Citation

Schwebel DC, Barton BK, Shen J, Wells HL, Bogar A, Heath G, McCullough D. J. Pediatr. Psychol. 2014; 39(8): 826-845.

Affiliation

Department of Psychology, University of Alabama at Birmingham, and Department of Psychology and Communication Studies, University of Idaho.

Copyright

(Copyright © 2014, Oxford University Press)

DOI

10.1093/jpepsy/jsu024

PMID

24864275

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.

Language: en