Methods of evaluating classroom communication in driver education courses was adopted for one-to-one instruction in the car. Three major categories were evaluated with respect to on the road driver instruction: teacher behavior, student behavior, and non-task-oriented behavior of anyone in the car. The categories refer to verbal and physical behavior and feeling tones. Each behavior was coded into a unique category. The results of the analysis indicated that the instructor did most of the talking and that students asked very few questions usually consisting of specific questions about the task. The level of non-task related noise was found to distract the student driver. An improvement in the instruction could be made by taking steps to reduce distraction including unnecessary talk by the teacher and the student observer. Significant differences were found in teaching techniques between instructors at public high schools and instructors from commercial driving schools. Data provided clear evidence that instructors treat male and female students differently. Females were subject to more Specific Commands, more Physical Control, and more Total Control in all cases. Some evidence was found that teaching techniques were moderately flexible in Total Teacher Talk and in Total Control. Interaction analysis was found to be a feasible method for obtaining objectives data description of the on the road training phase of driver instruction. Data was descriptive of instructional strategies, distractions, use of observer's time, student involvement and changing strategies as the student progressess through the course.
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