Evidence Based Strategy #1
Pedestrian Safety
Strategy:
Research has shown that younger pedestrians, when compared to older pedestrians (over the age of 50) are less aware of their traffic environment. One study inspected the scanning behavior of older and younger pedestrians at signalized intersections. Research showed that pedestrians older than 50 were more cautious than younger pedestrians. Also, it was shown that older pedestrians were less likely to follow other pedestrians into the crosswalk without scanning. Younger populations have been proven to be more reckless and Roxborough has a relatively young population. In saying this, it is essential to target this population with a strategy that has been proven to decrease the rate of pedestrian conflicts. This strategy includes increasing pedestrian vigilance at signalized intersections with audible messages. The city, with representatives from the Pennsylvania Department of Transportation and its consultant KCI Technologies could equip the crosswalk signals with loudspeakers that announce three different messages such as, “please wait for walk signal”, “pedestrians may cross”, and/or “look for turning vehicles while crossing busy roads like Ridge Avenue and Henry Avenue.” These messages could be played on all corners before and during the onset of the walk signal. Resources required for this project would include grants by the Pennsylvania Department of Transportation as well as donations from private backers. The traffic improvement project along Ridge Avenue and Henry Avenue would be phased in over a span of five years. Public input would occur in about a year when planners develop specific proposals at fixed locations.
Evidence:
Results show that these audible messages reduced the percentage of pedestrians who did not look for vehicles by 75%. Pedestrian-motor vehicle conflicts dropped by 75% and the audible messages were generally well-received by the public (Van Houten et al., 1997a).
Evaluation:
Short term- Ask residents of community how they feel about the audible messages and if they feel safer and more aware of traffic by conducting random interviews with pedestrians along Ridge Avenue and Henry Avenue.
Long term- Compare pedestrian-motor vehicle conflict rates prior to implementation and one year after putting in the audible messages using police department data.
References:
Karsch, H. M., Hedlund, J. H., Tison, J., & Leaf, W. A. (2012, June). Review of Studies on Pedestrian and Bicyclist Safety, 1991-2007. (Report No. DOT HS 811 614). Washington, DC: National Highway Traffic Safety Administration.
Van Houten, R., Malenfant, J. E. L., Van Houten, J., & Retting, R. A. (1997a). Using auditory pedestrian signals to reduce pedestrian and vehicle conflicts. Transportation Research Record, No. 1578, pp. 20-22.
Strategy:
Research has shown that younger pedestrians, when compared to older pedestrians (over the age of 50) are less aware of their traffic environment. One study inspected the scanning behavior of older and younger pedestrians at signalized intersections. Research showed that pedestrians older than 50 were more cautious than younger pedestrians. Also, it was shown that older pedestrians were less likely to follow other pedestrians into the crosswalk without scanning. Younger populations have been proven to be more reckless and Roxborough has a relatively young population. In saying this, it is essential to target this population with a strategy that has been proven to decrease the rate of pedestrian conflicts. This strategy includes increasing pedestrian vigilance at signalized intersections with audible messages. The city, with representatives from the Pennsylvania Department of Transportation and its consultant KCI Technologies could equip the crosswalk signals with loudspeakers that announce three different messages such as, “please wait for walk signal”, “pedestrians may cross”, and/or “look for turning vehicles while crossing busy roads like Ridge Avenue and Henry Avenue.” These messages could be played on all corners before and during the onset of the walk signal. Resources required for this project would include grants by the Pennsylvania Department of Transportation as well as donations from private backers. The traffic improvement project along Ridge Avenue and Henry Avenue would be phased in over a span of five years. Public input would occur in about a year when planners develop specific proposals at fixed locations.
Evidence:
Results show that these audible messages reduced the percentage of pedestrians who did not look for vehicles by 75%. Pedestrian-motor vehicle conflicts dropped by 75% and the audible messages were generally well-received by the public (Van Houten et al., 1997a).
Evaluation:
Short term- Ask residents of community how they feel about the audible messages and if they feel safer and more aware of traffic by conducting random interviews with pedestrians along Ridge Avenue and Henry Avenue.
Long term- Compare pedestrian-motor vehicle conflict rates prior to implementation and one year after putting in the audible messages using police department data.
References:
Karsch, H. M., Hedlund, J. H., Tison, J., & Leaf, W. A. (2012, June). Review of Studies on Pedestrian and Bicyclist Safety, 1991-2007. (Report No. DOT HS 811 614). Washington, DC: National Highway Traffic Safety Administration.
