The effects of nighttime seat belt enforcement on seat belt use by tavern patrons: a preliminary analysis.

The purpose of this study was to determine the effects of police enforcement and the use of signs and posters in promoting seat belt use by nighttime tavern patrons. Ten taverns in two cities served as sites. Data were collected on the nighttime seat belt use of tavern patrons and daytime citywide seat belt use. Results indicated that the intervention increased nighttime seat belt use by tavern patrons. Daytime seat belt use increased in one city and remained at a high level in the other following the intervention. Because previous research has shown that tavern patrons are overrepresented in the impaired driving population, and that seat belt use decreases the likelihood of serious injury or death, results of this study suggest that enforcement of seat belt use could reduce casualties resulting from impaired driving.     

Method of transportation and drinking among club patrons

ObjectiveThe current study examines the variation in alcohol use among nightclub patrons under three transportation conditions: those who departed from a club using modes of transportation other than cars or motorcycles (e.g., pedestrians, bicyclists, subway riders); those who were passengers of drivers (auto/taxi passenger patrons); and those who drove from the club (driving patrons). We seek to determine whether patrons’ choice for how to leave the club contributes to their risk, as assessed by blood alcohol concentrations (BAC), after controlling for other factors that may contribute to their BAC including demographic characteristics and social drinking group influences.MethodsData were collected from social drinking groups as they entered and exited clubs for 71 different evenings at ten clubs from 2010 through 2012. Using portal methodology, a research site was established proximal to club entrances. Each individual participant provided data on themselves and others in their group. The present analyses are based upon 1833 individuals who completed both entrance and exit data. Our outcome variable is blood alcohol content (BAC) based upon breath tests attained from patrons at entrance and exit from the club. Independent variables include method of transportation, social group characteristics, drug use, and personal characteristics. We use step-wise multiple regressions to predict entrance BAC, change in BAC from entrance to exit, and exit BAC: first entering individual demographic characteristics, then entering group characteristics, then drug use, and finally entering method of transportation (two dummy coded variables such that drivers are the referent category).ResultsIn sum, in all three of our analyses, only three variables are consistently predictive of BAC: presence of a group member who is frequently drunk and non-driving modes of transportation, either being the passenger or taking alternate methods of transportation. In particular, taking an alternate form of transportation was consistently and strongly predictive of higher BAC.ConclusionsAdditional public health messages are needed to address patrons who are no longer drinking and driving but who are nonetheless engaged in high levels of drinking that may lead to various risky outcomes, for example: being targeted for physical and/or sexual assault, pedestrian accidents, and other adverse consequences. These risks are not addressed by the focus on drinking and driving. Key messages appropriate for patrons who use alternate transportation might include devising a safety plan before entering the club and a focus on sobering up before leaving.     

A randomized trial of a brief primary-care-based intervention for reducing at-risk drinking practices.

This randomized trial evaluated an intervention for reducing at-risk drinking practices in a sample of 307 patients. Eligible drinking patterns included chronic drinking (> or = 2 drinks per day in the past month), binge drinking (> or = 5 drinks per occasion at least twice in the past month), and drinking and driving (driving after > 2 drinks in the past month). Members of the intervention group received a message from their physician during their regularly scheduled visit, a self-help manual, written personalized feedback, and up to 3 telephone counseling calls. Dropout was significantly higher in the intervention than control group.     

Improving the driving practices of pizza deliverers: Response generalization and moderating effects of driving history

A practical intervention program, targeting the safety belt use of pizza deliverers at two stores, increased significantly the use of both safety belts (143% above baseline) and turn signals (25% above baseline). Control subjects (i.e., pizza deliverers at a third no-intervention store and patrons driving to the pizza stores) showed no changes in belt or turn signal use over the course of 7-month study. The intervention program was staggered across two pizza stores and consisted of a group meeting wherein employees discussed the value of safety belts, received feedback regarding their low safety belt use, offered suggestions for increasing their belt use, and made a personal commitment to buckle up by signing buckle-up promise cards. Subsequently, employee-designed buckle-up reminder signs were placed in the pizza stores. By linking license plate numbers to individual driving records, we examined certain aspects of driving history as moderators of pre- and postintervention belt use. Although baseline belt use was significantly lower for drivers with one or more driving demerits or accidents in the previous 5 years, after the intervention these risk groups increased their belt use significantly and at the same rate as drivers with no demerits or accidents. Whereas baseline belt use was similar for younger (under 25) and older (25 or older) drivers, younger drivers were markedly more influenced by the intervention than were older drivers. Individual variation in belt use during baseline, intervention, and follow-up phases indicated that some drivers require more effective and costly intervention programs to motivate their safe driving practices.     

