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    <title>Transport Research International Documentation (TRID)</title>
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    <language>en-us</language>
    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
    <docs>http://blogs.law.harvard.edu/tech/rss</docs>
    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Transport Research International Documentation (TRID)</title>
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      <title>Supporting success: teaching driving to learners with neurodevelopmental disorders</title>
      <link>https://trid.trb.org/View/2681383</link>
      <description><![CDATA[Driving education can be challenging for individuals with neurodevelopmental disorders (NDDs) due to the various symptoms which accompanies the disorders. However, previous research on NDDs and driving has prioritized cognitive deficits over specific mitigation strategies for driver training. This study aims to explore driving instructors' experiences of teaching individuals with NDDs with the research questions: (i) what challenges do driving instructors experience when working with individuals with NDDs during the process of teaching and learning to drive? and (ii) how do driving instructors address these challenges in terms of teaching methods and strategies? Thirteen certified Swedish driving instructors with experience teaching students with NDDs participated in semi-structured interviews which were analyzed using qualitative content analysis. The findings reveal both cognitive and structural challenges, for example difficulties processing information in various traffic situations and the need for additional resources. The driving instructors emphasized the importance of clear communication and creating a structured and supportive environment. To meet the needs of learners with NDDs, they described using a range of adaptive strategies. These include breaking down tasks into smaller steps, using repetition, giving clear and concrete instructions, and incorporating illustrations and demonstrations to enhance understanding. The results highlight the importance of targeted, individualized support within driver education for learners with NDDs. They also provide practical insights into current teaching approaches and highlight areas for recommended focus. By shedding light on instructional strategies, this study informs both practice and policy, contributing to a more inclusive, effective and accessible driver education system for individuals with NDDs.]]></description>
      <pubDate>Fri, 27 Mar 2026 13:40:02 GMT</pubDate>
      <guid>https://trid.trb.org/View/2681383</guid>
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    <item>
      <title>Where a glance is an action : drilling visual routines in driver training</title>
      <link>https://trid.trb.org/View/2534249</link>
      <description><![CDATA[Drivers rely on vision to navigate and interplay with other road users. However, the experienced drivers use of vision differs considerably from the novice's, with the former having developed what is essentially a “professional vision”. This compilation thesis seeks to investigate how the ability to see and act in methodic ways is taught and learned in driver training. It takes a special interest in trajectories of learning as displayed in and through participants' interaction.]]></description>
      <pubDate>Fri, 04 Apr 2025 15:15:43 GMT</pubDate>
      <guid>https://trid.trb.org/View/2534249</guid>
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    <item>
      <title>Modelling the impact of anti-lock braking system for LAMS</title>
      <link>https://trid.trb.org/View/2509251</link>
      <description><![CDATA[A backcasting model was developed to understand the effect of mandatory Anti-lock Braking System (ABS) and Traction Control System (TCS) on novice riders' Fatal and Serious Injury (FSI) crashes. The model indicates that if ABS was mandated for all newly purchased Learner Approved Motorcycle Scheme (LAMS) motorcycles in 2025, there would be a 28% reduction in novice rider FSI crashes and a 22% reduction if mandated in 2030 compared to the baseline. Additionally, if LAMS ABS + TCS is mandated for all newly purchased LAMS motorcycles in 2025, it would result in a 31% reduction in novice rider injuries and serious injuries and a 32% reduction in novice rider fatalities compared to the baseline. The study recommends mandating ABS on all LAMS motorcycles by 2025 and to consider mandating TCS in addition to ABS shortly thereafter]]></description>
      <pubDate>Thu, 13 Feb 2025 09:06:33 GMT</pubDate>
      <guid>https://trid.trb.org/View/2509251</guid>
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    <item>
      <title>Coaching novice drivers to sustainable road safety</title>
      <link>https://trid.trb.org/View/2441611</link>