Van Houten, R., Malenfant, J. E. L., Van Houten, J., & Retting, R. A. (1997a). Using auditory pedestrian signals to reduce pedestrian and vehicle conflicts. Transportation Research Record, No. 1578, pp. 20-22.
Evidence Based Strategy #2
Strategy:
Increasing drivers’ awareness about the dangers of distracted driving, particularly text messaging while driving. Public service announcements, ads on television, etc. can deliver the message about the risk for injury or fatality due to texting while driving. Local government can work with cell phone providers to develop campaigns to educate cell phone users about these dangers. Information on distracted driving can be taught in driver’s education and/or defensive driving courses. Vehicles may be equipped with the capability to disable messaging features on the cell phone while once in the car. Resources needed to enact these strategies would include funding from government organizations, such as Pennsylvania Department of Transportation Driver and Vehicle Services. Donations from private organizations, such as the cell phone carriers who will participate in the implementation of these strategies, will also help fund the project. A committee of off donations from private organizations, such as the cell phone carriers who will participate in the implementation of these strategies, will also help fund the project. A committee of officials may be elected to thoroughly plan and carry out the budget. Such a committee can work with other local and city officials to determine an appropriate budget. The strategies should be implemented and evaluated over a course of five years. The evaluation process discussed below should begin a year after the program start date.
Evidence:
Results show that individuals who text messaged while driving showed an increase in theta activity of the brain, indicating increased inattention levels during the text messaging phase. This leads to a significant effect of text messaging on driving errors, as more errors occurred while text messaging as opposed to before or after. (Mouloua et al., 2012) Results also show that reading or sending text messages while driving leads to higher incidence of lane drifting and poor steering control. Additionally, it has been concluded that text messages took an average of 63 seconds to compose while driving as opposed to 22 seconds while sitting at a desk. (“On my way home,” 2012)
Evaluation:
Short term: Interviews with the residents of Roxborough can evaluate their personal perception of the rates of distracted driving. They may report if they feel the implementations have been successful. They may self-report if they have conducted any less/more distracted driving habits.
Long term: In conjunction with local police, collect statistics regarding accidents related to distracted driving in Roxborough for one year after implementation of these strategies to evaluate their effectiveness.
References:
Mouloua, M., Ahern, A., Quevedo, A., Jaramillo, D., Rinalducci, E., Smither, J., Alberti, P., & Brill, C. (2012). The effects of iPod and text-messaging use on driver distraction: a bio-behavioral analysis. Work, 41, 5886-5888.
On my way home -- just turned off the N1. (2012). Nursing Update, 37(5), 18.
Increasing drivers’ awareness about the dangers of distracted driving, particularly text messaging while driving. Public service announcements, ads on television, etc. can deliver the message about the risk for injury or fatality due to texting while driving. Local government can work with cell phone providers to develop campaigns to educate cell phone users about these dangers. Information on distracted driving can be taught in driver’s education and/or defensive driving courses. Vehicles may be equipped with the capability to disable messaging features on the cell phone while once in the car. Resources needed to enact these strategies would include funding from government organizations, such as Pennsylvania Department of Transportation Driver and Vehicle Services. Donations from private organizations, such as the cell phone carriers who will participate in the implementation of these strategies, will also help fund the project. A committee of off donations from private organizations, such as the cell phone carriers who will participate in the implementation of these strategies, will also help fund the project. A committee of officials may be elected to thoroughly plan and carry out the budget. Such a committee can work with other local and city officials to determine an appropriate budget. The strategies should be implemented and evaluated over a course of five years. The evaluation process discussed below should begin a year after the program start date.
Evidence:
Results show that individuals who text messaged while driving showed an increase in theta activity of the brain, indicating increased inattention levels during the text messaging phase. This leads to a significant effect of text messaging on driving errors, as more errors occurred while text messaging as opposed to before or after. (Mouloua et al., 2012) Results also show that reading or sending text messages while driving leads to higher incidence of lane drifting and poor steering control. Additionally, it has been concluded that text messages took an average of 63 seconds to compose while driving as opposed to 22 seconds while sitting at a desk. (“On my way home,” 2012)
Evaluation:
Short term: Interviews with the residents of Roxborough can evaluate their personal perception of the rates of distracted driving. They may report if they feel the implementations have been successful. They may self-report if they have conducted any less/more distracted driving habits.
