Travel Training for Older Adults Part II: Research Report and Case Studies (2014)

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1 Introduction to Travel Training The Promise of Travel Training Travel training offers the promise of improving the mobil- ity of older adults while also helping public transit agencies control their costs. It has been called “one of the most effec- tive and long-lasting techniques” for achieving these goals (Koffman et al., 2011). Travel training programs are said to be in place in about 55% of transit agencies (Chia, 2008). The importance of travel training’s promise stems from life in our automobile-oriented society where many citizens are not familiar with the benefits of traveling by public trans- portation or with the procedures and requirements for using public transit services. Real or perceived barriers to using public transit may be reducing the mobility and the quality of life for older adults who are facing age-related issues that interfere with independent travel. At the same time, many public tran- sit agencies are facing severe resource constraints and need assistance in increasing the cost effectiveness of their services. Therefore, travel training can assist in achieving the following objectives: • Increasing independent mobility and trip-making. • Improved travel attributes: time, cost, connections. • Increasing use of fixed route transit services. • Saving money for service recipients and transit agencies by promoting lower cost alternatives to supplement Americans with Disabilities Act (ADA) paratransit. • Improved quality of life for participants. Outcomes for Older Adults Training older adults in the skills needed to travel safely and independently using public transportation services, par- ticularly fixed route services, has the potential to maintain or even increase the mobility of those older adults. Seniors need access to a wide range of mobility options responsive to individual needs to ensure their access to health care, social activities, and other key activities of daily living. When such responsive transportation services exist, older adults can comfortably age in place in their current homes, the living arrangement preferred by the vast majority of older adults. To be sure, travel training for fixed route public transporta- tion is not “the only answer” for all older persons and all com- munities, but it certainly seems to be a potent tool (one that seems now to be somewhat underutilized) in the arsenal of strategies for improving or at least maintaining the mobility of older adults. These training programs can be especially effective for older adults who may face diminishing driving skills but still need or desire independent access to the resources of their broader communities. Age-related impediments to indepen- dent travel can include items such as reduced income, reduced health, diminution of the physical, perceptual, or cognitive skills required for driving, loss of the driver in the household, or a number of other life changes that typically occur during the aging process and could interfere with mobility. Travel training can address and often ameliorate these impediments to independent travel. Outcomes for Transit Agencies Existing travel training programs also show promise for being effective tools for decreasing the costs of public tran- sit programs. Travel training programs have been promoted as potentially effective at constraining the growth of costs of ADA paratransit services, which are the most expensive form of service offered by public transit agencies. If older adults can learn to recognize fixed route public transit services as more attractive than the paratransit services that focus on persons with disabilities, the growth of paratransit services can be tempered. With a rapidly growing proportion of our population now classified as older adults (generally taken to mean persons 65 years of age and older)—and with significant constraints on funding for many public services, including C H A P T E R 1

2public transit—travel training for older adults could have a significant impact on transit ridership and transit finances. The results of this project provide workable techniques for increasing the mobility of older adults through travel training programs. This is an extremely important objective precisely because a significant decline in mobility can severely decrease an older person’s quality of life: fewer out-of-home activi- ties, increases in health and nutrition problems, isolation, and depression are some of the specific issues often resulting from a significant decline in mobility. From Identified Needs to Results— A Theory of Change and a Logic Model for Travel Training Older adults are interested in improving their mobility; public transit agencies are interested in controlling their costs. The fundamental premise of travel training is that education and training can change people’s behavior and improve their lives by providing information and skills to increase travel options for older adults. Along the way, this process can sup- port and help change the transportation services that serve the needs of this population. Figure 1-1 provides a graphic illustration of the theory of how changes occur for individuals and transportation