      <description><![CDATA[A critical observation in road safety is the statistical aberration in the risk of road trauma from the learner driver cohort to the first year of licensed solo drivers. For decades, reform measures have increased hours and types of learner driver experiences while mandating stringent rules for new drivers. Although achieving a slight decrease in trauma, the road safety risk of these newly licensed drivers has remained relatively stable, globally. The Safe System Approach coupled with the Decade of Action 2030 provides an imperative to review the end-to-end process of the driver licensing system. This paper reviews the learner driver process of the standard instructional method of training vs coaching with a curriculum as a more effective learning methodology for sustainable safety. Both processes are discussed with the coaching model for learner drivers presented as a new paradigm to be considered as the foundation for novice driver safety.]]></description>
      <pubDate>Tue, 15 Oct 2024 13:33:40 GMT</pubDate>
      <guid>https://trid.trb.org/View/2441611</guid>
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    <item>
      <title>Learner driver mentoring programs: positive outcomes for disadvantaged novice drivers</title>
      <link>https://trid.trb.org/View/2441601</link>
      <description><![CDATA[Learner driver mentoring programs (LDMPs) help disadvantaged novice drivers achieve the compulsory driving experience required by Australian graduated driver licensing systems (GDLS), however, beyond licensing support, LDMPs have the potential to foster other safety benefits. The aim of this research is to identify the positive benefits that LDMPs offer disadvantaged participants, during their learner and early provisional driving stages. A preliminary systematic literature review, focusing on Australian LDMPs, was conducted in 2020, and is being expanded in 2022 to critically explore new Australian and wider international literature on associations between LDMPs and participants’ road safety behaviours, perceptions of procedural justice and social inclusion outcomes. The 2020 study found LDMP participants to be safer drivers than matched equivalent drivers without LDMP experience, and the 2022 study will expand on these findings to provide a greater understanding of the positive changes that LDMPs can offer the young, disadvantaged drivers of tomorrow.]]></description>
      <pubDate>Tue, 15 Oct 2024 13:33:33 GMT</pubDate>
      <guid>https://trid.trb.org/View/2441601</guid>
    </item>
    <item>
      <title>Novice driver licensing in New Zealand</title>
      <link>https://trid.trb.org/View/2438010</link>
      <description><![CDATA[Licensing systems play an important role in developing safe drivers and are a crucial part of keeping novice drivers safe while they learn to drive. This project benchmarked the New Zealand graduated licensing system (GLS) against those in other comparable high performing jurisdictions to identify any gaps between the New Zealand approach and best practice. A small number of targeted consultations were undertaken with driver licensing stakeholders in other international jurisdictions across Australia, Europe, and the United States to explore their experiences with licensing system components that have not been implemented in New Zealand. This analysis combined with a brief review of relevant research literature identified a number of evidence-based licensing measures that could improve the New Zealand novice driver licensing system.]]></description>
      <pubDate>Wed, 09 Oct 2024 14:27:27 GMT</pubDate>
      <guid>https://trid.trb.org/View/2438010</guid>
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    <item>
      <title>Validity of self-paced online education and assessment: a review</title>
      <link>https://trid.trb.org/View/2431495</link>
      <description><![CDATA[Several Australasian road authorities have introduced interactive on-line versions of their driver handbooks and knowledge tests required for learner licensure. These are completed at the candidates’ preferred pace and time. The intention is to ensure candidates learn all of the education components, and potentially improve access. This project aims to review recent evaluations of selfpaced online education and assessment programs focusing on 16-25-year-olds to determine their validity and outcomes in comparison to conventional approaches. Given limited literature specific to driver licensure, comparable approaches in the food, retail and mining sectors are also under review. To-date driver licensing evaluations are lacking but generally studies report positive outcomes. Gender and perceived effort may influence selection of test type. Evaluations of online Australasian programs will be important for informing safe foundational learning for all learner drivers.]]></description>
      <pubDate>Tue, 17 Sep 2024 14:48:52 GMT</pubDate>
      <guid>https://trid.trb.org/View/2431495</guid>
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    <item>
      <title>The effectiveness and efficacy of driving interventions with ADHD: a Dutch perspective</title>
      <link>https://trid.trb.org/View/2420083</link>
