Does graduated licensing empower parents to place greater restrictions on their newly licensed teens' driving?

Kenneth H. Beck, Teresa Shattuck, Robert Raleigh, Jessica Lauren Hartos

Research output: Contribution to journalArticle

21 Scopus citations


This investigation sought to determine if Maryland's new graduated licensing program was associated with greater levels of parental involvement in, and restriction on, teens' unsupervised driving. Separate samples of teens with provisional licenses were interviewed by telephone before (n = 424) and after (n = 600) the new program took effect. The findings indicated that teens in the new program reported significant increases in the frequency of parental driving instruction and supervised driving during the permit phase. There were no differences in amounts of instruction or supervised driving after provisional licensure. Also, teens in the new program reported greater overall amounts of parental restriction on their driving; however, few specific restrictions showed increases. Programs that encourage parents to regulate, restrict, monitor, and supervise the driving privileges of their teens during their provisional period of licensure are recommended. Graduated licensing laws and programs benefit from specific behavioral interventions targeted to, and implemented by, parents.

Original languageEnglish
Pages (from-to)695-708
Number of pages14
JournalHealth Education and Behavior
Issue number6
StatePublished - 1 Dec 2003



  • Graduated license programs
  • Parental influence
  • Teen driving

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