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National Child Passenger Safety
Certification Training Program
Instructor Manual
April 2007 (R10/10)
Name:
Certification ID Number:
Expiration Date:
http://www.nhtsa.gov
http://cert.safekids.org
http://www.cpsboard.org
April 2007
The National Highway Traffic Safety Administration, in cooperation with the National
Child Passenger Safety Board and Safe Kids Worldwide, is pleased to provide the
enclosed Instructor Manual of the revised edition of the National Child Passenger Safety
Certification Training Curriculum. Use this manual for classes starting on or after
June 1, 2007. Until then, the present curriculum should continue to be used.
Please carefully review the entire Instructor Manual and CD resources before teaching
the course. The curriculum and testing procedures are significantly different than the
previous edition. While content is the same, the organization and manner of teaching the
content have been revised. Classroom content now focuses on "need to know"
information parents and caregivers need to hear curbside from technicians. Most "nice to
know" information from the previous edition is now provided in the appendix as
resources for technicians.
The revised curriculum is framed with a "Learn, Practice, Explain" paradigm, so rather
than serving as an installation service, technicians are equipped to explain installation
procedures to parents and caregivers and empower them to confidently install and reinstall child restraints as needed.
There is a new assessment tool that does not involve computerized scoring. The
assessment includes several skill-testing exercises and a series of open book tests so
students become acquainted with using their manuals as an ongoing resource. This course
assessment includes both hands-on skills and written pieces. There are three written
quizzes. The quizzes are timed and open workbook. Students must get a total of at least
42 out of the 50 questions correct to pass the course.
The Instructor CD includes resources to assist you with teaching the revised curriculum
and assessing student learning. Also, please visit the National Child Passenger Safety
Board website at www.cpsboard.org where you will find Lifesavers 2007 presentations
that further explain the revisions, PDF versions of the Student Manual and other materials
to assist you. Remember: You have many other resources available to you - including
your state CPS coordinator, training coordinator, the NHTSA Regional CPS Program
Manager and other instructors in the field - as you work to improve children's safety by
developing and maintaining technicians in your state.
Table of Contents
Introduction
iii
Acknowledgements
ix
Blueprint For Teaching National Child Passenger Safety Certification Training Classes
xiii
Recipe for Successful Instructor Candidates and Mentors
xiv
Chapter 1: Learn, Practice, Explain
1
Chapter 2: Basics of Injury Prevention and Crash Dynamics
21
Chapter 3: Who Makes the Rules?
43
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
57
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
79
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
115
Chapter 7: Other Vehicle Occupant Protection Systems
133
Chapter 8: Introduction to Child Restraints
149
Chapter 9: Rear-Facing Child Restraints
177
Chapter 10: Children in Forward-Facing Child Restraints
227
Chapter 11: Children in Booster Seats
271
Chapter 12: Kids in Seat Belts
285
Chapter 13: Child Passenger Safety in Other Vehicles /Modes of Transportation
297
Chapter 14: In the Field
311
Appendix
319
National Child Passenger Safety Resources
321
Child Restraint and Vehicle Manufacturer Contacts
327
Child Safety Seat Registration Form
331
Child Safety Seat Questionnaire: To report a complaint, defect or incident
333
Quick Reference Guide to Federal Motor Vehicle Safety Standards and Regulations
335
FMVSS No. 213: Highlights of the Regulation for Child Restraint Systems
339
LATCH Requirements: Summary of Changes to Federal Regulations (FMVSS 213 and 225)
341
Child Crash Test Dummies
343
IMMI Memorandum on Twisting Seat Belts
345
Types of Seat Belt Systems, Latch Plates and Use of a Locking Clip or a Belt-shortening Clip
347
Installation of Child Restraints with Different Types of Seat Belts
349
Frequently Asked Questions About LATCH and Tethers
351
LATCH Manual 2005 Excerpt — Appendix A: Vehicle Information
355
Request for Air Bag On-Off Switch
359
NHTSA Frequently Asked Questions About Side-Impact Air Bags (SABs)
361
Compilation of Child Passenger Safety Checklist Forms
365
Child Passenger Safety A Parent’s Primer: 4 Steps for Kids
379
380A
Rear Facing Quotables: Guiding Parents to Keep Children Rear-facing Longer
Selecting and Using the Most Appropriate Car Safety Seats for Growing Children
381
AAP Policy Statement: Safe Transportation of Newborns at Hospital Discharge
385
AAP Clinical Report: Safe Transportation of Preterm and Low Birth Weight Infants at Hospital Discharge
387
James Whitcomb Riley Hospital For Children Hospital Discharge Protocol Essentials
391
