Efficacy of a family-focused intervention for young drivers with attention-deficit hyperactivity disorder.
OBJECTIVE
Teenage drivers diagnosed with attention-deficit/hyperactivity disorder (ADHD) are at significant risk for negative driving outcomes related to morbidity and mortality. However, there are few viable psychosocial treatments for teens with ADHD and none focus on the key functional area of driving. The Supporting the Effective Entry to the Roadway (STEER) program was evaluated in a clinical trial to investigate whether it improved family functioning as a proximal outcome and driving behavior as a distal outcome.


METHODS
One hundred seventy-two teenagers with ADHD, combined type, were randomly assigned to STEER or a driver education driver practice program (DEDP).


RESULTS
Relative to parents in the DEDP condition, parents in STEER were observed to be less negative at posttreatment and 6-month follow-up but not at 12-month follow-up, and there were no significant differences for observed positive parenting. Relative to teens in the DEDP condition, teens in STEER reported lower levels of risky driving behaviors at posttreatment and 6-month follow-up, but not at 12-month follow-up. Groups did not differ on objective observations of risky driving or citations/accidents.


CONCLUSIONS
The STEER program for novice drivers with ADHD was effective in reducing observations of negative parenting behavior and teen self-reports of risky driving relative to DEDP; groups did not significantly differ on observations of positive parenting or driving behaviors. (PsycINFO Database Record
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Gregory A
GA
Fabiano
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Nicole K
0000-0002-4934-191X
NK
Schatz
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Karen L
KL
Morris
RTI International.
Michael T
MT
Willoughby
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Rebecca K
RK
Vujnovic
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Kevin F
KF
Hulme
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Jessica
J
Riordan
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Marlana
M
Howard
Department of Psychology, Buffalo State College, State University of New York.
Dwight
D
Hennessy
Department of Mechanical and Aerospace Engineering, University at Buffalo, State University of New York.
Kemper
0000-0001-9592-9135
K
Lewis
Department of Psychology, University at Buffalo, State University of New York.
Larry
L
Hawk
RTI International.
Amanda
A
Wylie
Department of Psychology, Florida International University.
William E
WE
Pelham
D000293:Adolescent; D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001334:Automobile Driving / Q000523:psychology*; D005196:Family Therapy / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D010043:Outcome and Process Assessment, Health Care; D010290:Parents / Q000523:psychology*