drivers are twice as likely to be involved in a fatal crash as drivers over the age of 20. And, at blood alcohol levels between .05 and .08 (below the legal limit in all states), teens have a risk of fatal crash that is eight times greater than older drivers.

How You Live Is How You Drive

continued

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Step Seven

Looking at the

the Course
Video & Discussion
Now that youve completed the Lifestyle Issues exercise, you and your parent should watch the teenSMART video "Staying the Course" This video further expands upon the lifestyle issues introduced so far in the teenSMART program. The objectives of this video segment are to: Expand upon the idea that "How you live is how you drive"  Encourage you to think about the benefits associated with mature behavior  Encourage you to think about what kinds of risks teens take and why  Identify the kind of risky behaviors that can be correlated to risky driving  Allow you to start thinking about how to identify possible coping strategies and to verbally defend your choices

Staying

Remember, the teenSMART program is not intended to teach what is right or wrong when it comes to taking risks. The final choice is up to you. The program does, however, make it clear that risky lifestyle choices DO correlate to unsafe driving. Extensive research shows that risky behaviors (or lifestyle) in some areas can translate into risky driving and collision involvement.

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Parent-Teen

Action Planning

Your goal is to think of ways to improve once the teenSMART program is over. We call this creating an Action Plan. This includes two types of planning: First, you will create two or three improvement goals on your own, and review them with your parent. Next, youll revisit your basic "rules of the road" with your parent to see if they need to be changed based on what happened to you during the teenSMART program. This can include acknowledging you for your hard work and effort by granting you one or two new driving privileges. On the other hand, it might mean restricting when and where you drive, depending on what youre ready to handle safely and responsibly right now.

A Few Words About Setting Goals

When you set your improvement goals in part one of the Action Planning form, keep these thoughts in mind: The goals should be as specific as possible, and tied to actual behaviors The goals should have a time frame There should be some practical way to practice getting better and meeting the goal There should be some way of observing if the goal has been accomplished The goals should be mutually agreed upon by you and your parent

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Step Seven

Action Planning
continued

Having a Game Plan

Theres no one way to set goals. Heres one good way to proceed. Talk it over with your parent and decide what works best for you:

First, identify a number of skills where you might need more practice. Just get some ideas flowing and on paper. You can use a separate piece of blank paper for this. Write out two or three goals based on these ideas. Use the Action Plan worksheets that are on the following pages. Show your work to your parent and discuss it. Based on his/her input, refine your ideas until you have two or three improvement goals you both feel comfortable with. Once youve written down the improvement goals, you should use the same basic process to complete part two of the form, which deals with reviewing your rules of the road. First, you and your parent should work separately to define what you both think the current rules really are. You should also separately identify where you think the rules should be changed. Then you should work together to test your mutual understanding of the current rules and how they need to be altered or adapted. Again, this can mean providing you with one or two extended driving privileges. It can also, however, mean taking a more realistic (and limited) view of what you are currently ready to handle.

When you are done, record the goals and new rules of the road on a clean copy of the Action Plan worksheet. Post it in a place where everybody can see it.

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Action Plan

Worksheet Part One: Goal Setting

Recognize possible hazards by looking around more. Whenever I go driving I will ask a passenger to help me. I will tell the passenger any possible hazards I see from behind, to the sides and ahead. She will tell me if I fail to notice any.

Goal #1
Goal

How It Will Be Practiced

How It Will Be Measured

I will keep a chart of the number of hazards that I miss each time that I practice.
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SA

E L P M

Time Frame Involved

I will practice twice a week for one month. I should be able to see hazards quickly, with fewer errors each time.

Action Plan

Worksheet Part One: Goal Setting

Goal How It Will Be Practiced

Goal #1
56

How It Will Be Measured

Time Frame Involved

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Action Plan

Worksheet Part One: Goal Setting

Goal #2
Goal

How It Will Be Practiced

How It Will Be Measured

Time Frame Involved

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Step Seven

Action Plan

Worksheet Part One: Goal Setting

Goal #3
Goal
58

How It Will Be Practiced

How It Will Be Measured

Time Frame Involved

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Action Plan Worksheet

Part Two:

Revisiting the Rules of the Road

In the space below, write down one or two changes to driving privileges that the teen driver will enjoy based upon successful completion of the teenSMART Certification Test.
Suggested Change:

Subject/Rule:

Subject: Who pays for the car? The current rule is: Car: Teen Pays: Gas: Teen Pays: Insurance: Teen Pays: % Parent Pays: % Parent Pays: % Parent Pays: % % %

Any change?: Yes No If Yes, the new rule is: Car: Teen Pays: Gas: Teen Pays: Insurance: Teen Pays: Any change?: Yes No If Yes, the new rule is: During day: _____________________________________ During night: _ ___________________________________ On weekends: ___________________________________ Any change?: Yes No If Yes, the new rule is: ___________________________ Any change?: Yes No If Yes, the new rule is: Cell phone:______________________________________ Music: _ ________________________________________
Step Seven 59

% Parent Pays: % Parent Pays: % Parent Pays:

% % %

Subject: When can the car be driven by the teen? The current rule is: During day: _____________________________________ During night: _ ___________________________________ On weekends: ___________________________________ Subject: How many passengers can be in the car while teen is driving? The current rule is: _______________________________ Subject: What about the following items while the teen is driving? The current rule is: Cell phone:______________________________________ Music: _ ________________________________________ Eating/drinking: _ ________________________________ Subject: How far/how long teen can drive? The current rule is: _______________________________ Subject:_ _______________________________________
(fill in the blank)

Eating/drinking: _ ________________________________ Any change?: Yes No If Yes, the new rule is: ___________________________ Any change?: Yes No If Yes, the new rule is: ___________________________ Any change?: Yes No If Yes, the new rule is: ___________________________ Any change?: Yes No If Yes, the new rule is: ___________________________

The current rule is: _______________________________ Subject:_ _______________________________________

(fill in the blank)

The current rule is: _______________________________ Subject:_ _______________________________________

(fill in the blank)

The current rule is: _______________________________

Teen Signature

Parent Signature

Parent Signature

Date

Date

Date
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8
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Step Eight
Computer Time: Certification Test
You should now have completed all the program steps and be ready to prepare for the final exercise, the Certification Test. The Certification Test has three components: An exit interview where you will be asked to give us feedback about the program Multiple-choice questions taken from the REVIEW: Practice Questions section included in Step 8 on the computer Driving scenarios like the ones you have been practicing during the Computer Time sessions

This should be a painless, stress-free, and successful experience for you especially if you put in a little time to prepare.

Guidelines for Preparing

1. Take a deep breath and relax. There are no trick items on the test. If you have made a solid effort to work though the program, you shouldnt have any problems with the test. 2. Make studying a priority. 3. Use the review materials provided on the computer in Step 8. The REVIEW: Greatest Hits video contains key points from the Computer Time sessions. Take a look at this segment as a memory-jogger. REVIEW: Key Points from CBTs gives you a written summary as well. 4. Repeat the Practice session or individual CBTs on the computer, as necessary. 5. Watch the videos from the Parent-Teen Activities. 6. Talk with your parents. If you have any questions as you prepare, ask them to help you. Thats part of their job, too!

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Certification

Reviewing the Test Items

Youll find all of the items that will be used in the multiple-choice questions in the REVIEW: Practice Questions included in Step 8 on the computer. There are no items other than theseso you shouldnt be surprised when you take the test itself. Go through these items until you are familiar and comfortable with all of them. Be sure to answer them on your own, and then check back in the materials to see how well youre doing. Youll find some references to the teenSMART program steps to help you. For your information, this is the type of testing that is done with pilots who are seeking flying licenses. To show the student all the test items and give him/her a chance to review them has proven to be a great method. It takes the luck and guesswork out of testing. One last word. Only part of the Certification Test is based on answering multiplechoice questions. Youll also be working through some driving scenarios where you need to decide the best action to take and respond to some visual cues. Naturally, we cant really simulate those items here in this workbook. However, youll find they are similar to what youve already done in your Computer Time sessions. So, if you have gotten through the driving scenarios okay, you shouldnt have any problem.

