‘AI IAIAHITIII'I I "II AAII "AA .AA. “I111” A“, ,‘A’ It gEAA'AIAI ' A "A'A A A AAW \AAIIAIAA" AAAT’A H H “A'AA'HH'A AA AAA I'M ‘HA II “A AAA AA A . ' Ar- —-o~ ‘ A ’4‘. 3.1,;er ' at: ,. ‘-' I. if». nut-““7 "47' 0‘ JA‘A' J I !’£Q1:0 3A “A“ D 4.. f ‘ . $5-. ..~"n. , « Aw: AiiAz, "M AAA 5.3% . 1': NZ: Air 2 AAA'AA' A" ,AA. A") IHA‘ I'I' '6'! If” iAAIAIII IF. mm ;' ‘3~ l .v. ' fl .. .;' .53»: . - a; .. ”rm. 0 l . wo'u . u .14 :‘f:'; 'h l "3 AA; _ 7 .A A A“. ‘ ' H I-'.; A A' '. Y. . IIzfi'f,‘ . 5‘ .'I , z ' " ' . . .' ”4' VI'JA'I M“ o“. .4 _ “II‘I AAII. A .. - A .‘-]4‘ ' I I, "v: . A‘ 71; ‘ c ' I‘ . A : . YIV!:I‘LA1'A.’;:I" Ah‘fty '04,; M. '1 I’ I ~ lulu ‘ 1"...“ . A A; A A I I K. ;, I. ,I-I-II- (In. A HI. . ('11; I3,“ . I . . 31”" . 'I' I "if ‘1‘" Li‘ . . .- “I 2' 5 .A ,‘A. ‘11 PA" A A’IFAI’I‘IA'I 'IIIA Al’f" AV 'w‘I’A AIII’III‘I AIIIIIIIAIAAIA NA. II'HA III‘IAA . z; ‘ AA. H A‘l v -. I Al'm' Ah I l ‘. . A)“; I "‘ ' IAI. & ._ A A‘ 11. AH, . Mn I I I] ", ".HI' MI .IA‘IAIIAA .' W I'.IA I” I" ‘ "y“ . -AA'- ' AI‘AA‘I‘.” A AAA A. I” In": H ‘-"‘\.“' IA‘EAIJ' " I”“"' A IA A A' V AH g ”aw .3 A AIII I ‘ W; A I I A I A A; A _ l'. l '2} .‘;l n. “1. {RH 'L:JA.1‘IJI(. in A "A, “:11!”le 1' ’(H‘H " 1:111:33. " .l‘ l U '1 ft U. l ‘ulégll ‘gj: .i‘:l'l 5‘“ 'H‘ LIB R A R Y EfiChigaxi Stalin Li’nivcrslty .I v A tor—‘1. w—m a v—v vfi This is to certify that the thesis entitled THE PRESENT STATUS OF EMERGENCY DRIVING INSTRUCTION TAUGHT TO HIGH SCHOOL STUDENTS, AS PERCEIVED BY SELECTED HIGHWAY SAFETY INSTRUCTORS presented by ANGELO JOSEPH SCALET has been accepted towards fulfillment of the requirements for PH.D. degreein SECONDARY ED. 8 CURRICUL. / awobéh Major professor Date 2/18/80 0-7639 OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to book drop to remove this checkout from your record. © 1980 ANGELO JOSEPH SCALET ALL RIGHTS RESERVED THE PRESENT STATUS OF EMERGENCY DRIVING INSTRUCTION TAUGHT TO HIGH SCHOOL STUDENTS, AS PERCEIVED BY SELECTED HIGHWAY SAFETY INSTRUCTORS By Angelo Joseph Scalet A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum I980 ABSTRACT THE PRESENT STATUS OF EMERGENCY DRIVING INSTRUCTION TAUGHT TO HIGH SCHOOL STUDENTS, AS PERCEIVED BY SELECTED HIGHWAY SAFETY INSTRUCTORS By Angelo Joseph Scalet Statement of the Problem Inclusion of emergency driving exercises in the regular driver education program is affected by the level of professional commit- ment to the implementation of Federal Highway Safety Program Standard Four. Federal Standard Four of June 27, I967, was one of the ear- liest standards to be drafted by the National Highway Safety Agency (now known as the National Highway Traffic Safety Administration). It stated that the objective of driver education was to insure that every eligible high school student has the opportunity to enroll in a course of instruction designed to train him to drive skillfully, and as safely as possible, under all traffic and roadway conditions. The purpose of this research was to determine the present status of teaching emergency driving situations and exercises to high—school-age drivers and to identify situations and exercises considered appropriate for inclusion in the regular driver education curriculum. Angelo Joseph Scalet Description of the Method Used Data were sought from selected professional groups involved directly and indirectly with high school driver education students. Questionnaires were sent to high school driver education teachers, college and university instructors, state department of edu- cation personnel, county supervisors of driver education, law enforcement and government personnel, and representatives from insurance and automobile companies. The sample was nonrandomly selected and included primarily individuals who had had special preparation and/or experience in highway safety programming. Data on the following topics were sought: (1) general cur- riculum, (2) facilities and equipment, (3) instructor training, (4) opinions regarding the appr0priateness of including emergency driving instruction in the high school driver education curriculum, and (5) strengths and needed improvements in individual programs. The design of the study was reviewed by specialists in edu- cational research at Michigan State University and by the doctoral committee for this dissertation. A pilot study was conducted to pretest the instrument. A 70 percent return rate of the completed questionnaire was achieved. A narrative presentation of the analyzed data, with attendant tables, was used to describe the current and recommended practices of the highway safety instructors. Angelo Joseph Scalet Major Findings The major findings of the study are summarized as follows: I. The emergency driving situations and exercises most often taught in the regular and/or advanced driver education courses were: Regular Advanced Animals on road Brakes fail Blinding lights Gas pedal sticks Brakes fail Steering failures Deep ruts/holes in road Submerged vehicle Stalling on railroad Vehicle catches fire Off-road recovery Evasive maneuver Serpentine maneuver Skid control 2. "Bee in vehicle," "submerged vehicle," "vehicle catches fire," and "sudden loss of air/blowout" were most often considered inappropriate for high school students. 3. Although instructors most often developed their own exer- cise programs, a frequently used commercial curriculum was the General Motors' Program. Three to eight hours were allocated for the exercise instruction. 4. Off-street driving ranges, school parking lots, and rural Icoads were most often used for teaching the exercises. Most instruc- tcws had their own practice area or a nearby facility available. I\lthough many instructors used a special area for skidding purposes, Inost high school instructors did not have a skid pan. Most instruc- tors indicated that no special equipment (other than seatbelts and shoulder harnesses) was worn by students. 5. Classroom instruction was most often used to teach the situations; the exercises were most often taught using behind-the-wheel Angelo Joseph Scalet instruction. Simulation was least often used to teach either the situations or the exercises. 6. The college driver education course was the most frequently used source of preparation for high school instructors; the General Motors' Program was selected next most often as a source of prepara- tion. 7. Instructors felt the majority of students would benefit from emergency driving instruction. 8. Learning the skills and knowledge necessary to cope with emergency driving situations was deemed to be essential. Needed improvements included availability of better facilities and more time allocated for emergency driving instruction in an advanced driver education course. IN MEMORIAM JOSEPH A. SCALET 1893-l962 Son, never too young or too old to learn, May you always have a yearn; Life won't always go your way, But learning can be everyday. ii ACKNOWLEDGMENTS The writer expresses a special thank-you and the greatest appreciation to Dr. Robert O. Nolan, Director of the Highway Traffic Safety Center at Michigan State University and Chairman of the doc- toral guidance committee, for his time, counsel, direction, and encouragement in this endeavor. To other members of the guidance committee, Dr. Robert E. Gustafson and Dr. William Mann, a sincere thank-you for their suggestions, time, and constructive criticism. A special thank-you to Dr. Louis G. Romano, for his additional encouragement and support in making final revisions. Special appreciation is due my mother, for accepting the responsibilities that go with motherhood and especially for realiz- ing the importance of education contributing to the growth and matu- rity of the individual. Heartfelt acknowledgment is extended to someone special, (Diane, for her encouragement, patience, understanding, and inspira- tion. TABLE OF CONTENTS Page LIST OF TABLES .......................... vi Chapter I. THE NATURE OF THE PROBLEM ................ l Introduction ...................... l Statement of the Problem ................ 4 Purpose of the Study .................. 4 Importance of the Study ................ 6 Definition of Terms .................. 7 Delimitations of the Study ............... IO Organization of the Study ............... IO 11. REVIEW OF THE LITERATURE ................. l2 Introduction ...................... 12 The Effectiveness of Driver Education ......... l2 Driver Education Curriculum Standards ......... l7 Accident-Investigation Studies ............. l7 Emergency Driving Exercise Programs .......... 23 California Highway Patrol Academy .......... 24 The General Motors Advanced Driver Education Program . 25 Oakland County (Michigan) Sheriff's Department Advanced Driving Program .............. 28 High School Programs ................. 30 Concept of Teaching Emergency Driving Techniques . . . . 34 Skill Training .................... 34 Summary ........................ 43 III. DESIGN AND METHODOLOGY OF THE STUDY ........... 45 Research Questions to Be Answered ........... 45 Sample Selection .................... 46 The Survey Instrument ................. 48 Pilot Testing of the Survey Instrument ......... 5l Follow-Up Procedures .................. 52 Methods of Data Analysis ................ 53 Summary ........................ 53 iv Chapter IV. V. ANALYSIS AND PRESENTATION OF SURVEY DATA ......... General Curriculum Questions .............. Facilities and Equipment ................ Instructor Training .................. Instructor Opinions .................. Summary ........................ SUMMARY, FINDINGS, AND RECOMMENDATIONS .......... Summary ........................ Purpose and Problem ................. Methods and Procedures Employed ........... Findings ........................ Methods Used to Teach Emergency Driving Situations and Exercises ................... General Curriculum .................. Facilities and Equipment ............... Instructor Training ................. Instructor Opinions ................. Strengths and Needed Improvements in Existing Emergency Driving Exercise Programs ........ Conclusions of the Study ................ General Recommendations ................ Recommendations for Further Research .......... Discussion . . . . . . . . . . . . . . . . . . . . . . . APPENDICES ............................ A. B. C. D. COVER LETTER AND SURVEY INSTRUMENT ............ EMERGENCY DRIVING EXERCISES ............... MEETING DRIVING EMERGENCIES ............... REPRESENTATIVES IN GOVERNMENT AND PRIVATE ORGANIZATIONS WHO SERVED AS CONTACT PERSONS ............. BIBLIOGRAPHY ........................... lBl 187 188 Table 10. 11. 12. 13. LIST OF TABLES Comparison of Trained and Untrained Groups of Oakland County Sheriff's Department Personnel as Related to Cost Benefits of Emergency Driving Exercises ...... Questionnaires Distributed to and Returned by Highway Safety Instructors ............... Highway Safety Instructors Grouped According to Training and Experience in Teaching Emergency Driving Pro- cedures ........................ Methods Used to Teach Emergency Driving Situations ....................... Methods Used to Teach Emergency Driving Exercises ....................... Respondents' Opinions About Teaching Emergency Driving Situations in the Regular and/or Advanced Driver Education Course .................. Respondents' Opinions About Teaching Emergency Driving Exercises in the Regular and/or Advanced Driver Education Course ................ Emergency Driving Exercises Taught During the Regular or Advanced Driver Education Course .......... Groups Other Than High School Driver Education Students Who Received Instruction in Emergency Driving Exercises From Survey Respondents ......... Seasons of the Year During Which Emergency Driving Exercises Were Offered ............... When the Emergency Driving Instruction Was Offered . . . . Mean and Median Length of Driver Education Course, in Weeks ........................ Mean and Median Length of Emergency Driving Instruction in Driver Education, in Weeks and Hours ........ vi Page 29 56 57 59 6O 62 64 67 68 7O 72 74 75 Table l4. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Time Scheduled for Classroom Session in Emergency Driving Exercises ................... Time Scheduled for Behind-the-Wheel Practice of Emergency Driving Exercises .............. Number of Classroom Sessions Devoted to Emergency Driving Exercises ................... Number of Behind-the-Wheel Sessions Devoted to Emergency Driving Exercises .............. Length of Time Emergency Driving Exercises Had Been a Part of the Respondents' Programs ........... Sources of Curriculum Used to Teach Emergency Driving Exercises ....................... Student Participation in Emergency Driving Exercises-- Voluntary or Required ................. Respondents Who Had Their Own Area for Practicing Emergency Driving Exercises .......... Respondent Used Another Nearby Facility for Practicing Emergency Driving Exercises .............. 'Distance Traveled to Use Another Facility Width of the Area on Which Emergency Driving Exercises Were Practiced . .................... Length of the Area on Which Emergency Driving Exercises Were Practiced ..................... Respondents' Indications of Whether the Area Used for Practicing Emergency Driving Exercises Was Clear and Unobstructed ...... . . . . .......... Respondents' Indications of Whether the Area Used for Practicing Emergency Driving Exercises Was Adequate The Nature of the Facility Used for Practicing Emergency Driving Exercises .............. Recommended Minimum Length of an Area on Which to Teach Emergency Driving Exercises .............. Recommended Minimum Width of an Area on Which to Teach Emergency Driving Exercises .............. vii Page 78 8O 81 83 84 86 88 89 91 92 93 95 96 98 Table Page 31. Width of the Special Area (Skid Pan) Used for Skidding Purposes ........................ 102 32. Length of the Special Area (Skid Pan) Used for Skidding Purposes ................... 103 33. Surface Composition of the Skid Pan Area ......... 105 34. The Use of a Special Sealant on the Skid Pan Area . . . . 106 35. Surface Preparation of the Skid Pan Area to Accomplish Skidding ........................ 108 36. Width Recommended for a Skid Pan ............. 109 37. Length Recommended for a Skid Pan ............ 110 38. Special Equipment Used to Teach Emergency Driving Exercises ....................... 112 39. Source of Vehicles Used to Teach Emergency Driving Exercises ....................... 113 40. The Use of an Older— vs. a Newer-Model Car for Practicing Emergency Driving Exercises ......... 115 41. Students' Use of Special Equipment (Other Than Seat- belts and Shoulder Harnesses) While Practicing Emergency Driving Exercises .............. 116 42. Instructors' Opinions About Providing Additional Practice in Emergency Driving Exercises ........ 118 43. Supervisors of Extra Practice Sessions in Emergency Driving Exercises ................. . . 119 44. Respondents' Teaching Experience Related to Highway Traffic Safety .................. . . . 121 45. Number of Years Respondents Had Taught Emergency Driving Exercises ................... 123 46. The Year Respondents Last Taught Emergency Driving Exercises ....................... 124 47. Types of Training Received by the Respondents in Preparation for Teaching Emergency Driving Exercises . . 125 48. Hours of Special Training in Emergency Driving Exercises Received by Respondents ................ 127 Table Page 49. Emergency'DrivingExercises Practiced by Respondents During Their Special Training ............. 128 50. Classroom Time Spent by Respondents in Learning Emergency Driving Exercises . . ............ 130 51. Time Respondents Spent Behind the Wheel, Learning Emergency Driving Exercises .............. 131 52. Instructors' Opinions About Whether the Majority of High School Students Would Benefit From Instruction in Emergency Driving Exercises ............. 133 53. Instructors' Opinions About the Methods That Should Be Used to Teach High School Students Emergency Driving Exercises ....................... 134 54. Instructors' Opinions About Whether Emergency Driving Exercises Should Be Taught in the Regular High School Driver Education Course, an Advanced Course. or Both . . 135 55. Instructors' Opinions Regarding the Reasons a High School Might Not Offer an Emergency Driving Exercise Program . 137 56. Instructors' Opinions About Whether High School Students Enrolled in Emergency Driving Exercises Would Be Inclined to Experiment on Roads and Highways ...... 138 57. Instructors' Opinions About Whether Students Who Want Additional Practice Should be Permitted to Use Their Own Car on School Facilities ........... . . . 139 58. Instructors' Opinions About Whether Emergency Driving Exercises Should be Voluntary or Compulsory, if Taught in the Regular High School Driver Education Program ....................... . 141 59. Respondents Who Believed Parents Would Approve of Emergency Driving Exercises Being Taught in the Regular High School Driver Education Program . . . . . . 142 60. Respondents Who Believed Parents Would Approve of Emergency Driving Exercises Being Taught in an Advanced Driver Education Course ............ 143 61. Instructors' Opinions About the Need to Periodically Offer an Emergency Driving Exercise Refresher Course to Instructors ..................... 144 Table Page 62. Instructors' Opinions About How Often Refresher Courses in Emergency Driving Exercises Should be Offered to Instructors ...................... 146 63. Instructors' Opinions About the Need to Periodically Offer Students an Emergency Driving Exercise Refresher Course .................. . . 147 64. Instructors' Opinions About How Often Refresher Courses in Emergency Driving Exercises Should be Offered to Students ........................ 148 65. Instructors' Opinions About Whether Colleges and Universities Should Offer Emergency Driving Exercise Training to Undergraduates or Graduate Students Who Plan to Teach Driver Education ............. 149 66. Instructors' Opinions About Whether Colleges and Universities Should Offer Emergency Driving Exercises to Graduates Who Are Experienced Driver Education Instructors ...................... 151 67. Instructors' Opinions Regarding the Relationship of a Student's Participation in an Emergency Driving Exercise Course to Chances of Accident Involvement . . . 152 68. Aspects of Emergency Driving Exercises Training the Respondents Would Teach ........ . . . . . . . . 153 69. Continuation of the Present Emergency Driving Exercise Program ..................... . . . 154 70. The Strengths of an Emergency Driving Exercise Program, as Reported by Group I and II Respondents ....... 156 71. Improvements Needed in Emergency Driving Exercise Programs, as Reported by Group I and II Respondents . . 157 CHAPTER I THE NATURE OF THE PROBLEM Introduction More than thirty years has passed since driver education was originally introduced into public high school curricu— lum. As the number of licensed drivers and registered automobiles increased, so has the number of traffic cita- tions, accidents, and fatalities. Although research studies lay claims to the fact that driver education students have fewer accidents and citations, highway fatalities have increased. The reality of the preceding statement is apparent, upon detailed examination of current accident statistics. In 1977, according to the National Safety Council, motor-vehicle accidents resulted in $10.1 billion in property damage,2 1,900,000 traffic injuries disabling beyond the day of the accident, and 49,500 traffic 3 deaths. Of those fatalities, 16,650 involved young people between 4 the ages of 15 and 24. ' Of the 137,900,000 drivers in the nation in 1977, 13,900,000 were under the age of 20. This group accounted for 10.1 percent of the driving population, but were involved in 18.1 percent of a11 accidents and 17.1 percent of a11 fatal accidents.5 1Louis I. Bernhoff, "Dare Driver Education Change the Social Order?" Caldea Calendar, March 1968, p. 11. 2National Safety Council, Accident Facts (Chicago: National Safety Council, 1978). P. 5. 3 4 5 Ibid., p. 40. Ibid., p. 14. Ibid., p. 54. In 1968, McGuire studied the effect of qualitatively differ- ent driver education programs on the frequency of accidents and violations. He concluded that the addition of simulation training and behind-the-wheel experience did not appear to alter accidents appreciably. He stated, It is further concluded that no form of existent high school driver education regardless of its quality, in any way reduces highway accidents. . . . High school driver education can no longer be naively accepted as playing a role in our national effort to reduce death and injury on the highway. According to Bishop, driver educators need to focus on a number of areas, to increase the effectiveness of driver education. One of the areas he mentioned was preparing drivers to cope with emergency driving situations. Bish0p indicated that the most criti- cal issue with respect to emergency driving situations is the driver's ability to respond appropriately to slippery road conditions. If the driver loses control and slides off the pavement, it is important that he be able to maneuver the car onto the pavement from the shoul- der of the road. Many drivers respond to such a situation by turning the steering wheel impulsively and not reducing their speed after one or more wheels meet the shoulder. Bishop contended that drivers respond impulsively to emergency driving situations unless they have had adequate training and experience with those kinds of situations.7 6H. J. Roberts, ed., The Causes, Ecologx. and Prevention of Traffic Accidents (Springfield, 111.: Charles C. Thomas, 1971), p. 876. 7Richard Bishop, "Case Studies of One Car Accidents Involv- ing Young Drivers" (Ph.D. dissertation, New York University, 1961), pp. 177-78. Wingate stated that there are a variety of reasons why stu- dents are not receiving sufficient behind-the-wheel experience in handling common emergencies. According to Wingate, Most of the already limited behind-the-wheel training is con- ducted in good weather on familiar local roads that are traffic-free and that provide almost perfect driving condi- tions. In many cases, to make this deficiency even worse, driver education classes are cancelled at the instructor's first notice of a sprinkle, let alone a downpour or a snow- storm. . . . The student driver's ability to handle a vehicle under less than good gonditions is never challenged under realistic conditions. McKnight indicated that if a student learned to avoid panic braking and skidding, which characterize almost half of the highway accidents, instruction in handling emergencies would be worthwhile.9 Yet the primary emphasis in all public training programs has been on the basics of driving, leaving advanced practice, such as Iemergency driving situations, for the student to learn on his own. Most students get their licenses immediately after completing the regular driver education course; thus special driving situations, such as skidding, are normally first experienced in traffic, where they could result in accidents.10 8Roger H. Wingate, "How to Set Up a Lifesaving Driver Educa- cation Course That Takes More Sense Than Dollars," American School Board Journal, November 1973, pp. 29-30. 9A. James McKnight, "Needed--Goals for Driver Education," Journal of Traffic Safety Education, January 1973, p. 6. 10Arthur D. Little, The State of the Art of Traffic Safety (Arthur 0. Little, Inc., for the Automobile Manufacturers Associa- tion, Inc., 1966), p. 119. Statement of the Problem Driver education, as it is currently taught in most public schools, is not adequately preparing young drivers to cape with real- life driving situations.]] Although law enforcement, military, and government personnel recognize the need for emergency driving instruc- tion, driver educators have been reluctant to incorporate such instruction into programs for high school students.12 Advanced training has long been commonplace in driving specialties such as racing, police pursuit, bus driving, truck driv- ing, and military driving. During the past six years, there has been a considerable upsurge of interest in advanced training for gen- eral drivers.13 Detailed study of the various advanced training pro- grams with respect to the driving specialties that are now in operation offers considerable promise for the development of future programs for general drivers as well as for the improvement of present programs.14 Purpose of the Study The purpose of this descriptive study was to survey a selected sample of highway safety driving instructors, to assess the present status of the teaching of emergency driving situations and exercises nWingate, p. 29. lernold W. Siegel, "Emergency Driving--Why Teach It?" Part 11, Journal of Traffic Safety Education, October 1970, p. 9. 13Leo G. Goldstein, Advanced Driver Education--A Review of the Literature (California Traffic Safety Education Task Force, August 1973), p. 74. 14 Ibid.. pp. 74-75. to high-school-age drivers. More specifically, the study was con- cerned with the identification of emergency driving situations and exercises that had been taught and those emergency driving situations and exercises that highway safety instructors considered appr0priate to teach to high school driver education students. Additional purposes of the study were: 1. To identify emergency driving situations and exercises taught during the regular and/or advanced driver educa- tion course. To identify curriculum materials and guidelines used in teaching emergency driving situations and exercises to high-school-age drivers. To determine the types of facilities and equipment used and/or recommended for instructing high school driver education students in emergency driving situations and exercises. To specify methods of instruction appropriate for teach- ing emergency driving situations and exercises to high- school-age drivers. To determine the type of training instructors received with regard to emergency driving situations and exercises. To ascertain instructor opinions regarding the teaching of emergency driving situations and exercises to high school students. 7. To assess the strengths and needed improvements of pro- grams currently involved in teaching emergency driving situations and exercises. The emergency driving situations referred to in the survey instrument were compiled by the Highway Traffic Safety Center at Michigan State University,15 whereas the emergency driving exercises were developed by General Motors personnel at the Proving Grounds in Milford, Michigan.16 Importance of the Study This study will indicate the degree of importance accorded to the teaching of emergency driving situations and exercises to high- school-age drivers, in the opinion of a selected group of highway safety instructors. The study will also provide some information that might prove helpful in assessing the efficacy of teaching emergency driving situations and exercises to high school students. Moseley indicated that research in this area was a necessity. Such investigation is needed to deve10p training procedures and design engineering devices that will support safe training.17 15"Meeting Emergencies" (East Lansing: Highway Traffic Safety Center, Michigan State University, October 1971). 16F. D. Smithson and R. A. Whitworth, Development of an Advanced Driver Education Program, 4637 (Milford, Michigan: General Motors Engineering Staff-~Proving Grounds, April 1972), pp. 4-15. 17Alfred Moseley, "Training Drivers to Meet Emergencies," Research on Fatal Highway Collisions, Papers 1961-1962, p. 72. Definition of Terms The following terms are defined in the context in which they were used in this study. EMERGENCY SITUATIONS--Environmental and mechanical conditions that necessitate instantaneous driver behaviors to reduce the possibility of an accident. Environmental Conditions--Obstac1es in the roadway, weather con- ditions, or distraction of the driver's attention that may cause the loss of control of the automobile; the loss of control may include hitting obstacles in the roadway and/0r running off the roadway. Mechanical Conditions--Mechanical failures that may cause the driver to lose control of his automobile, hitting obstacles in the roadway, running off the roadway, or becoming an obstacle in the pathway of other automobiles. EMERGENCY DRIVING EXERCISES--A series of training exercises in which a driver learns to prevent loss of control of the vehicle, to regain control of the vehicle if control is lost, and to negotiate unex— pected obstacles, reducing the chances of producing an accident situation. These exercises involve three actions: (1) steering, (2) braking, and (3) acceleration. The driving exercises, as listed on page 1 of the Survey Instrument, are: 1. Off-Road Recoverye-A driver will often either deliberately or accidentally drop two wheels off the roadedge. This exercise is designed to give the participant the feel and technique necessary to return to the road surface after leaving the pavement. Skid Control-~A driver who experiences a skid and knows little about the forces involved often panics and does nothing or reacts improperly to the skid. This exercise is designed to teach the behavior and control responses on a slippery sur- face and to provide practice in the proper driving technique needed to correct a skid. Evasive Maneuver--A driver needs to have alternative methods of controlling the vehicle in emergency situations. This exercise is designed to show the evasive capability of an automobile in relation to its stopping capability. It also provides training in handling an emergency evasion, giving attention to avoiding the tendency toward panic braking. Controlled Brakinge-A driver may need to avoid an obstacle in his pathway without panic braking and locking the wheels of the vehicle. This exercise is designed to give the par- ticipant experience in performing a maximum controlled brake stop while still retaining steering ability. Sudden Loss of Air (Blowout, Front and Rear)e-A driver may, at any speed, experience a sudden loss of tire inflation pres- sure. This exercise is designed to provide instruction in the proper control of a vehicle in the event of a sudden loss of tire inflation pressure. Serpentine Maneuver--A driver needs to have a good sense of the vehicle's maneuverability. This exercise is designed to provide a sense of the rhythm and proper hand positions required to handle an automobile. HIGHWAY SAFETY INSTRUCTORS--Individuals who have had special prepara- tion and/or experience in teaching emergency driving exercises or who have been actively involved in highway safety programs. DRIVER EDUCATION COURSE-- Regular (High School) Driver Education--A class in which a stu- dent enrolls to learn how to drive and to obtain a driver's license, upon satisfactorily completing the requirements. Advanced (High School) Driver Education--May be taken after com- pletion of the regular driver education course. The purpose of the advanced course is to develop additional skills that will enhance the driver's ability to avoid and recover from accident- producing situations. Other Than High School--Training that provides traffic safety instruction to specific adult groups, including teacher-preparation classes, driver education teachers, law enforcement personnel, ambulance drivers, fire departments, school bus drivers, U.S. Coast Guard, and the general public. MULTIPLE-CAR METHOD--A technique that permits several automobiles to be operated simultaneously on a special off-street facility, under the direction of one or more teachers positioned outside the vehicles. Some teachers use a radio to communicate with students.18 18Richard W. Bishop et al., The Multiple-Car Method (Washing- ton, D.C.: Automotive Safety Foundation, 1976), p. 4. 10 ON-STREET DRIVING--The laboratory phase of the driver education course, during which students are given instruction in driving on the regular highways, roads, and streets whose primary purpose is to accommodate the general traffic flow. Delimitations of the Study The study was delimited in the following manner. One hundred sixty-three questionnaires were sent to selected highway safety instructors representing educational establishments, governmental agencies, and private concerns. More specifically, they included high school and college driver education instructors, representatives from the automobile industry and insurance companies, military per— sonnel, and state and local law enforcement employees. It was not feasible to take a large sample from the highway safety population. Thus, the sample was primarily limited to selected safety instructors who had been trained to teach and had taught emer- gency driving situations and exercises. The selection and identi- fication of respondents are described in detail in Chapter III. Organization of the Study Chapter I included the nature and statement of the problem, the purposes, importance, and delimitations of the study, and defi- nitions of important terms used in the dissertation. Chapter 11 includes an in-depth review of the literature. A brief analysis of the effectiveness of driver education and areas of deficiency introduces the chapter. Projects and studies that provide accident statistics of situations that require emergency 11 driving skills are also included. The discussion is followed by a brief examination of a few driver education programs that pioneered the teaching of emergency driving skills. The last section is devoted to the concept of teaching emergency driving situations and exercises, its relation to learning theories, and its feasibility for high school students, as seen from the perspectives of various high- way safety instructors. The driver education curriculum standards, as set forth in 1974, are briefly discussed. Included in Chapter III are the methodology and procedures used in developing the survey instrument and gathering the required data for analysis. The method used in selecting the sample is explained in detail. In Chapter IV, the analysis of the data is provided in nar- rative and tabular form. Chapter V contains a summary of the major findings, conclu- sions, recommendations, and a discussion of the potential effect of including emergency driving situations and exercises in the regular driver education curriculum. CHAPTER II REVIEW OF THE LITERATURE Introduction A review of the literature indicated that information related to the purpose of this study was limited. Examination revealed that, although emergency driving techniques were not offered extensively, a limited number of programs offered in-depth training. These pro- grams were found primarily in educational or governmental (i.e., law enforcement) settings; a few were conducted by insurance com- panies or by those working in the automotive industry. The purpose of this section is to review factors related to the research of these programs. These factors include a brief analy- sis of the effectiveness of driver education and the areas of improve- ment needed, driver education curriculum standards, studies related to accident investigation, emergency driving exercise programs, and learning theory as it relates to the acquisition of psychomotor skills. The Effectiveness of Driver Education The highway safety literature provided a broad analysis of the current traffic situation. It indicated that technology has significantly improved the safety of the automobile and that highway engineering has contributed to safer roads. However, the third 12 13 element, the driver, has received less dramatic attention. The pur- pose of driver education is "to insure that every eligible high school student had the opportunity to enroll in a course of instruc— tion designed to train him to drive skillfully and as safely as pos- sible under all traffic and roadway conditions."19 Accident statisticsindicatedthat highway injuries and fatalities continue to rise,20 even though driver education is con- sidered to be a major deterrent to accidents. According to Moynihan, research on the effects of driver education in reducing accidents has shown no conclusive results on its effectiveness to change driver behavior.2] Although there wasa lack of consensus among traffic safety educators about the feasibility of teaching emergency driving skills to high school driver education students, some have pointed out that gaps in training exist in the current driver education curriculum. Some have criticized the quality of the instructors who teach driver education, whereas others have focused on the facilities and equip- ment available to driver education programs. Many traffic safety educators have begun to examine the instructional content of the driver education curriculum. One of the more frequent criticisms 19Highway Safety Program Standards, U.S. Secretary of Trans- portation, Highway Safety Act of 1966, p. 5. 