      <description><![CDATA[The diagnosis of attention deficit hyperactivity disorder (ADHD) has been identified as a factor associated with an increased risk of involvement in car crashes. As a result, individuals in the Netherlands who are diagnosed with ADHD are mandated to undergo a psychiatric evaluation before obtaining their driving licence, optionally complemented with a driving test. Recent research has, however, demonstrated that 96% of individuals pass this procedure and can drive unrestrictedly, suggesting that current regulations have a limited impact and that a different regulatory approach may be warranted. This paper addresses three such potential interventions, exploring the scientific basis of implementing mandatory behavioural training programmes, the mandatory installation of driver monitoring systems, and temporary driving restrictions. To initiate this exploration, an analysis is made of the body of literature pointing towards a subpar driving performance in those with ADHD, accompanied by a discussion of the underlying symptoms and behaviours contributing to these findings. Furthermore, between- and within-individual factors affecting ADHD driving performance are reviewed. This examination illuminates a consistent pattern of substandard driving performances among those with ADHD, whereby the period shortly post-licensure stands out as a focal point for regulatory approaches. Following these results, the three potential driving interventions are reviewed to discern their impact on road safety when implemented specifically for drivers with ADHD. Corresponding studies suggest that all these interventions hold promise in improving driving performances, but the analysis is limited by the scarcity of long-term, ADHD-specific research. The paper concludes by discussing the feasibility of these ADHD-specific driving interventions, weighing their potential benefits, e.g., reduced crash rates, along with their associated costs, such as potential stigma and hindrance in societal integration and participation. Additionally, avenues for future research in these domains are outlined.]]></description>
      <pubDate>Mon, 26 Aug 2024 11:13:13 GMT</pubDate>
      <guid>https://trid.trb.org/View/2420083</guid>
    </item>
    <item>
      <title>Differences in drivers accessing and progressing through the graduated driver licensing system in New Zealand</title>
      <link>https://trid.trb.org/View/2404133</link>
      <description><![CDATA[Since 1988, New Zealand has had a three-stage graduated system for gaining a driver’s licence. To get their full licence under the system, prospective drivers must first get a learner licence and then a restricted licence. Graduated driver licensing systems (GDLS) are a well-proven way to improve novice and new-driver safety. Yet, in New Zealand, as in other countries that have a GDLS, young people’s engagement with the licensing system and driving in general, is declining. In New Zealand, three in ten novice drivers either become stuck on the learner or restricted licence, or are slow to progress to their full licence. This is concerning given New Zealand’s high fatality rates for youth drivers and car occupants; research shows that drivers who progress through the GDLS at a relatively normal pace are significantly less likely to be involved in a crash. To this end, the study, which included a national survey of novice drivers, examined the key barriers to access to and progression through the GDLS. It identified the 10 characteristics of people who have the most difficulty progressing, looked at what is happening internationally to support novice drivers, and recommended key solutions to help those groups most at risk of becoming stuck to progress. Recommendations were also made to move New Zealand towards a more inclusive licensing system.]]></description>
      <pubDate>Thu, 18 Jul 2024 10:34:01 GMT</pubDate>
      <guid>https://trid.trb.org/View/2404133</guid>
    </item>
    <item>
      <title>Fahrzeugführen in Teleoperation. Anforderungen an Eignung und Befähigung</title>
      <link>https://trid.trb.org/View/2352866</link>
      <description><![CDATA[Das teleoperierte Führen von Kraftfahrzeugen erlaubt neuartige Mobilitätskonzepte und kann als Brückentechnologie die Einführung des autonomen Fahrens unterstützen. Die Anforderungen an die Fahrzeugführung mittels Teleoperation sind jedoch auch in der Forschung bislang offen. Der Mensch als Teleoperator wird in einer besonderen Arbeitsumgebung mit Aufgaben und Anforderungen konfrontiert, die sich von denen einer herkömmlichen Fahrzeugsteuerung unterscheiden. Spezifische personelle, technische und ergonomische Anforderungen an die Fahrzeugführung in Teleoperation lassen sich gegenwärtig nicht ableiten, vielmehr müssen spezifische Anforderungen definiert werden.  