pro- viders as a result of travel training. Through outreach to their partners and potential consumers, travel training programs find candidates for training. Training events can include pre- sentations and orientations about transit and other travel options, group training sessions, or one-on-one training. Figure 1-1 shows the sequences of the next events for con- sumers and transportation providers, respectively. An imme- diate result of travel training is that consumers have a much better idea of what travel options might usefully address their travel needs. This knowledge combined with skill-based and situational training should lead to changes in their travel behavior (trip modes, trip frequency, destinations, etc.), which in turn results in improved travel options, more immediate ser- vices, lower per trip costs, and other improved travel attributes. The improved travel options will ultimately lead to improved quality of life for older adults, meaning greater mobility, more aging in place, and greater life satisfaction. Figure 1-1 also shows the anticipated changes that travel training can generate for transportation providers. An imme- diate result of travel training efforts is often a better under- standing of the travel needs of older adults. This may result in changes in services offered; a typical result is a greater focus on fixed route services by older adults. Note the con- nections diagrammed between changes in the travel behavior of consumers and the changes in services offered by trans- portation providers. These changes reinforce each other and can lead to further mutually beneficial outcomes including changes in travel behavior for older consumers that can result in improved financial conditions for transit providers (e.g., more fixed route revenue, fewer or less rapidly growing ADA paratransit expenses); changes in services offered by transit providers can in turn lead to improved travel options for older consumers. The improved financial conditions for transit providers can eventually lead to an improvement in the number, frequency, and quality of transportation services that they offer or, alternatively, may be able to help offset cutbacks in public financial support for transit services. While Figure 1-1 provides a theory of change, Figure 1-2 presents a more specific travel training logic model for these changes that traces the connections between inputs, activi- ties, outputs, outcomes, results, and system changes. This logic model can be useful for travel training program man- agers and others interested in quality of life improvements for older adults. The purpose of this logic model is to illustrate detailed relationships between travel training activities and their desired outcomes. The inputs to a travel training program include resources, outside supports, mission, guidelines, and standards. The components of each of these are listed in Figure 1-2. Activi- ties that a travel training program will need to undertake are listed, from initial data collection through staff training to presenting the training and evaluating its results. Activities produce outputs, outcomes, and other longer-term changes. There are key outcomes for consumers and for transporta- tion providers. For consumers, better understanding of tran- sit services and enhanced travel skills lead to results such as greater use of fixed route transit, less use of ADA paratransit, greater use of other travel modes, and reduced travel time and costs. For transportation providers, travel training can lead to better understanding of the travel needs of older adults, which in turn should lead to improved travel training programs and can eventually lead to transportation system improvements. Long-term system changes for older adults can include more aging in place, which often leads to fewer nursing home placements, greater quality of life, and reduced burdens on caregivers. For transportation providers, changed travel behavior of older adults can result in increased income and cost savings, and these changes can lead to increased financial stability and the possibility of improved transpor- tation services. While these sequences of changes are possible, none of these changes are guaranteed in all communities. Implemen- tation of travel training may be influenced by factors outside the control of travel training programs, including the quality and extent of local transportation services, weather and ter- rain, and local community support for public transportation. Some individuals are more likely to benefit from travel train- ing than others. Factors such as national economic health and local employment trends may influence the extent to which

Outreach to Partners and Consumers Senior Travel Training Better Understanding of Transit Services Changes in Travel Behavior Improved Travel Options Improved Quality of Life for Older Adults Better Understanding of Travel Needs of Older Adults Transportation Providers Consumers Changes in Services Offered Improved Financial Conditions for Transit Improved Transportation Services and Options Group Travel Training Orientations and Presentations One-on-One Senior Travel Training Figure 1-1. Travel training for older adults theory of change.

Figure 1-2. Travel training for older adults logic model.