20National Safety Council, Accident Facts (Chicago: National Safety Council, 1974), p. 54. 21D. Moynihan, "Committee Report to the Secretary of Health, Education, and Welfare, 1968," citing H. J. Roberts, ed., The Causes, Ecology, and Prevention of Traffic Accidents (Springfield, Illinois: Charles C. Thomas, 1971), p. 876. 14 of the driver education program is that student drivers are seldom prepared to handle emergency driving situations that develop suddenly on the highway.22 Critics have pointed out that public training programs empha- size basic driving techniques, leaving practice of emergency situa- tions to the student himself. Most students first experience an emergency situation in traffic, with no previous experience or prac- tice in selecting the apprOpriate response. The driver education curriculum, for the most part, does not include teaching emergency driving techniques and skills; the obvious result is that many drivers are licensed, having had no instruction in skidding, off- road recovery, maneuvering around obstacles, tire blowouts, or con- trolled braking.23 Snyder stated: One of the major flaws in almost any safety education program is the lack of training for emergency situations. Surprisingly, a large number of accidents are not actually due to collision itself but to running off the highway, rolling, or skidding off the highway.24 Even as late as 1966, Little recognized the absence of emer- gency driving maneuver programs for the general public. He stated: 22Gerald Wallace, "A Quality Program for Driver Education," California Journal of Traffic Safety Education (June 1969): 15, 22. 23Arthur D. Little, The State of the Art of Traffic Safety (Arthur D. Little, Inc., for the Automobile Manufacturers Associa- tion, Inc., 1966), p. 119. 24William B. Snyder, "Analysis of Driver Education Effective- ness and Recommendations for Its Improvement," Proceedings of the Eleventh Annual Meeting of the American Association for Automotive Medicine, ed. Arthur H. Keeney (Springfield, 111.: Charles C. Thomas, 1970), p. 170. 15 We have found no substantive information on advanced programs directed at such things as emergency procedures, skidding and the like. Although a number of special programs have been developed by insurance companies for fleet operators and appear to achieve economical return for the effort, . . . there is some question as to whether programs directed at employees would have the same effect on the general driver.25 According to the literature, it was apparent that drivers are not receiving preparation for emergency situations. Although some safety programs have made provisions for emergency driving tech- niques, such techniques are not widely taught. Researchers for the Liberty Mutual Insurance Company felt that today's drivers are not being adequately prepared to handle emergency driving situations. They stated: Of driver education in the 705, one thing is certain: student drivers are not being prepared to cope with present day con- ditions. Specifically, too many students are not receiving sufficient behind-the-wheel experience in handling common emergencies. Once they get their licenses, they too often are unprepared for accident-producing situations.26 Moseley stated that, if driver-education-trained students do not possess a significant advantage over students who do not take driver education, it may be a result of the fact that "while driver education accomplished what it set out to do, it did not set out to do enough."27 Moseley went on to state: It is not subject to proof at this time, and I must freely admit it, but I hold the opinion that the reason why our driver education—trained students do not show the advantages 25Little, p. 16. 26Liberty Mutual Insurance Companies, A Primer for Setting Up an Emergency Driving Range (Boston: Liberty Mutual Insurance Companies, 1972), p. 1. 27Alfred Moseley, "Training Drivers to Meet Emergencies," Research on Fatal Highway Collisions, Papers 1961-1962, p. 59. 16 that we might wish is due to the fact that their training does not go far enough to equip them with skills to meet the prac- tical emergencies of highway travel. Therefore, what I am saying is that policy decisions favoring the addition of emer- gency training must be made. The goal of this training is to provide the student with emergency skills for the occasion of need. Moseley contended that training drivers for emergencies was a feas- ible concept. His reasoning was that: It has been utilized in other areas with considerable effect and with a reduction in the incidence of death under extreme circumstances. In addition, it has provided skills, concepts, attitudes and "presence of mind," so that in situations which were completely unpredicted, the basic characteristics of the training came to ths aid of the individual in solving the unexpected problem. 9 Some safety experts believe that emergency driving skills should not be taught to driver education students. They consider driver education students to be too inexperienced as drivers and the emergency driving skills too dangerous to perform. However, Moseley indicated that: Skills cannot be developed when you have only one instance requiring perception of the developing trouble, diagnosis of the existing trouble, the need for immediate, accurate deci- sion, the need for accurate remedial action. To meet this problem, the person exposed to the dangers should be placed in situations of a training nature in which the educational procedure and the engineering devices have been carefully structured by appropriate research and, conforming closely to the operational characteristics of the real emergency, to be given firsthand experience in the diagnosis and man- agement of the emergency situation. Briggs, likewise, stated that a student driver should obtain experience in testing the limits of the vehicle and the system in 28 29 30 Ibid.. PP. 60, 61. Ibid. Ibid., p. 58. 17 which he operates. He would not, however, condone such experimen- tation if it were to endanger other drivers on the streets and high- ways. Although Briggs did not condone "do-it-yourself" testing, he did understand students' need to know what the limits are and what to do "if." Thus, he asked: "Would it not be better to provide such experience during formal driver training?u31 Driver Education Curriculum Standards According to the Highway Safety Program Manual of September 1974, instruction in handling emergency driving situations should be included in the basic driver education course. Section IV of this publication stipulated that driver education course content should include: Basic and advanced driving maneuvers. Operation of motor vehicles on streets and highWays with emphasis on techniques that will aid the driver in avoiding crashes. This should specifically include training in handling driving emerggncies, including hydr0planing and skid avoidance and recovery. 2 Accident-Investigation Studies The significance of driver error as a contributing factor in traffic accidents was revealed in data collected on single- and multiple-vehicle accidents. A variety of driver errors accounted 3lGeorge E. Briggs, "Driving as a Skilled Performance," Proceedings of the Second Annual Traffic Safety Research Symposium of the Automobile Insurance IndustryTWashington, D.C.: Insurance Institute for Highway Safety, March 19-21, 1968), p. 134. 32Highway Safetngrogram Manual, No. 4 (U.S. Department of Transportation, National Highway Safety Administration, September 1974). p. Iv-8. 18 for the types of traffic accidents that occurred, not the least of which was inadequate preparation in dealing with unforeseen circum- stances. A number of accident-investigation studies have been under- taken, focusing on the types of deficits drivers exhibited under emergency conditions. Four such studies are discussed below. Operation 66 was a three-month Joint Engineering-Enforcement Project (p0pularly known as JEEP), which analyzed factors contribut- ing to single-vehicle accidents. The study was conducted along Route 66 from Joliet, Illinois, to San Bernardino, California. Seven states through which Route 66 passed participated in this unique project; they were California, Arizona, New Mexico, Texas, Oklahoma, Missouri, and Illinois. The Office of Highway Safety, Bureau of Public Roads, was responsible for the overall coordination of the project.33 Eight hundred fifty single-vehicle accidents were investi- gated; data were grouped according to three types of operational failures as follows: 1. The most common failure was leaving the roadway, with at least one wheel leaving the area of normal travel. In 781 of the 850 cases, at least one wheel of the vehicle left the area of normal travel. In 687 of these cases, the vehicle ran off the roadway and also hit fixed objects or overturned after running off the traveled area. 2. The second failure was striking stationary objects without leaving the roadway. Thirty-eight vehicles which struck objects before leaving the roadway hit guardrails, bridge structures, and traffic control devices. 3. The third failure was overturning on the pavement; this occurred in 31 cases.34 33Rgport of Operation 66 (Joint Engineering Enforcement Project, U.S. Department of Commerce, Bureau of Public Roads, November 1966), p. 2. 34 Ibid., p. 3. 19 When the investigators were polled for their opinions about factors contributing to the aforementioned accidents, the following percentages resulted. Of the 850 accidents investigated, 24.1% were attributed to vehicle factors (with tire failure most frequently mentioned), 22.1% were attributed to road factors (with slippery roads most often mentioned), and 53.8% were accorded to driver fac- tors.35 In addition, it was found that small cars were involved in 3.5 times as many accidents as were standard-size cars. Small cars were classified as being under 2,000 pounds and standard-size cars were classified as being over 3,000 pounds. The risk indexes varied inversely with the size of the car, but the reason for this varia- tion had not been determined. Age differences of the drivers or dif- ferent types of cars may have accounted for this finding.36 A study conducted by the Indiana University Institute for Research in Public Safety during the Period July 1, 1969, to June 1970 also contributed to a better understanding of accident causes. The main objective of that study was: To investigate a limited number of accidents involving late— model vehicles in an extremely broad and unrestricted manner, looking at all human, vehicular, and environmental factors of relevance in the pre-crash, at-crash, and post-crash time intervals, and then utilizing a "systems approach" through the interaction of relevant disciplines, to discover and report causal factors, conclusions, and recommendations which tend to reduce the occurrence of accidents or reduce the extent of injury in those that do occur. 351bid., p. 12. 36Ibid., p. 9. 37Kent 8. Joscelyn and John R. Treat, Multidisciplinary High- way Crash Investigation Team (Institute for Research in Public Safety, U.S. Department of Transportation, July 1970), p. l. 20 Twenty-five accidents were selected for full multidisci- plinary crash research investigation; 20 of these were accidents in Monroe County, 1 in an adjacent county, and 4 others at locations in Indiana substantially distant from Institute offices. The results regarding the driver as cause of an accident were as follows: Of 24 vehicles investigated, driver error was regarded as the primary cause of 22 of them. Of the remaining two accidents, one was deliberately a plan of self-destruction, while the other was the result of a mechanical failure. The 25th acci- dent was due to improper safety procedures in handling a trac- tor tire.38 The observed driver errors generally occurred in the presence of significant contributing vehicular or environmental factors. Environmental factors often were wet or snow-covered pavement, obstacles in the roadway (i.e., animals), and vision limited by sur- rounding land or fog. Environmental factors played their most sig- nificant role as objects of impact.39 Vehicular factors most fre- quently were bald tires.40 The 22 vehicle accidents caused by driver errors were cate- gorized as follows: (6)--Involved failure to use proper care at an intersection to see and avoid oncoming traffic. (5)--Drivers lost control of their vehicles (4)-~under the influence of alcohol (l)--inexperienced driver of a stolen car (3)--Inattentiveness of drivers in negotiating curves (l)--snow-covered pavement (l)--wet pavement on a reverse bank curve (l)--dry pavement 38 39 40 Ibid., p. 95. Ibid., pp. 96-97, 102. Ibid.,FL 97. 21 (2)--Drivers drifted left of center and into path of oncoming traffic for no apparent reason (1)--One driver had ingested codeine (1)--One driver was under the influence of alcohol (2)-~Improper evasive maneuvers (l)--Driver braked and swerved, losing control and sliding broadside off the road and into a tree, believing that he had seen a deer in the road ahead. (l)--Driver, running too fast through extremely dense fog, perceived a vehicle to be out in the road in front of him, though in fact the vehicle was stationary and off the right edge of the road. As a result, the driver took unnecessary "evasive" action which caused him to slide broadside off the side of the road and directly into the vehicle he sought to avoid. (1)—-Driver fell asleep at the wheel and lost control as he awoke and over-corrected. (l)--Driver (who may have been drinking) cut across the inside of a tight curve on a back country road, impacting a vehicle headed in the opposite direction head-on. (l)--Accident involving several cars resulted when a vehicle at the head of a tightly bunched and rapidly moving column of traffic slowed on a curve to make a turn precipitating a series of rear-end collisions as traffic behind him was unable to slow sufficiently. (l)--Driver of a tractor-trailer failed to see, and was impacted by an oncoming train. In at least 9 of the 22 driver—error accidents, excessive speed was a major causative factor.4] Bish0p's study of 119 single-vehicle accidents showed that certain types of driver errors were predominant. The specific errors that drivers committed were: Abrupt movements on slippery surface. Late correcting and/or compensating for a skid. Locking of the wheels which eliminated the possibility of steering. 4‘1oid.. pp. 97—98. 42Richard N. Bishop, One Car Accidents and the Young Driver (Safety and Traffic Division, Automobile Club of Michigan, 1963). 22 Bishop concluded that these errors often resulted from a lack of knowledge, because of inadequate training or experience in that kind of situation. Results of his accident investigation indicated that many of the drivers possessed a narrow concept of driving; they were inclined to consider only the minimum essentials of driving (i.e., accelerating, shifting gears, braking, and avoiding obstacles). Bishop felt that both beginning and experienced drivers needed to develop a broader perspective of the driving task. According to him, in 50% of the accidents investigated, the driver had misinterpreted the traffic scene and this resulted in excessive speed for conditions, sudden movement, or other errors. In a summary of research findings dealing with single-vehicle accidents, Baker listed four main areas relating to driver problems. These four areas were: 1 Delayed perception due to drowsiness and distraction. 2 Impaired judgment due to alcohol. 3. Ineffectual evasive tactics due to lack of skill. 4 Speed giving too little time for evasive tactics in emer- gencies. Baker concluded that driving-maneuver skills can be taught to drivers. However, such training requires facilities that are not generally available and are often expensive. Baker indicated that the cost of expensive training must be weighed against the possible benefits derived. He also cautioned that young drivers may unwisely practice 43J. Stannard Baker, Single-Vehicle Accidents (Traffic Insti- tute; Northwestern University for Automotive Safety Foundation, 1968 . 23 the maneuvers on public streets or not try to avoid emergency situa- tions, because of over-confidence in their driving skills. Emergency Driving Exercise Programs Following is a brief description of six programs that have offered training in emergency driving techniques. Although the pro- gram offered by the California Highway Patrol has long been regarded as one of the finest in training law enforcement officers, the Advanced Driver Education Course designed by General Motors has generally received greater national recognition outside the law enforcement community. The General Motors course was first demon- strated to traffic safety officials of many states and several for- eign countries in 1969 at the Proving Grounds in Milford, Michigan. The original program was designed for General Motors test drivers and was later expanded to include law enforcement personnel and then high school driver education instructors. The high school driver education teachers received the course at university safety centers throughout the country. Five of the six programs that follow are General Motors related. Three of the five General Motors programs involved teach- ing high school students emergency driving techniques and were con- ducted in Northbrook, Illinois; Havre, Montana; and Warrensburg, Missouri. The emergency driving exercise program developed by General Motors is included in Appendix B. 24 California Highway Patrol Academy The California Highway Patrol Academy at Sacramento, Cali- fornia, offered emergency vehicle operations training to their cadets. Approximately 30 to 35 hours of driver training instruc— tion were given during the last 8 weeks of a 16-week training program at the Academy. Cadets spent a maximum of 4 hours in lectures; the remaining time they spent behind the wheel, each cadet averaging 26 hours in such training. The program was implemented in 1958 and has been continually upgraded. At the time of this writing, two methods that were used for improving the program were feedback from the cadets going through the training and discussion sessions among the instructors on concepts and skills that needed to be presented. Every six months the instructors at the Academy received a computerized printout of the accidents involving California State Patrol vehicles. These accidents were evaluated to determine the kind of training that needed to be emphasized. The results of this training were as follows: The indication from the instruction personnel is that Califor- nia Highway Patrolmen are averaging 7 accidents per million miles of travel. Comparable state and local agencies through- out the country are averaging between 12 and 25 accidents per million miles of driving. Their feeling is that the driver training program is extremely effective.44 Few accidents occurred during training. The personnel indicated that approximately two roll-overs occurred each year and that only one injury had occurred since the program's inception in 1958. 44Gerald V. Barrett, Analysis of Performance Measurement and Itaining Requirements for Driving Decision Making in Emergency Situa- tions (New York: University of Rochester, 1973), p. 86. 25 In the California Highway Patrol Academy, a variety of tech- niques were used in teaching emergency driving skills and concepts. Drivers underwent training in commentary driving, high-speed driving, evasive maneuvers, skid-pan exercises, and defensive driving skills. The use of these techniques can reduce the conditions of stress. According to Barrett, It is known that individuals show a significant decline in performance under conditions of stress. The decline in per- formance is much greater for those who are inexperienced in performing the task. This accounts for the observation that the typical driver, when faced with emergency situations, limits his responses to hard braking.45 Thus, the emergency vehicle operations course emphasized behind-the-wheel training. Generally, the cadet received between 26 and 30 hours of practical experience to insure that, during moments of stress, driving responses would be executed properly. The General Motors Advanced Driver Education Program The Advanced Driver Education Program was deve10ped at the General Motors Proving Grounds in 1969, to gain a better understand- ing of driver capabilities as related to accident—free driving. Initially, the program was designed to develop and test a driver- retraining course for Proving Grounds drivers. Objectives of the program included: 1. Prevent vehicle accidents on the Proving Grounds road system during the running of the annual durability tests. 45Ipid., p. 88. 26 2. Acquire some understanding of typical driver habits and deficiencies which might represent a contribution to the state of the art of public driver education.46 Proving Grounds records were reviewed to determine the types of accidents durability test drivers had experienced in the past. Thirty percent of the test drivers in the study were permanent Proving Grounds employees and the rest had been hired temporarily for the study. None of the employees were professional test drivers. A group of drivers from among Proving Grounds Garage Department employees were chosen for the retraining program. These drivers were involved in the types of driving situations and conditions commonly experienced by the average motorist. The durability test course was 28 miles long, with a variety of road, speed, and traffic conditions. The course was operated 24 hours a day from October to February. Records revealed that the largest number of accidents were caused by drivers falling asleep. The majority of non-sleep-caused accidents seemed to result from the driver's inability to cope with unexpected driving situations such as wet road skids, path blockage by other vehicles, and misjudged speed.47 According to Hoffman, McLellan, and Kelly, there was a need for a defensive driving course that would teach drivers techniques to be used in compensating for unexpected driving situations, especially those involving pr0per accident-avoidance actions. 46Richard G. Hoffman, David R. McLellan, and Alonzo H. Kelly, Jr., "Training Drivers for Emergencies," General Motors Safety Semi- EC’ 1969, p. 1. 471bid. 27 The subsequently developed Proving Grounds retraining program consisted of four hours of classroom instruction and four hours devoted to behind-the-wheel training and practice in specially pre- pared vehicles. Objectives of the program were: 1. To increase the driver's awareness and understanding of driving hazards in potential accident situations. 2. To improve the driver's ability to control and maneuver a vehicle when confronted with an emergency situation.48 Results of the study indicated that: A total of 150 drivers who had received the advanced driver training course were included in this study. Six months after receiving the course, a representative number of drivers was selected at random for retesting to determine how well they were able to retain the material and techniques taught in the course. Each driver was exposed to a series of emergency situations while accompanied by an instructor who observed their reaction and response. The results were most encourag- ing. Drivers, in general, exhibited good retention of the training materials. Especially gratifying was the fact that the drivers appeared to be very confident in performing the defensive maneuvers, a dramatic contrast to the nervous, unsure attitude that prevailed at the beginning of the course. The total value of the effort can only be determined from the impact it has on accident reduction; it will take time to fully evaluate this aspect of the results.4 From the results of the study, it was felt that substantial improvements can be realized in defensive driving techniques when the driver actually experiences the emergency situations firsthand. It was apparent that techniques requiring a high degree of precision can not be taught solely by film, demonstration, or presently available simulators, but these are useful supplements to actual behind-the- wheel experience.50 48Ioid.. pp. 1-2. 49Ioid., p. 3. 50Ibid.. pp. 3-4. 28 Oakland County (Michigan) Sheriff's Department Advanced Driving Program In 1969, the Oakland County Sheriff's Department approached General Motors with a request that their patrolmen be trained to react to emergency driving situations. Sixty officers were selected and matched to provide two groups that were as similar as possible. Thirty officers were trained in October 1969 and the other 30 made up the control group. The program comprised a single 7.5-hour session with 1.5 hours devoted to classroom instruction and the remaining 6 hours to behind- the-wheel experience and observation. Generally, each driver spent two hours behind the wheel and four hours as an observer. The train- ing exercises duplicated those used by Proving Grounds personnel. The results of the experiment were as follows: As of March 1971, the groups have an accident record of 10 to 5 in favor of the trained group. The trained group showed a 50% accident reduction as compared to the untrained group. Prior to the training, the accident rate for the two groups was 13 and 11 acc1dents for an equal time period. Also of importance in assessing the program was the cost- benefit ratio. Data indicated that the total cost of accidents for the untrained group was ten times that for the trained group. Table 1 shows the precise figures. The time interval for the experiment was 17 months. No assessment of long-term retention had been done; however, the results 51F. D. Smithson, "Development of an 'Advanced' Driver Educa- tion Program," Proceedings of the Fifteenth Conference of the American Association for Automotive Medicine (New York: Society of Automotive Engineers, Inc., 1972), p. 359. 29 of this experiment may lend promise for the future upgrading of driver education. According to Smithson, It is at least obvious that some form of advanced or modified driver education program must be undertaken in this country to help reduce traffic accidents. The increasing activity and interest in driver education and the progress being made by the driver educator in attempting to upgrade his understanding and capabilities give one hope that great strides will be made in this area in the near future.52 Table l.--Comparison of trained and untrained groups of Oakland County Sheriff's Department Personnel as related to cost benefits of emergency driving exercises. Trained Group Untrained Group Number of accidents 5 10 Injuries 0 2 Lost days 0 87 Lost wages $1,446.50 $ 3,500.00 Vehicle damage costs 0 $11,247.10 Vehicles totaled O 3 Total cost $1,446.50 $14,747.10 Average cost/accident $ 289.00 5 1,474.00 Source: F. D. Smithson, "Deve10pment of an 'Advanced' Driver Educa- tion Program," Proceedings of the Fifteenth Conference of the American Association for Automotive Medicine (New York: Society of Automotive Engineers, Inc., 1972), p. 359. 52Ioid., p. 360. 30 High School Programs Although the inclusion of emergency driving skills and con- cepts in high school driver education classes was not widespread, a few high schools across the nation were preparing high school students for emergency driving situations. Further, a limited number of col- leges offeredlruflischool studentstraining as part of the teacher- preparation program. Training was available to students in either the regular driver education course and/or an advanced driver education course. The following high schools were among the first to include the teaching of emergency driving skills in their driver education courses. Glenbrook North High School, Northbrook, Illinois.—-One of the primary emergency driving skills taught at Glenbrook was skid control; this experience was included in the regular driver education program. Two objectives were involved in teaching this skill: 1. Contribution to student's knowledge and understanding of skid causes so that control measures can be learned and understood. 2. Developing and perfecting special skills and techniques for controlling skids in a controlled practice environment. 53 It was felt that students who were exposed to skid control training were better equipped to make proper decisions and reactions when confronted with real-life experiences involving snow and ice con- ditions. 53Margaret Johnson, Teaching Skid Control in High School Driver Education (National Safety Congress, 1969), p. 1. 31 A nearby skating rink was used as the practice area for skidding. Three students were taken in the car at one time, giving each approximately 15 minutes of practice or until he/she demon- strated a feeling of control. A number of exercises were used to help facilitate the students' learning of skid-control techniques-- stopping and starting the car on ice, steering right and left through a serpentine course, passing maneuvers, and turning corners. The skid-control aspect of the driver education program at Glenbrook had been in effect since 1969. There was no statistical research to indicate whether the training experience on ice had a positive carryover to actual performance on snow- and ice-covered highways; however, the students' reactions to this type of training were positive. They felt the training gave them a greater sense of confidence, security, and control in handling a car on ice. Other emergency situations taught at Glenbrook were: (1) ignition failure, (2) running the car off the road, (3) brake failure, (4) tire blow-out, and (5) accelerator sticking. Emergenty Driving Procedure Mini-Course, Havre, Montana.--The original Havre Mini-Course was first offered in April 1972. Curt Hahn, representing the Office of Superintendent of Public Instruc- tion, and Georgia Rice, a Havre High School Traffic Education Super- visor, were instructors. Five exercises constituted the Critical Procedures Mini- Course: (1) off-road recovery, (2) evasive maneuver, (3) controlled braking, (4) tire blow-outs, and (5) serpentine maneuvers. The exercises were designed to be conducted during a 2.5-hour session. 32 Each participant was permitted approximately 30 minutes of driving time per exercise. In addition, those participants who were high school students had had a minimum of 30 hours of classroom instruc- tion in the regular driver education program offered before the mini- course. According to Rice, the rationale for offering such an emer- gency driving course was to prepare drivers for critical situations that may occur in traffic. Even the most experienced, competent defensive driver is occasionally confronted by critical situations caused by hazardous roadway conditions, mechanical malfunction, driver errors, or an unpredictable outside force or obstacle.54 Rice felt it was imperative that the teenage driver be able to c0pe with emergency situations that occur on the nation's highways. The mini-course provided an opportunity, under carefully controlled conditions, to develop and perfect special driving skills and techniques required to handle various critical situations effec- tively. In an effort to reduce driver error in case of emergency, the course was intended to help drivers at various performance levels improve their ability to react safely in an emergency. Central Missouri State University, Warrensburg, Missouri.-- Central Missouri State University offered an advanced or precision driving techniques program for high school students in the university laboratory. It was modeled after the General Motors Advanced Driver Education Program. To enroll in the program, students must have com- pleted the basic driver education course and have received a driver's 54Georgia Rice, "Emergency Driving Procedure Mini-Course," 33 license. The program dealt with advanced driving techniques; trailer- ing; truck driving and motorcycle education; accident causation including multiple-cause theory, precrash, crash, and postcrash information; and traffic engineering. The advanced techniques included blow-outs, skid instruction, power steering and brake failure, engine failure, and accelerator stick. Also included were serpentine exer- cises, evasive maneuvers, off-road recovery, and controlled braking activities. Generally, these activities were done at speeds between 20 and 35 m.p.h. The advanced driving program is now included in the teacher preparation program. All undergraduate majors and minors in traffic safety education are trained in these activities, as are graduate students in traffic safety degree programs. Dr. Robert Ulrich, Professor and Head of the Safety Depart- ment, felt strongly that those who have been assigned responsibility for teaching these activities must be thoroughly trained in their use and know how to teach them. He also felt it was important that these activities be included in the program, after the students have mastered the art of handling the vehicle relatively well; otherwise, they become frustrated and the activity may well become detrimental--even dan- gerous.55 55Letter from Dr. Robert Ulrich, Associate Professor and Head of the Safety Department, Central Missouri State University, Warrens- burg, Missouri, April 1, 1974. 34 Concept of Teaching Emergency Driving Techniques This section is devoted to the concept of teaching emergency driving exercises and its relation to learning theory. Its feasi- bility in the regular driver education curriculum is briefly exam- ined, as seen by some highway safety experts. Skill Training Carter questioned whether accident avoidance can be taught through evasive maneuvers. He stated that research in this area had been attempted at the university level and by some state police departments. However, in general, few motorists have had an oppor- tunity to receive accident-avoidance training.56 Carter also questioned whether it should be assumed that drivers are not going to encounter emergency situations on the high- way or, if they do encounter such situations, they will know how to respond to them from having read a textbook or remembered a diagram 57 presented in class. Moseley58 and Siegel59 both agreed that a driver can not be expected to react appr0priately during an emergency situation, if he 56Kenis Carter, “Can We Really Teach Evasive Maneuvers?" Journal of Traffic Safety Education, April 1974, p. 31. 