IMPORTANT NOTE: If you have fully completed all the steps of the program, the Certification Test should be relatively smooth and easy for you. If you do not pass one section of the test, you will only need to repeat that part of the test. The score screen at the end of the test will provide you with feedback about your strong and weak areas, so you will know which areas need more attention.
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Extending the teenSMART Program

Once youve completed the Certification Test, theres a natural tendency to think that the program is over and youre now fully prepared to deal with the challenges of driving. However, its better to see having completed teenSMART as a significant milestone in your progress forward. That progress, however, should be part of an ongoing process, one in which you are actively involved with your parents. To keep you involved, we suggest taking the following steps together:

Practice, Practice, Practice

When you get behind the wheel, you should try to practice and apply what you have learned in the program. The Additional Driving Practice section that follows has been provided with this in mind. It guides you through additional practice exercises that review and reinforce the skills previously taught in the program. As with every skill, being a good teenSMART driver is a case of use it or lose it.

States With Graduated Licensing

Many states require teens and a supervising adult to spend a certain amount of time engaged in supervised driving practice in order to become fully licensed. The Additional Driving Practice section provides meaningful in-car exercises to do during this mandated practice time.

Monitor the Action Plan

Just because youve created an Action Plan on paper doesnt mean its going to happen in reality. You should check in with your parents to see how well you are doing in meeting the goals you agreed upon. Keep this up until the goals are met or you feel they need to be changed. As you do, you may also find that you want to make the whole Action Planning process an ongoing part of how you approach driving. As a certain goal is met, think about building on that progress by creating a new set of goals and objectives that you can strive for and attain along with the related driving privileges.

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Review the Materials

If you feel you are failing to apply an important concept, or forgetting what was covered during the program, you have a number of options to consider. Talk over with your parents what you can do. The options include: Repeat the related Parent-Teen Activity with your parent Review the teenSMART videos Repeat the related CBT as needed Use the three optional review items in Step 8

Look for Additional Resources

There are many other resources that you can turn to for more information on a given topic. The Internet is a wealth of information. The National Highway Traffic Safety Administration ([Link]) can provide the latest traffic statistics and video clips with safety tips. Topic areas that you might search for are safe driver, traffic safety, and teen drivers.

A Final

Thanks

word of

Wed like to conclude this Student Workbook by giving you a round of applause for all your hard work in becoming a safer driver. Being a safer driver is something you should be proud of, and something you can continue whenever you are behind the wheel. Thanks.

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Extended Program

The purpose of this section is twofold:

Driving(Optional) Practice

Additional

It allows you to continue to practice and apply what was learned during the teenSMART program It provides meaningful in-car exercises to do during any remaining state-mandated practice time required to become fully licensed

Tracking Your Additional Driving Practice

You should already have completed a minimum of 4 hours of supervised driving during teenSMART (approximately 2 hours during the Hazard Mapping exercise and 2 hours of Interactive Driving). Fill in the hours completed in the appropriate boxes in the Drive Time Matrix below. You should then complete more driving exercises as outlined in the Drive Time Matrix below. You should complete exercises both during the day and at night, but some teens prefer to complete all of the day exercises first, and then go back and complete the night exercises after they are more comfortable with driving in general. Fill in the appropriate hours as you complete them. Complete your driving time in a variety of locations and using a variety of exercises. Make sure that you include enough day and night driving practice to meet your state's requirements.

D ri v e T ime M atri x
Exercises
(See following pages for instructions)

Residential/Suburban Day Night

LOCATION
Downtown/Commercial Highway/Freeway Day Night Day Night Rural/Country Day Night

Hazard Mapping Interactive Driving Whats the Clue? What/Where Is It? What Would You Do? Risk Assessment Speed & Space Merging & Blind Spots Road Trip COLUMN TOTALS:
Enter your states required Number of driving hours driving hours for each category you complete

SUPERVISED DRIVING HOURS DAY: SUPERVISED DRIVING HOURS NIGHT: TOTAL SUPERVISED DRIVING HOURS:

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Hazard Mapping

Exercise

Before You Begin Review

Step 2 Step 3

CBT 1: Driving With Your Eyes Wide Open CBT 2: Taking a Closer Look Watch the video Searching For Hazards Hazard Mapping Driving Exercise