5 older adults are inclined to use public transit. That said, travel training has great potential to offer significant benefits to older adults, transportation providers, the caregivers of older adults, and local communities. Key Issues in Travel Training There are many issues that could be described as key con- cerns regarding how travel training programs can enhance the mobility of older adults. Some of the most obvious of these include the following issues. • The prospect of greatly increased numbers of older adults in the near future: – Some of whom will need some assistance in fulfilling their mobility needs. – Some of whom have little or no experience with using fixed route transit services. – Some of whom will live outside public transit service areas or will not be appropriate candidates for fixed route rider- ship for other valid reasons. • An increasingly uncertain future for public transportation funding, combined with the rapidly rising costs of para- transit services in absolute terms and also as a percentage of expenditures by public transportation systems: – Can some of the older adults who could conceivably qualify for paratransit services better satisfy their travel needs using fixed route transit? – Is it accurate to assume that their travel needs can be accommodated on fixed route services at essentially zero marginal costs? • A serious lack of understanding about which travel training programs are successful and why they are successful: – Which programs work and why? – How can that information be applied to public trans- portation systems and communities of all sizes and features? • Dissemination of best practices: – Certain transit properties have made significant strides in providing travel training services to older adults; they can serve as respected peer examples for the improve- ments sought by other transit operators. (See the Appen- dix for relevant contact information). Demographic Projections Societies around the world are aging. Estimates from the United Nations (2009) show that the global proportion of people age 60 and older is expected to be about 22% in 2050, which will be double the percentage in 2009. In developed countries, projections estimate that about one-third of the population could be age 60 and older by 2050. In the United States, the number of people 65 years of age and older is projected to increase significantly: in 2000, there were 32.6 million persons 65 and older; in 2010, there were 40.3 million (U.S. Census Bureau, 2012) or about 13% of the population. Projections suggest that there will be about 72 million people 65 years of age and older in 2030 and more than 88.5 million in 2050 or more than 20% of the population (U.S. Census Bureau, 2012). The “oldest old,” those aged 85 and over, are the most rapidly growing elderly age group. The oldest old numbered 3 million in 1994, making them 10% of the elderly and just over 1% of the total population. Because of the baby boom generation, it is expected that the oldest old will number 19 million in 2050. That would make them 24% of elderly Americans and 5% of all Americans. This aging of the population will have profound impacts on society, particularly on transportation, mobility, and quality of life. It is well known that as people age, they may experience declines in their psychomotor, perceptual, and cog- nitive abilities as a result of age-related medical conditions, the medications used to treat these conditions, and/or the normal process of aging (Eby, Molnar, and Kartje, 2009). Declines in these functional abilities can make driving more difficult and less safe. Many societies are oriented toward the use of automobiles by people of all ages, including older adults, for satisfying their mobility needs. In the United States and many other countries, personal transportation is closely linked to the automobile due, in part, to suburbanization, changing family structures, increased vehicle affordability and availability, and a lack of alternative transportation (Kostyniuk, Shope, and Molnar, 2000; McGuckin and Srinivasan, 2003). Even in areas where non-driving transportation services are available, older adults generally do not utilize the services (Eby et al., 2011). Many older adults are not familiar with the benefits of traveling by public transportation or with the procedures and require- ments for using fixed route public transit services (Babka, Zheng, Cooper, and Ragland, 2008; Burkhardt, McGavock, and Nelson, 2002; Ling and Murray, 2010; Tuokko, McGee, Stepaniuk, and Benner, 2007; Wolf-Branigin, Wolf-Branigin, Culver, and Welch, 2012). Training older people to use transit services—called travel training—has the potential to help older adults who cannot or choose not to drive maintain mobility and quality of life (Burkhardt, McGavock, and Nelson, 2002; Hardin, 2005). While older adults of the future may be more highly edu- cated, healthier, and more active, there may also be a greater number of older persons who have mobility or income limi- tations. Most members of forthcoming older generations will own automobiles and will have been automobile drivers for most of their lives, including many of their years after age 65. In fact, many older people tenaciously hold onto their auto- mobile driving, and some do so even in face of decreasing