57 Ibid. 58Alfred Moseley, "Training Drivers to Meet Emergencies," Research on Fatal Highway Collisions, Papers 1961-1962, pp. 60-61. 59Arnold W. Siegel, "Emergency Driving--Why Teach It?" Part 1, California Journal of Traffic Safety Education, June 1970, p. 19. 35 has never been exposed to such an occurrence. Moseley stated that the purpose of training is to reduce a situation of danger to a point of control and to provide a skill with which to act under conditions of imminent danger or stress. Similarly, Siegel believed that drivers should be field trained so as to be equipped to react correctly and automatically to common driving emergencies. Carter, like Moseley and Siegel, believed that the more exposure students have to emergen- cies, under controlled conditions, the better prepared they will be to meet and cope with emergencies on the highway. Moseley delineated the criteria under which students should be exposed to an emergency situation: The person should be placed in situations of a training nature in which educational procedures and engineering devices have been carefully structured by appropriate research and conform- ing closely to the operational characteristics of the real emer- gency, to be given firsthand experience in the diagnosis and management of the emergency situation.60 According to Strother, traffic authorities are beginning to realize that the death toll remains high partly because people have forgotten what they learned in driver education and still more because they were never taught what to do in emergency situations. Strother stated that the driver education curriculum, consisting of 30 hours in class and 6 hours behind the wheel, is about the same as it was when introduced in 1933. It covers only the rudiments of driving.61 60Moseley, p. 60. 6Robert S. Strother, "Post-Graduate Driving," Kiwanis Magazine, March 1974, p. 26. 36 Wingate stated that the value of training in emergency driving techniques should be obvious. Most of the behind-the-wheel experi- ence students receive is conducted in good weather on familiar local roads, providing excellent driving conditions. The student driver's ability to handle a vehicle under less than good conditions is never challenged under realistic conditions. Wingate believed that "the lives of young drivers depend not only on the amount--but on the type of behind-the-wheel training they received in controlling common emergency situations."62 McKnight, like Wingate, acknowledged that few students ever experience driving under adverse weather conditions while enrolled in driver education classes. Many students graduate without ever having experienced starting, driving, and stopping on slippery pavement.63 According to Roberts, the human factor in accident causation is most crucial. Six of eight causative categories listed by engi- neers who investigated accidents on the Pennsylvania Turnpike dealt with human errors. They were: (1) inattention, (2) illegal and unsafe actions, (3) deficiencies in driving skill, (4) mispercep- tion, (5) failure to avoid obstacles in the road, and (6) intoxi— cants. The other two categories concerned the vehicle or the physical condition of the road.64 62Roger H. Wingate, "How to Set Up a Lifesaving Driver Educa- tion Course That Takes More Sense Than Dollars," American School Board Journal, November 1973, pp. 29-30. 63A. James McKnight, "Needed--Goals for Driver Education," Journal of Traffic Safgty Education, January 1973, p. 5. 64H. J. Roberts, ed., The Causes, Ecology. and Prevention of Traffic Accidents (Springfield, 111.: Charles C. Thomas, 1971), p. 55. 37 Qualified instructors and adequate facilities are two com- ponents needed to prepare student drivers to cope with the traffic scene. A driving range or unused stretch of roadway can be used to teach evasive steering, to overcome fear of leaving the roadway, and to react correctly to simulated blow-outs or brake failure.65 Strother indicated that an unobstructed area 450 feet by 250 feet was adequate for behind-the-wheel preparation in emergency driving skins.66 Carter stated that the possibility of student injury was minimal, if the driver was given adequate space to recover if he lost control of the vehicle. Students should have doors locked and their shoulder harness and seat belt fastened at all times while driving a vehicle, on the range or on the highway.67 The importance of providing an opportunity to practice emer- gency driving techniques can not be over-emphasized. The research studies discussed on the following pages demonstrated that people retain perceptual motor skills better with repeated practice. Pro- viding sufficient opportunity for practice is a critical factor in determining the proficiency in the acquired motor skill. According to learning theorists Anderson and Faust, motor skills were usually over-learned or practiced beyond the point of mastery, even in laboratory settings. They also stated that the 66 05McKnight, p. 6. Strother, p. 28. 67Carter, p. 35. 38 greater the similarity between the learning situation and the actual experience, the better will be the recall.68 Jones and Bilodeau undertook a study to determine gunners' retention of sight-manipulating skills over long intervals of no practice. The results of the study were important to military policy in recalling or reassigning personnel. Their findings included: 1. Well-trained sight operators can return to the task after relatively long absences and be expected to be signifi- cantly more proficient in sighting skills than the novice. 2. The once well-trained operator, after relatively long absences, can be expected to reacquire former proficiency in a relatively short period of time. Ammons et a1. initiated research in 1958 to determine sub- jects' retention of perceptual-motor skills following differing amounts of initial training and after no-practice intervals up to two years. Subjects were trained to operate a vertical panel on which 17 control units were mounted. The units included a knife switch, a toggle switch, an automobile turn indicator, an automobile turn handle, a rotary switch, a doorbell buzzer, and a sliding door latch, al‘l arranged so that the subjects could easily reach any one. The taskzinvolved manipulating the controls in a given sequence, which was mounted on the panel for the subjects to see. Subjects used the first few trials to identify the items and the correct sequence and 68Richard Anderson and Gerald W. Faust, Educational Psychology: ID§_§Efience of Instruction and Learning (New York: Dodd, Mead, and Company, 1973), pp. 460, 462. 69Earl 1. Jones and Edward A. Bilodeau, "Retention and Relearn- ing of a Complex Perceptual-Motor Skill After Ten Months of No- Practice," Human Resources Research Bulletin, No. 53-17, June 1953, P- 13. 39 to manipulate the controls correctly. The next step was to speed up the runs, still using the schematic chart as a guide. Subjects of the study were male university students. Groups ranging from 40 to 47 subjects were trained to perform 12 sequential arrangements, repre- senting two degrees of learning (5 trials and 30 trials). The trials were combined with six durations of no-practice intervals (one minute, one day, one month, six months, one year, two years). The subjects were tested for retention and retrained for ten trials after the no- practice interval. The results of the study indicated: A greater proportion of proficiency was lost by groups receiv- ing less initial training and groups receiving longer no-practice intervals. Re-training to the earlier level of proficiency took more trials the longer the no-practice interval and the greater the amount of training.7 The Fleishman and Parker studies of the early 1960s demon- strated a number of factors influencing retention and relearning of perceptual-motor skills. The 1962 study included in its design pro- visions to simulate the learning of a complex ski11--learning to fly a radar intercept mission. Their research questions included the fol- lowing: How well is such a skill retained without practice? 2. What is the relation between retention and level of profi- ciency after the original learning? 3. Is the type of initial training related to retention? 7OR. B. Ammons, R. G. Farr, E. Bloch, E. Neumann, M. Dey, R. Marion, and C. H. Ammons, "Long-Term Retention of Perceptual- MOtor Skills," Journal of Etperimental P§ychology 55 (1958): 327. 4O 4. If there is a loss in proficiency, how much practice is required to regain it? 1 The findings of the study indicated that retention of pro- ficiency in a complex perceptual-motor skill was extremely high, even after 24 months with no practice. The most important factor in reten- tion was the level of proficiency developed in the initial learning session. The correlation between final level of original learning and performance after different intervals of no practice was found to be .80. It was also found that retention was a function of the level of proficiency at the end of the initial training, rather than a function of the type of initial training used. With respect to the amount of practice needed to learn perceptual-motor skills, Moseley asserted: The training program should be carried to the point where the student shows his tendency to panic and is eliminated; or shows his incapacity to properly manage the emergency and is elimi- nated; or develops a skill and capacity to respond to the emer- gency by doing the correct thing in time for it to be effective.72 He continued: The more significant the contribution of the man to the success- ful performance of the man-machine relationships, the more impor- tant it is that the training of the human operator be carried to a degree of where he can successfully manage all types of prob- lems which arise. Barrett indicated that students should practice emergency driving skills, not only until the skills are perfected, but until a level of emotional desensitization is reached. Under situations of 71Edwin A. Fleishman and James F. Parker, ”Factors in the Retention and Re-learning of Perceptual-Motor Skills," Journal of Experimental Psychology 64(3) (1962): 215. 72Moseley, p. 61. 73 Ibid. 41 stress, people experience more anxiety or arousal. There is an optimum level of individual arousal that allows for maximum perform- ance. However, beyond that level, the individual's performance diminishes substantially. The individual often then limits his responses solely to hard or panic braking. Students must be given an opportunity to develop emotional control in situations of stress.74 The value of training and practice in emergency driving skills seems to rest on their being as similar to the actual situation as possible. The better the driver learns these skills, the more likely it is that he will respond appropriately when an emergency arises in traffic. Traffic safety educators disagree, however, about whether emergency driving skills should be taught to high school students in the regular driver education course or in an advanced driver education course. Seals stated that crash-avoidance techniques or evasive per- formance skills should not be taught in the regular driver education course. He believed that including emergency driving skills in the regular driver education course could increase the probability of the student driver's becoming involved in a collision. Two reasons he cited were: 1. Few students acquire minimal skill since practice time is so short. Many learners would practice maneuvers on their own. This is a deadly practice. 74 pp. 88-89. Barrett, Performance Measurement and Training Requirements, 42 2. Off-road recovery involves swerving back on the roadway without delay-~another deadly practice.75 There is not sufficient time in the regular driver education course to teach emergency driving skills. Seals suggested that advanced driver education skills should be taught only to students who have successfully completed the basic driver education course and have had one year of driving experience. Siegel believed that training in driving skills makes stu- dents better drivers. He felt that emergency driving skills can be taught in the regular driver education course, in an advanced driver education course, or as an extension of the practical driving aspect of the regular course.76 Dunn, another traffic safety educator, believed that the regu- lar driver education curriculum should place increased emphasis on crash avoidance and emergency driving techniques. He felt the cur- riculum and facilities should give students an opportunity to learn emergency driving procedures under proper field conditions. Learning these procedures, he said, would enhance students' understanding of collisions, how injuries are caused, and how to respond correctly to avoid collisions and accident-producing situations.77 75Thomas A. Seals, ”Evasive Drills Have No Place in Driver Education for Beginners," Journal of Traffic Safety Education, October 1974, p. 26. 76Arnold W. Siegel, "Emergency Driving--Why Teach It?" Part II, qurnal of Traffic Safety Education, October 1970, p. 11. 77LeRoy Dunn, "Where Is Driver Education Headed?" Journal of Traffic Safety Education, October 1974, p. 7. 43 Barrett indicated that there has not been sufficient research in the area of preparing young drivers for emergency driving situa- tions. Thus, it is not possible to weigh the outcomes of such train- ing until further research is undertaken.78 Summary The review of literature indicated that many experts felt there was a deficiency in the present driver education curriculum. Driver education students complete the regular driver education course without adequate skills to handle common driving emergencies. Statistics showed that drivers were involved in accidents involving running off the roadway, skidding, hitting obstacles in the roadway, and uncontrolled braking (with subsequent locking of the brakes). It was hypothesized that many accidents might have been pre- vented or their severity reduced if the driver had received proper instruction and training in handling common driving emergencies. There was, however, no general consensus among highway safety experts about whether emergency driving techniques should be taught in the regular driver education curriculum. Some believed that such techniques should be taught only in an advanced course to students with driving experience. Others felt that the high school driver edu- cation student should receive this training as part of the regular driver education course. The literature also revealed that the oppor- tunity for students to enroll in an advanced driver education course was limited. 788arrett, pp. 93-94. 44 From the literature review, a trend toward including emergency driving situations and exercises in the regular driver education cur- riculum was apparent. However, that subject requires considerable research and analysis. A discussion of the design of the present study, developing and pilot testing the survey instrument, the selection of the sample, follow-up procedures, and the method of data analysis are included in Chapter III. CHAPTER III DESIGN AND METHODOLOGY OF THE STUDY The review of related literature was presented in the preced- ing chapter. In this chapter, the design and methodology of the current study are presented. Research Qgestions to Be Answered This study was concerned with identifying the emergency driving situations and exercises that respondents had taught and those they considered appropriate for high school driver education students. In addition to obtaining this information, data were sought to determine: DJ the types of curriculum guidelines used. b. the nature of the facilitiesand special equipment used. c. qualifications of the instructors. d. instructor opinion regarding a number of factors related to teaching emergency driving exercises to high school driver education students. e. instructor assessment regarding strengths and needed improvement of their existing programs, as related to the teaching of emergency driving situations and exercises. 45 46 Sample Selection The study sample was nonrandomly selected. Highway safety instructors who had had special preparation and/or experience in teaching emergency driving exercises or who were actively involved in highway safety programs were considered. Contacts with additional instructors were gained through correspondence and personal contact with various highway safety personnel throughout the United States. These instructors were also requested to complete the questionnaire. Richard Whitworth, driver education supervisor at the General Motors Proving Grounds in Milford, Michigan, suggested individuals who had taken the Advanced Driver Education Course Sponsored by General Motors and taught by him at various safety centers in the United States. These graduates then became instructors of the Advanced Driver Education Course in their local areas, training high school instructors and some law enforcement personnel in advanced driver education techniques. These individuals, in turn, were able to provide the names of people who had participated in a workshop or training session under their supervision. Sgt. Timothy Baker of the Michigan State Police provided the names of other possible sample members from the Highway Patrol and State Police organizations. Harvey Clearwater from the University of Maryland provided names of Maryland county supervisors of driver education and Maryland State Department of Education personnel. Also included in the sample were highway safety instructors from colleges, universities, state departments of education, insurance and automobile companies, government personnel from the Armed Forces 47 and the National Aeronautics and Space Administration, and a private research organization. The names of these individuals are included in Appendix D. Some problems were encountered in compiling resource people for the sample. Resource personnel identified by Richard Whitworth, driver education supervisor at the General Motors Proving Grounds, were very cooperative in providing the names of people who had par- ticipated in workshops in emergency driving exercises under their supervision. However, it was difficult to obtain government personnel for the sample. Some had taken new positions or had moved to new locations. In other instances, representatives from the Army, Navy, and Air Force would designate other individuals to contact about highway safety education issues. Thus, the researcher was often referred to as many as two or three people before reaching someone who could provide the requested information. Included among government and private company representatives were law enforcement and insurance company personnel. These indi- viduals were included in the sample because of their long-standing, extensive involvement in teaching emergency driving exercises, not only to their respective personnel but also to the general public. It was felt that their experience in this area would be valuable in making judgments regarding high school driver education students. Following are the categories of highway safety personnel sampled: 48 a. High school instructors b. College and university instructors c. State department of education personnel d. County supervisors of driver education (Maryland) e. Private company representatives f. Government personnel The traffic safety professionals in these six categories possessed the broadest range of experience relative to the teaching of emer- gency driving situations and exercises. Respondents completing the survey instrument were asked to identify themselves with regard to their training in and teaching of emergency driving exercises. Based on their teaching and training experience, the highway safety instructors were categorized into four major groups: Group I Trained to teach emergency driving situations and exercises and have taught them Group 11 Not trained to teach emergency driving situations and exercises, but have taught them Group III Trained to teach emergency driving situations and exercises, but have never taught them Group IV Not trained to teach emergency driving situations and exercises and have never taught them The Survey Instrument The survey instrument was divided into five sections. Each section was completed only by those respondents who met the following criteria. A number of questionnaire items were to be answered by respondents who had had experience in teaching emergency driving 49 exercises. Other questions were to be completed by respondents who had been specifically trained to teach emergency driving exercises. The sections containing opinion questions were completed by all respondents. This grouping system clarified for the respondents which sections of the survey instrument they were to complete. It also reduced the possibility that those who lacked specific expertise would respond to specialized questions about facility dimensions, curriculum, and equipment. Respondents in Groups I and II were asked to complete the entire survey instrument. Those in Groups III and IV completed the instructor training and opinion sections of the instru- ment. (Individuals in Groups I and II had had experience in teaching emergency driving situations and exercises, whereas those in Groups III and IV had not had such experience.) The five sections of the survey instrument were as follows: I. General--Items included under this heading involved the type of driver education program in which emergency driving exercises were offered, the season and time of day the exercises were taught, the amount of teaching time allotted to emergency driving exercises, curriculum guidelines used to teach emergency driving exercises, and whether student participation was voluntary or mandatory. 11. Facilities and Special Equjpment-—These items included the types of facilities that were used to teach emergency driving exercises, the dimensions of the facilities, the dimensions of the skid pan areas, and recommendations regarding minimum dimensions needed for special facilities. Also included were items regarding 50 the type of special equipment needed in the teaching of emergency driving exercises, with respect to the vehicles used or equipment worn by the driver. III. Instructor Preparation for Teaching Emergency Driving Situations and Exercises--Items regarding the respondent's own training and teaching experience elicited the number of years of teaching experience in the field of highway traffic safety, the type of special training received in preparation to teach emergency driving exercises, and the various exercises included in the training. IV. Opinions-~Opinion items examined types of methods that should be used to teach emergency driving exercises, whether students would benefit from instruction in emergency driving exercises, and the issue of whether students may be inclined to practice the exer- cises on roads and highways. V. Areas of Improvement--Items included under this heading were designed to assess strengths and needed improvements of the existing emergency driving exercise programs. An item was also included to determine whether the respondent's program was going to be continued. A separate curriculum item was included to determine what methods instructors employed in training; included were 13 emergency driving situations taken from a Michigan State University curriculum guide for driver education79 and 6 emergency driving exercises from k 79"Meeting Emergencies" (unpublished paper, Highway Traffic Safety Center, Michigan State University, October 1971). 51 the General Motors Advanced Driver Education Course.80 Methods of instruction included classroom, simulator, and behind the wheel. Respondents who had had no teaching experience omitted this portion of the questionnaire. All respondents were expected to complete the opinion sec- tion of the aforementioned item, designating which emergency driving situations and exercises they considered feasible for inclusion in the regular high school driver education course, an advanced high school driver education course, or both. Those situations and exer- cises considered inappropriate for high school driver education stu- dents were to be noted under the heading: "Should not be taught in high school." This curriculum item preceded the other five sections of the survey instrument. Pilot Testigg of the Survey Instrument The survey instrument was pilot tested by having a selected group of individuals complete the questionnaire. Included were graduate students from two driver education courses being offered at Michigan State University during the summer of 1975. In addition, six high school driver education instructors from the Lansing, Michigan, area were asked to complete the questionnaire. Sixteen individuals participated in pilot testing the survey instrument. The results of the pilot test indicated that certain modi- fications of the survey instrument were necessary. More specific 80F. D. Smithson and R. A. Whitworth, Development of an Agyanced Driver Education Program, 4637 (Milford, Michigan, General Motors Engineering Staff--Proving Grounds, April 1972), pp. 4-15. 52 information regarding the duration of the driver education courses and the amount of time devoted to teaching emergency driving exer- cises was needed. Time included the total number of hours allocated to teaching emergency driving exercises, the number of classroom and behind-the-wheel sessions per week, the number of minutes per session, and the total number of classroom and behind-the-wheel sessions in the driver education course devoted to emergency driving exercises. The item asking for the frequency of emergency driving exercise ses- sions was deleted, as it was too vague. The question regarding the number of years of teaching experience related to highway safety was changed to elicit an open-ended response. The specific number of years of teaching experience for each respondent was obtained, rather than a range of years of teaching experience. The item regarding the number of years of teaching experience related to emergency driving exercises was modified to include the possibility that a selected safety instructor might not have had any experience teaching emergency driving exercises. Two additional subject areas were added to the question asking why a high school might not offer an emergency driv- ing exercise program (lack of adequate space and difficulty in secur- ing vehicles from automobile dealers for emergency driving exercise training). In addition, the format of that item was modified to a rank-order rather than a single-choice response. Follow-Up Procedures The initial survey instrument was sent to 163 selected highway safety instructors on October 2, 1975. Approximately five 53 weeks later, a follow-up letter was sent to those people who had failed to respond to the initial mailing. A total of 96 question- naires were returned and used. Methods of Data Analysis On most of the items included in the questionnaire, respon- dents had to check the one choice they perceived as being the correct response as indicated in a particular program. Only two questions required respondents to write in their answers. The data for each question were tabulated, frequencies noted, and percentages deter- mined. In Chapter IV, these data are presented in tabular form, with numerical representations. Included is a narrative discussion of the data contained in each table. Summary This chapter included a discussion of the research questions to be answered, sample selection, the survey instrument, pilot test- ing of the survey instrument, follow-up procedures, and the method of data analysis. Analysis of the data gathered by means of the survey questionnaire is presented in Chapter IV. CHAPTER IV ANALYSIS AND PRESENTATION OF SURVEY DATA This study was designed to obtain personal reactions of selected highway safety instructors to questions concerning the teaching of emergency driving exercises to high school students enrolled in driver education. In the preceding chapter, methods used to analyze the research data were explained. Contained in this chapter are an analysis of the data and presentation of the findings in tabular form. Where pos- sible, percentages were computed to illustrate the findings descrip- tively. The instrument that was used to gather these data was the survey questionnaire, a sample copy of which can be found in Appen- dix A. The questionnaire included the following sections: 1. A comprehensive grouping of emergency driving situations and exercises II. The general curriculum III. Facilities and equipment IV. Instructor training V. Highway safety instructor opinions regarding the teaching of emergency driving exercises VI. Strengths and needed improvements in current emergency driving programs 54 55 Questionnaires were sent to a group of highway safety instruc- tors chosen nonrandomly from a broad range of safety disciplines including law enforcement, education, government agencies, private industry, and insurance and automobile companies. As indicated in Table 2, 163 highway safety instructors were sent questionnaires. It was assumed that not all questionnaires would reach the individuals for whom they were intended, nor would all people receiving a questionnaire complete it. A total of 96 individuals completed their questionnaires, giving a return rate of 59%. Table 3 shows that 7 % of the highway safety instructors had training and taught; 7% had no training and taught; 9% had training but did not teach; and l % had no training and did not teach. (See Table 3.) Group I and Group II instructors were asked to respond to items regarding general curriculum, facilities and equipment, and strengths and needed improvements in existing programs. All four groups were asked to respond to instructor training and opinion sec- tions of the questionnaire. In the first section of the questionnaire, Group I and II instructors responded to items regarding specific methods they used to teach emergency driving situations and exercises to high school students; all four groups identified emergency driving situations and exercises they considered appropriate to teach to high school students. All four groups also identified whether the situations and exercises should be taught in a regular or an advanced driver education course, or both. 56 mm mm mop . Peach mm o_ o_ Pmccomcma u:mE:em>om .m.= mm m o mm>wumucmmweamg xchEoo mum>wga mm m em cowumusum cm>wgu eo mgomw>gma=m zuczoo mm m __ _m::omcma cowpeuzom mo “coauemgmu mpmum me m_ cm meoeoscpme_ omo__ou em me om mcoeochme_ Fooeom saw: emcgsumm vmccaamm umuznwcummo “smegma topazz consaz meouoacamcH xpmwem xezsmm: (I 117 .IIIII 1' .meouochmcw xpmmmm xngmw; an cmcczumc esp on umuznwcumwu mmcwmccowummzoii.m mpnmh 57 “peso em Ae__v .F Aemv m ANNV N ANNNV me _epoe m N N N N cowocozom Lo>wco co mcomw>coa3m zuczou m N .. .. m mm>wumucmmoeamc xcmaeoo wum>PLa m _ N .. m _oc:omeoa cowumosoo Co ocosugeaoo mpmom op m .. .. m chcomcoo u:mEcgm>om .m.: mp _ .. .. m— mcopoaeumcw ommppoo me N m m mm mceeoscomew _eoeom new: mcwzomoh oz mcwzommh oz newcoooh newcomoh .mcwcwoch oz .mcwcwmgh .mcw:_mg» oz .mcwcwmcp meouozgumcm _mpo» 111111111. zpmwom zngmpz >H qzogw HHH aaoeo HH azoco H azocw . II III Ill'I‘I D. 11.11111 11.11. 1.611111- .III 11.1.1. I 1.1.1 .moczomooca mcw>pco zocmmgwem m:_zomou :_ oocowcmaxo ocm ocwcwmcp cu mcwogoooe ooazocm msouozcumce zoommm zozzmwzii.m opnmh 58 Table 4 indicates the methods used by instructors in Groups I and II to teach various emergency driving situations. From 68 to 85% of the Group I instructors taught emergency driving exercises in the classroom, whereas 60 to 100% of the instruc- tors in Group II taught emergency driving exercises in the classroom. The method used second most often by Group I instructors to teach emergency driving situations was behind-the-wheel instruction. The exceptions were submerged vehicle and bee in vehicle, taught by 3% and 16% of the instructors, respectively, which were taught more often in the classroom. Instructors in Group II also used behind-the- wheel instruction second most often, with the exceptions of submerged vehicle, vehicle catches fire, bee in vehicle, hood flies up, and stalling on railroad. Only 20% of the instructors taught these situa- tions by means of behind-the-wheel instruction. Both groups reported that the method they used least often to teach emergency driving situations was simulation. The situation most often taught using simulation, as reported by Group I instructors, was brakes fail (40%). The situation that Group II instructors most often taught using simulation was blinding lights (4 %). Behind-the-wheel instruction and simulation were used equally often in teaching two situations: vehicle catches fire by Group I instructors (2 %) and blinding lights by Group II instructors (40%). Table 5 shows the methods used by Group I and Group II instruc- tors to teach emergency driving exercises. The behind-the-wheel method was most often used by those in Group I to teach emergency driving exercises. The exercises taught 59 .mOOzO ooOOO.OE.O .EOm .oOng .oozziozu1oc.zoo n .3.O.m .OOOOO EooLOOO.o n OOO.u ”Omx O. N OO ON .N OO .N OO. OO ONO ON ONO .OOO. .. .. ON . OO O O O O N OO OO O.O.OO> OOOLOOOOO .. .. ON . OO O ON O. ON O. NN OO OO.. OoOOOOo O.O.OO> ON . OO. O OO O O. N. OO OO ON .O OOOL O. Oo.OO\OOOc OOOO OO N OO N OO O ON O. NO NO OO NO OOOO.. OO.OO..O ON . OO O OO O NN O. .O OO ON .O OOOc OO O.Oe.e< .. .. ON . OO O N O O. .. OO OO o.o.;o> O. OOO .. .. OO N OO O ON O. OO NN ON .O OocO..O. OO.LOOOO .. .. ON . OO O NN O. ON O. NO OO O: OO... OOOI .. .. ON . OO O O. O. ON O. OO NO OOOL..OL OO OO...OOO .. .. OO O OO N O. .. .O ON .N OO OOOOLOOLOO OO.OOO.O ON . OO O OO. O O. O. ON ON OO NO ..O. OOOOOO ON . OO O OO. O OO ON NO NO OO NO OOOOOO .OOOO OOO ON . OO O OO. O OO NN OO .O OO OO ..O. OoerO N z N z N z N z O z N z .E.O .3...O OOO.O .e.O .3.O.O OOO.O oozooz oozuwz OOOOOOOOOm Oocomcmsm 3:283 .m%.. “we? 2.: S .395 35.32:. £9“th H 95.5 I III '11 III III I.‘ I II .I III!- I..|'IIII. Inl .Oco.posp_m mcw>wco zocmmgoeo OOOOO OO OOOO OOOOOoz--.O o.OO. 6O .oOOOQ :oOOONOEOO n .EOm .mmmzo .moz:-ozp-o:.zoa n .3.N.m .oOezo Eoocmmm.o n OOO.Q ”Oox OO m. cm N. ow ON ON mo. mN mom mm ONN NONoN ON . OO N co m N. N Nm mm om OO Lo>=ocme mcwucmaemm AuzozoNOV 0O N 0O N co. m .m .N OO .O mo NO LOO No OOo. coooam 0O N ow O om m NN m. mm mm .N NO NOONOLO ooNNoNucou om m co m cm O ON N. ON Om NN mO Lo>zmcme m>NOO>N om m om O om O mm ON ON .m ON .m .oeucoo ONNm 0O N co m 00. m mm ON ON NO ON cm Oco>oooe omoguNwo N z N z N z N z N z N z .EOm .3.N.m OOO.u .EOm .2.0.m OOO.u oozuoz oozpmz OoONOmem OOO>ONo zocomLOEm .O u 5 .OO 1 E NOONOoOmN.mc.c.ONNN;: .Hazoco NOONOOOON .mcwcwmchv H azocw I 01111-1 .OmOOoLoxo OOO>OLO Nocmmeoem compo o“ ooO: Ooozuozii.m m.nON 61 by this method ranged from sudden loss of air (blowout) (46%) to off-road recovery and controlled braking (both 85%). The method used second most often to teach emergency driving exercises, as reported by instructors in Group I, was classroom pre- sentation. Seventy-five percent taught skid control in the class- room, whereas only 50% included serpentine maneuver. In contrast, instructors assigned to Group 11 reported that classroom presentation was the principal method they used to teach emergency driving exercises. Further, 100% of the instructors in this group stated that the emergency driving exercises they most fre- quently taught in the classroom were off-road recovery and sudden loss of air (blowout). Both groups reported that simulation was the method least used to teach emergency driving exercises. Group I instructors reported that, when simulation was employed, the three exercises most often taught were off-road recovery (35%), skid control (35%), and sudden loss of air (blowout) (31%). Group II instructors indicated that they most often taught skid control (60%) and evasive maneuver (60%) by means of simulation. As shown in Table 6, Group I instructors indicated that all of the emergency driving situations should be included in the regular driver education course. Responses ranged from 65% for the submerged vehicle to 91% for the blinding lights situations. Approximately 25% or less reported these situations should be included in the advanced driver education course. A small number (9% or less) reported that 62 .Oucmoaum cowumozoo Lo>wco .oogom go.; Now muopgaocooo No: n .