Group contingencies for group consequences in classroom management: a further analysis

The relative effects of rules, rules + feedback, and rules + feedback + group and individual consequences for appropriate behavior were investigated in three elementary classrooms during reading and mathematics periods. The consequences were individual and group praise, and group activities. The total intervention package (rules + feedback + group and individual consequences) was most effective in increasing appropriate behavior. Rules + feedback produced increased appropriate behavior in two of the three classrooms. Rules alone produced no change in classroom behavior. Maintenance of appropriate classroom behavior was noted approximately three weeks after the program ended. Teacher's correct use of praise was also maintained for two of the three teachers at levels generated during the total package condition.     

Responsible Alcoholic Beverages Sales and Services Training Intervention in Cape Town: A Pilot Study

The aim of this study was to pilot a responsible beverage service intervention in order to reduce alcohol-impaired road use. The sample included 20 shebeens including 10 licensed and 10 unlicensed establishments chosen from a list of alcohol serving establishments in Gugulethu, Cape Town. The study examined whether changes in knowledge, attitudes, and behaviour of servers as well as BAC levels of patrons occurred as a result of receiving server intervention training. Results indicate that the training programme was effective in changing serving practices consistent with the techniques and strategies emphasized in the training. However, the breathalyser results for baseline and follow-up, respectively, in the intervention and control group did not show differences among patrons. It is recommended that mandatory server training be introduced in South Africa for licensed establishments and develop an incentive system to encourage voluntary use of server training for unlicensed establishments.     

Increasing driver yielding and pedestrian signaling with prompting, feedback, and enforcement

The effects of an intervention package on drivers' yielding to pedestrians and on pedestrians' signaling their intention to cross the street were assessed using a multiple baseline design. The intervention, which consisted of publicly posted feedback on the percentage of motorists yielding to pedestrians, small signs prompting pedestrians to engage in appropriate crossing behavior, and an enforcement program involving the use of warning tickets and feedback fliers, was sequentially introduced on two streets. The intervention more than doubled the percentage of motorists yielding to pedestrians and increased the percentage of pedestrians signaling their intention to cross the street to over 13% from a baseline level of less than 1%. Near misses involving pedestrians decreased by more than 50% on the narrower of the two streets.     

Alcohol-Induced Amnesia and Personalized Drinking Feedback: Blackouts Predict Intervention Response

Alcohol-induced amnesia (“blackout”) is a reliable predictor of alcohol-related harm. Given its association with other negative consequences, experience of alcohol-induced amnesia may serve as a teachable moment, after which individuals are more likely to respond to intervention. To test this hypothesis, alcohol-induced amnesia was evaluated as a moderator of brief intervention effect on (a) alcohol-related consequences and (b) the proposed intervention mediators, protective behavioral strategies and peak blood alcohol concentration (BAC). Baseline alcohol risk measured using the Alcohol Use Disorders Identification Test (AUDIT) was also evaluated as a moderator to rule out the possibility that amnesia is simply an indicator of more general alcohol risk. College students (N = 198) reporting alcohol use in a typical week completed assessments at baseline and 1-month follow-up as part of a larger intervention trial. Participants were randomized to assessment only (AO; n = 58) or personalized feedback intervention (PFI; n = 140). Hierarchical regression was used to examine direct and indirect intervention effects. A significant group-by-amnesia interaction revealed that only PFI participants who had experienced alcohol-induced amnesia in the past month reported decreases in alcohol consequences at 1-month follow-up. The PFI reduced alcohol-related consequences indirectly through changes in peak BAC, but only among those who had experienced amnesia at baseline. In contrast, baseline alcohol risk (AUDIT) did not moderate intervention effects, and use of protective behavioral strategies did not statistically mediate intervention effects. Findings suggest that loss of memory for drinking events is a unique determinant of young adult response to brief alcohol intervention. Normative feedback interventions may be particularly effective for individuals who have experienced alcohol-induced amnesia in the past 30 days.     

Live interactive group-specific normative feedback reduces misperceptions and drinking in college students: a randomized cluster trial.

This research evaluated the efficacy of a live and interactive group-specific normative feedback intervention designed to correct misperceptions of alcohol-related group norms and subsequently reduce drinking behavior. Campus organizations (N = 20) containing 1,162 college students were randomly assigned to intervention or assessment-only control conditions. Participants in the intervention condition attended an intervention during their organization's regular standing meeting. Data were gathered in vivo using computerized handheld keypads into which participants entered personal responses to a series of alcohol-related questions assessing perceptions of normative group behavior as well as actual individual behavior. These data were then immediately presented in graphical form to illustrate discrepancies between perceived and actual behavioral group norms. Results indicated that compared with the control group, the intervention group reduced drinking behavior and misperceptions of group norms at 1-month and 2-month follow-ups. Changes in perceived norms mediated the reductions in drinking. Results demonstrate the effectiveness of a novel, technologically advanced, group-based, brief alcohol intervention that can be implemented with entire groups at relatively low cost.     