Transporting Children With Special Health Care Needs
395
Guideline for the Safe Transportation of Pre-school Age Children in School Buses
401
School Transportation Safety
405
Restraint Use on Aircraft
409
FAA Approves New Child Safety Device
413
The Do’s and Don’ts of Transporting Children in an Ambulance
415
Crash Protection for Children in Ambulances: Recommendations and Procedures
417
Using Your New Skills
419
CPS Inspections and Check up Events
423
Map It Out — CPS Checkup Events
428A
Child Passenger Safety Glossary of Terms
429
Child Passenger Safety English-Spanish Translation of Terms
435
Traducción de Términos de Español a Inglés Sobre la Seguridad del Niño Pasajero
449
Index
ii
465
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Introduction
This educational program provides the basic technical skills and knowledge of the correct use and
installation of child restraints (CRs) and safety belts that are necessary to conduct CRS inspection
stations and community education. Successful completion of the education program will result in
certification and these competent technicians will be valuable resources in their communities.
Each chapter now focuses on a single topic. This will eliminate topic duplication in several
chapters. An effort has been made to concentrate on the “need to know” information
necessary to assist parents and caregivers in the proper selection, use, and installation of the
child restraint and to know when to appropriately move to safety belts once booster seats are
outgrown. Information relative to children with special health care needs is found throughout
the course. The background information, or “nice to know” supporting documentation has
been placed in the appendix and should be used as a resource. Additional resources, such
as pages from the LATCH manual that will assist the technician candidates during the
classroom hands-on exercises/worksheets have been included in the appendix.
The Outside Consultant Role
An outside curriculum design specialist worked along side the curriculum committee to
question and help develop chapter focal points. An evaluation specialist reviewed literacy
levels and helped reduce language levels to reach a larger audience without sacrificing quality.
Assessment tools were designed and evaluated to be sure “need to know” information was
included in the hands-on and written testing segments. Feedback from the CPS community
(more outside consultants) were used to evaluate the first revision. Two pilot classes were
conducted to determine course length, content and evaluation sufficiency.
New Design Features
The technician manual is designed as a workbook.
• Technician candidates will complete worksheets throughout the course. The worksheets
will assist in assessing the technician candidate’s grasp of the information taught, and
will provide the opportunity to practice their skills and explain important CPS concepts
Introduction
iii
and best practice recommendations. A note section has been added for comments and to
record questions.
• The Technician can personalize their workbook to meet their information needs during
and after the class.
Technicians are encouraged to regularly use the workbook upon completion of the class. They
will take a timed final exam using their workbooks as a resource. Instructors will be provided
with an answer key to correct the test. Instructors will immediately assign a technician number
to all candidates who have successfully completed the course. Instructors will have increased
responsibilities and under no circumstances should any answer be modified or changed by a
member of the instructor team or another person to help a student pass the course. Any person
who knowingly allows test altering to occur and does not take immediate action is at risk of
certification sanctions.
The following outline highlights the limited focus for each chapter in the revised
curriculum. It also includes a brief list of new information or activities. Th is list is not
meant to be a complete overview of each chapter, but to draw attention to the significant
changes in the format, additional exercises and activities, and the specifi c subject matter of
each chapter.
Learn, Practice, Explain
• This chapter explains the role of the child passenger safety technician and gives
information on how to help parents provide safe transportation for their child.
• Students will be expected to learn the information, practice the information, and explain
what they learned to others.
Basics of Injury Prevention and Crash Dynamics
• This chapter is an introduction to injury prevention and crash dynamics and provides
basic information to be shared curbside.
• In an effort to be “evergreen”, the curriculum does not provide injury statistics but
rather provides resources that can be used to assist technicians in obtaining current data.
Resources are provided to assist in obtaining current misuse rates.
• Students will participate in an activity to learn the factors that can be taken before,
during, and after a crash to minimize or prevent injury.
Who Makes the Rules?