<.z a .ucmocoamoc zoom No oOcoOOwN woo cozu egos No coNNom.mO m.o.OOon may No omzmomn .noocm O ou OOOONOOO Ocomgoa No Logan: ecu :Ozu soumogm ma opsoo :oONOONOO mew>wco Nee cu Oomconmmg No gonzo: .muOu echo O N N. NN ON OO NN ON O. O. OO ON .. .. .N O. OO OO O OO O. O.. OO OON .OOO. OO O OO O OO O OO O NN N NN N .. .. OO N OO O O O .N O. OO OO o.o.eos OOOOOOOOO ON N ON N OO O OO O NN N NN N .. .. ON . OO. O O O O. .. NN OO OO.. OOOoOOo O.o.eo> O. . .. .. OO O NN N .. .. ON N .. .. ON .. OO. O N . N O OO OO OO.ONWMHOWOWOMM .. .. O. . OO O .. .. .. . OO O .. .. ON . OO. O O N O O .O NO OOOO.. OO.OO..O .. .. O. . OO O .. . .. .. ON N .. .. ON . OO. O O N O O OO NO OOoc Oo O.Oe.e< O. . ON N ON N OO O .. .. NO O .. .. ON . OO. O O O O O NN NO o.o.ee> e. OOO .. .. ON N OO O NN N OO O OO O .. .. ON . OO. O N . ON O. NN NO OOLO..OO OO.cooOO .. .. OO O OO O OO O .. . OO O .. .. ON . OO. O N . O. O. ON OO O: OO..N coo: .. .. ON N ON N NN N .. . NO O .. .. ON . OO. O O O O O OO OO OOOO..OO OO OO....OO .. .. ON N OO O OO O .. .. NO O .. .. ON . OO. O N . O. N NO OO LOOONOOLOO OO.OOO.N .. .. O. . OO O .. . NN N OO O .. .. ON . OO. O O N O. N ON OO ..OO OOOO.O .. .. ON N OO O .. . O. . ON N .. .. ON . OO. O O O O. N. .O OO ONO.OO .OOOO OOO .. .. O. . OO O .. .. NN N ON O .. .. ON . OO. O O N O. O. OO OO .OOO OOOOLO N z N z N z N z N z N z N z N z N z N z N z N z 1on<.z .OOO .OOO O.<.z .OOO .OOO o.<.z .>O< .OOO O O.z .OOO .OOO .1 Eccmoca Eogmoga EOLaoNO Emgaoca OzoONOONOm .O. n z..OO.OoOON oz .OOOONONN ozv >. azocw 3 n 219.230.— oz .mc.:.OLNV NH. naogw .O 1 ZONOO.OOOO. .ocNOOONN oz. N. osocu Ame u zvamcvzoomp .mc.=.ONNv _ angu OOO>OLO OocomgoEN .omgaoo co.uoo=oo Lm>NNo ooocm>oo NoNocu NONOOOL ogu :. OcoONOONOO ac.>.co Oocmmgoem OOOOoOou uaona meoN=Ono .Oucoocoamoziu.m opauh 63 these emergency situations were not appr0priate for high school driver education courses. All but one of the instructors assigned to Group II stated that all of the emergency driving situations should be taught in a regular driver education course. One respondent indicated that the submerged vehicle situation should be taught in an advanced driver education course. No respondents stated that the situations were inappropriate for high school driver education students. Most respondents assigned to Group III indicated that the emergency driving situations should be taught in the regular driver education course, with the exception of submerged vehicle and vehicle catches fire (both 22%). Forty-four percent of the instructors reported that these two emergency situations were not appropriate for inclusion in high school curricula. Most instructors assigned to Group IV stated that the emergency driving situations should be taught in a regular driver education course, with the exception of vehicle catches fire (40%) and submerged vehicle (30%). They felt these situations were not appropriate for high school students. Group I and Group III instructors considered more emergency driving situations inappropriate for high school driver education students than did Group II and Group IV instructors. As indicated in Table 7, most respondents in Group I felt that emergency driving exercises should be taught in the regular driver education course. There was a response range from 56% (evasive maneuver) to 62% (off-road recovery). Approximately half of the OOOOoon .OOOLO O o» OOOONOOO OcoOLoO No gonzo: on» :mzu Louomgm .Oucmoaum :oNuooaom No>NNo Noozom zo.z so» ONONNOoLoaO No: a .<.z a .Ncoocoammc zoom an mmcogmoc moo cOzN woos No :oNuooNuO mNONOOoO us» No on ONOoo OONOLoxo ch>NLu Nee o» Ommconmms No 5055:: Nouou ache mm mO mm mm Nm om 64 o— O. OO CM CO CO CO 0O 0O om om CO om 0O mm mm No wN No No NN mm OO mm mm OO CO OO CO CO ow ON ow om ow om om oo— NONON Nm>=mcme ucNucoacom .OOOOO.O. LOO No Ono. cocoon mc.xoga ooNNoLucou Lm>aocoe o>NOu>u Nogueou cvzm Ogo>ooog ooosuuvc N .>O< N .moz N z .sOO N z .mmz Eoemoga O. . z..Oe.OOOo. oz . eNcNuLN oz. >N ozone Emgmoca N .OOO N Saunas; NO NNN Om NON MO ON mm OO NO mN NO mO NO ON no mO mm mm mm mm OO NM mm MO mm ON No OO O... N... Eogmoga .O u z..OO.OOOO. oz .cheNONN. NNN nsogw III'HWH .I NO 1 ONNOO.OoOo. .chcNOLN oz. NN ozone OO 1 z.NOO.OoOO. . :NeNOLN. N aaogu OoONoNoxN o=N>NLo Nocomgmsm .omczoo eoNNOoaoo Lo>NNo ooocm>om LoNocm LOszoN on» :. OwONonxm m=N>Nco Oocmmcoeo chzoOoN cacao OcoN:.ao .Oucoocogmoz1-.N mNnaN 65 respondents (BS-53%) stated that these emergency driving exercises should be taught in advanced driver education. Less than 7% felt these exercises were inappropriate for high school programs. Most respondents in Group II stated that the emergency driving exercises should be taught in the regular driver education program (GO-100%). All respondents included off-road recovery in the regular driver education course. Forty percent of the instructors reported that all exercises except off-road recovery (20%) should be included in the advanced driver education course. None felt the exercises were inappropriate for high school driver education. Most respondents in Group III felt that the exercises should be taught in advanced driver education, whereas 44 percent or less would place these exercises in the regular driver education course. Only one person indicated that the blowout exercise was not approp- riate for high school driver education students. 1 Respondents assigned to Group IV showed no clear indication about the inclusion of these exercises in the regular or advanced driver education course. One respondent indicated that the blowout exercise and serpentine maneuver were inappropriate for high school driver education students to learn. General Curriculumtguestions Only respondents who had had experience in teaching emergency driving exercises were asked to respond to questions regarding general curriculum; this included Group I and II instructors. 66 Table 8 illustrates that emergency driving exercises were taught during the regular driver education course by 100% of the state department of education instructors and county supervisors of driver education in Group 1. One hundred percent of the high school instructors and county supervisors of driver education in Group II also taught the exercises during the regular driver education course. Ninety-seven percent of the high school instructors in Group I taught emergency driving exercises in the regular driver edu- cation course, whereas 36% of the college instructors in Group I taught the exercises in an advanced course. High school students receiving emergency driving exercise instruction from college instruc- tors were enrolled in a university laboratory driver education course or were from other high schools in the area; these students provided future teachers with an opportunity to work with inexperienced drivers. Emergency driving exercises were taught in an advanced driver education course by 3% of the high school instructors and 5 % of the private company representatives in Group I. Table 9 shows the groups other than high school driver education students who received instruction in emergency driving exercises from the survey respondents. These data indicated that 3 % of the respondents offered emergency driving exercises to law enforcement personnel, and 31% offered such instruc- tion to teacher-preparation students. Sixteen percent of the respondents offered emergency driving exercises to the general public. Thirteen percent of the respondents offered driving instruction to driver education instructors and ambulance drivers. Another 9% of 67 .EONOOLO :oNuOozoo No>NNo omocm>om ocO NO.:OOL OON c. OOONOmem m:.>.eo OocomNOEm NOOOON 0;: pcoocoamog :oNNOozoo No NOOENNOOOO oNONO O OONOoNOONO O. O NO .O NO .ONO. .. .. oo. N N OONNOOOOO Lo>NNO No ONOON>NOOOO Opcaoo .. .. OO. O O OOOOOOLOOO. .OOOOO OO.: «OONOoOmN .mONONOL. oz. NN azocu .. .. 00. N N OONNOozom Lo>NNo No ONoON>LOOOO Opcaou 0O . OO . N Oo>NNONOOOmNOwN Ocmqeoo ONO>NLO ON. . oo. O O .occomgoa OONNOUOOO No NOOENNOOOO ONONO .. .. .. .. .. .mccomgmq NcmEcNo>om .O.: OO O OO O O. OLOOOOOOOO. OOO..OO O . NO ON ON OOOOOOLOOO. .OOOOO OO.: .mONOoOmN .mONONONN. N mooNO N z N z omocm>o< OO.:mom z OgouoONNOcN SOLOOLO :oNNOUOOO No>NNo .mmgaoo :oNNOUOOm Lo>NLO ooocm>um No OO.:mwN OON m:.g:o NOOOON OoONomeo OON>NNO Oocmmgon11.O o.OON 68 .OLOOO NOOoO .O.: n NNN> .o..a:a .Ogmcow n NN> .mgo>.co OON .oocom n N> .NcoENNOamN ONNO n > .No>.go OOOO.OOE< n >. .NOOEOONONOO 3O; n NNN .ONONoONNOON OONNOoOOO co>Ngo n N. .OONNONOOONO NmzoOo. n N .Omz N . O. O m . O O N. O NO N. N. O .m O. NO .ONON .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. OONNOOOOO No>NNo No OLoON>NmOOO Ouczou .. .. OO—F .. .o o. o. o. o. o. o. o. o. o. o. —. WLOHUDLHWCP POO-LOW Saw: . NOONOUOON «NCNONONN mam NN Osage .. .. .. .. .. .. .. .. .. .. .. .. .. .. OONNOOOOO No>NNo oo. . . No ONoON>NOOOO Oucaou .. .. .. .. .. .. .. .. .. .. .. .. Om>NumucmOoeaog 0O . 0O . N Ncmqeoo mNO>NNO .. .. .. .. .. .. .. .. .. .. .. .. .. .. .OOOOOOOO OO.OOOOOO co. m N No ucmspemnoo mumum .. .. .. .. .. .. .. .. .. .. .. .. .OOOOOLOO O. . ON O N Newsccw>om .O.: .. .. .N m .. .. O. N ON O O. N .N O NO N O. Ogouosgumc. omm..ou .. .. ON . .. .. ON . .. .. ON . .. .. ON . O OLoNoONNOON .oozom OO.: NOONOOOON .NONONONHM N angu N z N z N z N z N z N z N z N z z NNN> NN> N> > >. NNN N. N OONNoONNOON oo>Nmomm on: OeozNo .mpcmocoammg Oo>L=O EoNN Omm.ogoxo NON>NLO NocomLmEm c. coNNosgumc. oo>Nmoog on: Oucmozum co.uoo=oo Lo>NLo .oozom OO.; cmza Lozuo manoewii.m o.OON 69 the respondents offered such instruction to fire department personnel, and 3% offered it to school busdrivers and members of the U.S. Coast Guard. Table 10 illustrates the seasons during which emergency driv- ing exercises were taught. One hundred percent of government personnel, private company representatives, and county supervisors in Group I taught emergency driving exercises during the fall. Eighty-three percent of high school, college, and state department of education instructors in Group I taught the exercises during the fall. Sixty-seven percent of the high school instructors and 50% of the county supervisors of driver education in Group II taught them during the fall. Emergency driving exercises were taught during the winter months by 100% of the county driver education supervisors in Group I. From 50 to 89% of the remaining categories of instructors in Groups I and II taught the exercises during the winter. Seventy percent of the high school instructors in Group I and 67% in Group II offered the emergency driving instruction during this season. The instruction was given most frequently during the spring. One hundred percent of the government personnel, state department of education personnel, private company representatives, and county supervisors of driver education in Group I and high school instructors in Group II taught the exercises during the spring. Eighty percent of the high school instructors and 94% of the college instructors in Group I and 5 % of the county supervisors of 7O . commwm mco OOON mgoe OONLOO OOONoLoxo m:.>.go Oocmmgmem NONOoOmN OONOUNOON OucmocoOOmN .OoOOo NOoe cNO ON NO ON. NO ON OO ON NO .N .ONoN .. .. OONNOosoo OO . OO . NO . N NO>NNO No ONoON>NOO=O Oaczou OO . OO. O NO N NO N O OOOOOONOOO. .OOOOO OO.: NOONOUOON .OONONON. oz. NN Quota OONNOoaoo 00. N oo. N oo. N oo. N N Nm>Nco No ONoON>NmOOO Opcsou co. O OO. O NO N OO. O m Oo>NNONcoOmLOog Ocmaeoo ONO>NLO .mccoOcoa :oNNOuzoO 00. N oo. N 00. N oo. N N .mccoOLOO Newscgo>om .O.: OO N. OO N. ON O. ON O. N. Oeouozgumc. mmo..ou OO O. OO ON ON .N OO ON OO OLOOOOOOOO. .OOOOO OO.: ANONOUOON .NONONOLN. N azoeo N z N z N z N z NoEEOO NONNOO Lou:.3 ..OO 2 ONoNUOLNOON OOOOOOOO 111 1110 1 11‘111111.1.11 11 0 111111111 1.11 1I11I1111|I 1.111.111 1 .1 .11111 11 .omLOOOo mew; OOONONoxo NON>NNO Oocomeoso zo.zz OONNOO LOmO on» No Ocommom11.o. o.OO. 71 driver education in Group II taught the exercises during the spring. During the summer, 100% of the private company representa- tives and county supervisors in Group I offered emergency driving exercises. Ninety-four percent of the college instructors in Group I offered instruction during the summer, as did 63% of the high school instructors in that group. Thirty-three percent of the high school instructors in Group II taught the emergency driving exercises during the summer. One hundred percent of the government personnel in Group I offered the emergency driving exercises during all four seasons. Table 11 indicates when the individual respondents offered emergency driving instruction. Emergency driving instruction was offered during the regular school/work day by 100% of the government personnel and private com- pany representatives in Group I and county' supervisors of driver education in Group II. Eighty-seven percent of the college instruc- tors and 77% of the high school instructors in Group I (67% in Group II) taught the exercises during the day. All of the state department of education personnel and 53% of the college instructors (Group I) offered the instruction after school/work. Only 37% of the high school instructors in that group offered the exercises after school or work. Between 40% and 50% of the college instructors and state department of education personnel in Group I offered the program on 1~eekends. Only 17% of the high school instructors in Group I were 72 .OOOO moN>NOOON Lo Oozmxeoz chNOO omcmNNo NONOO Om NONUONNOO. omo..oo On Omueoawmn .OOONNOO coNNOoO> NONNOO omgmNNo ON: EONOONO on» NOON oougogme Novosgpmc. .oozoO OO.; meow m N mm m. we mm RN .m cm pouch .. .. .. .. .. .. cowuwusuw 00. N . N No>NNo No ONoOO>NmOOO Opcaou .. .. mm . NO . NO N m Oscaozgumc. .oozoO OO.: ANONOoOmN .m:.:.ONN oz. NN asoeo .. .. .. .. OONNOuaoo 0O . 0O . N No>NNO No ONoON>NOO=O Oucaou .. .. .. .. mm . co. m N Oo>NNONcomognmg zeoaeoo ONO>NNO .. .. .occomgma coNNOozuo .. .. .. .. ON . oo. O O .mccoONmO Newscgo>om .O.: ON . OO O OO O NO O. O. OOOOOOOOOO. OOO..OO OO . N. O NO .. NN ON OO ONOOOONOOO. .OOOOO OO.: ANNNLoOON .mc.c.ONN. N aaoew N z N z N z N z Nozuo Oocmxmoz OON Ngoz OON xgoz z OLONOONNOON N.OOOoO LOONO N.OOOOO OO.OOO umgmmwo :mzz 1111.1 1111' .oogmNNo Om: coNNongmc. OON>NNO OocomgoEo ozu cozzuu... o.OON 73 involved in weekend instruction, whereas 33% of the high school instructors in Group II offered the instruction on weekends. Three percent of the high school instructors and 7% of the college instructors in Group I offered the instruction during vacation or inservice days. Table 12 shows the duration of driver education in weeks, as taught by the respondents. The median program length for high school instructors, state department of education personnel, and county supervisors of driver in Group I was 18 weeks, which was also the case for high school instructors in Group II. Government personnel had the shortest driver education training; their median program length was one week. Table 13 depicts the duration of the emergency driving instruc- tion in weeks and hours. The median program duration in weeks for government and state department of educational personnel in Group I and for high school instructors in Group II was one week. The median length for high school instructors, college instructors, and county supervisors of driver education in Group I was two weeks, whereas it was 16 weeks for private company representatives. The median number of hours for high school and college instruc- tors in Group I was five hours; for state department of education per- sonnel in Group I and high school instructors in Group II, the median was four hours. The median length of emergency driving instruction for government personnel was 20 hours, whereas for county supervisors of driver education in Group II it was eight hours. 74 O. O. N OONNOosoo NO>NNO No ONOON>NOOOO ONOOou O. O. O OLOOOONOOO. .OOOOO OO.: chwzomm. .mc.=.ONN on,NN azocw N. N. . CONNOoOOm Nm>NNO No OLoON>Noa3O Npczou N N N Oo>NNONOOOONOON OOOOEoo ONO>.NO N. O. O .occomema coNNoosom No ucmsuemawo ONONO . N N .mccoONoa Nemecgm>om .O.: O. O. O. OOOOOONOOO. OOO..OO O. N. .O OOOOOONOOO. .OOOOO OO.: NOONOoOON .m:.:.OLN. N OOOLN OONOOZ :Ooz .11mmwmm1HM1mmmamm11 z OLONoOLNOCN (11111111 1111111 11. $111.1...11110.11|I| 111111.111.111011I1111111. 111111111. I. 1.1 1 1111.1 1 1 III 1111. 1 11111111111 1 I 11.1 111111 11.1 61 1.. .111 11. .Oxooz c. .oOezoo :oNNOozuo Lo>NLo No zumco. OONOoE OON :OO£11.N. o.aO. 75 N N N .. .. .. CONNOoOoo No>NNo No ONoO.>LmO:O ONOOOO O O O . . O OOOOOOOOOO. .OOOOO OO.: ANONOOOON .m:.c.OLN cam... OOOLO m N N N N . CONNOoOOm co>NNO No ONOON>NOOOO Nuczou .. .. .. O. O. . Oo>NNONcoOmNOog NOOOEoo ONO>NLO O O O . N O .3538 5.58:8 No NOOENNOOOO BOON ON ON N . N O .occoONoa NOOEONO>OO .O.: O O O. N N N. OLOOOOOOOO. OOO..OO O N ON N O O. OLOOOOOOOO. .OOOOO OO.: .m:.zoOmN .OONONONN. N OOOLO OONOOZ com: 2 OONOOE com: 2 OLONUONNOON Oezoz Oxooz 1111. 111111. 11111111 1111' .1111111 11 11 1111.11. 1,.1111 III. 11.11.1.|1111. .I 1111 1 1111111111.. 11 1 11.11111111111 1111 11111111 1 .ngoz OOO Oxooz :. .OONNOoOOo Lm>NLO O. OONNoONNOON OON>NLO OOOOONOEO No cameo. OONOOE ocm :Oo211.m. o.OON 76 Table 14 represents the time scheduled for classroom sessions in emergency driving exercises. The median number of sessions for high school instructors, government personnel, private company representatives, and county supervisors of driver education in Group I was three, as it was for high school instructors in Group II. The median number of sessions for college instructors and state department of education personnel in Group I was two. The median number of sessions for county supervisors of driver education in Group II was four. The median number of minutes per session for high school and college instructors, state department of education personnel, and pri- vate company representatives in Group I and for county supervisors in Group II was 55. The median number of minutes for government personnel in Group I was 120. The median for high school instructors in Group II was 50 minutes. Table 15 depicts the time scheduled for behind-the-wheel sessions in emergency driving exercises. The median number of sessions for high school and college instructors and private company representatives in Group I was two. The median number of sessions for government personnel and county supervisors of driver education in Group I was four; the median number of sessions for state department of education personnel in that group was three. For high school instructors in Group II, the median was one session. 77 NO ON OO mm mm ON. mm mm mm N OO O OO N OON m ON O ON. O OO O. OO NN O O . N O O m m N m m N N N O m N O N N O. N O NN 8583?... Loico No 28.283 3.58 Ogouoaeumc. .oozom OO.: .NOONOOOON .OONONONN oz. NN OOOLO CONNOOOOO.NO>NNOOOOONoON>NOOOO ONOOoO Oo>NNONOOOmNOmN OOOOEoo ONO>NLO .occoOeoa coNNOozoo No newspgmaoo ONONO .occoOeoa Newscgo>om .0.0 ONONUONNOO. ouo..ou ONONOONNOO. .oozoO OO.: NOONOOOON «NONONOLN. N OOONO OONOOZ com: OONOOOO LOO z OOOOONZ NO O 111 I: 111 l1111.| 111111.111 1111.111 1111.111 OONOOZ :Ooz OOONOOOO .o N ONONoONNOON I 1.111 11111111111111 111.1.1.111.1 1.11111 I 1 I 1 10 1.11 1 11 0|1111I 11 1111 11.111.111.1111111 1111111 .NOONOOOO LOO OONOONE ocm OOONOOOO No NOOEOO. OOONOmeo O:.>NLO Oocomeoeo :. OONOOOO EOONOOO.o NON OONOOOOoO OENN11.O. o.OON 78 co.umu:um Lm>.gv yo mgOm.>Lma:m Aucaou mgoguzgumc. .oogum no.1 .mcwcumm. .mc.c.mg. ozv memaogw :o.pmu:cm Lw>.gc we mLOm.>gma:m auczou mm>.umu:mmmgamg xcwqeou mwm>.ga .mccomLmQ co.pmu:um mo «cwsugwamu mumum .mCCOmLma acmEch>om .m.: mgopuzgpmc. mum..ou mgOpuzgumc. .oogum OO.: Nmz.gumm. .m:.:.mg.¢ H mzogw oo oo N .. .. .. mm mm N _ _ N mO mq . O O N mm m__ m N N N ON. ©o_ m N m m ON_ MON 0 O o o mm _o_ m, N m o_ mm mm NN N m NN cmwumz cam: cmwumz :mmm z z :o.mmmm awn mmpzcwz we N I'II“I‘.II\I‘I|.".\"I 1‘ -‘l".|u I'l’ll ' .II' I! ‘ .l i - I II!‘ l ‘:'.i "w‘l- 0. ’1- I ": mco.mmmm *0 O II. - 1‘. -‘ mgouuzgumcH .Aco.mmmm Lma mmp::.5 +0 Lassa: ucm mco.mmwm mo gmnsscv mmm.ugmxm m:.>.gc xucmmgmam we mu.uumga .mm:3-mnu-uc.gmp so» um.:um:um ma..-:.O. m.nm. 79 The median number of minutes per session for high school instructors and private company representatives in Group was 55, as it was for high school instructors in Group II. The median number of minutes per session for government personnel and state department of education personnel in Group I was l20; for college instructors in that group, the median number of minutes was 58. For county super- visors of driver education in Group I, the median was 45 minutes, whereas it was 60 minutes for county supervisors in Group II. Table l6 indicates the total number of classroom sessions devoted to emergency driving exercises. The median number of sessions for high school instructors in Group I and county supervisors in Group II was five. The median number of sessions for college instructors and state department of education personnel in Group I was three. For government personnel in Group I and high school instructors in Group II, the median was four. The median number of sessions for private company representa- tives in Group I was two, whereas for county supervisors in that group, the median was eight sessions. Table l7 shows the total number of behind-the-wheel sessions devoted to emergency driving exercises. The median number of sessions for high school and college instructors and state department of education personnel in Group I was three. For government personnel in the same group, the median was ten. The median number of sessions for county supervisors of driver education was four for Group I and two for Group II. The median of sessions for high school instructors in Group II was one. 80 ll? '1. . O O . :o.umozvm Lw>.gv mo mgom.>gmq:m xgczou O O O mgouoagumc. .oosum no.1 Nm:.;umw. .m:.:.mg. ozv OH asogu O O N co.pmu:cw Lw>.gc we mgom.>gmq:m xpcaou N N . mm>.pmucmmmggmg xcmano mpm>.gm O O O .m::0mgma :o.umu=um we acmEuLmamu macaw O O O .mccomgma “cmEch>om .O.: O O O. mgouuzgumc. mom..ou O N om mgouuagumc. .oogum OO.: .mc.;umm. .m:.:.mg.v H mzogo :m.umz cam: z mgouuzgumcH mco.mmmm .o O .l II‘III'I|.‘vI. .I .‘ l' I .‘l'" I Ill‘l’lt'lll‘ll'..'l ‘- .: I."l-. 1-1.; .mmm.ugmxm m:.>.gv xozmmgmsm ow cmgo>mu mco.mmmm Eoogmmm.u .o Lanszznn.O. m.aw. '.lll"lll‘lz- u- I In-.- «I -.ll'-'--1t 81 N N . co.pmu:um Lw>.gu we mgOm.>Lmq:m xpcsou . . N mgOpuzgumc. .OOOUW OO.: Hm:.;omm. .mc.:.mg. ozv HOlmzogu O O N co.umuzum Lm>.go Oo m:0m.>gma:m xpczou .. .. .. mw>.umycmmmgamg Occasou mum>.ga O O O .m::0mgma co.umuzum mo ucmspgmamu wumum o. O O .mccomxmq ucmscgm>om .O.: O O O. mgOpuagumc. mmm..ou O O .m mgOpuzgumc. .oogum OO.: ~m:.:umm. .m:.:.mg.v H maogw cm.umz :mmz mco.mmmm »o O z mgouusgumcH ‘ Irv- III": Otlll -il’lll ll ‘ .Ir .mwm.ugmxm m:.>.gu Oucmmgmem ou vmuo>mv mco.mmmm .mmsznmcunuc.;ma mo L¢OE:2:-.N. m.nm. 82 Table l8 indicates the length of time emergency driving exer- cises had been a part of the respondents' programs. In Group I, l00% of the government personnel and private com- pany representatives had offered the instruction for two or more years, as had the county supervisors of driver education in Group II. Eighty-one percent of the high school instructors and 83% of the col- lege instructors in Group I had offered the instruction for two or more years, and so had 7 % of the high school instructors in Group II. Six percent of the high school and college instructors in Group I had offered the exercise instruction for less than 12 months. Thirteen percent of the high school instructors, ll% of the college instructors, and 33% of the state department of education per— sonnel in Group I had taught emergency driving exercises for more than one year but less than two years. Table l9 shows the sources of curricula used to teach emer— gency driving exercises. The response most often given by instructors was that they had developed their own program. This was especially true of high school instructors in Group 11, all of whom indicated that they had developed their own program. In Group I, 86% of the government per- sonnel, 7 % of the high school instructors, and 6l% of the college instructors had developed their own program. Only 50% of the private 83 NO 0O H. O O . H ON .muo. .. .. .. .. .. :o.umu=um oo. N N Lm>HLO Oo mgOm.>ng:m Nassau ON m .. ON H .. .. O OOOOOOLOOOH Hoocom saw: .dmc.;uwm. .m:.:.mgh ozv HH aaogw .. .. .. :o.pmosum 0O . 0O . N Lm>.gu Oo mgOm.>Lmq:m Nuczou 00. N .. .. .. .. .. N mm>HumucmmqumL Occanu mum>HLa .. .. .. .. .mc20mgwa co.pmuaum NO O mm O co.pmusum Oo pcmsugmamu mumum 00. N .. .. .. .. .. N .m::0mgma acm52Lm>om .O.: mm OH HH O H .. .. OH OLOOOOLOOOH OOOHHOU HO ON NH O H m H Nm mgouoOLOmcH Hoocum OOH: Hmm.;omw. .mc.c.mgkv H usage N 2 O N z N 2 exp can. wwwO mgoz go usm me> use mgucoz m>.mz. mgpcoz xHO mgmm> 03. cu xHO :OON mmwO z mgouusgpmcH cmzN mgoz OEHH Oo OOOOOO II. 1.1-! II. III] ‘.'t..l.1l|.' .‘IBI III. III. '1’!‘ 1‘ -OIuIlIIi‘III- I..91Ill.la||t‘. I. .I. I .' Ir 1.]... II!-. .msmgmoga .mpcmucoammL mzp we axon m cmmn Om; mmm.ogwxm o:.>.gv Nucmmgmsm ma.p Oo :um:mg--.m. mHOm. 84 HHOOOOO OOOOOO HOOOHOOz u .e.O.z OEHHw eem mLeOOHeEHO u e Neceseu meemgemcH ocum< u .H.< muemuHemcee Oungm>.ee wen mmmHHeu n O Oemaeeu mueegzmeH Hmeuez OOLOOHO u .z.4 mHeLan macaw u e segues; mgeuez ngmcow n .:.O uxmx m N H H OO OO H H m N m N HO om ON .ouep .. .. .. .. .. .. .. .. .. .. :eHuOueum CO H 0O H N LO>HLO we OLeO.>gma=m auceeu .. .. .. o. 00—. Q .. .o .. o. o. .. .o .. Q mLOHU=L&m=—v POO-sum ‘9': Ame.seom. .mc.:.mgh ezv HH naogo .. .. .. .. .. .. .. .. .. .. :eHuoeavo CO H CO H N Lw>ch we OLeOH>gwnzm zuczeu .. .. .. .. CO H .. .. .. .. .. .. oO H N Om>wucucmmmgaeg Oceaseu wue>Hga .. .. .. .. .. .. .. .. .. .. HmcceOLOQ :eHuouaum mm N NO O O we acmsugmamu macaw .. .. .. .. 0w 0 .. .. u. .. o. .. Q— _. N PQCCOWLQQ HchU>°m om...— .. .. .. .. HO HH .. .. O H H. N mm OH OH mgeuuegumc. emu—Heu O N O H OH ON .. .. .. .. .. .. ON O NO OOOOOOOOOOH HOOOOO OOH: OmcngOehlqme.c.eg.O H naegc a z N z x z a z N z . N z a z D m EQL©OLQ oUomol— o~0< 0204 020$ :30 H. muemuceqmem gmguo OmaeHm>mo HOHULwEEeO Eszu.Lgeu we megeem .Inlan,IuII.nIIIIIEII.-QII‘.III ‘ll.'l0.' lt‘ll..lIIiI.Il vll'l'till..." ". I I. .mmmHemem mcH>OLO xecmmgmem gummy ea new: EeHee.LL:e we Omegeemun.oH «HOOP 85 company representatives in Group Iand county supervisors inGroups land 11 indicated that they had designed their own instructional program. Of the commercial curriculum available, the General Motors Program was used most often as a guideline. In Group I, 89% of the college instructors and 67% of the state department of education instructors used the General Motors curriculum. Only 25% of the high school instructors and l4% of the government personnel in Group I used the General Motors curriculum. Fifty percent of the county supervisors of driver education in Group I used guidelines from the National Safety Council, whereas 50% of the county supervisors in Group II used Aetna Insurance Company guidelines. Other sources of guidelines used by high school instructors in Group I included state patrols, college and university consultants, and simulators and films. Table 20 indicates student participation in emergency driving exercises. Instructors in Groups I and 11 most often required student participation in emergency driving exercises; exceptions were college instructors, private company representatives, and county supervisors in Group I. Only 28% of the college instructors in Group I indicated that the instruction was a requirement; 50% of the private company representatives and county supervisors in that group concurred. College instructors in Group I most often indicated that student participation was voluntary (50%). Twenty-two percent of the college instructors and 6% of the high school instructors in Group I indicated that student participation 86 .Ogmpca.e> mOz uqumO HOOcziOOO-O:.;OO OOH Hen OngchL mo; mOm.e -LOxO OOH we OOOOOO EeeOOOOHe Os» HNO Le ”HucOEOeLeweO 3O. ..O.HV OOLHOOOO Le HOHHon .OOOCOO ..O..V OLOOeeHe> OLOz OOOHOLOxO Os“ .OHOucOOHe ucOuzum OOH :e m:.OeOOOO HHO OOOO OOOOOHOeH cOeOO O O OO OO NO ON ON .Ogep .. .. 00. N .. .. N eepreenO LO>.LO we OLeOH>Lanm Oueeeu .. .. ON m ON H O OOOOOOOOOOH HOOOUO OOH: Hm:.;OOOO .mchwmgp ezv HH meeLO .. .. oO H oO H N ce.pOe:OO LO>OOO we OLeOO>LOO3m Opeseu .. .. CO H 0O H N OO>.OOOcOOOOOOO Oemasee OOO>HLO .. .. NO O mm N O .OeeeOLOO :erOeevO we gemspLOOOu OOOOO .. .. OO O OH H N HOeceOLOO ucOEeOO>em .O.: NN O ON O OO O OH mgepeegpme. OOOHHeu O N OO NN ON O NO mgeuesgumc. Heesem OO.: HmcheOOO .me.:.mgpv H meeLO O z x z O z OOOeO OOOOOOOO OgmueeHe> z mgepeagumcH eeHOOOHeHOLOO we OOOO ‘1'}-1 I.‘.IIII l'»II'i..r I. I II.) 1'. III. 'iI. 'l‘v I‘I‘I'I.t -..-II. 'I.’.I ‘9'- I..'.I.I.. IIII. I '.'vl.-‘|ll II..- .' ‘lilIii'! .OOOHOOOL Le OOOO::.e>--mOO.eLOxO mcw>HLc OOCOOLOEO :. :e.umq.eOpLOa p:OO:OO-:.ON OHOOO 87 was both voluntary and required, depending on the nature of the stu- dent population (i.e., general public or law enforcement) and the phase of instruction being taught (i.e., classroom or behind the wheel). Facilities and Equipment Only respondents who had experience in teaching emergency driving exercises were asked to respond to questions regarding facili- ties and equipment. This included Group I and II instructors. Table 2l indicates which respondents had their own area for practicing emergency driving exercises. Eighty-three percent of the college instructors, 71% of the government personnel, and lOO% of the county supervisors of driver education in Group I had their own area for practicing the exercises. Forty-seven percent of the high school instructors and 50% of the state department of education instructors in Group I had their own practice area. Only 20% of the high school instructors in Group II had their own area. Table 22 shows how often another nearby facility was used for practicing emergency driving exercises. Of the instructors who did not have their own facility, lOO% of the state department of education instructors and government per- sonnel in Group I were able to use a nearby facility to practice the exercises. One hundred percent of the county supervisors of driver education in Group II were able to use a nearby facility. The instructors who had most difficulty locating a facility close by were the high school instructors in Group I (59%) and Group II (67%) and the college instructors in Group I (67%). 88 0O om 0O OO ON HOOeO oO H oO H N eeHqust OO>HOO we OLeOH>LOO3O Opczeu OO O ON H O 28%:ch H8O: OO.; HmcwceOOh .m:.:.OLO ezv HH aseLO .. .. 00. N N eewumeeOO LO>OOO we OOeOO>OOOOO Opezeu .. .. co. m m OO>HOOOeOOOOOOO Oemasee OOO>OLO OO O OO O O HOceeOOOO :ewumeeuO we OOOEOLOOOO OOOOO ON N .N O N .OceeOLOO peOsch>em .O.: NH O OO OH OH 2885ch OOOHHS OO NH O OH NO €802.35 H028 :3: Hm:.;eOOO .mechOOwO H meegu O z N 2 oz OO> z OgeuezgpmcH OOLO :zo OwOOO OO: ‘05; .OOOHOLOxO mcw>HOO OecOOLOEO mcwewueOLa Lew OOLO eze LOOOO OO: 0:: OchwceOOOmuu.HN OHOOO 89 OO O. NO OH ON Hmueh .. .. co. H H eeHOOeeOO LO>OLO we OLeOO>OOO3O Opceeu NO N mm H m Ogeueegumc. Heegem OO.: .NOCOOOOOO .OOOOOOLO ezv HH useLO .. .. .. .. .. :eHOOOOOO LO>OOO we OLeOO>OOOeO Opcseu .. .. .. .. .. OO>prOeOOOLOOO OcOOEee OOO>HLO .. .. co. m m HOceeOOOO :erOeeOO we pcOEOLOOOO OOOOO .. .. 00. N N HOceeOOOO OCOECLO>em .O.: NO N mm H m Ogepeagumcw OOOHHeO OO o. HO N N. Ogeueegpme. HeeOOO OOOI mmcwzeOOO .m:H:.OL.V HimseLO O 2 O 2 oz OO> z OLeOOOOOOcH OOOHOOOO OOOOOZ LOOOeOO OOO: II.I.I|IIIII-II|.A 'IIIIIIl'i'I" I ’II III'II'III| III III. -1-I"|II..III.II‘ I .mOmweLOxO mcw>OLO OecOOLOEO OCOOHOOOLO Lew OOOHHeOw OOLOO: LOsuecm OOO: “COcceOOOmuu.NN OHOOO 90 Table 23 furnishes the distance traveled by instructors to reach a nearby practice facility. High school instructors in Group I traveled an average of 3.7 miles, and high school instructors in Group II traveled an average of 4 miles to reach the practice area. College instructors in Group I traveled an average of l2 miles, whereas government personnel in that group traveled an average of 20.2 miles. Also in Group I, state department of educa- tion instructors traveled an average of l5.6 miles. County supervisors of driver education in Group II traveled an average of one mile. Table 24 represents the width of the area on which emergency driving exercises were practiced. The median width for high school instructors, government personnel, and state department of education personnel in Group I and county supervisors of driver education in Group II was 200 feet. The median width for college instructors was 275 feet, and for county supervisors of driver education in Group I it was 237 feet. The median width for private company representatives in Group I was 400 feet. Table 25 shows the length of the area on which emergency driving exercises were practiced. The median length of the practice area for county super- visors of driver education in Groups I and II was 300 feet. For high school instructors and private company representatives in Group I, the median was 600 feet; for college instructors it was 9l 0.. 0.. H :eOOOeeOO OO>OOO we OOeOO>OOOeO Ouezeu o.O o.O H Ogeuesgumcw Heesem OO.: HmcwceOOO .mewcwmgh ezv HHimzeLO .. .. .. :ewOOOOOO LO>OOO we OOeOO>LOOOO Ouezeu .. .. .. OO>OuOucOOOLOOL OcOOEee OOO>OLO o.O O.OH m HOeceOLOO cewymesz we ucOEOLOOOO OOOOO N.ON N.ON N HOcceOLOO ucOEOLO>eO .O.= e.NH O.NH H OOOOOOLOOOO OOOHHOO e.O N.O N OOOOOOOOOOO HOOOOO OOH: HmcwgeOOO .mc.c.OLOV H azegw cOOOOz :OOz HOOHHz :.V Oeempmwo z mgeuezgamcH I IIII.II| .I. III! II II,‘ -.I!.ll| I..III.I.I|IIIII III!!! I'IIIIIIIII .HOOH.E cwv OOOHHeOw LOOOeem Om: op OOHO>OLO OOCOOOHO--.ON OHOOO 92 Oz .xumLumUOL m :0 .:O>HO OOO; OeeHOcOewu OOOOOLOxO mew>HLO OecOOOOEO OOOHOOOLO OOOO OOOOewvcH OucOOceaOOmO eeOOOezuO LO>wgu OON OON .. .. .. .. H .. H we Ogemw>LanO Oueeeu .. .. .. .. .. .. .. .. N OOOeuezgquH Heecem OO.: NOOHOOOOO .mchHOLO ezv HH asegu .. .. .. .. .. :eOOOOOOO LO>OLO NON NON N N we OLeOO>LOO3O Opeseu OOO OOO H .. N .. .. .. m OO>OOOOOOOOLOOO Oemasee OOO>OLO .. .. .. HOceeOLOO :eHqueuO OON NOH .. .. .. N H H O HOceeOOOO ueOsch>eO .O.= ONN OOO H H N O O .. NH OOOOOOOOOOO OOOHHOO OON HOH .. N N O O O ON OOOOOOOOOOO HOOOOO OOO: HmcwgeOOO .mcwcwmghv H meeLO OOO OOO OOO com OON ooH :memZ Emmi Ipom IPOO IPOM IFON IFOP up 2 mLouUDLHOCH Il'lIl‘lI. .II I..Ia..I\II I,I.|I IIIIIIII HOOOO OOO OOLO OOO Oo OOOOz I-.- III..'III I II|II IIIl IITIIiIvI .HOOOw cwv OOOHOOOLO OOO; OOOOOLOxO m:.>HLO OecOmOOEO cows: :e OOOO OOO we Oun.zuu.ON OHOOO 93 oz .erLO OOO; CO .cO>.O OOO; OcewmeOswu mOmwengO mcw>wLO OucOmgOEO OOOOOOOLO OOO» OOOOOHOOO OOCOvceOOOmO :eHuOOOOO LO>wgu com com .. . .. .. .. H .. H we Ogemw>LOOeO Ouezeu so to o. o co 0. 00 o. 00 N GWLOUU—n—mecw Poo—LOW nme ~m:.ceOOO Omcwcwmgh ezv HH azegw .. . .. .. .. .. ceOOOean OO>OLO com com N N we OLeOO>OOa3O Oucaeu OOO OOO .. . .. H H .. H m OO>prOCOOOOOOO Occasee OOO>OOO .. . .. .. HOeceOLOO :ewumeenO oomN NONO N . .. . .. H .. O HOeeeOOOO ucOEeLO>eO .O.