Directions
Build upon what you learned in the initial Hazard Mapping exercise. Follow the same directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Remember that new routes will bring new situations and challenges to give you lots to practice and discuss. You should drive more of the routes you most often face, for example, to school, to work, to band practice, to a best friends house, etc. Drive these routes at the times you feel are most stressful, for example, at night, during rush hour, when school lets out, etc. Make copies of the Hazard Map Worksheet provided to use during this exercise. This time, instead of picking one worst of the worst, you should determine coping strategies for every route you drove. Review some of the strategies and techniques you could use to minimize the danger involved. These can include such things as slowing down, anticipating trouble, or avoiding a high risk intersection altogether. In addition, once you have identified potentially hazardous situations and determined the coping strategies that you can use, go back to those locations and drive the route again, utilizing the coping strategies that you came up with. You should feel comfortable driving in these situations at any time of the day.
Extended Program

As you complete Hazard Mapping exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

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Interactive Driving

Exercise

Before You Begin Review

Step 2 CBT 1: Driving With Your Eyes Wide Open CBT 2: Taking a Closer Look Step 4 CBT 3: Understanding Risk CBT 4: Key Concepts of Speed and Space Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. In this exercise you will reinforce the idea of interactive driving as a positive, realistic, and non-threatening way to improve your driving, and reinforce some of the key concepts discussed in the teenSMART program. You also want to be aware of how you are using visual search techniques to identify hazards.

Skills to practice (Enter on the Observer Feedback form)

Visual search: ahead, behind and to the sides Speed adjustment: to road conditions, to visibility, to traffic Maintaining a minimum 2-second cushion in front Keeping at least a 4-second cushion when conditions allow

As you complete Interactive Driving exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

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Whats the Clue?

Exercise

Before You Begin Review

Step 2 CBT 1: Driving With Your Eyes Wide Open CBT 2: Taking a Closer Look Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. As you drive, you might see clues that a situation could be getting more hazardous or challenging. For example: a flashing red light at an intersection a road construction sign a car making a U-turn ahead a car slowing down and putting on its flashers someone getting out of a car with a lot of packages and not paying much attention At such times, the parent might ask the teen to use his/her visual search skills to detect such a clue and announce what it is.

Skills to practice (Enter on the Observer Feedback form)

Using visual search skills to identify hazards while driving
Extended Program teenSMART / Student Workbook 67

As you complete Whats the Clue? exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

What/Where Is It?
Before You Begin Review

Exercise

Step 2 CBT 1: Driving With Your Eyes Wide Open CBT 2: Taking a Closer Look Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. In an exercise to test the teens visual search skills, the parent should ask where something is in his/her field of vision. The parent might ask, I see a school bus. Where is it? In a related way, the parent might ask the teen to identify what kind of car is involved in a certain situation, for example, What kind of car is passing us on the right? or What color is it? Again, the goal is to get the teen into the regular habit of looking around in an active way, checking all of the mirrors periodically, and not just focusing on the car ahead.
Front View

The teen should use visual search skills to be aware of what is going on in the following areas:

Left Blind Zone

Right Blind Zone

Left Mirror View

Rear View

Right Mirror View

Skills to practice (Enter on the Observer Feedback form)

Searching ahead Searching behind Searching to the sides Being aware of vehicles in your blind spots

As you complete What/Where Is It? exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.
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What Would You Do?

Before You Begin Review

Exercise

Step 2 CBT 1: Driving With Your Eyes Wide Open Step 4 CBT 3: Understanding Risk Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. From time to time, the parent should ask the teen what he/she would do if trouble should occur. This is especially helpful in terms of the teen thinking about escape routes in times of emergency or hazard. The parent might say, If the car ahead of us slammed on the brakes, where would you go to avoid a collision? In another situation the parent might say, If someone started honking and tailgating you right now, could you move over to the right lane safely?

Skills to practice (Enter on the Observer Feedback form)

Anticipating what other cars are going to do Seeing multiple options in any situation Planning an escape route from a given situation

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Extended Program

As you complete What Would You Do? exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

Risk Assessment
Before You Begin Review

Exercise

Step 4 CBT 3: Understanding Risk Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. From time to time, the parent should ask the teen whether the risk of the situation has gone up or down. Then ask the teen to explain why he/she feels this way. The parent might pose this question to the teen when the parent notices that traffic is getting more congested as a number of cars merge onto the highway. Another example might be to ask this question when you enter a construction zone where the lanes narrow down or merge together. Whatever the prompt, the overall point should be to reinforce the idea that the teen should always be on the lookout when the risk is increasing. In that way, he/she can be more alert to possible dangers and be considering how to deal with them safely.