• The functions of NHTSA are discussed as they relate to occupant protection, as well as
the Federal Motor Vehicle Safety Standards (FMVSS) 208, 213, and 225.
iv
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Safety Belt Systems with Pre-Crash Locking Features
• Pre-crash locking latchplates and retractors are identified and demonstrated.
• Demonstration is a significant portion of this chapter. It is recommended that this chapter
be taught in the vehicle.
• Not all locking latchplates look the same. There is no longer a distinction between
regular/heavy duty or lightweight/cinching latchplates. All are categorized as a
locking latchplate.
• Recommend reading the vehicle manual for every installation and to show parents where
the information is located in the manual.
• When installing a CR, the weight from an adult hand should allow the seat to be
tightened enough — Remember, 1 inch of movement is allowed.
• Workbook activities are provided to allow students to review pre-crash locking latchplates
and retractors.
• Final activity allows students practice in identifying the pre-crash locking latchplates and
retractors in the vehicle.
Safety Belt Systems without Pre-Crash Locking Features
• Latchplates and retractors without pre-crash locking features are identified and
demonstrated. Use of a locking clip/lock-off, belt shortening clip and fl ipping/twisting
the buckle stalk are also identified as the four accepted and additional CR installation
steps to secure a CR.
• Demonstration is a significant portion of this chapter. It is recommended that this chapter
be taught in the vehicle.
• A workbook activity asks students to determine what additional CR installation steps are
needed for the scenarios provided.
• Students will identify the latchplates and retractors in the vehicle as well as practice using
a locking clip.
• A workbook activity that matches latchplate and retractor terms to definitions is provided
to assist students in learning the parts and how they function.
Vehicle LATCH: Lower Anchors and Tethers for Children
• This chapter focuses on LATCH and tethers.
• Students will locate LATCH features in the vehicle.
• A role-play activity is provided to allow students to practice talking with parents to
determine whether their vehicle is equipped with LATCH, how to have a tether anchor
installed, and the maximum weight allowed for the lower anchors.
Introduction
v
• Common LATCH misuses are identified.
• The instructor demonstrates quickly what a correct LATCH installation looks like.
Other Vehicle Occupant Protection Systems
• Automatic safety belts and air bags are discussed in this chapter.
• Air Bag Active Suppression (On-Off Switches) and Air Bag Passive Suppression (air bag
turned off under certain conditions) are discussed.
• An activity is provided to allow students to practice finding air bag information and
locations by reading the vehicle manual and looking for labels.
Introduction to Restraints
• The types of child restraints are discussed along with an introduction to the parts of a
child restraint and their functions.
• NHTSA’s Four Steps of occupant protection are introduced, (rear-facing, forward facing,
booster, and seat belt).
• There is also an activity to practice using owner’s manuals determine the recall status.
• An activity to promote critical thinking is included in this chapter.
Rear-Facing Child Restraints
• This chapter discusses selecting, securing and installing rear facing CRs. (NHTSA’s 4
Steps — Step 1)
• The chapter is based on the four steps of correct use — Selection, Direction, Location,
and Installation.
• Children with Special Health Needs are addressed — low birth weight, premature infants,
breathing problems, and the use of carbeds.
• Selection, harnessing, and installation errors are addressed.
• A hands-on activity is provided for students to practice selecting the appropriate restraint,
securing the child in the restraint, and installing the restraint in the vehicle.
• An activity is also provided to allow students to practice communicating best practice and
tough choices.
• Slides are provided to practice identifying misuse.
Children in Forward-Facing Child Restraints
• This chapter discusses selecting, securing and installing forward facing CRs.
(NHTSA’s 4 Steps — Step 2)
vi
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
• The chapter is based on the four steps of correct use — Selection, Direction, Location,
and Installation.
• Children with Special Health Needs are addressed — Upright vests and harnesses,
modified vest, large medical seats, specialized child restraints for children in casts.
• Selection, harnessing, and installation errors are addressed.
• An activity is also provided to allow students to practice communicating best practice and
tough choices.
• Slides are provided to practice identifying misuse.
• A hands-on activity is provided for students to practice selecting the appropriate restraint,
securing the child in the restraint, and installing the restraint in the vehicle.
Children in Booster Seats
• This chapter discusses selecting, securing and installing booster seats. (NHTSA’s 4
Steps — Step 3)
• A hands-on activity is provided for students to practice the proper use of a booster seat
and to explain the proper placement of the lap and shoulder belt.