= OOO OOO .. . O O O O .. NH OOOOOOOOOOO OOOHHOO OOO OOOH O N H O O O ON OLOOUOLOOOO HOOOUO OOO: HmcwceOOO .O:.:.OLOV H maeLO +HoNH OON. coo. OOO OOO OOO OON emquz :OOz -HooH -HOO -HOO -HOO -OON -H z OLeOOOOOOeH III: I.I .I I IIII I I III IIII .HOOOw :wv OOOOOOOOO OOO; OOOHOLOxO mew>wgu OecOmLOsO HOOOO :Hv OOO< OOH we OOOCOO III I III .IITIIIIII IIIIIn I II.I sews; :e OOLO OOO we sumeOO--.ON OHOON 94 650 feet. Also in Group I, the median length for state department of education personnel was 800 feet, whereas for government personnel it was 2900 feet. Shown in Table 26 are the characteristics of the practice area used for emergency driving instruction. Most of the instructors indicated that their practice area was clear and unobstructed. One hundred percent of the college instructors, government personnel, state department of education per- sonnel, private company representatives, and county supervisors of driver education in Group I indicated that their practice area was clear and unobstructed. Thirteen percent of the high school instruc- tors in Group I stated that their practice area was not clear and unobstructed, as did 33% of the high school instructors in Group II and 50% of the county supervisors of driver education in that group. Table 27 indicates how many instructors felt they had ade- quate space in which to practice the emergency driving exercises. Most of the instructors said that they did have adequate Space for practicing the emergency driving exercises. One hundred percent of the private company representatives and county supervisors in Group I said they had adequate space. Ninety-four percent of the col- lege instructors and 8 % of the government personnel in that group indicated they had enough space. Eighty-three percent of the state department of education personnel in Group I indicated they had ade- quate space to practice the exercises. 95 O O NO OO OO Hmueh 0O H 0O . N :eHOOOOOO OO>OLO we OLeOO>LOO3O Oueeeu OO H NO N O OOOOUOOOOOO HOOOOO OOO: . ch.ceOOO .mc.:HOLO ezv HH asegw .. .. 00. N N eewumeznO LO>HLO we OLemw>LOO3O Opczeu .. .. co. m m OO>HuOucOOOLOOL Oceaeee Oue>wgm .. .. oo. O O HOcceOOOO cequeeuO we OCOEOLOOOO Oueum .. .. 00. N N HOceeOLOO ueOEeLO>em .O.: .. .. ooH OH OH Ogepezgumcw OOOHHeO m. O NO ON ON Ogepeegamc. HeegeO OO.: Hm:.;eOOO .mcwcwmghv H maeLO O z N 2 oz OO> z OgepeegpmcH OOpesgpmnecs Om: OOLO .II II I II I I-II I I II}III1II.I|I.I1II.I II.I.I ITII I IIIII. I I I III ITIII I I IIII. I.I..I I Ii II .OOpezngOecz new LOO.O Om: OOOHOLOxO mew>wgn OecOOLOEO mc.ewuemgg Lew OOO: OOLO OOO LOOOng we Ocewumewccw .OueOuceOOOmun.ON OHOOO 96 NN O. ON .O OO .OOOO oO H oO H N ceOOOOOOO LO>HLO we OOeOw>Lanm Ouczeu OO H NO N O OOOOOOOOOOO Hoegem OOO: OOCHOOOOO «mewcHOLO ezv HH meeOO .. .. 00. N N eewueech LO>OLO we Ogemw>LOazm Opezeo .. .. co. m m OO>wumucOmOLOOL OcOOEee OOO>OLO NH . OO O O HOceeOLOO :eOOOeevO we peOEOLOOOO OOOOO OH . OO O N HOeceOLOO “COE2OO>eO .O.: O H Om N. O. Ogeueegumc. OOOHHeu OO O OO OH ON OOOOOOOOOOO HOOOOO OOO: .chwgwmwp .mewchLNv H amOLO O z O 2 oz OO> z OgepeegumeH OOOOOOO< Om: OOLO I..IVII|I.III I I. III I. I I III IIT.I.I...II.I II.I .I I I.Iv IITI IIIII I.I III .OOOOOOOO Ow: OOmweLOxO meH>wgu OeemogOEO OOOOOOOOLO Lew OOO: OOLO OOO OOOOOnz we Ocewpmewccw .OucOueeaOOm--.NN O.OOO 97 Respondents who most often noted that they did not have ade- quate space were high school instructors in Group I (38%) and in Group II (33%). The nature of the facility on which emergency driving exer- cises were practiced is shown in Table 28. Off-street driving ranges and school parking lots were most frequently used as practice areas for teaching emergency driving instruction. Rural roads were used almost as often as were school parking lots. High school instructors in Group I used off-street driving ranges and school parking lots equally often (46%) and rural roads (50%) somewhat more often. College instructors in Group I used off- street driving ranges most often (78%) and school parking lots next most often (44%). Of the facilities available, instructors used blocked-off city streets and private parking lots least often. Other types of facilities that instructors used for these exercises included airport facilities, helicopter pads, residential streets, and racetracks. Of these four facilities, instructors most frequently used airport strips as practice areas. Table 29 indicates the recommended minimum length of an area on which to teach emergency driving exercises. The median length recommended by state department of education personnel was 350 feet; county supervisors in Group I recommended a median of 375 feet. The median length recommended by high school 9E3 xuogumumg u u muomcum pa.ucmuwmmg n u mean gouaoup—u; u a mmwuwp.uau ugoagpo u a "xmx _ _ p o_ P_ oN ON mm «N o e m m cm Nm we pouch .. .. .. .. .. .. .. .. .. =o_uuu=um Lo>wgu om F om _ om _ N mo mgom_>gwn:m macaou om .- o. COP N .. oo o. o. o. .o .- .o a. o. N WLouuaLUW-b' F8£UW top: ~mcwgommhddcvcwoghozv_~ qgogw .. .. .. .. .. .. .. .. .. .. .. =o_uau=uo Lo>wcu om F oop N N we agem*>goa:m xuczou .. .. .. .. .. .. .. .. .. .. .. mm _ cop m m mm>wumucmmmgawsxconsou wuu>vga .. .. .. .. .. .. .. .. .. .mccomgun co_uuu:u~ mm N «F _ om m m we acmsugunou macaw .. op P me n oN N .. .. «P p .. .. Nc m N poccOmgwa geostgm>om .m.= .. .. .. o — pp N cc w .. .. .. .. mN e_ mp mgouusgumc_ camp—av .. .. .. a, v om e_ we m— N N m_ m me n. mN mgouuagumcw poogum ng: amcwguoo» .mc.:'ughv _ usage a a z a z a z a z a z a z a z 3 ago“ goo xcaa “a; xeaa “macaw No.9 magma .co Lasso _ac=¢ Foosum ma~>.ga cco-uaxuo_m uaacum-eco z acouuacum=_ 1'- 14.1- vmm: haw—won; mo ugauoz 1 .mmm'ugmxm mcv>vgu xucmmgwem mcwuwuomca go» umm: xuw__uow as» NO menace o:p--.mN u—nuh 99 cowumusvm Lm>wgv com com .. .. N .. .. .. N No mLOmN>cmazm Nucaou oom cam .. .. .. .. N .. _ mgoyuzgumcm Noe;0m cow: 3:288. $55ch 2: : $5.5 .. .. .. .. .. cowamuznm Lm>wgu mNm mNm N N we mgomw>gmaam auczou omv mmq . . . . . . N N .. m mmiuficmmmcqmg .8358 3375 .. .. .. chcomgwg cowumuavw 0mm 0mm N m N o No pcmsugmawu mumum ooo_ mov~ m N N .. N .. N Nm::0mgma gcmscgm>om .m.: cow ova .. N _ o N m m_ Macbusepmcw wmm__ou com moN m m a m m a mm mLObascpm=w ”cocoa emu: chwgucmN.amc_c_mgNV H azogw coop OOQN com com ooq OON cmwnmz cam: Lm>o -Now -Noo -Nov -NoN -N z mcouusgumc~ Nummm :wv spasm; szswcwz .NummN cwv mmmwucmxm mcw>wgn NucmmLmEm comm“ ou :u_;3 co mmcm cm mo cpmcmN E:EN:_E umucmesoumm--.mm mNQwN 100 instructors in Group I was 500 feet, whereas that recommended by college instructors was 400 feet. Private company representatives in Group I recommended a median of 450 feet. The median length recom- mended by government personnel in Group I was lOOO feet; that recom- mended by county supervisors in Group II was 800 feet. Table 30 illustrates the recommended width of an area on which to teach emergency driving exercises. The median width recommended by high school instructors and state department of education personnel in Group I and by high school instructors in Group II was 150 feet. College instructors, government personnel, private company representatives, and county supervisors in Group I recommended a median width of 200 feet. For county supervisors in Group II, the median width they recommended was 500 feet. Table 31 indicates the width of the special area used for skid- ding purposes. In Group I, the median width for high school instructors was 150 feet, and for college instructors in that group it was lOO feet. For government personnel in Group I the median was l35 feet. The median width for state department of education personnel in that group was 40 feet, and for private company representatives in the same group it was 24 feet. Table 32 shows the length of the special area used for skid- ding purposes. In Group I, for college instructors and government personnel, the median length of the special area was 250 feet. The median length for high school instructors and for private company representatives TOT :oNumuzum Nm>Ngu com com .. .. .. N .. .. .. .. N No mcomN>gmasm Nassau Omp Omr .. .. .. .. .. .. P .. F mgouuzLuma FOOSUm saw: . a: .233 .323: 05 Z @205 .. .. .. .. .. .. :oNNauscm Nm>NNu OON OON N N N No mcomN>Nmnam Nassau OON m NN .. . . .. . . .. . . m . . N 3352388.. Pages 337:. .. .. .. .. .. .. Na==0meaa coNNauaum omN me m N o No ucmsugmawu macaw OON mNN .. .. .. N .. N N m N chcomcmn Newscgm>om .m.= OON NON .. .. .. N N N N m wN acouuscchN mmmNNou omN OON N .. .. N m m N oN mN mLONuchch Noogam gmNz achgummN .chchng Nlmsogo cow ooN com com cow com OON ooN :Dm—umz Emmi l—ON IP00 IFOm IFOG IPOM UPON IPOP 0—. Z mLOHuaaNHmCH NNmmN cNN zNuNz uaucasaouaa .NNaaN eNN mamNonxa o=N>NNt Nucmugmsm scam“ ON goNN3 cc mwgm cm No {NVNz EaeNch rauemeeouwx--.om mNnaN 102 om NN Ne NmuoN .. .. .. .. .. .. .. .. :oNNmusum Nm>NLu ooN N N No mgomN>gmazm Nucsou .. .. .. .. .. .. .. .. OOF P F mxoguzLumcw —OO£Um saw: 35:33 £559; 05 2 9.0.5 .. .. .. .. .. .. .. .. coNNmuzuw Lm>NNu ooN N N No mgomN>Nwasm Nuczou NNN Na .. .. N .. .. N . . . . m mwiuficmmmcamg .2358 magic .. .. .. .. .. chcomcma :oNNmuzvm ow ow N om N v No Ncmsugmamu mpmum mmN owN N .. N .. N N «N N N chcomcmq Newsccm>om .m.= ooN NoN .. N N m m c mN N mN mgopuzguch mmmNNou omN meN N .. .. m .. N mm m NN mLONuscchN Noogum goNz chNnummN .chchLNv N aaogw oom omN OON omN ooN om N z CMPUQZ cmmz IFmN IPON IFmP IFOF IFm OF UFHMQOZ Z mLO#U:LHMCH NNaaa eNN aac< No gNuNz rlfll'li.'.tl. .‘il'l‘ l - .‘llltltlllfll' U '1’; 9"- I... ‘.§ .NNmmN :NV mmmoacaa chuuNxm LON new: Ncma anmV wwNm NmNumqm mcu No :va3--.Nm wNnmN 103 coNNmuzum Lm>NNu No mNOmN>ngzm Nassau mcopuzguch Noogum smNz achgummN .chcNmNN ozv NN azogw :oNNmusum Nw>NNc No mLomN>Nma=m Nassau OON mmN .. .. .. m m mm>NumpcmmmcamN Ncmasou mNm>NNa of of . . .. . . N N 358ch 53825 .8 “55:38 8.3m omN mwN .. N m N o Nm::OmNma ucmscgm>om .m.: omN NNN N N o m mN mNoNascuch mmmNNou OON on N .. N m m mLONuscNmeN Noe;Um gmNI dchgume «mmNcngNv N aaogw com com cow OON :mNumz cam: -Noo -Now -NON -N z mgopuzgpch NNmaa CNN gchaN caNcaz .NpmmN :NV mwmoagzq chcuNxm LoN umm: Neon vamv mmgm NmNumam mg» No cumcmN--.Nm mNnmN 104 was 200 feet. For state department of education personnel, the median length of the skid pan was 150 feet. Shown in Table 33 is the surface composition of the skid pan area. The composition of the skid pan area most often was asphalt. One hundred percent of the college instructors, state department of education personnel, private company representatives, and county supervisors in Group I and high school instructors in Group II said their skid pan areas had asphalt surfaces. Eighty percent of the high school instructors in Group I said their skid pan areas were asphalt, whereas 20% used snow and ice for these areas. Thirty-three percent of the government personnel in Group I said the surface composition of their skid pan areas was concrete. Table 34 indicates whether respondents' skid pan areas had been treated with a special sealant. Most instructors indicated that a special sealant had been used on their skid pan area. One hundred percent of the state depart- ment of education personnel and private company representatives in Group I indicated that a special sealant had been used. Eighty-five percent of the college instructors in Group I had used a special sealant on their skid pan area, whereas only 43% of the high school instructors in that group had used such a product. One hundred percent of the county supervisors in Group I and high school instructors in Group II indicated they had not used a sealant. 105 m N m N mm mm Nm NONON .. .. .. .. .. .. .. :oNNOOOOm Nw>NLo No mgomN>Lmazm Nassau .. .. .. .. ooN N N ONONOONNOON Noozom OON: chNcumwN .chcNONN ozv NN mzogw .. .. .. .. ooN N N :oNNOozum Lm>NNu No mgomN>Nmazm Nuance .. .. .. .. ooN m m mm>NumucmmmLOmN Namasou mNO>NNa .. .. .. .. ooN N N NOOOOONOO coNNOuznm No Ncmsucmamu macaw .. .. mm N No O o chcoONmO acmscgm>om .m.= .. .. .. .. ooN ON ON ONONUONNOON mmmNNou ON N .. .. OO O ON OLONOONNOON NOOOOO OON: chNzummN .chcNOLNMNmOoLw wuN WOO Roam mpwgucuu ummgnma coNNNmoaeou mumNgsm ONONUONchN .OmNO :OO ONxm OON No :oNNNmoOEou mummc:m--.mm «NOON 106 II U NOmmuongz .OON NOONO .Nmmm wa mNNcmm NON Nmou ll ‘55 "NON oN mm mm mN Nm ooN ooN No mm me mN NONON 5.58:8 33.6 No 2032.33 5.58 mNONUOLchN Noocum OON: mchgummN «chcNONN ozv NN aaocw 8.58:8 33.6 No 9.8 time; .358 mm>NNONcmmmNOmN NOOOEou muO>NLa 3:528 53825 No “552320 33m chc0mgma Newscgm>om .m.: mcopuagpch mmmNNou mgouuzguch Noonum gaN: chNgommN .chcNONNV Nlmaogw N z N z N z vow: NOONOmm No maNN N z N mm> z NOONOmm No mm: mNouuzguch .OmLO ch vam mg» :0 pcmwam NONumam O No mm: ch--.qm mNnON 107 Instructors who had used a special sealant on their skid pan area identified the compound by various names, all of which have a coal-tar base. Table 35 indicates how the surface of the skid pan area was prepared to accomplish skidding. Most instructors said that water was used to accomplish the skidding. In Group I, lOO% of the private company representa- tives and state department of education personnel, 85% of the college instructors, and 83% of the government personnel used water to accomp- lish skidding. High school instructors in that group (78%) used snow and ice most often to bring about skidding. Table 36 shows the recommended width for a skid pan area. The median width recommended by high school instructors, college instructors, and government personnel in Group I was 100 feet. State department of education personnel and private company repre- sentatives in that group recommended a median width of 50 feet. The median width recommended by county supervisors in Group I and high school instructors in Group II was l50 feet. Shown in Table 37 is the recommended length for a skid pan area. The median length recommended by college instructors, state department of education personnel, and private company representa- Otives in Group I was 200 feet. Government personnel in Group I and high school instructors in Group II recommended a median length of 300 feet. The median length recommended by high school instructors 108 wcoc o .NONU n n .Ommam n O ”Nag mm Om NONON ooN N .. .. .. .. .. .. .. ooN mm mm Ow NN :oNNOOOOO OO>NLO No OOOON>OOOOO Nuczou N ONONUONNOON Noosuw OON: NmOEOOON $559: 05 NN N395 :oNNOOOOO NO>NOO No mNOmN>quzm NNcsou mm>NNOpcmmmNOmc m NOOOEou ONO>NNQ NOOOOOLOO :oNNOOOOm No NOOENNOOOO ONONm O NOOOOOLOO NOOEOLO>om .m.: mN OLONOONNOON mmwNNou m mNoNOONchN Noosum OON: achzuOON .chcNONNV N azogw N z N z N z N z N o O O OON OOO Lwfipo 302m 2 EOON N NNo N NONOz :oNNOLOOmLO OUONL3m ux}‘)..-lll ('11 Grill)..- I '1. ‘y‘llllll.‘ ll 1 l 1 I. I'A'l‘i . 1.111.. '(ll'll- 1!-1 I II In: Ill Ill 0 .-.Il1.-9 1'1I-.. a. I. III. .ll 2 mLoNOOLchN ' 1 l ‘ -1.|-||Il‘li 11.11.11. II I. I 'I‘l". '1 I..." .chOONxm szNOEOUUO ON OONO :OO ONxm OON No :oNNONOOONO OUONNOm--.mm ONOON 109 o. oo oo o. o. 00 o. o. to o. cowpmuzflm Lw>onhU No ONOON>LOOOO Nassau OON OON .. .. .. N .. N .. N OOOOOONNOON NOOOOO OON: chNsuOmN.m:NcNP+NOZVNN asogo :oNNOUOOO NO>NNO omN omN .. .. .. .. .. N .. N No mgomN>Nmasm Nucaou om mm .. .. .. .. .. . . m N 8383888; .2828 BOPCO Om Om .. .. .. .. .. .. O O “MOHNMBMMOMMWNMWHWM ooN mNN .. .. N .. O N N N NOOOOONOO Newscgw>om .m.: OON ONN .. .. .. N N m NN ON OOONOOONOON OOONNOO OON OON .. .. N .. N O ON ON WOONOOONOON NOOOOO OON: achOUOON .chcNOLNV N msogw OON OOO OOO OOO OON OON OON OONOOz OOO: -NOO -NOO -NOO -NOO -NON -NON -N NNOOO ONO ONONO OOOOOEOOOON z mgouozguch ’I‘I '1".I11|Al,lli'"’a.l..l I'llll'llll‘llll‘lbllx‘l .l|ll i".-- .NNOON :NV cOa ONxm O NoN nmucmssoumg ONON3uu.om mNnON 110 :oNNOUOOO NO>NLO No mgOmN>Lmazm Nuczou OON OON .. .. .. N . .N OOONOOONWON NOOOOm OON: chNOUOmN a.NNNNNONOLN ozv NN azogw COO OOO .. .. .. N . N CONNOOOOO NO>NLO No mgOmN>NOOOm Nassau OON ONN .. .. .. N N m mm>NNONOOmmNOmL Ncanou ONO>NNO OON on N .. .. N m m NOOOOOOOO coNNOUOOO No NOOENNOOOO ONONm com NNN .. .. N O N N NOOOOONOO pcwscgm>om .m.= OON OON .. N N O O NN OOONOONNOON OOONNOO OOO OOO N .. O N N ON WOONOOONOON NOOOOO OON: NOONOOOON .chcNOLNV N azogu oooN com com OOO OON :ONOOz OOO: -Nom -Noo -NOO -NoN -N z mgouuzgpch NNOONNzg spasm; Omucmesouwm 1.111! 1 111. 1.111 111111.11.|11111 1.1 1 11 1. 1 1:1.1111ll .1.11l11.111 I111 1 .1>1.1t111 1 .NNOON :NV OOO ONxm O LON OOOOOEEOOON numcw4lu.Nm ONOON 111 in Group I was 350 feet, whereas for county supervisors in the same group it was 400 feet. Table 38 indicates the special equipment that was used in teaching emergency driving exercises. The special equipment used most often to teach emergency driving exercises was the blowout simulator. Seventy-three percent of the college instructors and all of the private company representa- tives in Group I used the blowout simulator most often in teaching the exercises. Government personnel and high school instructors in that group used the blowout simulator least often (14% and 21%, respectively). The response given next most often was that no special equip- ment was used in the emergency driving instruction. This was espe- cially true of high school instructors in Group I (61%). Instructors used brake-locking devices and driving simulators almost equally often. Brake-locking devices were used by 100% of the private company representatives and 9 % of the college instructors in Group I. The driving simulator was used most often by college instructors in Group I (6 %) and by high school instructors (6 %) and county supervisors (100%) in Group 11. Other special equipment used by instructors included water spray guns, cones, and interchange traffic lanes. Table 39 shows how vehicles used to teach emergency driving exercises were obtained. One hundred percent of the state department of education per— sonnel and county supervisors in Groups I and II used vehicles that 112 .mchN UNNNOLN wchzugmch n u .mmcou n O .::m NOLON NONOz n O “NON N m N N N Om NN ON ON mm ON NO ON NN NONON .. .. .. .. .. .. .. .. .. .. .. coNuOUOOm NO>NLO ooN N N No mgomN>gmaam Nassau .. .. .. .. .. .. .. mm N mm N NO m m NNONOOONNON Noosum OON: NOONOOOON mchcNONN ozv NN azogu .. .. .. .. .. .. .. .. .. coNuOOOOm LO>NLO om N om N N LO>NOO No NLONN>OOOON Nuczou .. .. .. .. .. .. .. .. .. mm>NNONcmmmgawL ooN m ooN m m NOOOEou ONO>NNO .. .. .. chcoNNOO :oNNOOOOm NN N NN N NN N NO O mm N O No NOOENNOOOO muOum ON ON N ON N NO N NO N ON N .. .. N NOOOOOOOO NOOEOOO>OO .N.O .. .. .. .. .. ON N NO ON NN NN OO O ON OOONOOONNON OOONNOO .. .. .. .. .. NO ON ON N NN N NN NN NN NOONOONNNON NOOOON OON: «chcuOON .chcNONNv N msogo N N z N z N z N z N z N z OON>OO O mcoz achuoO NouONseNm NONONOENO z NLONUONNNON NOONO -ONONO NzozoNO ch>NLo OON: NOOEONOOO NONUOOO No OONN 111 1 1111110110.!1..1111111111.l.11.1111.l11.1.1 111 .NONNumem ch>NLO NUOOONOEO OOOON ou OON: NOOEONOOO NONUOOO--.ON ONOON 113 O O ON NN mN OO NN NONON .. .. .. .. ooN N N :oNNOUOOO NO>NLO No mcomN>Lmazm Npcsou .. .. om N am N N . NNONOONNNON Noonum OON: NOONOOOON .chcNOLN ozv NN NOONO .. .. OO N ooN N N OoNNOOOOO LO>NNO No mg0mN>Nmasm Ouczou .. .. ooN N .. .. N mm>NNONcOmOLOmN NcOOEou muO>NNO .. .. NN N ooN O O NOOOONOOO :oNNOUOOO No NOOENNOOOO ONONO ON N OO O .. .. N NOOOONNOO NOOEONm>om .m.: O N ON O ON ON NN NLONUONNNON OmONNou NN O m N NO om mm NNONUONNNON Noosum OON: NOONOUOON .chcNOONV N mzogw N z N z N z Nocmm No Ougzom 1 1 1 l..1.1|1| 1.1.111I1 1 1. 1. 11121 . 1.1: 111! 1. 111191111 11 1 11.1111 I 1 111!1!1..I 111.1 I ..l. .I- l.1l1.1 111 1 i 1 1.111.1 1:11 1111 [11111111 1: 111111 . 1311.111 1 1 1111 1 .NONNOOOxO OON>NOO NOOOOOOEO OOOON ON OON: NONONOO> No Ougzom--.mm ONOON 114 were on loan from a local automobile dealer. Ninety-one percent of the high school instructors and 88% of the college instructors in Group I obtained their vehicles from a local automobile dealer. All of the private company representatives and 86% of the government personnel in Group I said they purchased the vehicles used for emergency driving instruction. Only 3% of the high school instructors in Group I indicated that their vehicles had been pur- chased. Twelve percent of the high school instructors in Group I stated that their school districts had leased the cars used for emer- gency driving instruction. Table 40 illustrates whether an older-model car was used for practicing emergency driving exercises. County supervisors in Group II and government personnel in Group I were the two groups that most frequently used an older-model car for the exercises. On the other hand, 100% of the state department of education personnel, private company representatives, and county supervisors in Group I and high school instructors in Group II reported that an older-model car was not used for practicing the emergency driving exercises. Ninety-seven percent of the high school instructors in Group I also indicated that an older-model car was not used for the exercises. Table 41 presents data regarding students' use of special equipment (other than seatbelts and shoulder harnesses) while practic- ing emergency driving exercises. 115 N N mm mm ON NN NN NONON .. .. .. .. OON N N OONNOUOOO NO>NLO No NOONN>OOOOO NNOOOO .. .. coN N .. .. N NNONUONNNON Noonum OON: NOONOUOON .chcNOLN ozv NN msogo .. .. ooN N .. .. N :oNNOOOOO LO>NLO No mNomN>LmOON Npczou .. .. ooN m .. .. m mO>NNONOONONOON NcOOEou ONO>NNO .. .. ooN O .. .. O chcoNLma :oNNOUOOm No NOOENLOOOO ONONO ON N OO O OO O N chcoNNOO Newscgm>om .m.: .. .. OO NN Om O NN NOONOONNOON OOONNOO .. .. NO NO m N mm NOONUONNNON Noosum OON: chNcuOON .chcNOLNV N aaogw N z N z N 2 spam L.NOONOz L85 2 NOONUONNNON OON: LOO No OONN 12111111 11 111 1.11.1 1.11 1.1 1:111 11 1111 1 1 1.111.111I11I.1.1 .1 1.1I 111111 11 1 1| 1 11 .1..11|1. 111 .NOmNugmxw ch>NLO NOOOONOEO chuNNuONO LON LOO NOOosugmzm: O .m> -LOONo :O No Om: OON--.OO ONOON 116 N N 2 O OO NO ON ON NN :58 .. .. .. .. ooN N .. .. N coNNOUOOO NO>NNO No NLOON>LOOOO Nucsoo .. .. .. .. ooN N .. .. N NOONOONNOON Noogum OON: NOONOUOON .OONONONN onNN OOONO .. .. .. .. ooN N .. .. N :oNNOOOOO OO>NNO No NOOON>NOOON Nuczou .. .. mm N NO N mm N m OO>NNONOONOLOOL NOOOEOO ONO>NNO NN N .. .. OO O NN N O NOOOONLOO coNNOOOOO No NOOENNOOOO ONONO .. .. NN O ON N NN O N NOOOOONOO pcmscNO>OO .O.: .. .. O N OO ON O N NN NNONUOLNNON OOONNOO .. .. O N OO Nm O N mm NNONOOONNON Noocum OON: NOONOUOON .OONONOLHM.N OOOLO N z N z N z N z MWMMMMM ONOENO: oz OON z NNONOOLNNON Nagoz NOOEONOOO NONOOOO NO: NOOEONOOO No OONN 111. 1.. 1 1.11 11111.11! n.1l11 1 1 1.1 1 l .mmmNugmxm OON>NLO NOOOONOEO OcNuNNUOLO ONsz NOONOOOOO; NOONOOON OOO NNNOONOON OOON Omcuov NOOEONOOO NONUOOm NO ON: .ONOOOONO--.NO ONOON 117 One hundred percent of the county supervisors in Groups I and II and high school instructors in Group II reported that students used no special equipment when practicing the exercises. Ninety-four per- cent of the high school and college instructors in Group I indicated that students wore no special equipment, as did 83% of the state department of education personnel in that group. By comparison, 71% of the government personnel in Group I used special equipment while practicing emergency driving exercises; the special equipment most often worn was a helmet. Table 42 illustrates instructors' opinions about providing additional practice in emergency driving exercises. State department of education personnel (57%) and private com- pany representatives (67%) in Group I reported most frequently that additional practice could be provided. College instructors in Group I (65%) also indicated that additional practice could be provided. Only 22% of the high school instructors in that group stated that students could receive additional practice in emergency driving exercises. All of the county supervisors of driver education in Groups I and II and high school instructors in Group II indicated that addi- tional practice was not possible. Seventy-eight percent of the high school instructors in Group I also reported that additional practice was not possible. Table 43 shows the various personnel who were available to supervise additional extra practice sessions in emergency driving exercises. 118 OO NO OO ON ON NONON ooN N .. .. N :oNNOOOOO OO>NLO No ONOON>NOOOO NNOOOO OON N .. .. N OOONOOONNON NOOOOO OON: NOONOUOON .OONONONN ozv NN OOONO OON N .. .. N coNNOuzcm NO>NLO No OLoON>NmOOO Ouczou mm N NO N m OO>NNONOOOOLOON NOOOEou ONO>NNO mm N NO O O NOOOOOLOO OoNNOOOOO No NOOENLOOOO ONONO OO O NO O N NOOOOONOO NOOEONO>OO .O.: ON O OO NN NN OOONOOONNON OOONNOO ON ON NN N NN NLONOOONNON NOOOOO OON: OmONOUOmN .chcNONNV N OOONO N z N 2 oz OON z ONONOOONOON OOON>ONO ON ONOOO 1 moNNUONO NOcoNNNUU< 11 111. 1- 1 11 1 111 .OOONugmxm OON>NLO NUOOOLOEO :N OONNUONO NOcoNNNOOO OONON>0LO NzoaO OcoNcNOo .OLONUONNOON--.NO ONOON 119 NONON :oNNOOOOO NO>NLO No OLoON>OmOOO Nassau ONONOONNOON NOOOOO OON: NOONOOOON «chcNOLN ozv NN asogo :oNNOUOOm LO>NLO No ONoON>NOO3O Nuczou OO>NNONOOOONOOL NOOOeoo ONO>NNO NOOOOONOO :oNNOOOOO No NOOENNOOOO ONONO chcoOLOO NOOEcNm>oO .O.= ONONUONNOON OOONNOO OLONOONNOON Noogum OON: NOONOOOON .OONONONNV N OOONO 0O N .. .. .. .. oO .. .. .. .. .. .. om .. .. .. .. .. .. ooN O N O N .. .. NN .. .. .. .. ON N NO N z N z N z N mch< .Nmm< mpchOO NOOUOON ONOOOONO ONONOONNOON NNONO LoON>LOOOO No OONN 11 11:11 11.1.. OOoNOONNOcN .OOONOOOxO OcN>NOO NOOOONOEO ON OcoNOOOO OONNOONO OLNxO No OLOON>NOO:O--.NO ONOON 120 These extra practice sessions were most often supervised by staff instructors. One hundred percent of the government personnel, 57% of the high school instructors, and 50% of private company rep- resentatives and state department of education personnel in Group I reported using staff instructors to supervise additional practice sessions. Nine percent of the college instructors in Group I used graduate assistants and teacher aides to supervise extra practice sessions. Only 14% of the high school instructors in Group I employed parents to supervise extra practice sessions. Instructor Training All four groups of respondents were asked to respond to ques- tions regarding instructor training. Individuals in Groups I and II responded to items regarding experience in teaching emergency driving exercises, whereas those in Groups I andIII responded to items regard- ing instructor preparation. Group IV instructors responded to items pertaining to general experience in the field of highway traffic safety. Table 44 gives the number of years of teaching experience related to highway traffic safety, acquired by respondents in all four groups. The median number of years for high school instructors in Group I was ten; for high school instructors in Group II, the median was four years. The median number of years for high school instructors in Group III was zero, and for high school instructors in Group IV the median was six years. 121 'r- ,_. wr—N 'r—r— cwuomq- 2"- ‘U’N LDNN Nf—Nl—‘NN MNNKDMN Mr— :ONNOOOOO 83.6 NO ONOO .NEOOOO .SNSOO OO>NNONOOOONOOL NOOOEOO ONO>NNO NOOOOOLOO 8.58:8 NO NOONONNOOOO ONONO NOOOOONOO NameOLO>OO .O.: ONONOONNOON OOONNOO OLONOOONOON NOOOOO OON: NOONOOOON oz .OONONOON ozv >N NOONO 8.5828 33% NO OOOO .NEOOOO .NNNSOO NOOOOONOO OONNOOOOO NO NOOSNOOOO ONONO OOONOOONOON NOOOOO OON: .chNOOOON oz .OONONONNV NNN OOONO 8.5828 .538 NO ONOONEOOOO 3:38 OOONOOLNOON NOOOOO OON: ldchOOOONwchONOLN OZMNN OOONO 8.5828 33.6 NO ONOONNCOOOO .358 OO>NNONOOOONOON NOOOEOO ONO>NNO NOOOOONOO :ONNOOOOO NO NOOENNOOOO ONONO NOOOOONOO NOOEONO>OO .O.: ONONOONNOON OOONNOO ONONOONNOON NOOOOO OON: chNOOOON .OONONONNN N OOONO OONOOz OOO: omnON ONiNN ONnON ONuNN oNuO OuN OOOONNOOXO OONOOOON NO ONOO> OLONOONNOON :11. 1 11111 1.11.11111I1. .NNONOO ONNNOLN NOngN; ON OONONOL OOOONNOOxO OONOOOON .ONOOOOOOOOO--.OO ONOON 122 Table 45 represents the number of years the respondents had taught emergency driving exercises. The median number of years for high school instructors in Group I was 4 and the mean was 6.6 years. For high school instruc- tors in Group 11, both the mean and median were 5.5 years. Table 46 shows when instructors had last taught emergency driving exercises. The dates respondents listed ranged from 1969 to 1975 (the survey was conducted in 1976). One hundred percent of the private company representatives in Group I and county supervisors in Group II indicated that the year was 1975. Eighty-eight percent of the college instructors and 84% of the high school instructors in Group I had last taught emergency driving exercises in 1975. Seventy-one percent of the government personnel in Group I had last taught the exercises in 1975, as had 67% of the state department of education personnel in that group. Illustrated in Table 47 are the types of training instructors had received in preparation for teaching emergency driving exercises. Instructors reported most frequently that the General Motors Advanced Driver Education Course was their source of training. However, instructors indicated nearly as often that they had received training from their own department or from a college driver education course. One hundred percent of the private company representatives in Group I and the state department of education personnel in Group III indicated that their source of preparation was the General Motors course, whereas 100% of the private company representatives indicated 123 O. ON O.ON N .. . . N . . N 5.5828 53.6 NO OOOONEOOOO .358 0.0 O.O . .. .. N N N NOOOOOONOON NOOOON OON: NOONOOOON «OONONONN ozv NN NOOLO O. m O.N . .. .. N N N 55828 53.6 NO OOOONEOOOO .358 O.O O.ON . .. N N .. m OO>NNONOOOONOOL NOOOEOO ONO>NLO o. m N.O . .. . . N O O NOOOOONOO 5.58:8 NO NOONONNOOOO ONONO O.O O.O .. .. N N O N NOOOOONOO NOOEONO>OO .O.: O.N N.O . N N N NN ON OOONOOONNON OOONNOO O.O O.O N N N N NN NN NOONOOOONON NOOOON OON: NOONOOOON .OONONONNV N OOONO OONOO: OOO: ON-NN ON-ON ONnNN ON-O O-N z ONONOONNOON 11 11111 1..111.1 11.11 1.1 ONOO> NO NOOEOZ 111 1 1.1 1 111 1 1 1 11 I1 111 1111.. .OOONONOxO OON>NNO NOOOONOEO NOOOON OOO ONOOOOOOOOO OOOON NO NOOEOZ--.OO ONOON 124 NO OO O O O O N N N N .. .. N N OO NONON OONOOOOOO LO>NLO ooN N .. .. .. .. .. .. .. .. .. .. .. .. N NO OLOON>LOOOO NNOOOO OO N .. .. OO N .. .. .. .. .. .. .. .. N OLONOOLNOON NOOOOO N.O.NI NOONOOOON .OchNONN ozv NN OOOLO .. .. .. .. .. .. .. .. .. .. .. .. ooN N N CONNOOOOO LO>NLO NO OLOON>LOOOO NNOOOO ooN m .. .. .. .. .. .. .. .. .. .. .. .. m O.O>.NNNOOLNOOOLOO.N NOOOEOO ONO>NNO .. .. .. .. .. .. .. .. NOOOOOOOO OONNOOOOO NO O NN N NN N O NO NOOENNOOOO ONONO NN O ON N .. .. ON N .. .. .. .. .. .. N NOOOOONOO NOOEEO>OO .O.: NO ON O N .. .. .. .. O N .. .. .. .. ON NOONOOOOOON OOONNOO ON ON ON m N N .. .. .. .. .. .. .. .. Nm ONONOOLNOON NOOOOO OON: OOONOOOON .OONONONNV N OOOLO N z N z N z N z N z N z N z ONON ONON NNON NNON NNON ONON OOON z NOOOOOONOON OOO> 1111. 1 1 111 1| 11 1 111-1 1 1111 1 11 1111.11.11. 11 1 111 11 1 11111111111 11 1111 1 1 1 1 11 11I1.1 1 11 .1 .OOONOLOXO OON>NNO NOOOONOEO NOOOON NOON ONOOOOOOOOL NOON OON--.OO ONOON 125 OOOOOxgoz n O NOOOEOO OOOOOOOON NOONOz NONOONO u u OON>NLO O>NOOONOO NO NEOOOO< n O NNOOOOO NNONOO NOOONNOz n O NNON N N N N N N O O OO NO ON ON ON ON NO ON ON NONON .. .. .. .. .. .. .. .. .. .. .. .. :ONOOOOOO LO>NLO OO N , OO N N NO ONOON>OOOOO NNOOOO .. .. .. .. .. .. .. .. .. .. . .. .. NOOOOOOOO OONNOOOOO OO N OON N N NO NOOEOLOOOO ONOuO .. .. .. .. o. o. o. o. De N .. .. O? N ON P m MLOHU3LHWC_. POOSUW 9.5—...— NOONOOOON Oz .OONONOLNN NNN OOOLO .. .. .. .. .. .. .. .. OONNOOOOO LO>NOO OO N OO N OO N OO N N NO ONOON>OOOOO NNOOOO .. .. .. o. o. o. .. o. COP M u. o. 00— m o. o. m mw>wwmflcmmeQQL NCGQSU Uflfl>PLQ .. .. .. .. .. .. .. .. NOOOOONOO OONOOOOOO .. .. .. .. .. .. ON N ON N ON N OO O OO O N NOOOOOLOO NOOEONO>OO .O.= .. .. .. .. .. .. .. .. NN O OO NN NN O NN N ON OLOOOOLNOON OOONNOO .. .. .. .. .. .. .. .. NO ON O N mm NN OO ON ON OLOOOOLNOON NOOOOm OON: . NOONOOOON .OONONONNV N Osage N z N z N z N z N z N z N z N 2 O O O O OONOOO . OON OON: OOOOO>O< NNONNNNz WOOO .OO .LO 2 ONONOONNOON OOONO .z.O 3O mOONNOO OO>NOOOO OONONOLN NO OOON 1..I|11.|1v11111.l1.1.1.11111111111LII~11h 1.1»111In11u- W1n1ilu1.111.111111.110111I1 .I v1.1.11 11111111111111.1111 1. I .. . 4.. . 11111 111111 I1 I I 1 1 1-1 1 11111.11 1 1 111 1.1. .OOONONOxO OON>NOO NOOOONOsO OONOOOOO OON OONOONOOONO ON ONOOOOOOOOL OON NO OO>NOOON OONONOLN NO OOONN--.NO ONOON 126 that another source of preparation was instruction from their own department. Fifty-eight percent of the high school instructors in Group I had received their training from college driver education courses. Although only 6% of the high school instructors in Group I had received their training from military experience, 94% of the col- lege instructors reported military experience as a source of prepara- tion to teach emergency driving exercises. Eighty-six percent of the government personnel had received training within their own department; only 33% of the high school instructors in Group I indicated that they had received such training. Table 48 shows the number of hours of special training in emergency driving exercises received by respondents in Groups I and III. For high school instructors in Group I, the median number of hours of special training was 18; for high school instructors in Group III, the median number of hours of special training was 9. Table 49 depicts the emergency driving exercises practiced by instructors during their special training. Evasive maneuver and serpentine maneuver were two exercises most often included in the instructors' training. One hundred per- cent of the instructors in Groups I and III, with the exception of college instructors in Group I, had practiced evasive maneuvers during their training. Ninety-four percent of the college instructors had practiced the evasive maneuver during training. 127 O.NN o. NN .. .. .. . . . . . . . . N N 55825 33.6 NO mLOmNZmOOm 3.58 m. NN O.NN . . .. .. . . . . . . .. N N NOOOOmLmO 5.58:8 NO OOOENNOOOO Baum O.O O.ON .. .. .. .. .. .. N m O mgOpusepch Noosum OON: NOONOOOON Oz .OONONOLNV NNN OOOLO .. .. .. .. .. .. .. . . . . . . .. OONOOOOOO $3.6 NO mgOm 3:85 3.58 0.00 0.00 .. .. .. .. N .. .. N m mm>NumucmmmOOOL NOOOEOO OOO>NNO 0.0N o. OO . . . .. .. .. .. N N O O NOOOOmLmO OONOOOOOO NO NOOEOOOOOO 38% 0.0N 0.0NN N .. .. N .. .. .. m m NOOOOmLmO NOOEONO>OO .m.: 0.0m 0.0m .. .. .. .. .. N N NN ON mgouuzgumcw mOwNNou O.ON 0.0N .. .. .. .. .. .. m NN om mLoOosepch Nooguw OON: OOONOOOON achONOLNV N OOOLO ONO OON OON OON OON ONN om OO OONOOE :mmz -NON -NON -NON -NON -NNN .NO -NO -N z mLOpungch 11 .1 11 11.11111. OONONONN NO ONOOI 1o111l 114 11 111.111.1l I 1 1.1.11: 11 u1111i1.11 1.111111 11:11 1 11. 1 1111111 1111.111 1 11 .mOOOOOOOmmL NO OO>NOOOL mOmNOmem OON>NLO NOOOOLOEO ON OONONOLN NONumOm NO mg:O2--.OO ONOON 128 OO ON ON OO NO ON OO ON OO OO. NO NN NN NOOON in. OON OO: O LO>NL OON N OO N OON N OON N OON N OON N N No OOOONHOOONO NOOOOW OOOOOLOO OON Ou: m OON N OON N OON N OON N OON N OON N N we OOOEOOOOOOOOOOWO OON O OO N OON O OON O ON O . ON O O OOONOOLOOON NOOOOO OON: mONOOOON Oz NOONONOONV NNN OOONO OON OOO O LO>NN OON N OON N OON N OON N OON N OON N N NO OOOONWNOONO OOOOOW mm>N O OOOOLOOL OON m OON m OON m OON m OON O OON O O NOOOHOW ONO>NOO OOOOOLOO OON OOO m OON O NO O OON O OON O OON O NO O O we OOOEOOOOOOOOOOWO OON N NO O OON N OON N OON N OON N N NOCCOOLOO OOOEONO>OO .0.0 ON NN Om NN ON NN OO NN OON ON ON NN ON OLOOOOOOOON OOONNOO NO Om ON ON NO NN OON mm ON ON NO Om mm OLOOOOLOOON NOOOOm OON: NOONOOOON .OONONOLNV N OOOLO N z N z N z N z N z N z Lm>schz O :Ozo OONOOLO Lm>3chz NOLOOOO NLO>OOOO OONNOOOLOO O NO OONNOONOOO O>NOO>O ONOO OOOO-NNO z OLOOOOONOON .11111.1.1 1 1 111 1.1 mmmNOmeO OON>NLO NOOOOLOEO .11:1. 1111 11 11 1 11.111 1 1.1!111 1 1 1.111111... .1.11 l. 11111.1l11 1111.1 1.1.11.1 1 1 1:1 111! 