6driving abilities and increasing risk of crashes, injuries, and fatalities. The next generation of older adults is also more likely to be living in suburban rather than urban or rural areas; this expected spatial distribution of residences and trip destinations is likely to pose a significant challenge for public transit providers. While most older adults currently travel much more often by car than by public transportation, their usage of public transit is growing, and older adults are now choosing pub- lic transportation for a greater proportion of their trips. As could be expected, older non-drivers use public transporta- tion more than older drivers. Recent national surveys have also shown very low usage by older persons of other alterna- tive modes, such as taxis and human services transportation. This indicates a real possibility for public transit to play a significant role in future travel patterns of older adults. Trends in Public Transportation Funding Public transit agencies are currently faced with rising costs, difficulties with acquiring and maintaining funding, and increasing demand for expensive paratransit services required by the Americans with Disabilities Act (ADA). Among many other provisions, the ADA requires that paratransit programs ensure that ADA-eligible residents who cannot get to a bus stop or cannot use the fixed route transit system still have some means of getting to and from their daily tasks. Many public transit agencies are finding it difficult to provide para- transit services in a cost-effective manner. As public transit agencies search for ways to provide trans- portation to all customers, travel training has the potential to save agency costs by encouraging individuals with ADA paratransit certifications to use fixed route transit or other transportation options for at least some of their travel needs. In recent years, costs to public transit agencies for provid- ing ADA complementary paratransit services have risen faster than the costs of providing fixed route transportation, espe- cially for some smaller transit agencies. ADA paratransit services account for a small portion of transit rides, while fixed route trips account for the vast majority of trips provided by public transit. According to a national survey of transit agen- cies conducted by the U.S. Government Accountability Office (GAO) (2012), the average number of ADA paratransit trips provided by a transit agency increased by 7% from 2007 to 2010, and the average cost of providing an ADA paratransit trip increased by 10% during that time period. Furthermore, GAO reported that ADA paratransit trips are more costly to provide than fixed route trips: the average paratransit trip costs $29.30, and the average fixed route trip costs $8.15. This situation has led transit agencies to undertake various efforts, including travel training, to ensure that potential paratransit riders understand the benefits of riding fixed route transit. Also, transit agencies are currently concerned about the future stability of funding sources that have traditionally supported public transportation. In July of 2012, Congress passed legislation to fund surface transportation for 2 years: entitled “Moving Ahead for Progress for the 21st Century” (MAP-21). This legislation provided $105 billion for the following 2 years to fund road repairs, mass transit, and other critical repair and expansion projects. The problem with that legislation was that the revenues for transportation have not matched the transportation need and are falling behind. MAP-21 did not address the problem that, for the past several years, gasoline, diesel, and other federal taxes and revenues were insufficient to cover the expenditures of the Highway Trust Fund, which helps fund public transportation. This deficiency required the diversion of general fund revenues to transpor- tation spending. Unless new funding sources can be agreed upon, federal transportation funding could be cut. Automatic federal spending cuts associated with deficit reduction include significant cuts to transportation programs. Another issue with the MAP-21 legislation is that it elimi- nated two of the Federal Transit Administration’s programs that have been instrumental in funding travel training pro- grams: the Section 5317 New Freedom program and the Sec- tion 5316 Job Access and Reverse Commute (JARC) program. The kinds of activities that these programs supported have been included in an expanded Section 5310 program, which is now called Formula Grants for the Enhanced Mobility of Seniors and Individuals with Disabilities. The initial FY 2013 authorization for the expanded Section 5310 program is more than 30% less than the combined FY 2012 appropriations for the Sections 5310, 5316, and 5317 programs. At the state and local levels, sales tax and property tax revenues used by transit providers to leverage other fund- ing sources have been adversely affected by recent economic conditions. All of these factors create substantial pressures on Transit Agency Concerns about ADA Paratransit Costs • A typical ADA paratransit trip can cost from three to ten times as much as a typical fixed route transit trip. • Costs for ADA paratransit services are growing faster than are costs for fixed route services. • ADA paratransit trips are often less than 1% of a transit agency’s rides but can consume more than 5% of its total expenses. • The demand for ADA paratransit trips could increase substantially in the future.

7 public transportation providers to operate in the most cost- effective manner, and travel training has become one of the tools used to control costs and enhance ridership. Research Objectives The objective of this research was to prepare a handbook for transit agencies and human services providers on how to create, implement, sustain, and evaluate travel training programs for older adults able to use conventional public transit. The first part of this project is TCRP Report 168: Travel Training for Older Adults, Part I: A Handbook. The chapters of the Handbook provide basic information that all persons involved in travel training for seniors should know and apply. The second part of this project is TCRP Report 168: Travel Training for Older Adults, Part II: Research Report and Case Studies. It provides basic information about travel training programs and the research activities that were used to develop the findings and recommendations in the Hand- book. TCRP Report 168: Travel Training for Older Adults, Executive Summary provides an overview of the materials in the Handbook and some of the materials in the research report. The executive summary should be useful to explain the basic features of travel training and to interest important individuals in obtaining the full results of the study to apply in their local communities. Because of the lack of a formal travel training program in many jurisdictions and the wide variety of teaching meth- ods and target audiences in the programs that do exist, there appears to be a pressing need for a handbook on how to cre- ate, implement, sustain, and evaluate travel training