Kids in Safety Belts
• This chapter discusses the appropriate use of a seat belt. (NHTSA’s 4 Steps — Step 4)
• Misuse of safety belts and the consequences of misuse are discussed.
Child Passenger Safety in Other Vehicles/Modes of Transportation
• This chapter discusses how vehicle design (pick-up truck, school bus, airplane, and
emergency vehicles) affects CR selection and use.
• Recommendations are made for securing a child restraint in an ambulance.
• A workbook activity asks students to determine vehicle designs that affect the selection of
child restraints and to determine what child restraints are available.
• An activity allows students to practice communicating best practice.
In the Field
• Students will participate in a “where does everyone sit safely?” exercise to determine
the safest locations in vehicles for all occupants
• Communication skills will be addressed and a video activity will show effective
communication skills and describes what a certified CPS Technician does.
• Key issues to consider when planning an event or setting up an inspection station will be discussed.
Introduction
vii
The Appendix
Many “nice to know” pieces of information are found in the Appendix. The Appendix will also
be used extensively for Instructor Candidates to assure basic knowledge of both “need to know”
and “nice to know” information relative to CPS.
Also included in the Appendix are two information sheets:
• Using Your New Skills provides examples to assist newly certified technicians to build
community partners and develop CPS programs. It also includes resources for the new
technician
• CPS Inspections and Check Up Events is adapted from NHTSA’s “A Guide to
Implementing CPS Inspection Stations.” This has been included to provide students
with information pertaining to policies and procedures that should be implemented and
followed to help assure that each child leaves the event safer than when he/she came in
while making safety the number one priority for staff as well as participants .
Curriculum Updates and Policy Clarifications
Updates and corrections to the Instructor Manual, policy and procedures, as well as
supplemental information that may change more frequently, such as the “Planning and
Logistics Guide”, are available for download from the Instructors’ restricted access area on
the cpsboard.org website. Instructors can gain access to this site through the “Instructor
Downloads (CPS Board)” action item in their Safe Kids CPS Certification program profiles.
Instructors will be notified through emails and/or the “CPS Express” CPS Certification
newsletter whenever updates or corrections are available. It is very important that all
Instructors regularly check to be sure that their contact information in their online profi les is
correct and up-to-date in order to be assured of receiving these alerts as well as other important
certification information.
We thank you for your continued commitment to educating parents and caregivers on the
importance of the safe transportation of their children, and we look forward to continuing to
work with you in the future.
viii
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Acknowledgements
This National Highway Traffic Safety Administration revised curriculum would not have
been possible without the assistance of a substantial number of talented people from across the
country. We are greatly indebted to those who gave so much of their time, knowledge, and
expertise to help bring you this revised training program.
The foundation of this curriculum was provided by the exemplary dedication, expertise and
passion provided by both past and present members of the all-volunteer National Child Passenger
Safety Board, particularly the Curriculum Committee. Literally, without their energetic
involvement, this curriculum would not be the first class training program that it is today.
Special appreciation is extended to all the dedicated technicians and instructors who
volunteered their time to assist in the review.
Generous appreciation is extended to the two pilot sites for their willingness to conduct pilot classes.
Special thanks to the consultants who provided professional guidance as we developed this curriculum
and assessment tools, and to those who developed the design and layout of this document.
And finally, thank you to all of the past, present and future technicians for your dedication and
enthusiasm in helping keep our children safe on the roads.
Following are the names of those who provided assistance. If anyone has been left out, please
accept our apologies and know that we appreciate your work.