1111 .1111 .OONONONN NONOOOO LNOON OONLOO ONOOOOOOOOL NO OOONNOOLO OmmNumem OON>NLO OOOOOLOEO--.OO ONOON 129 All of the instructors in Groups I and III, with the excep- tion of high school and college instructors, had practiced the serpen- tine maneuver. Ninety-four percent of the college instructors had practiced serpentine maneuver in their training, as had 9l% of the high school instructors in Group 1. During their training, instructors had practiced the blowout exercise least often. However, l00% of the private company repre- sentatives and county supervisors in Group I and state department of education personnel in Group III had practiced the blowout exercise. Approximately 25% of the highway safety instructors in Groups I and 111 had not practiced skid control during their special training. The amount of classroom time respondents spent in learning emergency driving exercises is shown in Table 50. The high school instructors in Groups I and III indicated that they had spent 30 to 60 minutes on each of the following exercises: off-road recovery, skid control, evasive maneuver, controlled brak- ing, and blowouts. Respondents had spent 1 to 29 minutes of classroom time on the serpentine maneuver. Table 5l illustrates the number of minutes respondents had spent behind the wheel, learning emergency driving exercises. High school instructors in Group I had spent between 30 and 60 minutes on each emergency driving exercise. Those in Group III had spent l to 29 minutes on off-road recovery, skid control, and blow- outs. They had spent between 30 and 60 minutes behind the wheel, learning evasive maneuver, controlled braking, and serpentine maneuver. 130 111111 1 .111 1111.11 1| 1111.11 1 1.11 11.1 1 11.1.111 NOONOONZ :NV OENN :sz 1 11111.11 11.1111 11o11|11, ON..N ON-N ON-N ONuN ON1N ON1N :ONOOOOOOLECO NO OLOONEOOOO NNOOOO ON-N OOuom OO1OO OO1OO OO1OO ON1N NOOOOOO.OO OONNOOOOO NO NOOSLOOOO 33m ON-N OOuom OOuom OO1OO OO1Om OO1OO ONONOOLNOON NOOOOO OON: .NOONOOOON Oz .OONONONNV NNN OOONO ONNuNO . . ONN- NO 878 ONN1NO 876 538:8 33.6 NO OLOONEOOOO NNOOOO ONN1NO ONN1NO ONNuNO ONNnNO ONNuNO ONN-NO OO>NOOOOOOOOOOO NOOOEOO ONO>NNO ON-N ON-N ON1N ON-N ON..N ON1N NONEOOLOO 55838 NO NOOEOLOOOO ONOOO OO1Om ON-N OO1OO OO1OO OOuom OO1OO NOOOOOLOO NOOEOLO>OO .0.0 OO-ON OO-ON OO-ON OO-OO OO-ON OO-ON mgopuagpch OOONNOO ON-N OO1OO OO1Om OO1Om OO1OO OO1OO ONONOOLNOON NOOOOm OON: NOONOOOON .OONONONNO N OOOLO OO>OOOO2 muzozoNO OONOOLO LO>OOOO2 NOLOOOO NLO>OOOO OONNOOOLOO OONNOLOOOO m>NmO>O ONOO OOomnNNO OLOOOOLNOON 11 1111 1111 111 111.1111. 111.1 11111 11111 11 I11 1 .NOOOOONE ON .cOmE O OO OO>NOV OOONOOOXO OON>NLO NOOOOLOEO OONOLOON ON ONOOOOOOOOL NO OOOOO OENN EOONOOON011.OO ONOON 131 O0-00 ON-N OOON ONN- NO ONN-NO ONN- NO 538:8 33.6 NO 983383 N258 OOON OOON OOON OOON OOON OOON E5028 8.58:8 .5 22.28% 8.5 O0-0m ON-N O0-00 OO1Om ON-N ON-N OLOOOONNOON NOOOOO OON: .NmONOOOmN oz .OONONOLNV NNN OOOLO ONN-NO ONN- NO . . ONN1NO . . . . CONNOOOOO 33% NO OLOONEOOOO NNOOOO OO1OO ONN1NO ONNnNO ONN-NO +ONN ONN1NO OO>NNOOOOOOLOOL NOOOEOO OOO>NLO ON-N ON-N ON-N ON..N ON-N ON-N NOOOOOOOO OONOOOOOO NO NOOEOOOOOO 8.3m ONN-NO O0-00 ONN-NO ONN-NO ONN-NO ONN-NO chcomgma Ocmscgm>OO .0.0 ONN1NO O0-00 ONN1NO ONN-NO ONN1NO ONN-NO OLOOOONNOON OOONNOO O0-00 O0-0m O0-00 O0-00 O0-00 O0-0m OOONOOLOOON NOOOOm OON: NOONOOOON .OONONOLNV N OOONO Lm>zchz ONOOzONO OONOOOO LO>Ochz NOOOOOO NLO>OOON OONNOOONOO OONNONNOOO m>NmO>O ONOO OOOO-NNO Nmmusch :NV OENN :sz l1. 111.11 1.11 111 141 11.1 1 111 1 1.1 .1 1 11 1 I1I11 OOONOOLOOON l i1111.11 1| 1111 1 1 1. 1 11111 11111 .NOOOOONE ON .OOOE O OO OO>NOV mmmNugmxm OON>NLO NOOOOLOEO OONOLOON .Nmmgz OOO OONOOO OOOOO ONOOOOOOOOL OENN--.NO ONOON 132 Instructor Opinions Table 52 illustrates respondents' opinions regarding students benefiting from instruction in emergency driving exercises. Tables 52 through 68 include respondents in Groups I, II, III, and IV. Ninety-two percent of the respondents stated that they felt the majority of high school students would benefit from instruction in emergency driving exercises; % did not feel the majority of high school students would benefit from such instruction. Table 53 shows the methods respondents felt should be used to teach high school students the emergency driving exercises. Ninety-eight percent of the respondents felt classroom instruction should be used to teach the exercises, whereas 8 % indi- cated that off-street driving should be used in teaching high school students emergency driving exercises. The driving simulator was chosen by 66% of the respondents as an appropriate instructional method. Only 46% of the respondents indicated that on-street driving should be used to teach emergency driving exercises. Table 54 contains the respondents' opinions about teaching emergency driving exercises in the regular high school driver education program, an advanced course, or in both. Thirty-one percent of the respondents felt that the exercises should be taught in the regular course, whereas 20% felt they should be taught in an advanced driver education course. Forty-eight percent of the respondents said they thought the exercises should be taught in both the regular and advanced driver education courses. 133 O N NO NO ON NOOON .. .. OON N N :ONOOOOOO LO>NOO NO ONOON>LOOOO NOOOOO .. .. OON N N mm>NOOOOOOOLOOL NOOOEOO OOO>NLO OON N .. . N chcomgmq OONNOOOOO NO NOOEONOOOO muOum .. .. OON O O NOOOOONOO OOOEONO>OO .0.0 .. .. OON N N ONONOOONOON OOONNOO .. .. OON N N OOOOOONOOON NOOOOO OON: NOONOOOON Oz .OONONOLN Ozv >N OOONO .. .. OON N N OONOOOOOO LO>NNO NO OLOON>NOOOO NOOOOO .. .. OON N N NOOOOOLOO OONNOOOOO NO OOOENLOOOO muOuO OO N OO O O ONONOOLNOON NOOOOm OON: NOONOOOON oz «OONONONNN NNN OOOLO .. .. OON N N OONNOOOOO LO>NLO NO mLOmN>NmOOO NNOOOO .. .. OON O O OOONOOLOOON NOOOOO OON: NOONOOOON .mONONOLN Ozv NN NOOLO .. .. OON N N :ONOOOOOO LO>NNO NO OLOON>NOOOO NNOOOO .. .. OON O O OO>NOONOOOOLOON NOOOEOO ONO>NNO .. .. OON O O NOOOOOOOO OONNOOOOO NO NOOENNOOOO ONONO ON N OO O N NOOOOOLOO OOOEOLO>OO .0.0 .. .. OON NN NN ONOOOOONOON OOONNOO O O NO OO OO ONOOOONNOON NOOOOO OON: NmmNOquN .chcNONNN.N OOOLO N z N 2 oz mm)! 2 ONONOONNOON ONNOOOO ONOmO OOOOOOOW 1.11.1.11 1111 11111111111111.1111 111.. NNNOOOO ONOOz OOOOOOOO NOOOOO OON; NO NONNOOOE OOO Lwcpmcz NOOOO OOONONOO .OLOOOONOOON--.NO ONOON .OOONOmem OON>NOO NOOOONOEO ON OONOOOLOOON EOLN 134 OO ON OO NO OO OO OO NO OO NOOON OON N .. .. OON N OON N N OONOOOOOO OO>NNO NO ONOON>NOOOO NOOOOO OON N .. .. OO N OO N N mm>NuOuOmmONOON NOOOEOO muO>NNO OON N .. .. OON N .. .. N NOOOOONOO OONOOOOOO NO OOOEONOOOO OOOOO OON O NO N OON O OON N N NOOOOOOOO OOOEOOO>OO .O.= OON N OON N OON N OON N N OOONUOONOON OOONNOO OON N .. .. OO N OON N N OOONUOONOON Noogum OON: OOONOOOON oz .OONONOLN ozv >N OOOLO OON N OO N OON N OON N N OONOOOOOO NO>NNO NO ONOON>NOOOO NOOOOO OON N OO N OO N OON N N NOOOOOOOO coNOOOOOO No NOOENLOOOO OOONO OON O NO N mm N OON O N OOONOOOOOON Noogum OON: .dmONOuOmN Oz .OONONONNN NNN OOONO OON N OO N OON N OON N N OONOOOOOO NO>NOO NO OLOON>NOO=O NOOOOO OON N .. .. OO N OON O O OOONOOONOON Noogum OON: NOONOOOON .OONONOLN ozv NN OOOLO OO N OO N OO N OON N N OONNOOOOO NO>NLO NO ONOON>LOOOO NNOOOO OON O .. .. OO N OON O O OO>NOOOOOOOLOOO NOOOEOO muO>NLO OON O OO O NO O OON O O NONEOO.NOO OONOOOOOO NO NOOEONOOOO ONOOO OON N OO O NN O OON N N NOOOOONOO OOOEOLO>OO .0.0 Om NN OO ON NN NN OON ON ON OOOOOOLOOON OOONNOO ON NN NO ON NO ON OON ON ON OOOOOOOOOON Noogum OON: OOONOOOON .OONONONNV N OOOLO N z N z N z N z OON>NNO OON>NNO NONONOENO NOONNO1NNO OOOLOO-OO O=N>NNO EOOLOOONO z ONONOONNOON OOONOz OONOOOON .mOONONOxO OON>NNO NOOOONOEO ONOOOOOO NOOOum OONO OOOON ON OOO: OO ONOOOO NOON OOOONOE OOO OOOOO OOONONOO .OLONOOLOOON--.OO ONOON 135 OO OO ON ON NO ON OO NONON .. .. OO N OO N N OONOOOOOO NO>NLO NO ONOON>LOOOO NNOOOO .. .. .. .. OON N N mm>NNONOOOOLOmN NOOOEOO qu>NNO .. .. OON N .. .. N chcomgma OONNOOOOO NO NOOEONOOOO ONONO NO N .. .. OO N O NOOOOOLOO NOOEOLO>OO .O.O OON N .. .. .. .. N ONONOONNOON wOmNNOO OO N .. .. oO N N OOONOOONOON NOOOOO OON: OmONOOOON oz .chONOLN ozv >N OOOLO OON N .. .. .. .. N OONOOOOOO NO>NNO NO ONOmN>NmOOO NNOOOO OO N OO N .. .. N NOOOOONOO OONNOOOOO NO NOOEOLOOOO OOONO ON O NN N .. .. O OOONOONNOON NOOOum OON: OOONOOOON oz .OONONONNV NNN OOONO .. .. .. .. OON N N OONNOOOOO NO>NNO NO ONOON>NOOOO NNOOOO ON N OO N ON N O ONOOOONNOON NOOOOO OON: NOONOOOON .OONONOLN ozwlNN.m=OOO .. .. .. .. OON N N OONNOOOOO LO>NLO NO OLOON>LOOOO NNOOOO OON O .. .. .. .. O OO>NNONOOOOLOON NOOOEOO ONO>NNO NO O .. .. OO N O NOOOOOLOO OONNOOOOO NO OOOENOOOOO ONOOO NO O ON N ON N N NOOOOOLOO NOOEONO>OO .m.O NO NN NO N .. .. ON OOOOOOONOON OOONNOO Om NN NN O NO NN ON OOOOOOOOOON NOOOOO OON: NOONOOOON .OONONONNV N OOONO N z N z N z OOOO OOOOO>O< LONOOOO z ONONOOLNOON OONOOO NO OONN 111 1 .1 1 I1 1 111.1II1111111 11 11111 1 1.1.11.1 11 1 111111 1111.11.11. 1 11 11.111 1 1111111.11 .111 11.111 11 .ONOO NO .OONOOO OOOOO>OO :O .OONOOO OONOOOOOO NO>NNO NOOOOO OON; NONOOOO OON ON NOOOON mO ONOOOO OOONOLOxO OON>NNO NOOOONOEO LOONOOz OOOOO OOONONOO.mNOOOONNOON--.OO ONOON 136 Shown in Table 55 are the possible reasons a high school might not offer an emergency driving exercise program. Twenty-six percent of the respondents said that the reason for not setting up a program was the cost involved in developing an area for teaching emergency driving exercises. Twenty-five percent of the respondents indicated that a lack of trained instructors might be a reason why high schools do not offer such a program. Lack of awareness of the concept of emergency driving exer- cises was a reason given by l4% of the respondents. Twelve percent of the instructors stated that a fear of accidents or injuries to students and a lack of space for conducting emergency driving exercises were reasons a high school might not offer such a program. Eleven percent of the instructors indicated that a difficulty in securing vehicles might prevent a high school from offering an emergency driving exercise program. Table 56 shows respondents' opinions about whether high school students would be inclined to experiment on roads and highways, if enrolled in emergency driving exercises. Fifty-six percent of the respondents said they felt high school students would be inclined to experiment on the roads and highways, whereas 44% did not feel students would be so inclined. Table 57 is a tabulation of respondents' opinions regarding whether students should be permitted to use their own car on school facilities, if they wanted additional practice. l37 oO OFF om om OO ON NN NN OP mew—PF- om om ON NN OO om NO om NO N— O— ov—l—v-I—F— Nv—Mv-NN MN QNN thOQMN Q’NQNNF NF. NOuON OONOOOOOO NO>NLO NO mgOmN>LOOOO Nucaou mm>NNOucmmngmg NOOOEOO ONO>NLO NOOOOOLOO OONOOOOOO NO NOOEONOOOO macaw NOOOOmLmO NOOEOLO>OO .O.: mgOuuaguch OOONNOO mgouuzguch NOOOOO sz: .NOONOOOON oz «OONONOLN ozv >N OOONO OONNOOOOO LO>NLO NO mgOmN>NOO=m AOOOOO NOOOOOOOO OONOOOOOO NO OOOEONOOOO macaw ONONOOLNOON Noosum gmN: NOONOOOON oz .OONONOLNO NNN OOOLO OONNOOOOO NO>NLO NO mgOmN>cOOOO NOOOOO OLOOOONNOON Noozum OON: NOONOOOON .mONONONN ozv NN Osogo OONNOOOOO LO>NLO NO ONOON>LOOOO NOOOOO mm>NuOucmmOLOmg NOOOEOO ONO>NLO NOOOOOLOO OONOOOOOO NO NOOEOLOOOO macaw NOOOOOLOO «coacgo>om .m.= OOOOOOLNOON OOONNOO chuuaguch NOOOOO OON: NOONOOOON .chcNOLNV N OOOOO oO N. OON N a. .r ON N OO N O N N N N z OONONOO> OONNOOOO NNNOONNNNO N OOOOO NO NOON N mmmcmgmz< NO JOOO N OOON -OONNOON NO xOOO N Om>NO>cN .EOLOONO mmNugme OON>NLO NOOOONOEO OO NONNO OOO usze NOOOOm ' mgouuagpch OON; O OOOOOOL ms» OONOLOOOL OOONONOO .mgouuasuch--.OO ONOON 138 OO NO OO NO Om NONON .. .. ooN N N OONaOOOOm LO>NLO NO mLOmN>LmOOm NaOOOO .. .. ooN N N mm>NaOacmmOLOOL NOOOEOO OaO>NNO .. .. OON N N NOOOOOLOO OONaOOOOO NO aOOEaNOOmO macaw OO N NO N O NOOOOONOO aOOEONO>Om .m.= .. .. ooN N N mgoaozcach OOONNOO oO N 0O N N mLOaOOLach NOOOOm OON: NOONOOOON oz .OONONOLN O29 >N OOONO OO N OO N OONaOOOOm LO>NLO NO mgOmN>LOO3m NaOOOO N OO N oO N N NOOOOOLOO :ONaOOOOO NO aOOEaNOOOO macaw O mLOaOOLamON NOOOOO OON: NOONOOOON Oz .chONOLNMNNN OOOLO ooN N .. .. N OONaOOOOO NO>NLO NO mLOmN>LOOOO NacOOO Om N Om N O mgoauacach Noocum OON: .dmONgOOON .chcNOLN ozv NN NOOLO ooN N .. .. N OONaOOOOO NO>NNO NO mLOmN>LOOOm NaOOOO NO N OO N O mm>NaOaOOmONOOL NOOOEOO OaO>NLO OO N NO O O NOOOOOLOO OONaOOOOO NO aOOEaNOOOO macaw OO O NO O N NOOOOOLOO acmEOLm>OO .m.: OO O OO O ON mcoauscach OOONNOO OO ON Om ON mm mcoauacach NOOOOm OON: NOONOOOON .mONONOLNO N OOOLO N z N 2 Oz OON z mgoaozcach aOOENLOOxO Oa OOONNOON 1.11.I I 11::1l11 11|l1 .y..1l .11 11.1 t 1! 15.1 1 1 1..,11 .ONOZOON; OOO OOOOL :O acwsNLOOxw Oa OOONNOON OO ONOOz mOmNOmeO OON>NLO NOOOOLOEO ON OONNOLOO maOOOOam NOOOOm OON; gmgawgz aOOOO OOONONOO .mLOaOOLaOON--.OO ONOON l39 OO mO Om OO No NcaON OO N 0O N N OONacOOOm Lm>NLO NO mLOmN>ng2m NaOOOO .. .. ooN N N mm>NacaOmmmNOmL NOcOEOO mac>NLO ooN N .. .. N NOOOOmLmO OONacOOOm NO aOmEaLcOmO macaw OO N NO N O NmOOOmLmO acmEOLm>Om .w.: OON N .. .. N chaOOLamON mmmNNOO OON N .. .. N mcoaaacameN Noogum OON: chNgucmN oz.am:N:NcgN OZMT>N OOONO OON N .. .. OONacOOOm Lm>NLO NO mgOmN>LmO2m NaOOOO N OO N OO N N NmOOOmLmO :ONacOOOm NO acmEachmO macaw ON O ON N O wgoangamON NOOOOO OON: .dchOOcmN oz .chchLNO NNN OOONO OON N .. .. N OONacOOOm Lm>NLO NO mLOmN>NmOOO NaOOOO OON O .. .. O mcoaazcach Noozum OON: NOONgocmN .mONchLN ozv NN OOONO ooN N .. .. N OONacOOOm Lm>NNO NO mLOmN>LmO=m NaOOOO NO N OO N O mm>NacacmmmLOmL NOcOEOO mac>NNO oO O OO O O NmOOOmcmO OONacOOOm NO acmEaLcOmO macaw OO O NO O N NmOOOmLmO acmscgm>Om .w.= OO O OO ON ON mcoaozcach mmmNNOO ON ON NN O mm mcoaazcamca NOOOOO OON: chNcocmN .chchLNO N OOOLO N z N 2 Oz mm> z mLOaOOLach ccu :30 mm: ch macmOOaw 1 11.11 1.1111 1 1 1 1 1 111.1111 111 1,11 1 11.1!1111. 1..-111:1 1...11III1 1 I 1 1.1l11. 1. 1.11.1.1 .11 l. 1 11.:1111..1 1 1 .mmNaNNNOcN NOOOOO OO Nco Ozo Lcha mm: oa OmaaNENmO mO ONOOOO mONaOcLO NcOONaNOOc accz On: mangOam meamgz asooc OOONONOO .OLOaOOLaOON--.NO mNOcN 140 Sixty-four percent of the respondents stated that students should not be permitted to use their own cars on school facilities to acquire additional practice. Table 58 illustrates respondents' opinions about emergency driving exercises being voluntary or compulsory, if taught in the regular high school driver education program. Fifty-one percent of the respondents felt the emergency driv— ing exercises should be voluntary, if taught in the regular high school driver education program. The remaining 49% felt these exer- cises should be compulsory. Table 59 indicates whether respondents believed parents would approve of emergency driving exercises being taught in the regular high school driver education program. Eighty-six percent of the respondents felt that parents would approve of the emergency driving exercises being taught in the regular program; l4% did not feel parents would approve. Table 60 shows whether respondents believed parents would approve of emergency driving exercises being taught in an advanced driver education course. Ninety-nine percent of the respondents stated that they felt parents would approve the teaching of emergency driving exercises in an advanced driver education course; only 1% did not feel parents would approve. Table 6l indicates the need to periodically offer an emer- gency driving exercise refresher course to instructors. l4l OO OO NO NO NO NcaON OO N OO N N OONacooom Lm>NNo NO ONOON>LmOOO Nacoou ooN N .. .. N mm>NacaomOmcomg accosoo mac>NNO .. .. ooN N N chooONmo :oNacozom NO aOmEagcomO macaw OO N NO N O NmOOOmLmO aOmEch>om .w.: .. .. OON N N ONOaOONaOON mmmNNOO Om N OO N N OLOOOOOaOON NOOOOO OON: chNzocmN oz .chchNN ozv >N NOONO oO N OO N N :ONacooom Lm>NNO No ONOON>NmOOO Nacoou OO N oO N N chcomng OoNacooom NO acmEaLcOmo macaO ON N mN O O chaOONaOON NOOOOO OON: OmONgocmN oz .chchcNO NNN OOOLO OO N OO N N :ONacooom Lm>NNO NO ONOON>NmO=O Nacoou ON N ON O O mcoaozcach NOOOOO OON: chNsocmN .chONcLN ozv NN QOONO OO N OO N N :oNacOOOm Lm>NNO No ONOON>NmOOO Naczoo oO N oO N N Om>NacacmOmNOmg Occasoo mac>NNO NO O OO N O NmOOOONmO coNacOOom No acmEaNcomo macaw OO O ON N N NmOOOONmO acmsogm>om .w.= NN O ON ON ON mcoaozcach cOmNNOO OO ON NO ON NO mgoauzcaOON NOOOOO OON: NOONcocmN .chchNNv N OOONO N z N z ONOONOOEOO OccacoNo> z Ogoaoomach “mm ONoogw EcNOONO n1 1 1 .1 .EchOLO OONacooom Nm>NLo NOOOOO OON; NcNOOmN mca ON acmoca NN .NNOwNOOEOO NO NgcaOONO> mO ONOOOO OmONOmem OON>NLO Nocmmgmsm gmgamcz aOOOc OOONONOO .ONOaOOLaOONuu.OO mNOcN ON NN ON ON Nw NcaON 142 .. .. .. .. .. OONacozom Nm>NNO No ONOON>LmOOO Oacooo oO N oO N N mm>NacacmOmLOmN Occoeoo mac>NNO ooN N .. .. N chcoONmO :oNacOOOm No acmEaNcOmO macaw .. .. ooN O O NmOOOOLmO acmscgm>om .w.: .. .. ooN N N ONOaOONaOON mmmNNOO ooN N .. .. N ONOaOOLaOON NOOOOO OON: NOONgocmN Oz .chchaN OZO >N OOONO OO N OO N N OONacozom Nm>NLo No OLOON>NmOOO Naczou .. .. ooN N N NmOOOONmO :ONacOOom NO aOmEaLcOmo macaw 0O N OO O O ONOaOOLaOON NOOOOO OON: chNgocmN oz .chchan NNN NOOLO .. .. OON N N OoNacozom Lm>Nco NO OLOON>ngOO OaOOOO .. .. ooN O O ONOaOOLaOON NOOOOO OON: chNgocmN .OONONcNN ozv NN OOONO .. .. OON N N OONacooom Nm>NLO NO OLOON>NmOOm Nacoou .. .. OON O O mm>NacaOmOmgomN Occosoo mac>NLO .. .. ooN O O NmOOOOcmo coNacozom NO acmsagcomo macaw ON N OO O N chcomNmO acmEONm>Om .w.: NN N OO ON NN ONONOOLOOON mOmNNOO ON O om ON NO ONoaOONaOcN NOOOOO OON: NmONsocmN .chchLNO N NOOLO N z N 2 Oz Om> z OLOaOONaOON m>OLOO< oNooz macmLcO 111.1.1. I I I 1 1 .1.1 1.11l1,1.1l1 1I11.1..1 11 1.1 1.1 111 1 I .I 1 l u. 1 11111 1.11.1I1 1. 1 u .1. 1 I 11A 1 .141 1 11 1.11.1 1|11111.11 1.I1I 1 1.1 1.I1111n1111 .Eccmoco coNacOOOm Lm>NLo NOOOOO OON; NcNOOmN mga ON aOOOca OONmO OmONOmem OON>NLO Oocmmgmsm No m>ogaoc ONOOz OacmccO om>mNNmO on; OacmOOOOOmm--.OO mNOcN N N mm ON NN NcaON 143 .. .. ooN N N :ONacOOom Nm>NNO No OLOON>NmOOm Naooou .. .. OON N N Om>NacaOmOmgomL NocOEOO mac>NLO .. .. OON N N NmOOOOLmO :oNacooom NO acmsagcamo macaw .. .. OON O O chcomgmq aOmEOLm>Om .w.= .. .. OON N N ONOaOOLaOON mmmNNou .. .. ooN N N mgoaosgaOcN NOOOOO OON: . mchcocmN oz .chchNN Ozv >N NOONO .. .. OON N N OONacozom Nm>NNO No mLOON>NmOOO Nacooo .. .. OON N N NmOOOOLmO :oNacmoom No acmEaNcOmo macaw .. .. OON O O OgoaoogaOON NOOOOO OON: NmoNgocmN oz .chchNNv NNN OOOLO .. .. .. .. .. OONacOOom Lm>Ngo NO OLOON>LmOOO Naczou .. .. ooN O O mgoaOONaOON Noogom OON: AchzocmN .chchNN ozv NN NOONO .. .. OON N N OONacoaom Lm>NNO NO OLOON>NmOOO Nacoou .. .. ooN O O Om>NacacmOmNOmN Nccoeoo mac>NLO .. .. OON O O NmOOOmLmO :oNacOOom NO aOmEaLcOmo macaw ON N OO O N NmOOOOLmO acmscgm>om .w.: .. .. OON NN NN OLOaOOLaOON mmmNNOO .. .. ooN NN NN Ogoaozcach NOOOOO OON: NOONgocmN «chchLHN N NOONO N z N 2 Oz OON z OLOaOONaOON .mOLOOO coNacozom Nm>NNo omocc>oc cc ON azmoca OONmO OmONOmem OON>NLO Noommcmsm NO m>ONOOc ONOOz Oacmgco om>mNNmO Os; macmocoammmnu.OO mNocN 144 NN ON NO ON NO NcaON .. .. ooN N N :oNacooom Lm>NNO NO ONOON>NmOOO Naczou .. .. ooN N N mm>NacacmmmNOmN NocOsOo mac>NNO .. .. ooN N N chcOOcmO coNacozom NO acmaachmo macaw OO N NO N O NmOOOOLmO acmscgm>om .w.: .. .. ooN N N ONOaOOLaOON mmmNNOO .. .. ooN N N ONOaOONaOON NOOOOO OON: «chgocmN oz .mONchLN ozv >N OOOLN oO N oO N N :oNacOOOm Lm>NNO NO ONOON>LOOOO Nacoou .. .. OON N N chcomgmo :oNacooom No acmsaNcOmo macaw ON N ON O O ONoaOONaOON NOOOOO OON: chNgocmN oz .chchNNV NNN OOONO .. .. ooN N N OONacooom Nm>NLO No OLOON>cmOOO NaOOOO .. .. ooN O O ONOaOOLaOON NOOOOO OON: chNcocmN .chchNN ozv NN.NOOLN .. .. ooN N N OONacooom Nm>NLO NO ONOON>NmOOO NaOOOO OO N NO N O Om>NacaOmOmLOmN OccOEOO mac>NNO NN N ON O O NmOOOONmO OoNacOOOm NO acmsaNcOmO macaw ON N ON O N NmOOOOLmO acmscgm>oo .w.: NN N ON ON NN ONOaOOLaOON mmmNNOO O N Om NO OO OgoaozgaOON Noocom OON: chNgocmN .NchNcNNO N OOONN N z N 2 Oz Om> z OgoaOONaOON NmOOmLNmN NmNNo oa ommz .OLOaOONach oa mONOOO cmOOmLch mONOmem OON>NNO NOOmONmEm cc LmNNo NNNcONOONNmO oa omm: mga aoooc OOONONOO .mgoaoocaOON--.NO mNOcN l45 Ninety-one percent of the respondents agreed that a periodic refresher course should be offered to instructors. Table 62 indicates how often a refresher course should be made available to instructors. The responses to this question ranged from yearly to every ten years, in addition to the time at which instructors are recertified. Twenty-eight percent of the respondents stated that a refresher course should be offered annually; about the same number (30%) indi- cated it should be offered every two years. Table 63 reflects respondents' opinions about offering an emergency driving refresher course to students. Sixty-nine percent of the respondents stated that there is a need to periodically offer students a refresher course. Table 64 indicates how often an emergency driving exercise program should be offered to students, as a refresher course. Thirty-six percent of the respondents stated that a refresher course should be offered yearly, 23% recommended that such a course be given every two years, and l % said every five years. Table 65 contains respondents' opinions regarding colleges and universities offering emergency driving exercise training to undergraduate or graduate students who plan to teach driver education. All of the respondents believed that emergency exercise train- ing should be provided for both undergraduate and graduate students who plan to teach driver education. 146 N N N N ON NN N N ON NN NO ON NN NN OO NcaON .. .. .. .. NO N OO N .. .. .. .. .. .. N :oNacooom gm>NNo No ONOON>LmOOO Nacoou .. .. .. .. .. o. .. .. .. .. COP N o. .. N mm>wuflucwwmkamk XCMQEOU OHG>wLQ o. .o o. o. .o .o .o .. COP — o. oo .o o. —. FOCCOMLUQ COPHMUQNUQ LOO “CgLUQQU OUUHW .. o. .. .o o. .c .o .. o. .o .o o. 00—. _. _. FQCCOWLQQ “CgCLU>Om om.= .. .. .. .. .. .. .. .. o. .. OO— — .. .. P WLOHuaLHMCP @GOPPOU .. .. .. .. Om P .. .. Om — .. .. o. .. N mucuUDLHma FOOZUW 80w: .dmoNzocmN oz .choNcLN ozv >N NOOLO .. .. .. .. .. .. .. .. .. .. OON N .. .. N :oNacooom Lm>Ngo No OOOON>LmOOO Nacoou .. .. .. .. .. .. .. .. OO N .. .. OO N N chooOng :ONacooom No aOmEagcomo macaw .. .. .. .. mm P .. .. .. .. N0 N .. .. M WLOHUDLHma POOSUW SOP: NmoNgocmN oz .OONONcLNN NNN noogu .. .. .. .. .. .. .. .. .. .. .. .. ooN N N OoNacooom Lm>NNo No OLOON>NmOOO anoou OO— — o. .. o. o. .o o. o. o. .. .o o. .. _. WLOHUDLUm—b—v POO-LOW SOP: NOOszcmN .mONchLN ozN NN NOONO .. o. .. o. o. .o o. .. COP N .o o. .o o. N COPHMUDUQ L0>PLU F0 m&omw>LWQ:m XHcaou .. .. .. .. .. .. .. .. .. .. OO— — .. .. P m0>meHCOWOLQUL NCDQEOU QHQ>vLQ .. .. .. .. .. .. .. .. ON N ON N OO N O NmOOOOLmO :oNacooom No aOmEaNcOmo macaw .. .. .. .. NF P .. .. .. .. mm N Om M w FUCCOWLUQ QC§L0>OG .W.= .. .. .. .. ON N .. .. ON N NO O ON N N ONOaOOLaOON mamNNou .. .. O N NN N .. .. ON O ON O NO O ON 2885...: No.58 NNON: chNzocmN achchNNN N noosw N z N z N z N z N z N z N z OONacONN .OLN ON .ONN O .ONN O .ONN O .ONN N -Nagmomm Ncm>O Nam>N Ncm>O Ogm>m NLm>N ONLcmN z mgoaoogach mOLOOO gszmNNmm No NucmocmgN 1 11|1l1111.1l 1111.11 1111 I11u111k.1 11:1 111.1 1 11111.1111 1|!11.1111111111111I111111111111111 111.1 .wcoamogaOON oa omLmNNo mO ONOOOO OmONOmem OON>NLO Oocmoamsm ON Ommgooo NszmLNma :maNo 3oz aOOOc OOONONOO .ONoamogaOON--.NO mNOcN 147 Ne mm mO NO om NcNON 0O N OO N N :oNacooom Lm>NLo No ONoON>Lmoom Oacoou OO N oO N N Om>NacacmOmLomN Occosoo mac>Ngo ooN N .. .. N chcomgmq :oNacooom No acmsagcomo macaw OO N NO N O chcomgmo acmscgm>om .O.: ooN N .. .. N OgoaooLach mmmNNoO OO N OO N N ONONUOONOON Noogum OON: .dchzocmN oz .chchLN ozv >N ooogw ooN N .. .. N :oNacozom Lm>NNo No OLoON>Lmoom Oacooo .. .. ooN N N chooONmo coNacooom No acmEaLcomo macaO OO O OO N O OOOOUOLNOON Noogom OON: chNcocmN oz .chchLNMNNN nooNO .. .. ooN N N coNacooom gm>Ngo No OLoON>Nmoom Nacoou NO N OO N O OgoaoogaOcN Noozom cmNI chNgocmN «moNoNcLN ozv NN mooNO 0O N oO N N coNacooom Nm>NLo No OLoON>Lmoom Nacoou OO N NO N O Om>NacaomOmLomL Nccoeoo mac>NNa OO N NO c O chcomgmo :oNacooom No aomsagcomo macaw .. .. ooN N N chcoONmo acme:gm>om .O.: O N NO ON ON ONONUOOOOON OOONNOO NO ON NO NN NO OOONUOLNOON Noogom OON: dmoNgocmN .chchNNv N moogw N z N 2 oz mm> z ONoaoogach gmcmmNNmm LmNNo oa ommz IIIIvIIIII I II I I.III I II.I«III.I"I I IIIIIII III 1...] IIII I I I I.I- III II I I-..II.II1".III.' I II.III IIIJIII I I I.I‘II.I IIIIIII,’ I III-IIIII IIII .mmgooo LszmNNmN mONomem ch>NNo OocmmLmEm cc Oacmooam NmNNo zNNcoNooNLmo oa ommc mca aooac OooNcNoo.mgoaoogach--.OO mNOcN 148 om F- o -v- 'f— 0'— CON N PNF-v— 0 0CD '0 P F m ('3 NNN P ooN ON NO Om mO LOM¢P P MC‘NG Ncao» :oNacooom gm>Nso No OLoON>NmooO Nacoou Om>NacacmOmgomg Nocoeoo mac>NLa Nmooomgmo ooNacooom No acmEaNcomo macaO chcomgmo acme:gm>oo .O.: OgoaooNaOoN mmmNNoO OgoauoNaOcN NooguO sz: NmecocmN oz .chchLN ozv >N nooga :oNacooom Lm>NLo No OLoON>Lmoom Naooou Nmocomgmo :oNacuoom No acmsagcomo macaw Ogoaoogach Noozom goNz chNzocmN oz wchoNcLNv NNNlmooLO :oNacooom gm>NLo No ONoON>LmooO Aacoou OLoaoogamoN Noogom OON: NOoNzocmN .choNcLN ozv NN noogw :oNacooom Lm>Ngo No ONoON>LmooO Aacoou Om>NacacmOmgomg xccosoo mac>Nga chcomgmo :oNacuoom No aomsagcomo macam choomgmo acme:gm>om .O.= OgoaoogaOoN mmmNNou mgoaoosach Noozum szz NmoNzocmN «chchLNN N noose N chmcmm mmcmoNa O.Nm>NNo z N z N z N 2 .mg» N .OL> O .OL> v NLm>O xgm>m Ngm>m N z .ON> O xgm>u N z .m.»> N . Agm>m NNLcm> mONoou gmcmmgwma No moomoomgu Ogoaozgach II I IIIIII .Oacmooam oa omNmNNo ma oNoozm OmONogmxm ch>NLo Noommgmsm cN OmOLooo Nmzmmgwmg :maNo 2oz aoooc OcoNcNoo .Ogoaoogach--.eO mNacN 149 ooN Om OON Om Om NcaoN ooN N ooN N N :oNacooom Nm>NLo No OLoON>Lmo3O Nacoou ooN N ooN N N Om>NacaomOmLamL accoeoo mac>NLo ooN N ooN N N chooONmo :oNacooom No aomaagcomo macaO ooN O ooN O O chooOLmo acmscgm>om .O.= OON N OON N N ONOOUONNOON mOmNNoo OON N OON N N OLONUOLNOON NooOUO OON: chNcocmN oz «moNchLN ozv >N ooogw ooN N ooN N N :oNacooom Lm>NLo No OLoON>Lmoom Nacoou ooN N ooN N N chcomgmo :oNacooom No acmEaLcomo macaO OON O OON O O ONONOONNOON NooOuO OON: «chzocmN oz «chchLNv NNNxmooNO ooN N ooN N N :oNacooom Lm>NLo No OLoON>Nmo2O Nacooo OON N OON O O ONONOOLNOON Noocum OON: chNgocmN .chchNN onNN mzogw OON N ooN N N :oNacooom Lm>NLo No ONoON>Lmo2O anaou ooN O ooN O O Om>NacacmOqumg OccoEoo mac>NNo .. .. ooN O O Nmocomgmo :oNacooom No aomsagcomo macaw ooN N ooN N N chcoONmo acmEcNm>om .O.: OON ON OON ON ON ONOOUOLNOON OOmNNoo OON Om OON NO NO ONOOOONOOON Noogom OON: mchzocmN .chchLNv N mooLO N z N z anmooam macoocgo Omacoocgmgmoo: z OgoaoogamoN III I IIIII‘II I'll NOOOONO No NO>OO .coNacooom Lm>NLo socma oa cho o5: Oacmooam macoocgm Lo Omacoocgmgmocs oa chchNa mONomem ch>NLo Nocmmgmem LmNNo oNoogO OmNaNONm>Nco occ OmmmNNoo gmcamgz aooac OooNcNoo .Ogoaoogachuu.OO mNOcN 150 Table 66 illustrates respondents' Opinions about colleges and universities offering emergency driving exercise training to gradu- ates who are experienced driver education instructors. Ninety-nine percent of the respondents stated that colleges and universities should offer the training to graduates who are experienced driver education instructors. Table 67 shows respondents' opinions regarding the rela- tionship of emergency driving exercise training to chances of accident involvement. Ninety-two percent of the respondents believed that partici- pation in the training would decrease a student's chances of becoming involved in an accident. One percent of the instructors felt that participation would increase the likelihood of an accident, whereas 7% did not feel it would increase or decrease accident involvement. Table 68 shows which aspects of emergency driving exercises the respondents were willing to teach. Ninety-three percent of the respondents indicated they would teach both the classroom and behind-the-wheel aspects of emergency driving exercises. Areas of Improvement Table 69 indicates whether the respondents' programs were going to be continued. Eighty-seven percent of the respondents in Groups I and 11 stated that their emergency driving exercise program was going to continue, whereas l3% reported that it would be discontinued. lSl N N am Om Om NcaoN .. .. ooN N N :oNacooom Nm>Nco No OcoON>NmooO Naooou .. .. ooN N N Om>NacacmOmcomN Nccosoo mac>NNm .. .. ooN N N chcoOcmo ooNacooom No aomsaccomo macaw OO N NO N O Nmocomcmo acmsccm>om .w.: .. .. ooN N N OcoaoocamoN mmmNNou .. .. ooN N N OcoaoocaOcN Noosom szz achcocmN oz .moNchcN ozv >Olmoocw .. .. ooN N N :oNacooom cm>Nco No OcoON>cmoom Oacoou .. .. ooN N N NmocoONmo :oNacooom No acmEaccomo macaw .. .. ooN O O Ocoaoocach NoogoO OON: chNcocmN oz .chchch NNN mooNO .. .. ooN N N coNacooum cm>Nco No OcoON>Nmo3O Naoooo .. .. ooN O O Ocoaoocach NoogoO OON: AmoNzocmN .chchcN ozv NN omocO .. .. ooN N N :oNacooom cm>Nco No OcoON>cmooO Nacoou .. .. ooN O O Om>NacaomOmcomc Occosoo mac>NNN .. .. ooN O O Nmocomcmo :oNacooom No acmaaccomo macaw .. .. ooN N N Nmocomcmo acmscgm>om .w.= .. .. ooN ON ON Ocoaoocach mmmNNoO .. .. ooN OO OO OcoaoocaOcN NoogoO OON: chNzocmN .chchch N ooocw N z N 2 oz Om> z Ocoaoocach OONONOLN LONNO choOO .OgoaooNaOcN :oNacooom cm>Nco omocmNcmoxm mcc on: Omacooccm oa chchca mONocmxm ch>NNo Nocmmcmem cmNNo oNoocO OmNaNOcm>Noo occ OmmmNNoo cmgamgz aoooc OcoNcNoo .OcoaoocaOcN--.OO mNOcN 152 N O NO NO N N mm NcaOH ooN N .. .. .. .. N :oNacooom Nm>Nco No OcoON>NmooO Nacoou .. .. ooN N .. .. N Om>NacacmOmcomc Nocoaoo mac>Nco .. .. ooN N .. .. N chcomcmo :oNacooom No aomEaNcomo macaw .. .. ooN O .. .. O chcoONmo acmsocm>om .w.: .. .. ooN N .. .. N Ocoaoocach mmmNNou .. .. ooN N .. .. N OcoaoogamoN NoocoO SON: mchgocmN oz .mmNchLN ozN >N oooco 0O N oO .. .. :oNacooom Nm>NNo No ONoON>NmooO Oacoou N N .. .. ooN N .. .. N chcomcmo :oNacooom No acmEaNcomo macaw O O OcoaoocaOoN Noogom cmN: AmoNsocmN oz .chchcNV NNN moocu .. .. ooN N .. .. N :oNacoocm Lm>Nco No OcoON>Nmoom Nacoou ON N ON O .. .. O ONONUONNOON Noogom OON: mchcocmN .mmNchNN oza NN moocw .. .. ooN N .. .. N coNacooom cm>Nco No OcoON>Nmoom Nacoou .. .. ooN O .. .. O Om>NacacmOmcomc Occosoo mac>NNa .. .. ooN O .. .. O chcomamo ooNacooom No acmsaccomo macaw .. .. ooN N .. .. N chcomcmo acmsccm>om .O.: O N NO ON O N ON OcoauscaOcN mOmNNoo O N NO ON .. .. ON Ocoauzcamca NoogoO OON: chNgocmN .mmNoNchv N moocw N z N z N z Lwcuwwz wmmeumo wmmmLqu z mLouuszmcH acmoNoo< No Omocczu oa oNgmooNacNmz I III I .acmsm>No>oN aomoNooc No Omocczo oa mmgooo mONocmxm moN>Nco Noommcmsm cc cN coNacoNoNacco O.a:mo=aO c No oNcmcoNacch mza choccmmc OcoNoNoo .OcoaoogamoN--.NO mNOcN 153 N N Om NO O O N N am Ncaoh .. .. ooN N .. .. .. .. N coNacooom Nm>Nco No ONoON>Nmo3O Nacoou .. .. ooN N .. .. .. .. N Om>NacacmOmNamN Occoaoo mac>NNm ooN N .. .. .. .. .. .. N chcomcma :oNacooom No acmsaccomo macaw .. .. NO N .. .. OO N O chcoOcmo aomsccm>om .w.: .. .. OON N .. .. .. .. N ONoaoocach mmmNNou OO N .. .. oO N .. .. N ONoaoocamoN Noogom OON: NmoNsocmN oz .choNcNN oZV >N moocw .. .. ooN N N :oNacooom Nm>Nco No OcoON>NmO2O Nacoou .. .. OON N .. .. .. .. N chcoONmo :oNacooom No acmEaNcomo macaw .. .. ooN O O ONoaoocach Noocom OON: chNcocmN oz .moNchch NNN noose .. .. ooN N .. .. .. .. N :oNacooom Nm>Nco No OcoON>Nmoom Nacoou .. .. ooN w .. .. .. .. a OcoaoocaOoN NooOoO OON: dchOocmN .chchcN ozv NN moocw .. .. ooN N .. .. .. .. N :oNacooom cm>Nco No OcoON>cmqsO Naooou .. .. ooN N .. .. .. .. N Om>NacacmOmNomc Nocgsoo mac>Nco .. .. ooN O .. .. .. .. O chcomcmo coNacooom No aomsagcomo macaw .. .. ooN N .. .. .. .. N chcoOLmo acme:gm>om .w.: .. .. ooN ON .. .. .. .. ON OcoaoocamoN mmmNNoO .. .. NO OO O N O N OO Ocoaoocach Noocom OON: chNzocmN .chchNNV N mooNO N z N z N z N z Nmmzzumca Oco ooc O: cmOaNmz caom lochmO soocOOcNO z a a N chchNN No aomoO< IIIIII.I I.I.IIIIII,I I lIiIII II .II '1 III-III I II II.I I III! IIIII lIIIInIl III I, I I IIIIII-I. III .gocma oNooz Oacmocoommc mca chchca OmONocmxm moN>NNo Nocmmcmem No anmoO<-u.OO mNOcN 154 ON O NO NO NN NcaoN .. .. ooN N N . :oNacooom Nm>Nco No ONoON>LmooO Nacoou .. .. ooN O O Ocoaooaach Noocom OON: chNcocmN .chchcN on NN myoco OO N oO N N :oNacooum Nm>Nco No OcoON>cmoom Nacooo .. .. ooN N N Om>NacacmOmcomc Nocoeoo mac>NNN OO N NO a O chcoONmo :oNacooom No acmEaNcomc macaw .. .. ooN N N chcoOLmo acmEccm>om .w.= .. .. OON ON ON OcoauggaOcN OOONNOO ON O NO ON NO OcoaozgaOON NooOUO OON: AchsocmN .chchNNV N macaw N z N 2 oz Om> z Ocoaoocach mocNacoO NNN: Ecgmocm IIIIII II. IIIII. .I.IITII I IIII I .Ecgmoca mONocmxm ch>Nco Nocmmcmsm acmOmco mza No coNacooNaooO--.mO mNOcN 155 Table 70 is a compilation of comments from Group I and II respondents regarding the strengths of an emergency driving exercise program. Forty—five percent of the respondents stated that the strength of their program was that students learned the skills and knowledge necessary to cope with emergency driving situations in traffic. Another 26% of the respondents stated that their program was well organized, taught by qualified instructors, and supported by adminis- trators. In addition, they stated that the program was available during the school day and open to all driver education students. Compiled in Table 71 are the comments given by Group I and 11 respondents regarding improvements needed in emergency driving exercise programs. Fifty-eight percent of the respondents stated that better facilities were needed, and 26% cited a need for better equipment. Forty-one percent indicated that more time should be reserved in the driver education curriculum for emergency driving exercise training. Summary Presented in Chapter IV was a compilation of the data obtained from the survey. Questionnaires were sent to a nonrandomly selected group of highway safety instructors from a broad range of disciplines, including education, law enforcement, government agencies, and private industry. One hundred sixty-three questionnaires were sent to safety instructors who were known to have had some exposure to the concept of emergency driving exercises. Many instructors were contacted through 156 N O .OcoNaocmN oacco ONo>c oa OoccmN acmooaw NN O .moomNLmoxm Nmmgzumcanocacmn Ncoaoc smoocza omocoacch mcc NcoacNosam .EoocOOcNov :oNacooum cm>NNo No OmOczo cmcao mON NN O .mNoN;m> mga No OooNacaNENN mga EcmN Oacmooaw NN m .coNacooom Nm>NNo No aomomc ONsa moNgocma Oacoooom NaNcoeeoo mON NN m .OcoNacoaNO ch>NNo Nocmmgmsm oa mcomooxm mNNNuNcmN OmoN>oNa chchNa och ON oN .OooNacaNENN czo ON; OoNcmN aomooaw ON ON .Osccmogo mONocmxm ch>NNo NocmmcmEm maccmoo oa mNOcNNc>c mcc OmNaNNNocN ON ON .Oacmooam :oNacooom cm>Nco NNc oa mNOcNNc>c mocs ON occ Nco Noosom mga chcoo mNOcNNc>c ON Ecgmogo mON .ONoaccamacasoc an omacoaoom occ .Ocoaoocach omNNNNcoo NO azmoca .omNNzcmNo NNmz ON Ecgmoco mON Ow OO .oNNNcca :N Ocoaacoaam ch>NcO Noommcmem gaNz maoo oa NNcOOmom: mmomNzocx ooc ONNNNO mza OcccmN acmooaw N z acmEEou III III IIIII IIII. I1IIIIIIIII I I I I I.I.I I III I .II I.I.II ITI.II I .IIIIIII I I I .NON u zv macmocoowmg NN ooc N ooocO NO OmaNoomN Oc .Eccmoco mONocmxm ch>NNo Nocmmcmsm :c No Osamcmcam mgN--.ON mNncN 157 NN ON ON ON NO NO NN ON ON om mm .omomm: ON OcoacNaONcNEoc NcooNacooom No agoooom mzN .chchca No moxa ON;a :N mmcmcm oa omaaNEcmo ma oNooOO macmooam No amass: Nmacmcm < .coNaoogach No moNa ONga mNocc; oa omacmco ma oa Oommc mmcooo omocc>oc c< .mmcooo mONocmxm ch>NNO Nocmmcmem mga No wOmcm>NaomNNm mza co soccmmmc ommz .OooNacoaNO occ OmONocmxm No NamNcc> NmoNz c cm>oo oa Oomm: :oNaoocach mONocmxm ch>NNo NoommNmEm mg» .choacNa No maxa wasa OONNOcaOm oa omomm: ON chocoN mcoz .NOmONocmxm ch>Nco Nocmmamsm :NV Omomm: ON Ogoaoocach :oNacooom cm>Nco No :oNachomco oNNNomow .omommc ON acmsoNzom NmaamO .moNoNcca No moxa ON;a coN EoNooNccoo :oNacooom cm>NNo mca :N om>NmOmN ma oa Oommc mENa mcoz .omomm: mcc OmNaNNNocN cmaamm N z acmssou I I.III IIIII..IIII.I. I II II vI I! III .I.II.I|I I IIIIIIIIIxIIIII III. III II.lI II I IIII. I I I .II. .NON u zv Oacmocoqmmc NN occ N aoocw NO OmaNoamN Oc .OEccmoNo mONocmxm ch>Nco Noommamsm :N omomm: Oacmem>oNoEN--.NN mNOcN 158 the assistance of Richard Whitworth, Driver Education Supervisor at the General Motors Proving Grounds in Milford, Michigan. Many high school and college instructors had first gained experience in emergency driving exercises by participating in the General Motors Advanced Driver Education Course at the Proving Grounds or under Whitworth's tutelage at workshops held periodically throughout the United States. Of the l63 questionnaires distributed, 96 were completed and returned. Returned questionnaires were categorized according to the respondents' professional capacity and whether they had taught and/or had been trained to teach emergency driving exercises. The six cate- gories of professional capacities were: high school instructors, college instructors, state department of education personnel, county supervisors of driver education (Maryland), private company representa- tives, and U.S. government personnel. After being placed in one of the six categories, respondents were grouped according to whether they had taught emergency driving exercises and/or been trained to teach these exercises. The four groups were as follows: Group I : Trained to teach emergency driving situations and exercises and have taught them. Group II : Not trained to teach emergency driving situations and exercises, but have taught them. Group III: Trained to teach emergency driving situations and exercises, but have never taught them. Group IV : Not trained to teach emergency driving situations and exercises and have never taught them. 159 Because of the nonrandom selection of safety leaders, Group I was the largest of the groups. The other three groups were much smaller than Group I, but of nearly equal size to each other. The purpose of the survey was to determine the present status of teaching emergency driving situations and exercises to high school driver education students. It was felt that safety leaders who had been trained to teach emergency driving situations and exercises and who had actually taught them could give well-considered opinions about including these situations and exercises in the regular high school driver education curriculum. Analysis of the data provided information regarding the general curriculum of driver education programs in which emergency driving situations and exercises were offered. The data also provided infor- mation regarding facilities and equipment needed for teaching emergency driving situations and exercises. Information was obtained about the feasibility of teaching emergency driving situations and exercises to high school students; this section comprised answers to opinion ques- tions regarding parental approval, methods of teaching the exercises, whether colleges and universities should prepare instructors to teach such exercises, and other related topics. Respondents in Groups I and II were asked to comment on the strengths of their emergency driving exercise programs. In addition, information regarding areas of improvement needed in existing emergency driving exercises programs was sought. Further, Group I and Group 11 respondents were asked to indicate whether their present program would be continued. 