Im Rahmen des Forschungsprojekts sollen: - Vorschläge für erste Anforderungen an die Eignung, Befähigung und Zuverlässigkeit des Fahrzeugführers in Teleoperation; -  Vorschläge für Anforderungen an seine Ausbildung sowie - Vorschläge für Anforderungen an eine gegebenenfalls erforderliche Überprüfung seiner Eignung, Befähigung und Zuverlässigkeit erarbeitet werden. Bei fehlender empirischer Grundlage sind gegebenenfalls Anforderungen in Anlehnung an bereits bestehende Regelungen zu vergleichbaren Aufgaben im Verkehrs- und Transportbereich abzuleiten. Für die Formulierung der Anforderungen sind schwerpunktmäßig Systeme zugrunde zu legen, die in Deutschland in naher Zukunft umsetzungsreif erscheinen. ABSTRACT IN ENGLISH: Vehicle teleoperation enables new mobility concepts and can support the introduction of autonomous driving as a bridging technology. However, the requirements for vehicle teleoperation are still unclear, even in research. The human teleoperator is confronted with tasks and requirements in a special working environment that differ from conventional vehicle driving. Specific personnel, technical and ergonomic requirements for vehicle teleoperation cannot currently be derived; rather, specific requirements must be defined.  As part of the research project, proposals are to be made for - initial requirements for aptitude, competence and reliability of vehicle teleoperators; - requirements for the training of them and - requirements for any necessary checks on their aptitude, competence and reliability. If there is no empirical basis, requirements may have to be derived on the basis of existing regulations for comparable tasks in the traffic and transport sector. When formulating the requirements, the focus should be on systems that appear ready for implementation in Germany in the near future.]]></description>
      <pubDate>Mon, 18 Mar 2024 11:53:28 GMT</pubDate>
      <guid>https://trid.trb.org/View/2352866</guid>
    </item>
    <item>
      <title>Simulator som komplement till förarprovet : en väg mot mer trafiksäkra och riskmedvetna förare</title>
      <link>https://trid.trb.org/View/2344801</link>
      <description><![CDATA[Young drivers (18–24 years) with relatively new driving licenses are overrepresented both in the accident statistics and in terms of revoked driving licences. Revocations have increased by over 27% in the last five years and even though young men only make up about 7% of all driving license holders, the group made up 15% of the number of revoked driving licenses. The purpose of the project was to investigate the possibility of using a driving simulator to detect drivers who consider themselves ready to take a driving test, but who do not hold the risk awareness required to be a safe driver. From the Swedish Transport Administration's side, the long-term goal is increased traffic safety, and a step in that direction is to increase the ability to ensure that new drivers have both the right knowledge and the self-awareness required. To enable the measurement of driving performance and risk awareness in situations that are normally difficult to assess in a driving test, a screening test was developed for implementation in a simulator environment. The approximately 30-minute-long simulator drive consisted of country roads, city traffic and motorways. A total of 16 events were included in the screening and all were of such nature that failure on one of them resulted in a failed screening test. The purpose of the simulator screening is to supplement the driving test and not to predict the result of this. The screening and the driving test are two different tests that measure different things. A total of 70 driving license aspirants participated in the study. All had been trained at the same traffic school in Linköping and completed the screening test a few days before their driving test.]]></description>
      <pubDate>Tue, 27 Feb 2024 14:26:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/2344801</guid>
    </item>
    <item>
      <title>Driver licensing directions statement</title>
      <link>https://trid.trb.org/View/2335099</link>
      <description><![CDATA[This document provides an overarching statement of the aspirational intent for driver licensing in Australia. Five key principles which guide the development of licensing policy are identified. The key elements underpinning each of the principles are outlined, and emerging and current challenges discussed. References are provided to related Austroads publications.]]></description>
      <pubDate>Tue, 06 Feb 2024 09:05:44 GMT</pubDate>
      <guid>https://trid.trb.org/View/2335099</guid>
    </item>
    <item>
      <title>Empowering young drivers with road safety education: practical guidance emerging from the Pre-Driver Theatre and Workshop Education Research (PDTWER)</title>
      <link>https://trid.trb.org/View/2335064</link>
      <description><![CDATA[The purpose of this report is to provide a resource for practitioners involved in the promotion of road safety, particularly road safety education (RSE) for pre-driving age young people. The report comprises four main elements: 1. a caution, generally, about how much weight can be borne by education alone in promoting responsible road-user behaviours – in particular for how long lessons are likely to be remembered after an event; 2. an exploration of why educational interventions based on ‘shock and tell’ are less effective – indeed potentially counterproductive – than an alternative approach based on encouraging young people to discuss and debate the issues themselves; 3. potential topics to be addressed in educational interventions for pre-driving age young people; and 4. key considerations in the shaping and design of interventions.]]></description>