Present Board Members:
Kristen Allen
Robert F. Dallas
Artie J. Martin
Thomas J. Vilt
Sharon Bilbrey
Carole S. Guzzetta
Michele Mount
Lorrie Walker
Janet B. Brooks
Lori Haskett
Tim Murphy
Eleanor J. Walters
Dr. Marilyn Bull
Carol Helminski
Paul L. Rizzo
Kerry Chausmer
Pam Holt
Deborah Trombley
Emilie B. K. Crown
Mike James
Wanda Vazquez
Acknowledgements
ix
Past Board Members:
Ann Burton
Susan Helms
Marilu Montalvo
Vicky Cassabaum, RN
Jeanne Johnson
Angela Osterhuber
Sharon Conrad
Melissa Miles
Irene Rodriguez
Curriculum Reviewers
AAA Public Affairs
Kelley Adams
Kathy Aldridge
Mary Anderson
Deborah Baer
Ed Baginski
Lillian Bartlett
Karen Beard
Laura Beeler
Joyce Bell
Wes Bender
Georgeanne Blumling
Diana Bonilla
Myrna Boren
Angie Bowles
Joseph Boyd Tong
Tana Bradshaw
Robert Brasky
John Brock
Karen Brock
Torine Brooks
Skip Brownell
Jessica Butterfield
Jerry Wayne Campbell
Maricruz Cantu
Child Restraint
Manufacturers
x
Children’s Hospital of
Philadelphia
Dory Collette
T. Glen Cooper
Daniel Couch
Jamie Currier
Kathy Danner
Lisa Dau
Michael Daul
Kristi Davis
Deana Davis
Robin Deal
Lynne Dees
Raymond Delaney
Jim DelGiudice
Kenneth Demmers
H. Joel Dishroon
Carol Drehobl
Jacquie Dukehart
Donald Dupray
Sandra Elliott
Julie Ely
Sue Emery
Tawna Foutch-Findley
Werner Freitag
Vera Fullaway
Ruth Gardner
Deborah Gardner
Kelly Hurst
Ruby Gatling
Bernadette Jamele
Susie Girten
Mike James
Gordon Glaser
Alexis Kagiliery-Lee
Felicia Glick
Beverly Kellner
Karenlynn Green
Cheryl Kim
Daphne Greenlee
Beth Kindschi
Meagan Haak
Melba King
Bill Hall
Gene Koopman
Kelly Hamilton
Danielle Kovarik
Carol Hancock
Stan Koy
Jennifer Harbison
Kathryn Kruger
Barbi Harris
Virginia Lancaster
Janelle Havey
Barbie Lee
Marcia Hayes
Deborah Lejeune
Cindy Hearrell
Kiki Luna
Kim Herrmann
Jon Lupo
Tracey Hewitt
Patricia Maag
Suzanne Hill
Karen Macauley
Charles Hirata
Betty Mason
Nichole Hodges
Fran Mayko
Bonnie Hoffer
Nancy McClennyWalters
Sandy Holt
Holt Productions
Courtney Hood
Jennifer Huebner
Regina McCurdy
Christine McIntyre
Susan McLain
Sue McLain
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Beth McMillan
Lisa Pardi
Deborah Salvano
Sedley Tomlinson
Meetings Management
Kelly Parker
Michael Schmidt
Rebecca Turpin
Harvey Meshel
Anne Patton-Jerzewski
Deborah Schroeder
Cindy Tuttle
Sue Miller Smith
Jennifer Pavey
Sue Shiver Morrow
Vehicle Manufacturers
Lori Minor
Linda Pfafman
Delora Shedrick
Beth Washington
Rick Moore
Clare Pfotenhauer
Margaret Sirtak
Michael Whitehurst
Michael “Chris” Morris Photographic Design
Group
Therese Moseley
Riley Hospital for
Betsey Mowery
Children
Sharon Munns
Julie Robbins
Dwayne Smith
Marcy Wieties
April Sorace
Andrew Williams
Deborah Stewart
Janice Williams
Pam Stottman
Janet Williams
Ces Murphy
Mary Ann Robinson
Andrea Swanson
Norraine Wingfield
Timothy Murphy
Janelle Rose
Judith Talty
Sara Woo
Keisha Nicholson
Holly Terry
John Yannaccone
Amy Norenberg
Romana RuizVillasensor
Teresa Thomas
Kim Yeager
Angela Osterhuber
Melanie Sadek
Stephanie Tombrello
Pilot Sites:
Arizona:
Florida:
Florin Bohatir
Robin Butler
Bridget Doherty
Greg Kirby
Arnie Cuellar
Philip Miller
Matthew Nelson
Steve Petrey
Professional Guidance:
Westover Consultants, Inc., Bethesda, MD
University of North Carolina Highway Safety Research Center
The Tevebaugh Group, Inc. / www.eInstruction.com
Cover Photographs:
Safe Kids North Carolina / North Carolina Department of Insurance
University of North Carolina Highway Safety Research Center
Acknowledgements
xi
xii
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Blueprint For Teaching
National Child Passenger
Safety Certification
Training Classes
Check for curriculum updates and policy clarifications
• Updates and corrections to the Instructor Manual and policies and procedures are made
available for download from the Instructors’ restricted access area on the cpsboard.org
website.