160 Chapter V contains a summary of the study, including the major findings, conclusions drawn from the findings, general recom- mendations, and recommendations for future research. CHAPTER V SUMMARY, FINDINGS, AND RECOMMENDATIONS The analysis of the data was presented in Chapter IV. In Chapter V are found a summary of the study, major findings, and general recommendations. Recommendations for further research and a discussion are also included in this chapter. gm Purpose and Problem The purpose of this study was to survey a selected number of highway safety instructors to assess the present status of teaching emergency driving situations and exercises to high—school-age drivers. More specifically, the study was concerned with identifying emergency driving situations and exercises that had been taught and those emer- gency driving situations and exercises that highway safety instruc- tors considered appropriate to teach to high school driver education students. Other purposes of the study were: l. To identify emergency driving situations and exercises taught during the regular and/or advanced driver educa— tion course. 2. To identify curriculum materials and guidelines used in teaching emergency driving situations and exercises to high-school-age drivers. 16] l62 3. To determine the types of facilities and equipment in use and/or recommended for instructing high school driver education students in emergency driving situations and exercises. 4. To specify methods of instruction appropriate for teach- ing driving situations and exercises to high-school-age drivers. 5. To determine the type of training instructors received in preparation to teach emergency driving situations and exercises to high school students. 6. To ascertain instructors' opinions regarding various aspects of teaching emergency driving situations and exercises to high school students. 7. To assess the strengths and needed improvements of pro- grams currently involved in teaching emergency driving situations and exercises. Although emergency driving situations and exercises are not widely taught in the high school driver education curriculum, a limited number of programs do offer rather extensive training in these proce- dures. Some of these programs are at the high-school level; others are frequently found in college teacher-preparation programs or in law enforcement training. Accident statistics indicate that young drivers between the ages of 15 and 24 are involved in a disproportionate share of automo- bile accidents. Some of these accidents may be the result of an inability to react correctly to emergency driving situations. As 163 stated in Chapter I, in I975 the l5-24 age group accounted for lO.2 % of the driving population. They were, however, involved in l7.8% of all traffic aaccidents and l6.4% of all fatal accidents. It would appear that modification in the driver education curriculum may be necessary to improve the performance of this group of drivers. Methods and Procedures Employed The sample of nonrandomly selected instructors represented a broad range of highway safety professionals, including: l. High school teachers of driver education 2. College instructors of driver education/highway traffic safety 3. State department of education personnel 4. County supervisors of driver education 5. Government instructors (law enforcement, federal govern- ment, armed forces) 6. Private company representatives Highway safety instructors who had had special preparation and/or experience in teaching emergency driving exercises or who were actively involved in highway safety programs were considered for the sample. The instructors were grouped as follows, according to their training and/or teaching experience related to emergency driving exercises: Group I Trained to teach emergency driving situations and have taught them l64 Group II Not trained to teach emergency driving situations and exercises, but have taught them Group III Trained to teach emergency driving situations and exercises, but have never taught them Group IV Not trained to teach emergency driving situations and exercises and have never taught them This grouping system clarified for respondents which sections of the survey instrument they were to complete. This system reduced the possibility that those who lacked specific expertise would respond to specialized questions about facility dimensions, curricu- lum, and equipment. The survey instrument included five sections. A number of questionnaire items were answered by respondents who had been spe- cifically trained to teach emergency driving exercises. Opinion ques- tions were completed by all respondents. The five sections of the survey instrument were as follows: l. General Curriculum-—Items included under this heading involved the type of driver education program in which the emergency driving exercises were offered, the season and time of day the exer- cises were taught, the amount of teaching time allotted to emergency driving exercises, curriculum guidelines used to teach emergency driving exercises, and whether student participation in the exercises was voluntary or required. 2. Facilities and Special Equipment--These items included examining the types of facilities that were used to teach emergency driving exercises, the dimensions of the facilities, the dimensions of the skid pan areas, and recommendations regarding minimum dimensions 165 needed for special facilities. Also included were items regarding the type of special equipment needed in teaching emergency driving exercises, with respect to the vehicles or to the equipment worn by the driver. 3. Instructor Preparation--Items regarding the reSpondent's own training and teaching experience sought the number of years of teaching experience in the field of highway safety, the type of special training received in preparation to teach emergency driving exercises, and the various exercises included in the training. 4. Instructor Qpinions--Opinion items included examining types of methods that should be used to teach emergency driving exer- cises, whether students would benefit from instruction in emergency driving exercises, the possibility that students may be inclined to practice the exercises on roads and highways, and other related issues. 5. Strengths and Needed Improvements in Existing Emergency Driving Exercise Programs--Items included under this heading were designed to assess strengths and needed improvements of existing emer- gency driving exercise programs. An item was also included to deter- mine whether the respondent's program was going to be continued. Respondents in Groups I and II were asked to complete the entire survey instrument, whereas those in Groups 111 and IV com- pleted the instructor training and opinion sections. A separate curriculum item, which preceded the aforementioned five sections, was designed to determine the methods instructors employed in training. This item included 13 emergency driving 166 situations taken from a Michigan State University curriculum guide for driver education81 and six emergency driving exercises taken from a General Motors Advanced Driver Education Course.82 Methods of instruction included classroom, simulator, and behind the wheel. Groups I and II responded to this aspect of the item, as individuals in both groups had had experience in teaching emergency driving exer- cises. All respondents were asked to complete the opinion section of the abovementioned item, designating which emergency driving situa- tions and exercises they considered feasible for inclusion in the regular high school driver education course, an advanced driver edu- cation course, or both. Those situations and exercises they con— sidered inappropriate for high school driver education students were to be noted under the heading, "Should not be taught in high school." Findings The findings are categorized under six main headings, as fo110ws: 1. Methods Used to Teach Emergency Driving Situations and Exercises 2. General Curriculum 3. Facilities and Special Equipment 8I“Meeting Emergencies” (unpublished paper, Highway Traffic Safety Center, Michigan State University, October I971). 82F. D. Smithson and R. A. Whitworth, Development of an Advanced Driver Education Program, 4637 (Milford, Michigan, General Motors Engineering Staff--Proving Grounds, April 1972), pp. 4-15. 167 4. Instructor Preparation 5. Instructor Opinions 6. Strengths and Needed Improvements in Existing Emergency Driving Exercise Programs Emergency driving situations were only referred to in sectionl. The findings from sections 2 through 6 pertain only to the teaching of emergency driving exercises. Methods Used to Teach Emergency Driving Situations and Exercises Classroom instruction was the method most often used to teach the emergency driving situations identified in the Michigan State University driver education curriculum guide. Behind—the-wheel instruction was the method most often used to teach the emergency driving exercises used in the General Motors Advanced Driver Education Program. Simulation was the instructional method least often used to teach either emergency driving situations or emergency driving exer- cises, primarily because of the inherent limitations of this type of specialized training. With the exception of "submerged vehicle," "vehicle catches fire, and "bee in vehicle," the majority of respondents considered the emergency driving situations to be appropriate for inclusion in the high school driver education curriculum. With the exception of "sudden loss of air/blowout," the majority of reSpondents considered the emergency driving exercises as appropriate for inclusion in the high school driver education curriculum. 168 In general, the respondents felt that both emergency driving situations and emergency driving exercises should be offered in the regular driver education course. Only Group III respondents, who had had no teaching experience, favored the teaching of emergency driving exercises in an advanced driver education course. General Curriculum The majority of respondents in Groups I and II (including' high school instructors) had had experience teaching emergency driv- ing exercises in a regular driver education curriculum. These respon- dents had also offered emergency driving exercise training to groups other than high school driver education students, including teacher- preparation students, driver education teachers, law enforcement per- sonnel, ambulance drivers, fire departments, school bus drivers, U.S. Coast Guard, and the general public. College highway safety instructors had had the most experience offering emergency driving exercise training to these diverse groups of individuals. The emergency driving exercises were generally offered year- round (during all four seasons), with slightly more emphasis during fall and spring. The emergency driving exercises were offered most often during the school/work day. Some instructors offered the exercises after the school/work day and least often on weekends or during vacation periods. Two to four classroom periods of approximately 55 minutes were scheduled for emergency driving exercise training. One to four behind— the-wheel sessions of 55 minutes were scheduled for emergency driving- 169 With the length of the driver education courses ranging from l to l8 weeks, 1 to 2 weeks were generally reserved for teaching emergency driving exercises. From 2 to 8 classroom sessions and from l to l0 behind-the-wheel sessions were devoted to emergency driving instruction. There was some variation in the amount of instructional time devoted to emergency driving exercise instruction, depending on the specific orientation of the highway safety instruc- tor involved. Of the various highway safety instructors involved in such training, government personnel appeared to offer the most exten- sive training in emergency driving exercises. The emergency driving exercise training had generally been a part of the highway safety instructors' programs for two years or more. The instructors most often had developed their own emergency driving exercise program, although a frequently used curriculum source was the General Motors Advanced Driver Education Program. The most frequently used commercial curriculum source was the General Motors Program. High school instructors usually developed their own program, however, instead of using commercial curricula. Student participation in emergency driving exercises taught by highway safety instructors was generally required, as Opposed to voluntary participation. High school instructors most often responded that participation in emergency driving exercises was required. l70 Facilities and Equipment Most highway safety instructors indicated that they had their own facility for practicing emergency driving exercises, although high school instructors stated equally often that they did not have their own facility. Of the highway safety instructors who did not have their own facility for practicing emergency driving exercises, approximately 50% were able to use a nearby facility. High school instructors had the most difficulty locating a nearby facility to use. The distance traveled to reach a nearby facility ranged from l to 40 miles. The average distance high school instructors traveled was 3.7 miles. The dimensions most often given of the area on which emergency driving exercises were practiced were 20l-30l feet in width and 20l-4OO feet in length. The minimum dimensions recommended most often for an area on which to teach emergency driving exercises were lOl-ZOO feet in width and 20l-4OO feet in length. Highway safety instructors most often indicated that the area on which emergency driving exercises were practiced was clear and unobstructed. Respondents indicated that they had adequate space for practicing these exercises, although some high school instructors had less than adequate space. The types of facilities used most often for practicing emergency driving exercises were off-street driving ranges, school parking lots, and rural roads. Most highway safety instructors indicated that they did not have a special area for skidding purposes. Of those who had a skid l7l pan, the dimensions were l-SO feet in width and l-ZOO feet in length. High school instructors most often used skid pans that were lOl—lSO feet wide and l-ZOO feet long. Respondents most often recommended that a skid pan have minimum dimensions of l-lOO feet wide and ZOl-40l feet long. Asphalt was most often used by highway safety instructors in the surface composition of the skid pan area. A sealant was used on the area, and usually consisted of genite. High school instructors indicated equally often that no sealant was used. Water was most often used to prepare the surface of the skid pan for skidding. High school instructors used snow and ice to bring about skidding. The blowout simulator was the type of special equipment most often used to teach emergency driving exercises. Although driving simulators and brake-locking devices were used about as often as blowout simulators, there were as many highway safety instructors who indicated that no special equipment was used to teach emergency driv- ing exercises. When high school instructors used Special equipment, it was usually a driving simulator. Most of the vehicles used to teach emergency driving exer- cises were on loan from a local automobile dealer. Some vehicles were purchased by the school district or agency involved, and a few were leased by the school district or agency. Most highway safety instruc- tors indicated that an older-model car was not used for practicing emergency driving exercises. Most instructors indicated that no special equipment (other than seatbelts and shoulder harnesses) was worn by students while 172 practicing emergency driving exercises. When special equipment was worn, it consisted of a special helmet or harness. Highway safety instructors did not feel additional practice in emergency driving exercises could be provided to students who requested it. Highway safety instructors who were able to provide additional practice sessions indicated they would be supervised by staff instructors. A few instructors indicated that the sessions would be supervised by parents, graduate assistants, or teacher aides. Instructor Training Highway safety instructors involved in this study most often had six to ten years of teaching experience related to highway traffic safety. Of the highway safety instructors in Groups I and II, a majority had one to five years of teaching experience related to emergency driving exercises. Most of the instructors had last taught emergency driving exercises in l975 (the study was undertaken in l976); thus their experience was current. Most highway safety instructors had received preparation to teach emergency driving exercises from the General Motors Advanced Driver Education Course. Receiving preparation from their own depart- ment and from college driver education courses with an emphasis on emergency driving exercise training were sources of preparation iden- tified equally often by highway safety instructors. High school instructors indicated that the college driver education course with training in emergency driving exercises was the most frequently used 173 source of preparation; the General Motors Advanced Driver Education Course was selected next most often as a source of preparation. The duration of the special training ranged from l to 20 hours; nearly as many instructors indicated that the duration of the special training was from 21 to 40 hours. The highway safety instruc- tors in Groups I and III indicated that the training received most often included (a) evasive maneuver, (b) serpentine maneuver, and (c) off-road recovery/controlled braking. High school instructors indicated that the training received most often included (a) evasive maneuver, (b) off-road recovery/serpentine maneuver, and (c) controlled braking. Highway safety instructors in Groups I and 111 most often spent 30 to 60 minutes in the classroom learning each emergency driving exercise, except serpentine maneuver, which they spént l to 29 minutes learning. These respondents most often took 30 to 60 minutes behind the wheel, learning controlled braking, blowouts, and serpentine maneuver. From 6l-l20 minutes were used to learn off-road recovery, skid control, and evasive maneuver. Instructor Opinions Most highway safety instructors, including high school instructors, felt that the majority of high school students would benefit from instruction in emergency driving exercises. They felt these exercises should be taught during both the regular high school driver education course and in an advanced course, using both the \ classroom phase and the off-street driving phase of instruction. 174 The highway safety instructors most frequently indicated that the cost involved in developing an area for teaching emergency driv- ing exercises was the reason high schools might not offer an emer- gency driving exercise program. High school instructors felt that the lack of trained instructors to teach emergency driving exercises was the reason a high school might not offer such a program. A majority of highway safety instructors felt that high school students enrolled in emergency driving exercises would be inclined to experiment on roads and highways. However, almost as many highway safety instructors felt that students would not be inclined to experiment on roads and highways. Most of the respondents felt that students who wanted additional practice should not be per- mitted to use their own cars on school facilities. Highway safety instructors were almost evenly divided in their responses regarding emergency driving exercises being voluntary or compulsory, if taught in the regular high school driver education pro- gram; there was a slight preference that the exercises be voluntary. These instructors felt that parents would approve of emergency driv- ing exercises being taught in the regular high school driver education course and in an advanced driver education course. Most highway safety instructors felt there was a need periodic- ally' to offer an emergency driving exercise refresher course to instructors as well as to students. Most instructors responded that this refresher course should be offered to instructors every two years, and should be offered to students yearly. 175 All highway safety respondents felt that colleges and uni- versities should offer emergency driving exercise training to under- graduates or graduate students who plan to teach driver education. They also felt that colleges and universities should offer emergency driving training to graduates who are experienced driver education instructors. Most highway safety instructors felt that student participa- tion in an emergency driving exercise course would decrease their chances of becoming involved in an accident. In addition, most of the respondents indicated they would be willing to teach both the classroom and the practical driving phases of such a course. Strengths and Needed Improvements in Existing Emergency Driving Exercise Programs Most highway safety instructors in Groups I and II indicated that their emergency driving exercise programs would be continued. Instructors most often stated that the strength of an emergency driv— ing exercise program was that "the student learns the skills and knowledge necessary to cope with emergency driving situations in traffic." In regard to needed improvements, highway safety instruc- tors most often stated that "better facilities are needed" and that ”more time needs to be reserved in the driver education curriculum for this type of training." Conclusions of the Study The data gathered from this study produced the following conclusions: 176 1. All groups of driver education teachers primarily used the classroom method of instruction and secondly, behind-the-wheel instruction. Simulation was least often used in the teaching of emergency driving exercises. 2. Most of the instructors stated that emergency driving situations should be a part of the regular driver education course. 3. Public school personnel recommended that emergency driv- ing exercises should be in the regular driver education program. This includes instructors with training and teaching, and instructors with no training and teaching. 4. The teaching of emergency driving exercises was offered in fall, winter, and spring by instructors with teaching and no training. 5. Most of the instructors offered emergency driving instruc- tion during the school or work day, whereas less than 5 % offered it after school or work day. 6., All public school instructors offered the driver educa- tion course for approximately 16 weeks. 7. Emergency driving instruction in driver education was offered for approximately four weeks by public school personnel, whereas the private company representatives offered it for l6 weeks. 8. All instructors had approximately three sessions devoted to emergency driving exercises, whereas the U.S. government personnel and private company representatives provided the largest number of minutes per session. 177 9. All instructors provided approximately five sessions for emergency driving exercises, whereas the private company representa- tives provided only two sessions. 10. Approximately six sessions were devoted to emergency driving exercises using behind-the-wheel training by instructors with training and teaching. Instructors with no training and teaching used this type of training sparingly. 11. Most of the instructors developed their own program or curriculum, whereas a significant number of instructors with training and teaching also used commercial materials (General Motors Program). l2. Most students were required to participate in emergency driving exercises. 13. Approximately 50% of the instructors had their own area for practicing emergency driving exercises, except for high school instructors with no training and teaching. 14. Most of the instructors had a nearby facility for prac- ticing emergency driving exercises. l5. There was no specific width or length of the area on which emergency driving exercises were practiced. l6. The area for practicing emergency driving exercises was found to be clear and unobstructed. 17. Most instructors indicated that the area used for prac- ticing emergency driving exercises was adequate, except that a group of high school instructors found it to be inadequate. 18. An off-street driving range was usually available for practicing emergency driving exercises. 178 l9. No specific minimum length or width of an area on which to teach emergency driving exercises was reported. 20. No specific width or length of the skid pan used for skidding purposes was reported. 2l. Asphalt surface composition was used for the skid pan area. 22. Most of the instructors made use of a special sealant on the skid pan area. 23. Water was the most common surface preparation of the skid pan area to accomplish skidding. 24. No specific length or width was recommended for a skid pan. 25. All of the instructors used some type of special equip- ment such as driving simulator, blowout simulator, and brake-locking device to teach emergency driving exercises. 26. Most of the instructors used vehicles on loan from the local automobile dealer or purchased the vehicle outright. 27. Almost all of the instructors used a newer model car rather than an older model car to teach emergency driving exercises. 28. Rarely did the students use special equipment other than seatbelts and shoulder harnesses while practicing emergency driving exercises. 29. Most instructors did not feel that additional practice in emergency driving should be provided. 30. Staff instructors were primarily used as supervisors of extra practice sessions in emergency driving exercises. 179 31. Most instructors had taught emergency driving exercises for a period of six years. 32. Most instructors received their training in preparation for teaching emergency driving exercises in college or in their own department. 33. Almost all of the instructors received various emergency driving exercises during their special training. 34. Most of the instructors spent between 30 and 60 minutes in each of six emergency driving exercises in their training. 35. Most of the instructors, for each of six emergency driving exercises, spent approximately 60 minutes behind the wheel. 36. The vast majority of the instructors stated that high school students would benefit from instruction in emergency driving exercises. 37. Almost all of the instructors stated that classroom instruction and off-street driving should be used to teach high school students emergency driving exercises, whereas more than half of the instructors would also use the driving simulator. 38. More than half of the instructors felt that emergency driving exercises should be taught in the regular high school driver education course or in the advanced course. 39. Cost involved is the reason given why a high school might not offer an emergency driving exercise program. 40. Half of the instructors stated that high school students enrolled in emergency driving exercises would be inclined to experiment 180 on roads and highways; the other instructors felt that students would not be inclined to experiment on roads and highways. 4T. Most instructors felt that students should not be per- mitted to use their own car on school facilities. 42. Half of the instructors felt that emergency driving exercises should be voluntary; the other half felt such exercises should not be voluntary. 43. Almost all of the instructors believed that parents would approve of emergency driving exercises being taught in the regular high school driver education program, or in an advanced driver education course. 44. Most of the instructors felt the need periodically to take a refresher course in emergency driving exercises. 45. Instructors could not agree about the frequency of a refresher course in emergency driving exercises for themselves. 46. Approximately half of the instructors felt the need periodically to offer students an emergency driving exercise refresher course, but could not agree about the frequency of such a course. 47. All of the instructors felt that colleges and universi- ties should offer emergency driving exercise training to both under- graduates and graduate students who plan to teach driver education. 48. All of the instructors felt that colleges and universi- ties should offer emergency driving exercise training to graduates who are experienced driver education instructors. 181 49. Nearly all of the instructors felt that the students' participation in an emergency driving exercise course would decrease their chances of accidents. 50. All of the instructors felt that both classroom and behind-the-wheel instruction should be used in emergency driving exercise training. 51. Almost all of the instructors felt there should be a continuation of the present emergency driving exercise program. 52. Half of the instructors felt that one of the strengths of an emergency driving exercise program is that students learn the skills and knowledge necessary to cope with emergency driving situa- tions in traffic. 53. The improvements needed in emergency driving exercise programs, as reported by the instructors, are better facilities, more time reserved in the driver education curriculum for this type of training, and better equipment. General Recommendations The following general recommendations are based on the find- ings of this study: 1. Colleges and universities should be encouraged to design and incorporate emergency driving exercise training into the basic college driver education curriculum. Undergraduates and graduate students should receive the emergency driving exercise training in preparation to teach high school driver education. 182 2. Colleges and universities should be encouraged to offer workshops in emergency driving exercise training on a periodic basis so that driver education instructors in the field can acquire the necessary skills to teach emergency driving exercises to their stu- dents. Workshops could also serve as a refresher course for inter- ested driver education instructors. 3. A manual for driver education instructors should be designed to offer information regarding the nature of facilities, equipment, and instructional objectives needed to teach emergency driving exercises to high school students. 4. A similar manual should be prepared for high school driver education students, stating the rationale for learning how to handle emergency driving situations and the terminal objectives to be reached upon completion of this aspect of the driver education course. 5. Classroom and driving time should be allocated in the driver education course for teaching high school driver education students to c0pe with emergency driving situations that may occur in traffic. 6. Preparation in handling emergency driving situations should be made an integral part of the regular high school driver education curriculum. 7. There seems to be some confusion about the length and width of the area on which emergency driving exercises are to be practiced. An agency at the state or federal level should determine, through studies, the minimum dimensions needed for this facility. 183 8. Funds from the state level should be provided to schools that include emergency driving exercises as a regular part of the driver education program. Recommendations for Further Research The following are recommendations for further research. l. Survey state departments of education to determine whether Federal Standard Four (especially as it relates to instruc- tion under all traffic and roadway conditions) is being interpreted and promoted by professionals concerned with the quality of driver education. 2. Study short- and long-term effectiveness in reducing traffic accidents among students "trained" in emergency driving pro- cedures, as compared with students who have not received such train- ing or preparation. 3. Conduct experimental research to identify the duration and type of training needed to transfer skills learned in a simulated environment to an actual highway situation. 4. Conduct experimental research to determine what level of proficiency is needed to cope with emergency conditions in traffic. 5. Conduct experimental research to identify simulated con- ditions that most nearly resemble real driving emergencies. 