Witnesses’ memory for events and faces under elevated levels of intoxication

Research on alcohol and witness memory has burgeoned over the last decade. However, most studies have tested participants at relatively low breath alcohol concentration (BAC) levels, unrepresentative of those encountered by officers in the field. To examine how higher intoxication levels might impair witness memory for events and faces, the current research tested participants’ ability to recall a mock crime at elevated BAC levels (>.08%). The BAC levels of bar patrons (N?=?138) were recorded before witnessing a video-taped mock crime. Participants were then interviewed using free recall and cued questions and shown a six-person target-present or target-absent lineup. Results show that alcohol negatively affected both the quantity and quality of recall. Regardless of question format, alcohol also reduced the percentage of accurate information elicited from witnesses; however, only cued questions increased the percentage of inaccurate information reported. Intoxication had no effect on identification accuracy. These findings suggest that the encoding and storage systems for faces and events may be impacted differently by alcohol. Our results also highlight the importance of including higher BAC levels when examining the effects of alcohol on witness memory.     

Increasing following headway with prompts, goal setting, and feedback in a driving simulator

We evaluated the effects of prompting, goal setting, and feedback on following headway of young drivers in a simulated driving environment and assessed whether changes produced in following headway were associated with reductions in hard braking when drivers were and were not using cell phones. Participants were 4 university students. During baseline, drivers spent half of the time talking on cell phones while driving. At the start of the intervention, drivers were prompted to increase following headway while on the cell phones and were provided a specific target for following headway. Drivers were given feedback on increasing following headway when on cell phones at the end of each session. The intervention package was associated with an increase in following headway and a decrease in hard braking when participants were on and off the cell phones. Cell phone use did not affect any of the measures.     

Young male drivers’ risky driving 15 months after licensure – The role of intervention,attitudes towards accompanied driving,and parents’ risk

An indispensable issue in contemporary research on risk-taking by young drivers is parents’ influence on their offspring’s driving behavior. The current study measures this influence by using a risk index of parents’ driving behavior measured via in-vehicle data recorders together with young drivers’ self-reported answers to a set of questionnaires. Both parents and young drivers participated in one of three intervention program groups to enhance safe driving within a longitudinal study, and the outcome of this intervention was measured 15 months following licensure. The aim of the current study was thus to assess the contribution of parents’ actual driving behavior, participation in the intervention, and teen drivers’ attitudes towards accompanied driving (measured six months after licensure), to the reported risky driving of the young drivers fifteen months after receiving their driving license. The data consist of a sample of 78 parent-young driver dyads who were originally randomly assigned to one of three intervention groups (receiving different forms of feedback) or a control group (with no feedback). Findings indicate that the feedback and training to parents intervention group, as well as parents’ risky driving events rate, were positively associated with the reported proneness to reckless driving and the reckless driving habits of the young drivers. In addition, lower perception of accompanied driving as enabling a sense of relatedness with parents, and higher negative perceptions of this period, were related to higher reported risky driving among young drivers fifteen months after licensure. The results highlight the importance of parents’ behavior and relationships with their offspring as key concepts in moderating risky driving among young drivers. Practical implications for road safety are discussed.     

Exploring the influences of country-level factors on mature-aged women’s drink driving attitudes

The current study examined drink driving attitudes among mature-aged women in Sweden and Australia, two countries with a Blood Alcohol Concentration (BAC) limit of 0.02% and 0.05%, respectively. The study aimed to identify attitudes that might influence drink driving tendency among this group of women and further show how these attitudes vary across countries. Using an ethnographic approach, 15 mature-aged women (Sweden: mean age = 52.5 years, SD = 4.8; Australia: mean age 52.2 years, SD = 3.4) were interviewed in each country. General patterns and themes from the data were developed using thematic analysis methods. The findings indicate that while women in both countries viewed drink driving negatively, the understanding of what the concept entailed differed between the two samples. The Swedish women appeared to cognitively separate alcohol consumption and driving, and consequently, drink driving was often spoken of as driving after any alcohol consumption. The Australian women’s understanding of drink driving was more closely related to the legal BAC limit. However, for some Australian women, a “Grey Zone” existed, which denoted driving with a BAC of just above the enforceable limit. While illegal, these instances were subjectively seen as similar to driving with a BAC of just under the legal limit and therefore not morally reprehensible. The practice of cognitively separating drinking from driving appeared to have implications for the tendency to drink and drive among the interviewed women. These findings are discussed in relation to current policy and legislation in Australia and the need for further research into mature-aged women’s drink driving is outlined.     

