The DUI Game: A Study of a Psychoeducational Intervention for DUI Level II Education

Abstract

The purpose of this research was to determine the effectiveness of an intervention, called The DUI Game, designed based on self-efficacy theory, to improve attitudes and behaviors among clients in DUI Level II Education.  The research included an experimental design, randomly assigning participants to a control group that used Interactive Journaling (The Change Companies, 2017), and a treatment group that used The DUI Game to augment Interactive Journaling (The Change Companies, 2017).  Results in this study were based upon a comparison of 52 participants in a control group and 60 participants in a treatment group, using a series of Z-Tests.  A Wilcoxon Signed-Ranks Test and a Mann-Whitney Wilcoxon Signed Rank Test were used on the results for the five scales from the Behaviors and Attitudes Drinking and Driving Scales (BADDS) (Jewell et al., 2007a).  The Dwass-Steel-Chritchlow-Fligner Post-Hoc Test was used for a Pairwise Comparisons of Driving Behaviors (DB), as well as an additional Conover-Inman Test for Pairwise Comparisons Post-Hoc Test of Driving Behaviors.  The test results demonstrated that there was a significant difference in improving the score for Drinking and Driving Behaviors (DB) on the BADDS (Jewell et al., 2007a) when using The DUI Game as an augmentation to Interactive Journaling (The Change Companies, 2017), compared to using only the Interactive Journaling (The Change Companies, 2017) (Table 8). This study determined that The DUI Game helped to improve driving behaviors among clients of DUI Level II Education.  Specifically, The DUI Game improved driving behaviors as measured by the Drinking and Driving Behaviors (DB) portion of the BADDS (Jewell et al., 2007a).  The researcher recommended further experimental study for The DUI Game as an intervention in DUI therapy and education, and recommended further research for self-efficacy as a pedagogy for DUI education and therapy.