184 Discussion From the review of literature, the writer's own experience as a driver education teacher, and the data obtained from this study, the following views emerged. It is no longer a question whether teaching emergency driving exercises is a feasible aspect of driver education for high school students. The literature and the findings from this study indicate that preparing the driver education student for the reality of driv- ing emergencies is a responsibility that driver educators must face. Preparing the student for only the most ideal driving conditions demonstrates not only a lack of responsibility for the driver education student, but also for the potential victims of his driving errors. The highway transportation system comprises not only other motorists and their vehicles, but also pedestrians, bicyclists, and motorcyclists who are at a greater disadvantage, if either they or motorists are in error while sharing the highway system. Stressing the importance of learning to cope with emergency driving situations is not intended, in any way, to diminish the importance of pedestrian, bicycle, and motorcycle safety. Inasmuch as many components share the highway system, it is a responsibility of the educational system to insure that each component is adequately prepared to participate as safely and as effectively as possible. Although the inclusion of emergency driving exercises was officially sanctioned in the Highway Safety Program Manual of September l974, it is apparent from the findings that the actual teaching of such exercises is fragmented. The reason most survey respondents 185 gave for why the exercises might not be offered in a high school driver education program was their cost. However, from past experi- ence and findings in the literature, it would appear that lack of awareness of the concept of emergency driving exercises is more influ— ential, in addition to a lack of trained instructors. Thus, for emergency driving exercises to become an integral part of driver education, there must be a total commitment of the educational system and its various representatives. This includes commitment in practice as well as in theory. The literature and the results of this study indicate that there is more agreement that emergency driving exercises should be included in the driver education curriculum, than agreement on how that is to be accomplished. Because the educational system is a com- plex network, it is important that all facets of the system coordi- nate their efforts to ensure that educational legislation is adOpted. These facets include the state departments of education, universities and colleges, local school districts and their administrators, driver education instructors and their professional organizations, and the respective student communities. The data from this study indicated that the majority of par- ents would favor the inclusion of emergency driving exercises in the high school driver education course. Although this was an opinion of the survey respondents, from the writer's past experience, parental approval can be gained if an effort is made to explain the purpose of such activities and to demonstrate them. 186 Before emergency driving exercises can become an integral part of the course, there must be a commitment on the part of teacher- preparation institutions to insure that qualified instructors are prepared for this task. Also, some consensus about the nature of the curriculum must be reached, not only to design specific objectives for high school driver education students, but, more important, to provide impetus for colleges and universities to pursue improvements in the current teaching practices of driver education. APPENDICES 187 APPENDIX A COVER LETTER AND SURVEY INSTRUMENT 188 APPENDIX A P.0. Box 931 Lansing, Michigan 48904 Dear Sir: As part of my doctoral studies, I am involved in conducting a survey of driver education programs offering emergency driving exercises. The survey is designed to secure information relative to those emer- gency driving exercises being offered in your program and the nature of the program with respect to facilities, equipment, and curriculum. I am currently working on my doctorate in Traffic Safety Education at Michigan State University; Dr. Robert O. Nolan is my chairman. You have been selected to participate in the survey because of your leadership in highway traffic safety. I would appreciate your assistance in completing the attached ques- tionnaire. The information you provide will enable me to better evaluate the feasibility of teaching emergency driving exercises to high school driver education students. Should you desire a copy of the dissertation abstract, 1 will gladly forward one to you. Your cooperation in returning the questionnaire as soon as possible will be greatly appreciated. Sincerely, Angelo J. Scalet 189 190 SURVEY OF INSTRUCTION IN EMERGENCY DRIVING SITUATIONS AND EXERCISES Check which is applicable in your case. 1. Trained to teach emergency driving situations and exercises and have taught them. Not trained to teach emergency driving situations and exercises, but have taught them. Trained to teach emergency driving situations and exercises, but have never taught them. Not trained to teach emergency driving exercises and situa- tions, and have never taught them. Directions If you have checked either #1 or #2 above: a. Please respond to the instrument on page l in the following manner: Indicate which situations and exercises you taught by checking which methods were used in the teaching of that situation or exercise (Classroom--Class), (Behind-the-Wheel—-B.T.W., includes range, skid pan, on-the-street, etc.), (Simulator-- Sim . Then check whether or not you consider these situations and exercises appropriate and feasible to teach to high school students. For those situations and exercises you consider feasible, designate whether that exercise or situation should be taught in the regular driver education program (Reg.) or in an advanced driver education program (Adv.). Please answer the questionnaire beginning on page 2, as it applies to emergency driving exercises you have taught. Answer the entire questionnaire. If you have checked either #3 or #4 above: a. Please respond to the Opinion columns of the instrument on page l: Check whether or not you consider the emergency driving situa- tions and exercises appropriate and feasible to teach to high school students. For those situations and exercises you 191 consider feasible, designate whether it should be taught in the regular driver education program (Reg.) or in an advanced driver education program (Adv.). Then complete the Instructor Training and Opinion Sections of the questionnaire. 192 METHODS USED TO TEACH EMERGENCY DRIVING SITUATIONS AND EXERCISES Methods Opinions Should Not Should Be Class B.T.W. Sim. Be Taught Taught in in H.S. H.S. Emergency Situations . Reg Adv Brakes fail Gas pedal sticks Lights fail Flooding carburetor Stalling on railroad Hood flies up Steering failures Bee in vehicle Animals on road Blinding lights Deep ruts/holes in road Vehicle catches fire Submerged vehicle Emergency Drivigg Exercises Off-road recovery Skid control Evasive maneuver Controlled braking Sudden loss of air (blowout) -———— -——— -———— -———— Serpentine maneuver 193 SURVEY OF EMERGENCY DRIVING EXERCISES General l. Instruction in emergency driving exercises (in your program) was offered: _____As part of the regular high school driver education course .____ As part of an advanced high school driver education course _____ Other than high schools Specify 2. When were the emergency driving exercises offered? a. Fall b. During the school/work day Winter After school/work day Spring Weekends Summer Other Specify 3. a. What is the actual duration of your driver education course? Number of weeks b. What portion of the driver education course was devoted to training students in emergency driving exercises? Number of weeks Number of hours c. How many times (sessions) per week did your class meet for classroom instruction in emergency driving exercises and for how many minutes per session? __ Times (SessionS) Minutes per session d. How many times (sessions) per week did your class meet for behind-the-wheel instruction in emergency driving exercises and for how many minutes per session? Times (Sessions) Minutes per session e. What were the total number of classroom sessions devoted to instruction in emergency driving exercises? Total number of classroom sessions f. What were the total number of behind-the-wheel sessions devoted to instruction in emergency driving exercises? Total number of behind-the-wheel sessions 194 4. How long has the teaching of emergency driving exercises been a part of your program? Less than 6 months 6 to l2 months More than l year but less than 2 years 2 years or more 5. What guidelines did you use to teach emergency driving exercises? Commercially produced program Specify Developed own program ____-Other Specify 6. Was student participation in emergency driving exercises voluntary or required in your program? Voluntary Required Facilities and Equipment 7. Did you have your own area for practicing emergency driving exercises? a. Yes b. If No to (a)--Did you use another facility close by? Yes No c. If Yes to (b)—-How far did you travel to reach the facility? Number of miles 8. Respond if you answered Yes to Za_or 7b. a. What were the dimensions of the area on which emergency driving exercises were practiced in your program? Width (ft.) Length (ft.) b. Was the area clear and unobstructed? Yes No c. Did you have adequate space to practice emergency driving exercises? Yes No 10. ll. 12. 13. Other 195 What is the nature of the facility upon which you practice emer- gency driving exercises? (Check more than one if applicable.) Off-street driving range Blocked-off city street Parking lot (Check one) School Private Rural road (little traveled) Specify What minimum dimensions would you recommend for an area on which to teach emergency driving exercises? Width (ft.) Length (ft.) If you use a special area for skidding purposes (skid pan), what are its dimensions? Width (ft.) Length (ft.) Do not have a special area for skidding (Skip #12) What is the surface composition of your skid pan area? a. Asphalt Concrete Other Specify b. Was a special sealant used? Yes Describe No c. How did you prepare the surface to accomplish skidding? Water Oil Foam Snow and Ice Other lllll Specify What minimum dimensions would you recommend for a skid pan? Width (ft.) Length (ft.) 14. 15. 16. 17. 18. 196 What type of special equipment did you use to teach emergency driving exercises? Driving simulator Blow-out simulator Brake-locking devices Other Specify No special equipment was used Who furnished the vehicles that you used to teach emergency driving exercises? On loan from a local auto dealer Purchased by the school district Leased by the school district Was an older model car(s) used in your emergency driving exercise program? Yes No Did your students wear special equipment (other than seatbelts and shoulder harnesses) while practicing emergency driving exer- cises? Yes Specify No If students wanted additional practice in emergency driving exercises, could your school provide this opportunity? a. Yes No b. How would these practice sessions be supervised? Specify Instructor Training 19. 20. How many years of teaching experience (related to highway traffic safety) have you had? Fill in the exact number of years on the appr0priate line. Number of years How long have you been teaching emergency driving exercises? a. Months Years b. Give date that you last taught emergency driving exercises c. Have had no experience in teaching emergency driving exercises 197 2l. What type of special training have you had to teach emergency driving exercises? a. Have had no special training (Proceed to #25) College driver education course which included special training in emergency driving exercises Within own department In the military Participated in the General Motors Advanced Driver Education Course Other Specify 22. What was the duration of the special training? Total number of hours 23. Did your special training include: (Check those applicable) Off-road recovery Skid control Evasive maneuver Controlled braking Blow-outs Serpentine maneuver 24. How much time did you spend learning the following skills: Key: (l) l-29 minutes (2) 30-60 minutes (3) 61-120 minutes (4) more than l20 minutes Behind-the-Wheel Classroom Off-road recovery Off-road recovery Skid control Skid control Evasive maneuver Evasive maneuver Controlled braking Controlled braking llllll HIIHI Blow-outs Blow-outs Serpentine maneuver Serpentine maneuver _____Other Other Opinions 25. Would the majority of high school students benefit from instruc- tion in emergency driving exercises? Yes No 26. 27. 28. 29. 30. 31. 198 What method(s) should be used to teach emergency driving exercises to high-school-age students? (Check all that are applicable.) Classroom Driving simulator On-the-street driving Off-street driving range Other |ll|| Specify The teaching of emergency driving exercises should be: A part of the regular high school driver education course Taught in an advanced driver education course in high school Both Neither If a high school does not offer an emergency driving exercise program, this may be due to: (Rank in order of importance from most important (I) to least important (6).) Cost involved in developing an area for teaching emergency driving exercises Lack of trained instructors to teach emergency driving exercises Fear of accidents and injuries to students Lack of awareness of the concept of emergency driving exercises Lack of space or proper area to conduct emergency driving exercises Difficulty in securing vehicles from auto dealers for such use Do you think that high school students enrolled in emergency driv- ing exercises would be inclined to experiment on roadsanwihighways? Yes No If students want additional practice, should they be permitted to use their own car (on school facilities)? Yes _-—__ No Should participation in emergency driving exercises be voluntary or compulsory (if taught in the regular high school driver educa- tion program)? Voluntary Compulsory 32. 33. 34. 35. 36. 37. 38. 199 Do you believe that parents would approve of emergency driving exercises being taught in: Yes No The regular high school driver education course Yes No An advanced driver education course in high school Is there a need to offer an emergency driving exercise refresher course periodically to instructors? Yes If Yes, how often? No Is there a need to offer an emergency driving exercise refresher course periodically to students? Yes If Yes, how often? — No Should colleges and universities offer emergency driving exercise training to undergraduates and/or graduate students who plan to teach driver education? Undergraduates Graduate students Both Should colleges and universities offer emergency driving exercise training to graduates who are experienced driver education instruc- tors? Yes No Participation in an emergency driving exercise course would: Increase the driver's chances of becoming involved in an accident Decrease the driver's chances of becoming involved in an _——-— accident _____ Neither increase nor decrease the driver's chances of becoming involved in an accident Would you, as an instructor, teach: _____ The classroom aspect of emergency driving exercises _____ The practical driving phase of emergency driving exercises _____ Both _____ Neither ZOO Areas of Improvement 39. Is your present emergency driving exercise program going to be continued? . Yes No 40. List three strengths of your emergency driving exercise program. l. 2. 3. 41. List three ways your emergency driving exercise program could be improved. 1. 2. 3. Any special connmnts not covered in the questionnaire: ****************** Please complete and return with questionnaire. Name Title or Position Agency or School Address Thank you. APPENDIX B EMERGENCY DRIVING EXERCISES Source: F. D. Smithson and R. A. Whitworth, Development of an Advanced Driver Education Program, 4637 (Milford, Michigan: General Motors Engineering Staff--Proving Grounds, April l972), pp. 4—l5. 201 APPENDIX B Off-road recovegy (Figure 1) - In normal driving a driver will often either deliberately or inadvertently drop two wheels off the roadedge. Due to poor shoulder maintenance on many roads, this edge may be as large as 4 to 6 inches. The driver knows he should slow down and then return to the road surface. While this is undoubtedly a correct approach. there are several conditions which may prevent the driver from exercising this technique. The shoulder may be blocked by a disabled vehicle or some other obstacle or the vehicle may be in a stream of high Speed traffic. In addition, it is against basic human nature to slow down in this type of situation. Whatever the reason, drivers do attempt to return to the road surface and often have problems. The driver problem occurs because he tends to be cautious. He scrubs the tire on the roadedge and this requires a very large steering input to enable the tire to climb the dropoff. When the tire does climb up, the large steering input makes the vehicle rapidly cross the traffic lane possibly leading to a collision or a difficult control situation. The exercise shown in Figure 1 gives the student practice in performing the maneuver properly. This requires a sharp input from a straddle position, with a quick return to the straight ahead steering posi— tion at the moment of tire impact. In this maneuver. the momentum of the vehicle will carry it up on the road and it will still stay within the traffic lane. The test facility is a 4" concrete curbing which is used to prevent pavement raveling. 202 203 Skids (Figure 2) - The training of drivers in skid recovery has long been recognized as a desirable feature of any advanced driver training program. It is important to define a skid as it is used here. Our analysis of accident data indicates that the common power skid where the vehicle has lost rear wheel cornering traction due to overthrottle application on a slippery curve is the type of skid which is the most troublesome and is that which the motorist identifies with the word "skid" per se. In our exercise. this type of skid is simulated by momentarily locking the rear wheels to induce the skid on a wetth skid pad. A pneumatic hydraulic unit was deve10ped which can be quickly attached to any vehicle and. since it is electrically initiated and installed in the trunk, can be used without "cueing" the student as is often the case of an in-vehicle mounted brake pedal. Students are trained at Speeds up to 35 mph progressing to more severe skids as they become more competent. 204 Evasive maneuvers (Figure 3) - Many cases of a driver either failing to make or imprOperly performing an evasive maneuver led to the develOpment of an evasive exercise. A major driver deficiency appears to be lack of awareness of the evasive capability of an automobile and overdependence on the brake as an emergency control. In addition, most drivers and many driving instructors are not aware that a locked tire cannot provide steering capability. These reasons led to the development of the evasive maneuver and the controlled braking exercise discussed in 4. In the evasive exercise, the student drives down a cone marked lane which is blocked at the end. At a predetermined point, he is cued to evade this barricade by making a left or right lane change without braking. Several cueing systems have been used such as lights, plastic curtains which close all but one lane, and vocal command. All appear to be equally effective. The major objective is for the student to become aware of and utilize the evasive capability of the automobile. The student is shown what can be done and then runs through the exercise at increasing speeds as related to his progress. Distance from cue point to obstacle can be selected based on the available Space and type of student. A 60-ft interval with a typical maximum student Speed of 40 mph has been found to be suitable. SORT , . ‘ A A ' . .‘ 4"“ ' E .6 AA AA same (xv. «D 12 FT LANE Controlled Brakigg (Figure 4) - It is important to brake a vehicle to reduce Speed even in an evasive maneuver but the driver must learn to brake with- out locking the wheels so that he can maintain steering control. The controlled braking exercise also requires a lane change evasive maneuver, but the student knows the direction of evasion so as not to over-complicate the exercise and mask the important aSpect which is preper braking control. The student is told that we are Simulating his coming over the crest of a hill, and at the we point, he has just seen a disabled vehicle in his path. He is to get around this vehicle and then back into his road lane because of the possibility of oncoming traffic and at the same time, he iS to stop the car in the shortest possible distance. The student must learn to modulate the brake and detect wheel lockup, and learn how to react to wheel lockup. The maximum Speed is generally 45 mph for a SO-ft distance between the brake cue and the cone barricade. 5. 206 J? F Tire Blowouts (Figure 5) - Tire blowouts are infrequent occurrences today and account for few accidents, but drivers have a fear of what will happen if one occurs. The Proving Ground has developed a Blowout Simulator (shown in Figure 7) which is a pneumatic valve that allows the tire to be deflated through the rim in a time comparable to a sudden tire air loss. The device will automatically reinflate the tire so that repetitive blowouts can be given on the same tire. This unit has been licensed and is available to the general public. Even though tire blowouts are not a major accident causation factor, the fear of a blowout, the ability of giving a driver a Simulated emergency, and the Similarity of driver control response to other vehicle handling situations, make it an effective training exercise. Both front and rear blowouts are given at speeds up to 60 mph while Operat- ing in a straight line and on curves. 207 Segentine Course (Figure 6) - While not directly related to a Specific emergency Situation, a serpentine course is incorporated to develop proper hand positions, rhythm, and timing of steering inputs, and to increase the driver's ability to perceive the Spatial relationship of his vehicle with reSpect to fixed obstacles, i. e. cones. It is believed that this will help in develOping a better interpretation of driving tasks. APPENDIX C MEETING DRIVING EMERGENCIES Source: Highway Traffic Safety Center, Continuing Education Services, Michigan State University. Education 329F: Introduction to Driver and Traffic Education. 208 APPENDIX C HIGHWAY TRAFFIC SAFETY CENTER Continuing Education Service Michigan State University ED 329F Introduction to Driver and Traffic Education MEETING DRIVING EMERGENCIES BRAKES FAIL Take foot off accelerator pedal. Pump brake pedal repeatedly. Turn off ignition. Engage parking brake. Shift to lower gear. Rub tire against curbing, if on a steep city hill. Rub fender against cliff or run into bushes before picking up speed, if on a mountain road. RUNNING OFF PAVEMENT Release accelerator pedal. Keep firm grip on steering wheel. Resist urge to return to pavement immediately. Straddle pavement edge until car is moving slowly, Turn sharply back onto pavement where pavement is nearly level with shoulder. TIRE BLOWS OUT Keep firm grip on steering wheel. Keep wheels as straight as possible. Gradually release accelerator pedal. Pump brakes lightly. Reduce speed to l5 MPH or less before pulling off onto shoulder. Have car well off road to change the tire. 209 210 GAS PEDAL STICKS Pump accelerator pedal with several sharp jabs to release. Turn off ignition. Apply brakes and pull off highway. RECOVERING FROM A SKID Avoid braking unless absolutely necessary. Steer in the direction in which the rear end of the car is skidding. Compensate for the skid immediately. Straighten front wheels, when car begins to straighten. DRIVING ON SNOW AND ICE Drive at reduced speed. Make no sudden changes in Speed or direction. To slow, pump brake pedal lightly, two or three times per second. In starting, for optimum traction, accelerate gradually. BLINDING LIGHTS Dim lights, even though other driver does not. Look at right edge of road. Slow down. Pull to the right in order to give other driver room. LIGHTS FAIL Try other lights--high or low beam, turning signal, parking lights, fog lights, brake lights. Pull off the road and st0p. FLOODING 0F CARBURETOR Hold accelerator pedal against floor. (00 not pump pedal!) Engage starter for 20 to 30 seconds; repeat if necessary. 10. 11. 12. 13. 14. IS. 211 STALLING ON RAILROAD TRACKS If train is coming, leave the car. Leave the area of impact--do not go in direction train is going. If train is not coming--standard transmission--place gear shift lever in low or reverse, engage clutch, and engage starter. Automatic transmission--place in neutral and push. ANIMALS ON THE ROAD Avoid hitting animal only if you can safely do so by braking and steering, but do not swerve so drastically as to lose control. It is better to strike the animal. SUBMERGED CAR Escape through open window, before water reaches window level, if possible. Most cars will float for several minutes. If car sinks too rapidly, move to rear of passenger compartment to breathe trapped air, while planning escape. a. Open side window or knock out back window. b. Open door only when water pressure is equalized. DEEP RUTS AND/OR HOLES IN THE ROAD Reduce speed. Try to avoid. Before wheel drops in rut or hole, let up on brakes so wheels will turn. Maintain firm grip on the steering wheel. HOOD FLIES UP Look ahead out of left window. Pull off road as soon as possible. STEERING FAILURE Hard steering--pull off road and check for low tire or broken power steering belt Complete failure--apply brakes moderately to prevent skidding. 16. 17. 18. 19. 212 CAR CATCHES ON FIRE Carry fire extinguisher. Throw mud, dirt, or snow on blaze. Hub cap can be used to carry water from ditch or stream. REAR END COLLISION IMMINENT Throw yourself across front seat or slump down so your head is supported by back of front seat. BEE IN CAR Ignore while driving. Stop on shoulder and then remove bee. WHEN AN ACCIDENT IS IMMINENT Steer until accident is unavoidable. Stay in the car. Driver cross arms over face and press head and arms against dash or steering wheel. Front seat passengers cross arms over face and press head and arms against dash or steering wheel. Rear seat passengers cross arms over face and press head and arms against back of front seat. Each person in car should have seat belts securely fastened. APPENDIX D REPRESENTATIVES IN GOVERNMENT AND PRIVATE ORGANIZATIONS WHO SERVED AS CONTACT PERSONS 213 Mr. Mr. Dr. Lt. Mr. Mr. Mr. Dr. APPENDIX D REPRESENTATIVES IN GOVERNMENT AND PRIVATE ORGANIZATIONS WHO SERVED AS CONTACT PERSONS Gilbert Drake Walter Horner Francis Kenel Gen. Gerald W. Johnson C. H. Ernst Jerry Crawford John L. McCarty Richard Pain Director of Motor Vehicle Safety Education (Liberty Mutual Insurance Company) Administrator of Field Education and Training (Aetna Insurance Company) Director of Traffic Engineering and Safety Department (AAA) Chief Safety Education Division (Department of the Air Force) Assistant Director of Safety (Department of the Army) Engineering Division - (Department of the Navy) Head Aircraft Landing Dynamics Section (National Aeronautics and Space Administration) Staff Scientist (Biotechnology, Inc.) 214 BIBLIOGRAPHY 215 BIBLIOGRAPHY Books Aaron, James E., and Strasser, Marland. DrivingeTask Instruction. New York: Macmillan, l974. Anderson, Richard C., and Faust, Gerald W. Educational Psychology: The Science of Instruction and Learning. New York: Dodd, Mead, and Company, T973. Baker, J. Stannard. Single-Vehicle Accidents. Traffic Institute, Northwestern University for Automotive Safety Foundation, T968. Traffic Accident Investigator's Manual for Police. Evanston, Ill.: Traffic Institute, Northwestern University, 1963. Barrett, Gerald V. Analysis of Performance Measurement and Trainigg Reguirements for DrivinggDecision Making in Emergengy Situa- tions. New York: University of Rochester, 1973. Bishop, Richard W. One Car Accidents and the Young Driver. Safety and Traffic Division, Automobile Club of Michigan, 1963. ; Calvin, Robert M.; and McPherson, Kenard. Driving: A Task Analysis Approach. Chicago: Rand McNally and Co., l975. Fales, E. D. The Book of Expert Driving. New York: Hawthorn Books, Inc., 1970. Forbes, T. W. Human Factors in Hi hway_Traffic Safety Research. New York: Wiley-Interscience Ublisher, 1972. Little, Arthur D. The State of the Art of Traffic Safety. Arthur D. Little, Inc., for the Automobile Manufacturers Association, l966. Roberts, H. J., ed. The Causes, Ecology, and Prevention of Traffic Accidents. Springfield, Ill.: Charles C. Thomas, l97l. Skillman, T. S. Road Safety: How to Reduce Road Accidents. New York: David McKay Co., Inc., 1965. 216 217 Smithson, F. D. "DevelOpment of an 'Advanced' Driver Education Pro- gram." Proceedings of the Fifteenth Conference of the American Association for Automotive Medicine. New York: Society of Automotive Medicine, Inc., 1972. Snyder, William B. "Analysis of Driver Education Effectiveness and Recommendations for Its Improvement." Proceedings of the Eleventh Annual Meeting of the American Association for Auto- motive Medicine. Springfield, Ill.: Charles C. Thomas, 1970. Taylor, Fred E. How to Avoid Automobile Accidents. New York: Crown Publishers, Inc., l968. - Bulletins and Pamphlets Bishop, Richard W., and others. The Multiple-Car Method. Washington, D.C.: Automotive Safety Foundation, 1967. CALSPAN. Prospectus: Accident Avoidance Training Program. Part I. October l2, 197l. . Accident Avoidance Driver Training Program. Part 11. October 12, I971. Goldstein, Leon G. Advanced Driver Education and Training: A Review of the Literature. California Traffic Safety Education TaSk Force. August 1973. Jones, Earl I., and Bilodeau, Edward A. "Retention and Re-Learning of a Complex Perceptual-Motor Skill After Ten Months of No Prac— tice." Human Resources Research Bulletin, No. 53-l7. June 1953. Joscelyn, Kent 3., and Treat, John R. Multidisciplinary Highway Crash Investigation Team. Institute for Research in Public Safety, U.S. Department of Transportation, July l970. Leland, Trafford J. W. An Evaluation of Some Unbraked Tire Cornering Force Characteristics. Washington, D.C.: National Aeronautics and Space Administration, 1972. Liberty Mutual Insurance Companies. A Primer for Setting Up an Emer- ency Driving Range. Boston: Liberty Mutual Insurance Co., 972. McCarty, John Locke. Wear and Related Characteristics of an Aircraft Tire Durinngraking. Washington, D.C.: National Aeronautics and Space Administration, 1972. 218 Moseley, Alfred. "Training Drivers to Meet Emergencies." Research on Fatal Highway Collisions. Papers l96l-l962. Moynihan, D. "Committee Report to the Secretary of Health, Education, and Welfare." In The Causes, Ecology, and Prevention of Traffic Accidents. Edited by H. J. Roberts. Springfield, Ill.: Charles C. Thomas, l97l. National Safety Council. Accident Facts. Chicago: National Safety Council, 1973. Accident Facts. Chicago: National Safety Council, l978. Quane, Roger P. Emergenoy Driving Skills--Feasibility Study. -Maryland Police Training Commission, Traffic Services Division, June l973. Robinson, Allen R., Project Director. Improving Driver Performance: A Curriculum for Licensed Drivers. Washington, D.C.: Highway Users Federation, 1971. Smithson, F.D., and Whitworth, R. A. Development of an Advanced Driver Education Program, 4637. ’Minord, Mich.: General Motors Engineering Staff--Proving Grounds, April l972. State of Michigan. Department of State Police. Precision Driving Technigues. Training Division--Bureau of Staff Services, October l97l. U.S. Department of Commerce. Bureau of Public Roads. ngort of Opera- tion 66. Joint Engineering-Enforcement Project. November l966. U.S. Department of Transportation. Highway Safety Program Standards. Highway Safety Act, l966. . National Highway Traffic Safety Administration. Highway Safety Program Manual, No. 4. September 1974. Periodicals Ammons, R. B.; Farr, R. G.; Bloch, E.; Dey, M.; Marion, R.; Ammons, C. H.; and Neumann, E. "Long-Term Retention of Perceptual- Motor Skills." Journal of Experimental Psychology 55 (1958): 3l8-27. Bernhoff, Louis I. "Dare Driver Education Change the Social Order?" Caldea Calendar (March l968): ll-lZ. 219 Briggs, George. "Driving as a Skilled Performance." Proceedings of the Second Annual Traffic Safety Research Symposium of the Automobile Insurance Industry. Washington, D.C.: Insurance Institute for Highway Safety, March l9-2l, l968. Carter, Kenis. "Can We Really Teach Evasive Maneuvers?" Journal of Traffic Safety Education (April 1974): 3l, 35. Clendenin, Dorothy. "Hell Gore." Road and Track 25 (February 1974): ll3-l6. Cullen, John F.; Harper, C. R.; and Kidera, G. J. "Perceptual Style Differences Between Airline Pilots and Engineers." Aerospace Medicine (April 1969): 407-408. Dittmer, Karl, Lt. Col., ed. "Quick Reflexes--Good or Bad?" Traffic Safetthagazine of the U.S. Air Force 1 (February 1968): 13. Dunn, LeRoy. "Where Is Driver Education Headed?" Journal of Traffic Safety Education (October 1974): 7-8, 14. Fleishman, Edwin A., and Parker, James F. "Factors in the Retention and Re-Learning of Perceptual-Motor Skills." Journal of Experimental Psychology 64 (1962): 215-26. Hoffman, Richard G.; McLellan, David R.; and Kelly, Alonzo H. "Train- an Drivers for Emergencies." General Motors Safety Seminar l968): l-4. Horne, Walter B. "Skidding Accidents on Runways and Highways Can Be, Reduced." Astronautics and Aeronautics (August l967): 48-55. McKnight, A. James. "Needed--Goals for Driver Education." Journal of Traffic Safety Education (January I973): 5-6, 30. Schafer, Craig, and Young, Douglas. "School for Drivers." Traffic Safety Magazine for U.S. Air Force l (July l967): ll. Schensky, Ronald. "Psychiatric Standards in Driver Licensing." Journal of the American Medical Association 235 (May 3, l976): l993—94. Seals, Thomas A. "Evasive Drills Have No Place in Driver Education for Beginners." Journal of Traffic Safety Education (October 1974): 25-26. Siegel, Arnold W. "Emergency Drivin --Why Teach It?" Part I. Journal of Traffic Safety Education TJune l970): l9-20. . "Emergency Driving--Why Teach It?" Part 11. Journal of Traffic Safety Education (October l970): 9-ll. 220 Strother, Robert S. "Post-Graduate Driving." Kiwanis Magazine (March 1974): 24-28, 48. Wallace, Gerald. “A Quality Program for Driver Education." California Journal of Traffic Safety Education (June 1969): 15, 22. Unpublished Materials Bishop, Richard. "Case Studies of One Car Accidents Involving Young Drivers.“ Ph.D. dissertation, New York University, 1961. Johnson, Margaret L. "Teaching Skid Control in High School Driver Education." National Safety Congress, 1969. "Meeting Emergencies." Unpublished paper, Highway Traffic Safety Center, Michigan State University, October 1971. Nolan, Robert O. "A Comparative Study of the Teaching Effectiveness of the Aetna Drivotrainer and the Multiple Car Off-Street Driving Range." Ed.D. dissertation, Michigan State University, 1965. Rice, Georgia. "Emergency Driving Procedure Mini Course." 1972. Ulrich, Robert, Associate Professor and Head of the Safety Department, Central Missouri State University. Personal communication, April l, 1974. ”'llll'llllllll’flll[Illllllllllllllllll'55