Long term: In conjunction with local police, collect statistics regarding accidents related to distracted driving in Roxborough for one year after implementation of these strategies to evaluate their effectiveness.
References:
Mouloua, M., Ahern, A., Quevedo, A., Jaramillo, D., Rinalducci, E., Smither, J., Alberti, P., & Brill, C. (2012). The effects of iPod and text-messaging use on driver distraction: a bio-behavioral analysis. Work, 41, 5886-5888.
On my way home -- just turned off the N1. (2012). Nursing Update, 37(5), 18.
Evidence Based Strategy #3
Strategy:
Early intervention for pedestrian safety in school aged children and adolescents by creating an education program about pedestrian safety for students in grades K-12. This education program also includes a “parent portion” in which the parents are invited to school one afternoon to see the children present what they’ve learned regarding the program as well as a discussion on pedestrian safety for those who are 18 and older with targeted topics. Schools are ideal settings for this intervention.
This multicomponent strategy addresses the issue of pedestrian safety utilizing various strategies to teach students based on the CDC guidelines. Components include a committee and a website that includes teaching plans, further education and pre and post tests for students. A committee for each public school will be created composed of healthcare professionals, experts, computer technicians, teachers, parents, and volunteers. Committee meetings will be held in the public schools to plan for the program and create the website, then the committee will meet with the children in large groups and later give teachers teaching plans to continue the education in the classroom. The committee will work with the students to teach them safe tips for pedestrians. The teaching plan provided to the teachers will lead them to the website. Each student will have a login and the programs available will vary by age (K-3, 3-5, 6-8, 9-12). Topics will also be appropriate for age (ex: 9-12 graders will learn about driving and being aware of pedestrians). On the website, teachers will be able to share videos, worksheets and further methods of teaching with their students.
Students will be required to put together a presentation on certain areas of pedestrian safety that will be presented to their parents the following week. Parents will be invited to the school to watch and learn from the students about pedestrian safety. The parents will also be able to hear from an expert on pedestrian safety that includes topics for older populations (ex: pedestrian safety while under the influence). Students knowledge will be assessed through pre and post tests on the website. Each student will be able to login and take the pre-test to asses what they know about pedestrian safety before any teaching has occured. After the presentation by the committee and the individual teacher presentations in the classrooms, students will be required to take the post-test that will assess their knowledge of what they learned. These results will be available to the committee to evaluate the program’s effectiveness.
Resources required include funds to pay for the expertise and healthcare professionals on the committees, and funds to create a website. The committee will utilize the website as well as a twitter account to market and publicize the program as well as ask for donations. The website will also be a resource for parents and students to further learn about pedestrian safety. The program will be funded by local sponsors, for example local hospitals and grants from people in the town, as well as by the government. The committee will draft a letter to the government and local townspeople asking for donations.
Evidence:
“Twenty-four elementary school children in grades K-3 participated in a study to teach six street-crossing skills: (1) wait at curb, (2) look all ways, (3) watch vehicle distance, (4) walk, (5) continue to look, and (6) use crosswalk. The effects of an instructional package implemented on the street corner were evaluated using a multiple-baseline design across two groups of six children at each of two schools. Rapid acquisition of pedestrian skills was evident at both schools. Average skill levels improved from 44% during baseline to 97 % after training at School A and from 21 % to 86% at School B. Data taken at a second street at each school were used to assess setting generality of safety behaviors. A one-year follow up of 14 children indicated that pedestrian safety skills either maintained at high levels or could be quickly recovered from intermediate levels after remedial training. This research represents a first step in the solution of just one of the many community problems involving safety-deficient settings.” (Yeaton, Bailey 1998)
Evaluation:
Short Term- Once the students complete the program, the data received from the post test will be evaluated to see if there has been an increase in knowledge regarding pedestrian safety. When the students successfully complete the post test the students will receive a printable certificate stating mastery in pedestrian safety. The online website will also serve as a resource to children and their parents by allowing them easy access to pedestrian safety tips.
Long Term- Every five years the committee will review the communities data regarding pedestrian accidents. If there is significant findings that prove the program to be successful the program will continue. Additionally, if the students are learning a significant amount and show marked improvement from the pretest to post test scores then the program will continue annually.