NATURALISTIC OBSERVATIONS OF BEER DRINKING AMONG COLLEGE STUDENTS

We observed the beer drinking behavior of 308 university students in several bar and party settings. The following relationships were found: (a) males drinking beer in bars consumed 0.92 oz per min; (b) females drank less beer than males, and stayed in a bar for a longer time period; (c) patrons drank significantly more beer when drinking in groups and when purchasing beer in pitchers versus cups or bottles; and (d) intervals between party arrival and first drink and between party departure and last drink varied inversely with blood alcohol concentration. We discuss these findings with regard to developing interventions to prevent alcohol-impaired driving.     

Comparison of components of the Good Behavior Game in a preschool classroom

The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response‐independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level.     

Modifying driver behaviour with passenger feedback

A feedback programme was employed to help drivers improve their safety behaviour based on the idea that particular types of driver error result from contingency traps as defined by Fuller [Journal of Applied Behaviour Analysis, 24 (1991) 73]. Two drivers and their single respective passengers participated. For each driver, repeated in-car observations were made of four unsafe driving behaviours. Two of these were sequentially targeted in the behavioural intervention that involved the passengers providing informational feedback to their driver. Both drivers showed a marked improvement across the targeted behaviours. The study demonstrated the applicability of behaviour analysis to the traffic domain and the efficacy of individual feedback as a behavioural tool for positive behaviour modification.     

Being controlled by normative influences: self-determination as a moderator of a normative feedback alcohol intervention.

The objectives of this research were to evaluate the efficacy of computer-delivered personalized normative feedback among heavy drinking college students and to evaluate controlled orientation as a moderator of intervention efficacy. Participants (N = 217) included primarily freshman and sophomore, heavy drinking students who were randomly assigned to receive or not to receive personalized normative feedback immediately following baseline assessment. Perceived norms, number of drinks per week, and alcohol-related problems were the main outcome measures. Controlled orientation was specified as a moderator. At 2-month follow-up, students who received normative feedback reported drinking fewer drinks per week than did students who did not receive feedback, and this reduction was mediated by changes in perceived norms. The intervention also reduced alcohol-related negative consequences among students who were higher in controlled orientation. These results provide further support for computer-delivered personalized normative feedback as an empirically supported brief intervention for heavy drinking college students, and they enhance the understanding of why and for whom normative feedback is effective.     

Conserving Energy by Inducing People to Drive Less

We attempted to reduce college students' use of their cars with an online intervention. Every other day for 2 weeks, students reported the number of miles they had avoided driving. In a 2 × 2 design, participants received feedback about pollution avoided (e.g., CO₂ saved), financial feedback (e.g., gas money saved), or no feedback. A control group did not monitor their driving. Participants in all Web conditions reported driving less than the no‐Web control group. In addition, Web participants who received both kinds of feedback reported driving less than did those who received one kind or none. We discuss implications for research on energy conservation and offer an online feedback form to help readers reduce their own driving.     

ACQUISITION OF ADJECTIVES AND ADVERBS IN SENTENCES WRITTEN BY HEARING IMPAIRED AND APHASIC CHILDREN

The effect of an instructional package, which included modeling, reinforcement, and remedial feedback on the rate, accuracy, and topography of sentences composed by four hearing impaired and aphasic children, was examined. In a specially designed classroom, students wrote sentences describing a stimulus picture on acetate sheets placed on the stage of an overhead projector which was built into each student's desk. This arrangement provided the teacher and other students immediate and continuous visual access to each student's sentences. In a multiple baseline design across behaviors, model sentences were projected and token reinforcment and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenomial adjectives plus adverbs. During baseline all students displayed poor written language skills and seldom wrote sentences containing modifiers. When the instructional package was implemented, all students demonstrated significant increases in response rate, accuracy, and percentage of correct sentences including prenominal adjectives and adverbs.     

The use of feedback and delayed praise to increase participation in a group activity

An intervention package consisting of immediate feedback, delayed social reinforcement, and early access to free time was designed and implemented in an attempt to increase the participation of eight 4-year-old nursery school students in a group activity session. The effects of the intervention were evaluated by means of a single subject withdrawal design (ABAB). Participation in the group activity averaged only 48.2% during the baseline phase, but increased to a mean of 64.3% when the feedback and praise conditions were introduced. When feedback and praise were withdrawn, participation decreased to 47.7%, but reintroduction of the experimental conditions resulted in an even larger increase in participation, to a mean of 79.2%. In addition, the occurrence of inappropriate verbalizations decreased from 25.2% during baseline to only 7.2% during the final experimental phase, even though they were not directly consequated.