programs for older adults. Transit operators need better information to understand the following: (1) how effective travel training can increase ridership, (2) which older adults are likely to benefit from travel training, (3) what barriers have to be overcome, and (4) what elements of travel training programs are linked to greater success among different groups of older adults. To make the best use of existing and future travel training programs, transit operators and human services transporta- tion providers need to understand which components of cur- rent travel training programs work best in which situations, which existing program components need modification to be effective with older persons, which new components to add, who are the most likely target groups for such programs, and what are the best ways to conduct outreach to those target groups. This project helps to fulfill those needs. Research Methodology The Handbook and research report were grounded in a research approach intended to emphasize lessons learned from existing senior travel training programs. The process began with identification of programs via a literature review and web-based search for active senior travel training pro- grams and continued with more focused tasks. Key data for this research came from previous literature and new research; the new research focused on case studies of current travel training programs. The tasks conducted in this proj- ect were the following: 1. Review literature. 2. Describe travel training methods, models, and outcomes. 3. Construct travel training profiles and identify candidates for case studies. 4. Conduct case studies. 5. Match training programs to target audiences. 6. Prepare a detailed outline of the Handbook. 7. Prepare an Interim Report. 8. Analyze factors influencing the relative success of travel training programs. 9. Prepare final reports. Review of Prior Research and Publications The literature search was conducted by first developing a set of search terms. These terms were derived from previous research of the project team (Burkhardt, McGavock, and Nelson, 2002, Burkhardt, McGavock, Nelson, and Mitchell, 2002, Molnar et al., 2007) and previous knowledge of the travel training literature. The list included the following terms: travel training, transit training, mobility training, trans- portation training, travel instruction, and transit instruction. Several databases were searched for information and litera- ture: Google Scholar, the Transportation Research Infor- mation Database (TRID), ScienceDirect, and University of Michigan Transportation Research Institute’s (UMTRI’s) Library. An Internet search was conducted using these terms. A scan of transit organization websites was conducted to locate information about travel training programs that may be less well publicized. The project team assumed that most robust programs would use the Internet to promote their programs to social services agencies and other stake- holders even if they had little expectation that older adults might initially find their program via the Internet. Finally, documents were received from project panel members about promising programs that they knew about or were operating. Collected articles were reviewed for relevance. Articles from both the United States and abroad were included, although a decision was later made not to pursue programs outside of the United States, because it was thought that such programs might lack the cultural, geographic, and financial context needed to be relevant. Results of the literature review are included in Chapter 2.

8Case Study Selection Process Information was collected on more than 80 travel training programs from the literature review and intensive Internet search described above. The search found 70 travel training programs that appeared to be active and specifically targeted older adults, disabled people (including older adults), or peo- ple of all ages and abilities. Of these programs, 62 were in the United States and were located in 26 states. Among the travel training programs in the United States that met the criteria, 8% were targeted solely for seniors, 39% were for seniors and people with disabilities, 34% were for all riders, and 18% were solely for people with disabilities. The content of the training was variable among the programs, but most focused on the basics of using fixed route transit: planning routes, purchas- ing tickets, recognizing bus numbers, proper boarding and departure procedures, landmark identification, transfers, use of lifts, and emergency procedures. Many programs also had training content specific for a trainee. The programs utilized a variety of training methods, including one-on-one or individualized training; group, class- room, or workshop training; ride-along training; and most included some form of written materials for training. A major- ity of the programs (58%) utilized more than one method for training. These programs were prioritized based on the likelihood that the program might serve older adults (e.g., programs that specifically trained transition-aged high school students on using fixed route transportation were not included). The list of prime candidates for further data collection was reduced to 25 agencies that had more detailed information about their travel training programs. This list included pro- grams that made specific references to senior adults as target populations as well as programs that might reasonably address the needs of senior adults in programs for individuals with disabilities. Those programs deemed appropriate were further explored by collecting, organizing, and synthesizing data gathered using a common template. Summary profiles were shared with program managers, and an initial set of inter- views was conducted to verify that information gathered via program websites was current, accurate, and as complete as possible. A second ranking process was conducted to identify candi- dates for detailed case studies that would be created following site visits to selected sites. The ranking process used 13 factors that the project team considered to be indicative of high qual- ity programs based on earlier research and the experience of the