      <pubDate>Tue, 06 Feb 2024 08:47:57 GMT</pubDate>
      <guid>https://trid.trb.org/View/2335064</guid>
    </item>
    <item>
      <title>Novelle der Fahrschülerausbildung. Erstellung von Ausbildungsverläufen und Kompetenzrahmen für alle Fahrerlaubnisklassen</title>
      <link>https://trid.trb.org/View/2250277</link>
      <description><![CDATA[Ziel des Projekts ist die Erstellung von Kompetenzrahmen und Ausbildungsverlaufsplänen zu allen weiteren Fahrerlaubnisklassen nach der im BASt-Bericht M 330 (siehe 01847810) für die Klasse B erarbeiteten Systematik. Dabei soll jeweils (sofern ein Ersterwerb der Fahrerlaubnis möglich ist) sowohl ein Konzept für den Ersterwerb als auch für die Erweiterung auf die entsprechende Klasse erstellt werden. Eine Erstellung detaillierter Ausbildungspläne ist nicht vorgesehen. Des Weiteren soll insbesondere bei den Schwerfahrzeugklassen C1, C1E, C, CE, D1, D1E, D und DE geprüft werden, inwiefern die nach den derzeitigen Rahmenplänen dieser Fahrerlaubnisklassen erforderlichen unterschiedlichen Varianten des theoretischen klassenspezifischen Zusatzstoffs vereinfacht werden können. Es soll geprüft werden, ob Ausbildungsinhalte der Berufskraftfahrerqualifizierung berücksichtigt und so Synergien geschaffen werden können. Des Weiteren soll eine übersichtliche Darstellung von Doppelungen erstellt werden, um eine eventuelle künftige Anpassung der Berufskraftfahrerqualifzierung zu erleichtern. ABSTRACT IN ENGLISH: The aim of the project is to create competence frameworks and training plans for all other driving licence classes according to the system developed in BASt report M 330 (see 01847810) for class B. In each case (insofar as a first-time acquisition of the driving licence is possible), both a concept for the first-time acquisition and for the extension to the corresponding class are to be drawn up. The preparation of detailed training plans is not envisaged. Furthermore, especially for the heavy vehicle classes C1, C1E, C, CE, D1, D1E, D and DE, it is to be examined to what extent the different theoretical class-specific additional teaching and learning contents required for these driving licence classes according to the current framework plans can be simplified. In addition, it is to be examined whether training contents of the professional driver qualification can be considered and synergies can be generated. Furthermore, a clear presentation of duplications is to be created in order to facilitate a possible future adaptation of the professional driver qualification. ]]></description>
      <pubDate>Mon, 18 Sep 2023 11:31:20 GMT</pubDate>
      <guid>https://trid.trb.org/View/2250277</guid>
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    <item>
      <title>Einsatzmöglichkeiten von Simulatoren in der Ausbildung von Fahrschülern</title>
      <link>https://trid.trb.org/View/2211560</link>
      <description><![CDATA[Viele Fahrschulen in Deutschland verfügen mittlerweile über Fahrsimulatoren. Im Rahmen der aktuellen rechtlichen Regelungen zur Fahrausbildung können Fahrsimulatoren ausschließlich ergänzend zur fahrpraktischen Ausbildung eingesetzt werden. Noch fehlt ein wissenschaftlich basiertes Konzept für die Nutzung von Fahrsimulatoren in der Fahrausbildung. Mit dem Projekt soll ein solches Konzept erarbeitet werden. Dazu sollen die Einsatzmöglichkeiten von Fahrsimulatoren im Rahmen der Fahrausbildung (Schwerpunkt: Erwerb Pkw-Fahrerlaubnis) geprüft und bewertet werden. Es soll eine Beschreibung erfolgen, welche Lerninhalte und Kompetenzen aus wissenschaftlicher Sicht gegebenenfalls  unter Einsatz von Fahrsimulatoren vermittelt werden können. Im Ergebnis sollen Empfehlungen zu einem möglichen Simulatoreinsatz in unterschiedlichen Ausbildungsphasen und Anforderungssituationen vorliegen. Darüber hinaus sollen auf Basis dieser Empfehlungen die jeweiligen Anforderungen an Leistung und Bedienung der Simulatoren erarbeitet und beschrieben werden. (A) ABSTRACT IN ENGLISH: Many driving schools in Germany have driving simulators. Within the framework of the current legal regulations on driver training, driving simulators can only be used as a supplement to practical driving training. A scientifically based concept for the use of driving simulators in driver training is still missing. The project aims to develop such a concept. To this end, the possible uses of driving simulators in the context of driver training (focus: acquisition of a car driving licence) are to be examined and evaluated. The aim is to describe which learning content and competences can be taught using driving simulators from a scientific point of view. The result should be recommendations on the possible use of simulators in different training phases and requirement situations. In addition, the respective requirements for the performance and operation of the simulators are to be developed and described on the basis of these recommendations. (A)]]></description>
      <pubDate>Tue, 01 Aug 2023 05:09:24 GMT</pubDate>
      <guid>https://trid.trb.org/View/2211560</guid>
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