Skills to practice (Enter on the Observer Feedback form)

Analyzing risk in various driving situations Determining increased or decreased level of risk Making good driving decisions based on risk analysis

As you complete Risk Assessment exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

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Speed and SpaceExercise

Before You Begin Review

Step 4 CBT 4: Key Concepts of Speed and Space Step 5 Watch the video Driving the Drive Interactive Driving Exercise

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise.

Skills to practice (Enter on the Observer Feedback form)

Adjusting speed to match the flow of traffic Adjusting speed to match road conditions Adjusting speed to match visibility Never outdriving sight distance Maintaining a minimum 2-second space cushion in front of the car and at least a 4-second cushion when conditions allow Avoiding frequent lane changes Managing the space around the car on all sides

As you complete Speed and Space exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

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Extended Program

Merging and Blind Spots

Before You Begin Review

Exercise

Step 5 Watch the video Driving the Drive Interactive Driving Exercise Step 6 CBT 5: More on Speed and Space

Directions
Build upon what you learned in the initial Interactive Driving exercise. Follow the same general directions, but emphasize different locations and different times of day as indicated in the Drive Time Matrix. Make copies of the Observer Feedback form provided to use during this exercise. You should decide on some driving routes that will allow you ample opportunity to practice. You should select routes that afford: A number of opportunities to practice merging and dealing with cars trying to merge: - Highway on-ramps - Roads that feature multiple lanes merging into fewer - Areas where construction workers may have put up barriers forcing three lanes into two Multiple lanes of traffic to practice maintaining a good space cushion to the sides and being aware of cars that might be in your blind spot

Skills to practice (Enter on the Observer Feedback form)

Entering a lane of traffic and merging Dealing with other cars merging into traffic Maintaining a space cushion to the sides of the vehicle Adjusting your speed to see other drivers in your blind spot Adjusting your speed so that you are not in another drivers blind spot Staying in your own lane in multi-lane streets Trying not to drive right alongside cars in the lanes next to you Exiting a highway

As you complete Merging and Blind Spots exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.
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Driving Exercise
(2-hour round trip minimum)

Road Trip
Before You Begin Review

Remember when you started the teenSMART program, we told you that more experienced drivers are involved in fewer crashes because they do things differently than less experienced drivers? teenSMART was designed to teach your teen the six critical factors that contribute to this difference. Following is a review of these concepts as well as where they were taught in the program and what was covered. The teen should be very comfortable with all of these concepts prior to setting out on any road trip.
What more experienced drivers do Constantly use their visual search skills to check their mirrors, to look for possible signs of trouble, and to stay alert to the changing conditions around them Always adjust their speed to fit road conditions and the flow of traffic in order to avoid the twin pitfalls of going either too fast or too slow Where taught in program Step 2: CBT 1 and CBT 2 Whats covered Active visual search techniques including: search ahead, search to the sides, search behind Adjusting and using mirrors properly Blind spots Looking far enough ahead (10-15 seconds) to be a smooth driver Using speed as a tool Defining sight distance Dealing with limited visibility Merging techniques Creating a two-to-four-second space cushion with the vehicle in front Managing space around the car Multi-lane streets Cars merging into traffic Exiting a highway Anticipating trouble Seeing multiple options in any situation Teens and the perception of risk Cumulative risk Weighing risks and benefits Making good decisions The concept of how you live is how you drive

Step 2: CBT 1 Step 4: CBT 4 Step 6: CBT 5

Actively manage the space around them so they do not get too close to other vehicles in front, to the rear, and to the sides

Step 2: CBT 1 and CBT 2 Step 4: CBT 4 Step 6: CBT 5

Recognize hazards and take appropriate action to reduce danger Analyze the risk involved in any given situation and dont take unnecessary chances Know that lifestyle issues can impact how safe they are behind the wheel

Step 2: CBT 1 and CBT 2 Step 3: "Searching for Hazards" video Step 4: CBT 3

Step 7: Staying the Course video

Review the Guidelines for being the Driver and being the Observer covered in the Interactive Driving exercise in Step 5.