team in consulting with transit and social services agen- cies serving the target audience. The first two criteria were considered to be sufficiently critical that programs had to meet the criteria in order to receive further consideration. The remaining 11 criteria were weighted based on the relative importance of factors as identified in the literature review. Criteria included the following: • Willingness to provide public information: Programs had to be willing to allow information about their program to be made public. • Complete description: Program details had to be available. Programs that met these two criteria were further analyzed to consider the following elements: • Senior audience: Were older adults a primary focus and target audience for the program? • Participation data: Were participant data available to assess the reach of the program? • Broad range of topics: Did the travel training program cover a broad range of topics in meeting the training needs of older adults? • Content externally reviewed: Were training curricula or program materials reviewed by an expert or peer panel for quality, completeness, and effectiveness? • Degree of customization: Did the program customize the training content and approach to meet the needs of a vari- ety of consumers? • Before and after assessment and follow-up: Did the pro- gram conduct pre-and post-training assessments to deter- mine consumer needs and learning progress? • Mixed methods: Were multiple teaching methods used to meet audience needs? • Years of experience: How many years has the travel train- ing program been operating? The number of years of expe- rience demonstrates program sustainability. • Pre-test/pilot test of program: Was the program tested and revised before being fully implemented? • Measures of success: Did the program capture measures by which to draw conclusions about the success of the pro- gram, including results for consumers? • Formal studies: Were any formal studies of the program completed, either at the pilot stage or during implemen- tation? It was felt that valuable lessons learned could be achieved if the program had been rigorously studied. A perfect score of 100 points was possible; the highest rated programs had scores in the mid-80s to low 90s. There are many fine travel training programs for older adults. Based on the total scores for these factors, seven travel train- ing programs were selected as programs that would most likely yield important information on how to create, implement, sustain, and evaluate travel training programs for older adults. These seven programs received substantially higher scores than any of the other potential case study candidates. These agencies, listed in alphabetical order by their location, were as follows:

9 • Via Mobility Services Boulder, Colorado [formerly Special Transit] • Regional Transportation Chicago, Illinois Authority • New Jersey Travel New Brunswick, New Jersey Independence Program (NJTIP) @ Rutgers • Ride Connection Portland, Oregon • Riverside Transit Agency Riverside, California • Paratransit, Inc. Sacramento, California • The Kennedy Center, Inc. Trumbull, Connecticut. For each of these seven cases, members of the research team visited the sites for multi-day observations and interviews with program staff and key local stakeholders. Site visit find- ings, including interview content, were combined with narra- tives developed from existing descriptive information about the programs using a standardized template. Use of a consis- tent format allowed researchers interested in a specific aspect of a program to examine the seven case studies to identify the specific program variable in which they were interested. In addition to the seven detailed case studies, the TCRP panel asked the research team to develop profiles on 13 other programs that had been part of the review process. Informa- tion from 13 other sites was collected without site visits but with extensive interviews and follow-up activities. A stan- dardized form was used to compile one- or two-page sum- maries for the 13 other cases. Case studies and profiles were reviewed by their program managers to ensure that informa- tion included was accurate and current. In addition, pro- grams were asked to consent to publishing information about the program and to providing contact information. A number of these 20 sites are referenced throughout this research; summaries of the information from the seven sites are provided in Chapter 4 and the 13 sites in Chapter 5. The 20 sites are identified in Table 1-1. Case Study Sites Program Sponsor In-depth Case Studies Boulder, Colorado Via Mobility Services Travel Training Via Mobility Services Chicago, Illinois RTA Travel Training Program Regional Transportation Authority New Brunswick, New Jersey NJTIP @ Rutgers Rutgers, The State University of New Jersey Portland, Oregon RideWise Ride Connection Riverside, California Freedom to Go Riverside Transit Agency Sacramento, California Paratransit Mobility Training Paratransit, Inc. Trumbull, Connecticut Senior Mobility Orientation, Travel Training, and Other Training The Kennedy Center, Inc. Other Case Studies Akron, Ohio Travel Training METRO Regional Transit Authority Cambridge, Maryland DCS One-Stop Mobility Management Travel Training Program Delmarva Community Services, Inc. Canton, Ohio SARTA Travel Training Stark Area Regional Transit Authority Columbus, Ohio Travel Training Central Ohio Transit Authority Grand Rapids, Michigan The Rapid Travel Training The Rapid Grand River, Ohio Laketran Travel Training Laketran Meridian, Idaho Valley Regional Travel Trainers Program Valley Regional Transit Monterey, California Monterey-Salinas Transit Travel Training Monterey-Salinas Transit Olympia, Washington Intercity Transit Travel Training Program Intercity Transit San Carlos, California SamTrans Mobility Ambassador Program San Mateo County Transit District San Jose, California The Mobility Options Program Santa Clara Valley Transportation Authority Spokane, Washington STA Mobility Training Spokane Transit Authority Washington, D.C. WMATA’s Travel Training and Outreach Washington Metropolitan Area Transit Authority Table 1-1. Travel training case study sites.

