Examining Patterns and Predictors of ADHD Teens' Skill-Learning Trajectories During Enhanced FOrward Concentration and Attention Learning (FOCAL+) Training.
Jeffery N Epstein, Annie A Garner, Adam W Kiefer, James Peugh, Leanne Tamm, James D Lynch, Ryan P MacPherson, John O Simon, Donald L Fisher
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引用次数: 0
Abstract
Objective: Examine patterns and predictors of skill learning during multisession Enhanced FOrward Concentration and Attention Learning (FOCAL+) training.
Background: FOCAL+ teaches teens to reduce the duration of off-road glances using real-time error learning. In a randomized controlled trial, teens with ADHD received five sessions of FOCAL+ training and demonstrated significant reductions in extended glances (>2-s) away from the roadway (i.e., long-glances) and a 40% reduced risk of a crash/near-crash event. Teens' improvement in limiting long-glances as assessed after each FOCAL+ training session has not been examined.
Method: Licensed teen (ages 16-19) drivers with ADHD (n = 152) were randomly assigned to five sessions of either FOCAL+ or modified standard driver training. Teens completed driving simulation assessments at baseline, after each training session, and 1 month and 6 months posttraining. Naturalistic driving was monitored for one year.
Results: FOCAL+ training produced a 53% maximal reduction in long-glances during postsession simulated driving. The number of sessions needed to achieve maximum performance varied across participants. However, after five FOCAL+ training sessions, number of long-glances was comparable irrespective of when teens achieved their maximum performance. The magnitude of reduction in long-glances predicted levels of long-glances during simulated driving at 1 month and 6 months posttraining but not naturalistic driving outcomes. FOCAL+ training provided the most benefit during training to teens who were younger and had less driving experience.
Conclusion: FOCAL+ training significantly reduces long-glances beginning at the 1st training session.
Application: Providing five FOCAL+ training sessions early on during teen driving may maximize benefit.
期刊介绍：
Human Factors: The Journal of the Human Factors and Ergonomics Society publishes peer-reviewed scientific studies in human factors/ergonomics that present theoretical and practical advances concerning the relationship between people and technologies, tools, environments, and systems. Papers published in Human Factors leverage fundamental knowledge of human capabilities and limitations – and the basic understanding of cognitive, physical, behavioral, physiological, social, developmental, affective, and motivational aspects of human performance – to yield design principles; enhance training, selection, and communication; and ultimately improve human-system interfaces and sociotechnical systems that lead to safer and more effective outcomes.
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