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Extended Program

Road Trip DrivingExercise

Directions

...continued

This exercise integrates all of the concepts and skills learned in the teenSMART program. This exercise will provide the teen with a basic understanding of trip planning and safe driving in unfamiliar areas. Trip planning will become a daily routine for many teens as they mature into adulthood. This is an opportunity to give them a safe head start in this process. The point of this exercise is to choose the safest route, anticipate trouble along the route before it surprises you, and reduce your exposure to hazards whenever possible as you drive in less familiar regions. As you plan your trip you should: Talk about the trip the teen would like to take Use a map and highlighters to plot out the trip Call your states toll free road conditions "hotline" (or watch the news or check the Internet) to check road conditions along the route you are driving. This is very important because road repairs or weather conditions change frequently and may impact your route selection. The shortest route may not be the safest route Plan locations to refuel, take a rest stop or stop for food Check out the vehicle before you leave: Make sure the car you will use is in good working order Verify that the car has good brakes, good tires and is free of mechanical problems Be sure that all the windows and mirrors are clean before and throughout the road trip Make copies of the Road Trip Observer Feedback form provided to use during this exercise. This form summarizes many of the skills the teen has learned during the teenSMART program. The parent should observe and give feedback on these skills during the road trip. In addition, feel free to use other exercises presented earlier in this manual at different times during the trip. Plan to spend at least half of the road trip using the Road Trip Observer Feedback form to see how the teen is doing. The teen might also observe the parent for part of the trip. No matter what, always talk about how the teen felt during the drive and work together to help the teen use the skills he/she has learned to be a better and more comfortable driver.

Skills to practice

(Already entered on the Road Trip Observer Feedback form)

As you complete Road Trip exercises, fill in the completed drive time hours in the appropriate box in the Drive Time Matrix.

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W o r k s h e e t
Time (Check One) Day Night

Make

Copie

Hazard Map

General Location (Check One) Residential/Suburban Highway/Freeway

Downtown/Commercial Rural/Country

Actual Location (city or street name, etc.)_ _____________________________________ Draw the situation in this space:

Contributing Factors
In the space below, jot down the key factors that made this situation especially hazardous.

Factor #1:

Factor #2:

Coping Strategies
In the space below, jot down a couple of strategies you can use to handle this situation in a better, safer way.

Strategy #1:
Extended Program

Strategy #2:

Total number of drive time hours completed ____ (enter in Drive Time Matrix)
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Name of Exercise Completed___________________________________________

Observerfeedback Feedback

Time (Check One) Day

Night

Make

General Location (Check One) Residential/Suburban Highway/Freeway

Downtown/Commercial Rural/Country

Copie

Actual Location (city or street name, etc.)_ _____________________________________

Skills to Practice
Write out the skills to be practiced in the table provided below. Jot down things the driver did well. Start the conversation with these. Then freely jot down any instances/ examples where you think the driver could improve:
Skills to Practice: Did Well: Needs Improving:

Setting Priorities
Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now.
1. 2. 3.

Overall Feeling
On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe & secure

When did you feel most comfortable? Why? When did you feel least comfortable? Why? Total number of drive time hours completed _____ (enter in Drive Time Matrix)
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Feedback Road Trip Observerfeedback

Road Trip Exercise

Time (Check One) Day Night General Location (Check One) Residential/Suburban Highway/Freeway

Make

Copie

Downtown/Commercial Rural/Country

Actual Location (city or street name, etc.)_ _____________________________________

Skills to Practice
In the space below, check the things the driver did well. Start the conversation with these. Then freely jot down any instances/examples where you think the driver could improve.
Skills to Practice: Visual Search Searching ahead Searching behind Searching to the sides Being aware of vehicles in your blind spots Hazard Recognition Using visual search skills to identify hazards Anticipating what other cars are going to do Seeing multiple options in any situation Planning an escape route from a given situation Risk Analysis Analyzing risk in various driving situations Determining increased or decreased level of risk Making good driving decisions based on risk analysis Speed Adjustment Adjusting to road conditions Adjusting to visibility Adjusting to the flow of traffic Never outdriving sight distance Avoiding frequent lane changes Adjusting speed so that you are not in another drivers blind spot
Extended Program

Did Well:

Needs Improving:

continued on back >

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Feedback Road Trip Observerfeedback

Skills to Practice: Space Management Maintaining a minimum 2-second cushion in front Keeping at least a 4-second cushion when conditions allow Managing the space around the car on all sides Entering a lane of traffic and merging Dealing with other cars merging into traffic Staying in your own lane in multi-lane streets Trying not to drive right alongside cars in the lanes next to you Exiting a highway Keeping space between your car and any parked cars

Did Well:

Needs Improving:

Setting Priorities
Based on your notes above, select the 2 or 3 things that the driver should concentrate on practicing and improving right now.
1. 2. 3.