References:
http://www.cdc.gov/Features/PedestrianSafety/
Yeaton, W. H., & Bailey, J. S. (1998). TEACHING PEDESTRIAN SAFETY SKILLS TO YOUNG CHILDREN: AN ANALYSIS AND ONE‐YEAR FOLLOWUP. Journal of Applied Behavior Analysis, 11(3), 315-329.
Early intervention for pedestrian safety in school aged children and adolescents by creating an education program about pedestrian safety for students in grades K-12. This education program also includes a “parent portion” in which the parents are invited to school one afternoon to see the children present what they’ve learned regarding the program as well as a discussion on pedestrian safety for those who are 18 and older with targeted topics. Schools are ideal settings for this intervention.
This multicomponent strategy addresses the issue of pedestrian safety utilizing various strategies to teach students based on the CDC guidelines. Components include a committee and a website that includes teaching plans, further education and pre and post tests for students. A committee for each public school will be created composed of healthcare professionals, experts, computer technicians, teachers, parents, and volunteers. Committee meetings will be held in the public schools to plan for the program and create the website, then the committee will meet with the children in large groups and later give teachers teaching plans to continue the education in the classroom. The committee will work with the students to teach them safe tips for pedestrians. The teaching plan provided to the teachers will lead them to the website. Each student will have a login and the programs available will vary by age (K-3, 3-5, 6-8, 9-12). Topics will also be appropriate for age (ex: 9-12 graders will learn about driving and being aware of pedestrians). On the website, teachers will be able to share videos, worksheets and further methods of teaching with their students.
Students will be required to put together a presentation on certain areas of pedestrian safety that will be presented to their parents the following week. Parents will be invited to the school to watch and learn from the students about pedestrian safety. The parents will also be able to hear from an expert on pedestrian safety that includes topics for older populations (ex: pedestrian safety while under the influence). Students knowledge will be assessed through pre and post tests on the website. Each student will be able to login and take the pre-test to asses what they know about pedestrian safety before any teaching has occured. After the presentation by the committee and the individual teacher presentations in the classrooms, students will be required to take the post-test that will assess their knowledge of what they learned. These results will be available to the committee to evaluate the program’s effectiveness.
Resources required include funds to pay for the expertise and healthcare professionals on the committees, and funds to create a website. The committee will utilize the website as well as a twitter account to market and publicize the program as well as ask for donations. The website will also be a resource for parents and students to further learn about pedestrian safety. The program will be funded by local sponsors, for example local hospitals and grants from people in the town, as well as by the government. The committee will draft a letter to the government and local townspeople asking for donations.
Evidence:
“Twenty-four elementary school children in grades K-3 participated in a study to teach six street-crossing skills: (1) wait at curb, (2) look all ways, (3) watch vehicle distance, (4) walk, (5) continue to look, and (6) use crosswalk. The effects of an instructional package implemented on the street corner were evaluated using a multiple-baseline design across two groups of six children at each of two schools. Rapid acquisition of pedestrian skills was evident at both schools. Average skill levels improved from 44% during baseline to 97 % after training at School A and from 21 % to 86% at School B. Data taken at a second street at each school were used to assess setting generality of safety behaviors. A one-year follow up of 14 children indicated that pedestrian safety skills either maintained at high levels or could be quickly recovered from intermediate levels after remedial training. This research represents a first step in the solution of just one of the many community problems involving safety-deficient settings.” (Yeaton, Bailey 1998)
Evaluation:
Short Term- Once the students complete the program, the data received from the post test will be evaluated to see if there has been an increase in knowledge regarding pedestrian safety. When the students successfully complete the post test the students will receive a printable certificate stating mastery in pedestrian safety. The online website will also serve as a resource to children and their parents by allowing them easy access to pedestrian safety tips.
Long Term- Every five years the committee will review the communities data regarding pedestrian accidents. If there is significant findings that prove the program to be successful the program will continue. Additionally, if the students are learning a significant amount and show marked improvement from the pretest to post test scores then the program will continue annually.
References:
http://www.cdc.gov/Features/PedestrianSafety/
Yeaton, W. H., & Bailey, J. S. (1998). TEACHING PEDESTRIAN SAFETY SKILLS TO YOUNG CHILDREN: AN ANALYSIS AND ONE‐YEAR FOLLOWUP. Journal of Applied Behavior Analysis, 11(3), 315-329.