Systematic Review and Meta-analysis of Behavioral Interventions to Improve Child Pedestrian Safety

Overview

Journal J Pediatr Psychol

Publisher Oxford University Press

Date 2014 May 28

PMID 24864275

Citations 28

Authors

David C Schwebel

Benjamin K Barton

Jiabin Shen

Hayley L Wells

Ashley Bogar

Gretchen Heath

David McCullough

Affiliations

Soon will be listed here.

Abstract

Objective: Pedestrian injuries represent a pediatric public health challenge. This systematic review/meta-analysis evaluated behavioral interventions to teach children pedestrian safety.

Methods: Multiple strategies derived eligible manuscripts (published before April 1, 2013, randomized design, evaluated behavioral child pedestrian safety interventions). Screening 1,951 abstracts yielded 125 full-text retrievals. 25 were retained for data extraction, and 6 were later omitted due to insufficient data. In all, 19 articles reporting 25 studies were included. Risk of bias and quality of evidence were assessed.

Results: Behavioral interventions generally improve children's pedestrian safety, both immediately after training and at follow-up several months later. Quality of the evidence was low to moderate. Available evidence suggested interventions targeting dash-out prevention, crossing at parked cars, and selecting safe routes across intersections were effective. Individualized/small-group training for children was the most effective training strategy based on available evidence.

Conclusions: Behaviorally based interventions improve children's pedestrian safety. Efforts should continue to develop creative, cost-efficient, and effective interventions.

Citing Articles

Children's ability to estimate approaching vehicle time-to-arrival following training in a virtual pedestrian environment.

Schwebel D, Johnston A, McClure L Traffic Inj Prev. 2024; 25(7):919-924.

PMID: 39088758 PMC: 11415284. DOI: 10.1080/15389588.2024.2352171.

Child pedestrian safety training in virtual reality: How quickly do children achieve adult functioning and what individual differences impact learning efficiency?.

Schwebel D, Johnston A, McDaniel D, McClure L J Safety Res. 2024; 89:135-140.

PMID: 38858036 PMC: 11165231. DOI: 10.1016/j.jsr.2024.01.012.

Roadside experiences of parents of children with developmental coordination disorder and/or attention deficit hyperactivity disorder.

Falemban R, Wilmut K, Hurst H, Purcell C Front Hum Neurosci. 2024; 18:1339043.

PMID: 38660013 PMC: 11039856. DOI: 10.3389/fnhum.2024.1339043.

Effectiveness of road safety interventions: An evidence and gap map.

Goel R, Tiwari G, Varghese M, Bhalla K, Agrawal G, Saini G Campbell Syst Rev. 2024; 20(1):e1367.

PMID: 38188231 PMC: 10765170. DOI: 10.1002/cl2.1367.

A Systematic Review and Meta-Analysis on the Efficacy of Virtual Reality Pedestrian Interventions to Teach Children How to Cross Streets Safely.

Morgan C, Stager L, Schwebel D, Shen J J Pediatr Psychol. 2023; 48(12):1003-1020.

PMID: 37665734 PMC: 10733733. DOI: 10.1093/jpepsy/jsad058.

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