University at Buffalo, SUNY.
University at Buffalo, SUNY.
Behav Ther. 2014 Mar;45(2):168-76. doi: 10.1016/j.beth.2013.08.003. Epub 2013 Sep 5.
Parenting practices for teen drivers with ADHD were observed via a video monitor installed in vehicles. All teens had recently completed a driver education course and were in the driving permit stage of a graduated driver-licensing program. Parent behaviors were coded during drives when teens were driving safely and during drives when teens engaged in risky driving. The overall frequency of positive parenting strategies was low, regardless of whether teens drove safely or engaged in risky driving. Although the rate of negative feedback was also low, parents engaged in significantly more criticism and were rated by an observer to appear angrier when teens were driving in a risky manner. No other differences in parent behaviors associated with the quality of teen driving were observed. The inconsistencies between observed parenting behaviors and those parenting practices recommended as effective with teens with ADHD are discussed. The need for further research addressing effective strategies for teaching teens with ADHD to drive is highlighted.
通过安装在车辆中的视频监视器观察 ADHD 青少年驾驶员的养育行为。所有青少年最近都完成了驾驶教育课程，并处于驾驶员资格许可计划的驾驶许可阶段。在青少年安全驾驶和青少年危险驾驶期间对家长行为进行编码。无论青少年是否安全驾驶或从事危险驾驶，积极的养育策略的总体频率都很低。尽管负面反馈的比率也很低，但当青少年以危险的方式驾驶时，父母会更多地批评他们，并被观察者评为更生气。没有观察到与青少年驾驶质量相关的其他父母行为差异。讨论了观察到的养育行为与针对 ADHD 青少年推荐的有效养育行为之间的不一致。强调需要进一步研究针对 ADHD 青少年的有效驾驶教学策略。