10 Research Team Analyses In cases where data interpretations were required, the research team solicited findings from all research team mem- bers, then compiled, then discussed in emails and conference calls. Depending on the topic and the views presented, this process could be repeated numerous times until a solid con- sensus was reached. Reviews The research team was assisted by a formal TCRP proj- ect panel which included experts in travel training for older adults. The project panel reviewed the research team’s quar- terly, interim, draft, and final reports, and offered numerous suggestions and ideas for improvements. In addition, draft final materials were reviewed by topic area experts not already part of the project panel. Data Limitations The research team encountered a number of problems in assembling and analyzing the data for the case studies. As a profession, travel training is relatively new. While the vast majority of its practitioners are highly dedicated, resourceful, hardworking, and sensitive to individual needs, industry stan- dards for data recording and reporting procedures have not yet been adopted or widely practiced. Many of the 20 case study sites applied significantly different procedures to recording and reporting their budgets, expenses, and results. This means that reports received by the research team of some numerical val- ues might not be confirmed by detailed audit procedures and that information reported by various sites may not be strictly comparable to reports from other sites. These were some of the specific problems encountered: • The use of varying accounting procedures and charts of accounts, meaning that some of the reported expenses were incomplete and thus understated. • An inability to distinguish among different types of clientele: for example, distinctions between young-old and old-old or between older adults with or without disabilities were not available. • Little differentiation of training modes or methods; some sites did not report numbers of trainees receiving one-on- one training versus other kinds of training, such as group training or orientation sessions. • No consistent follow-up procedures for trainees in terms of content or timing. Follow-up for trainees receiving one-on-one instruction was generally good; follow-up for trainees in group sessions or receiving other training was generally poor. • A variety of methods for determining the benefits of travel training. • A lack of long-range (more than 12 months) follow-up and benefit estimations. • A general lack of precision in reporting; a frequent use of “guesstimates” instead of precise reports. Information sought was often located in different places within docu- ments and reports with some data available in computer- ready formats and other data only handwritten. • Reporting formats often depend more on the requirements of the funding source than the content or results of the training. All of the seven in-depth case study programs offer travel training to seniors as a component of, or outgrowth of travel training for individuals with disabilities, including school- aged students with disabilities who had reached transition age (juniors and seniors in high school and high school graduates). The programs were often unable to distinguish among different types of clientele: for example, distinctions between young-old and old-old or between older adults with or without disabilities were not available. Many of the case study programs reported results for the overall program but not for the portion of the program targeted at senior adults. In many cases, seniors con- stituted a small portion of the overall training program, some- times less than 10%. Far more detailed reports and outcomes were available for one-on-one training versus group training, but many of the programs did not report one-on-one training separately for older adults. Some potentially useful information was not available. All of the programs studied offered group orientations or trainings for senior adults. In fact, a number of these orga- nizations indicated that group training might be an efficient way to provide travel training to individuals who are otherwise healthy and not ADA-eligible because group training appeals to persons interested in learning and socializing with others. This is a common approach in senior center activities, which is where many of the programs studied offer their senior training. However, because group trainings are often a more limited engagement between the travel training program and the seniors who participate, the opportunity to conduct follow-up activities is limited, so the research team’s ability to report on outcomes and success is thus limited. Many of these programs began with a case management perspective. This approach has numerous benefits but also creates some problems. For example, even though a par- ticular program produces fairly detailed annual reports on its activities, the reports do not summarize and provide answers to the post-training follow-up question on what has changed for seniors following travel training. Instead, results are filed in individual case records which could not be made available to be summarized because case files are

11 spread out within their filing system, and confidentiality concerns would have been raised if the research team had requested such reports. In addition, reports may have been handwritten, and there is no guarantee that results would have been easily accessible. Despite these issues, a great deal of useful information is now available from these case study sites and others inter- ested in improving travel training programs for older adults. Basic procedures and practices are now established, and the next step for the travel training industry is to take the kinds of information presented here to apply more consistent measures of its costs, benefits, and successes and to trans- mit that information to its sponsors, supporters, and other stakeholders.