Overall Feeling
On a scale of 1-5, how comfortable/safe did you feel during the drive?
1 Scared to death 2 Uncomfortable 3 Mostly okay 4 Pretty comfortable 5 Completely safe & secure

When did you feel most comfortable? Why? When did you feel least comfortable? Why?

Total number of drive time hours completed _____ (enter in Drive Time Matrix)

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References

1. National Safety Council, Injury Facts, 2004 Edition, Page 104. 2.  Teen Driver Facts and Fictions Kim, K., Li, L., Richardson, J. and Nitz, L. (1998). Drivers at fault: Influences of age, sex, and vehicle type. Journal of Safety Research 29 (3): 11179. Massie, D.L., Campbell, K.L., and Williams, A.F . (1995). Traffic accident involvement rates by driver age and gender. Accident Analysis and Prevention 27 (1): 73-87.

Mayhew, D.R., Donelson, A.C., Beirness, D.J. and Simpson, H.M. (1986). Youth, alcohol and relative risk of crash involvement. Accident Analysis and Prevention 18 (4): 273-287. McKnight, A.J. (1996). Causes of the problem: the role of experience-related factors in the collisions of young drivers. In H. Simpson (Ed.), New to the Road: Reducing the Risks for Young Motorists. University of California: Los Angeles, 35-40. National Highway Traffic Safety Administration (1998). Youth, Fatal Crash and Alcohol Facts. Department of Transportation: Washington, D.C.

Williams, A.F . (1996). Magnitude and characteristics of the young driver crash problem in the United States. In H. Simpson (Ed.), New to the Road: Reducing the Risks for Young Motorists. University of California: Los Angeles, 19-26. Williams, A.F ., Preusser, D.F ., Ulmer, R.G. and Weinstein, H.B. (1995). Characteristics of fatal crashes of 16-year-old drivers: implications for licensure policies. Journal of Public Health 16 (3): 347-360.

3.  How You Live Is How You Drive Beirness, D.J. (1996). The relationship between lifestyle factors and collisions involving young drivers. In H. Simpson (Ed.), New to the Road: Reducing the Risks for Young Motorists. University of California: Los Angeles, 71-77.
References teenSMART / Student Workbook 79

References
80

Beirness, D.J. and Simpson, H.M. (1988). Lifestyle correlates of risky driving and accident involvement among youth. Alcohol, Drugs and Driving, 4 (3-4): 193-204.

Jessor, R.J. (1987). Risky driving and adolescent problem behavior. Alcohol, Drugs and Driving, 3 (3-4): 1-12. Mayhew, D.R., Donelson, A.C., Beirness, D.J. and Simpson, H.M. (1986). Youth, alcohol and relative risk of crash involvement. Accident Analysis and Prevention 18 (4): 273-287. National Highway Traffic Safety Administration (1998). Youth, Fatal Crash and Alcohol Facts. Department of Transportation: Washington, D.C. Distracted Driving and Cell Phone Use While Driving, Alberta Infrastructure and Transportation, September 2007 The effect of text messaging on driver behavior, Transportation Research Laboratory, Reed and Robbins, September 2008

Profiles of Driver Distraction, Effects of Cell Phone Conversations on Younger and Older Drivers, Strayer and Drews, Human Factors, Vol 46, no 4, Winter 2004 The effects of practice with MP3 players on driving performance, Chislom, Chaird and Lockhart, Accident and Prevention, Vol 40, 2008

Role of Mobile Phones in Motor Vehicle Crashes Resulting in Hospital Attendance, Mcvoy et al, British Medical Journal V331 August 2005 Association between Cellular Telephone Calls and Motor Vehicle Collisions, Redelmeir and Tibshirani, New England Journal of Medicine, 336 (7) February 1997. The effects of text messaging on young driver performance, Hosking, Young and Regam, Monash University Accident Research Centre, February 2006

4. CBT 3 Understanding Risk Retting, R.A., Ulmer, R. G. and Williams, A. F . "Prevalence and Characteristics of red light running crashed in the United States": Insurance Institute for Highway Safety, Arlington, Virginia, 1988

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