• Instructors can gain access to this site through the “Instructor Downloads (CPS Board)”
action item in their Safe Kids CPS Certification program profiles.
Focus on instructor preparation — practice as if you were an instructor candidate
no matter how many times you teach these classes
• Study the slides, the student notes and the instructor notes
• Study all activities and assessments in advance
• Review the contents of the Instructor CD carefully and follow instructions. Video
clips are available for some of the slides. Read the instructions for the slides and
videos and be sure the videos will work with the computer and projector that will be
used in class.
• Study materials in appendix and resources throughout the manual
• Plan to teach as much of the class in vehicles as is possible in order to increase hands-on time
• Refer to “Recipe for Successful Instructor Candidates and Mentors” (Page xix) to review
the roles and responsibilities of Instructor Candidates and Mentors.
Blueprint For Teaching National Child Passenger Safety Certification Training Classes
xiii
Have sufficient child restraints, equipment, aftermarket products, and vehicles
on hand throughout the course
• Provide new and old child restraints for student use during class
• Arrange for a variety of vehicles to be on hand for activities and training
• Be sure to have vehicle and child restraint instruction/owner manuals available
• Be sure to have sufficient supplies of locking/shortening clips, pool noodles, and other
equipment needed for instruction and demonstration
Guidelines for Teaching
• This curriculum provides all the core teaching materials needed to convey the information
to students. Be sure to cover everything in the lesson plan, but do not add to the content
unless necessary for further explanation.
• Resist the urge to say “the way we used to teach this was…” This will only confuse the
students and throw the schedule off track.
Supplemental Materials
The provided materials should be used in their original form and may not be changed by instructors
without the express written consent of the National Highway Traffic Safety Administration.
There may be limited occasions when approved supplemental information may be used,
such as providing state or local passenger safety resources, data or legislative updates. If you
feel the need to provide supplemental materials then the items must be: clearly identified as
supplemental; must reflect up-to-date factual information and must not conflict with any
standardized course information. In addition, students must be informed that they will not be
quizzed on the supplemental information.
It is suggested that you use supplemental materials as the foundation of a post-class update
shortly after the certification class. This will keep you in touch with your students and enable
you to enhance their skills and knowledge after they have had some experience in the field.
Assessments
Understanding the Assessments
• The new assessment tools do not involve computerized scoring.
• The assessment includes several skill-testing exercises and an open book test
• Course assessment includes hands-on skills and written pieces.
• There are three written quizzes.
º Quizzes are timed and open book — Be sure to stress to the students that they will have to have a
good grasp on the content. The written quizzes are open book, but they are not easy.
xiv
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
º Students must get a total of at least 42 out of the 50 questions correct to pass the course.
• There are three hands-on skills tests
º Students must pass all three
º They have 3 attempts to pass each one.
• Should a student not pass a hands-on skills test, not participate in the check up event, or
get an overall written score of less than 42 (85%):
º The student will have to retake the course.
º There are no quiz retakes.
• If there are two passes (skills tests and check up) and at least 42 of 50 correct on the
quizzes, the student will be processed as a technician.
• In addition to this immediate processing, the lead instructor will be able to print out and
provide wallet cards for the new technicians, if desired and if a computer with internet
access and a printer are available.
Guidelines for Assessments
• Do not provide answers in any form or allow a student to change their answers once submitted
• Do not share the exams in any form with non-students
• Do not alter any tests or hands-on skills evaluations
• Do help students become familiar with their workbook-remind them that they will use it
regularly during and after the class.
Guidelines for Check Up Events
All events must include a safe environment for the students and families. A clear traffic pattern
should be established and no vehicle should move without a “walk around” to be sure there are
no kids or adults in harms way.
To successfully pass the certification course, all technician candidates must actively participate
in a CPS checkup event. Any student who is not able to attend the event should be marked as
having failed that section.
Under emergency circumstances, when an individual is not able to attend the event, the Lead
Instructor (LI) may schedule a make up checkup event. This must be arranged prior to the
original event and include supervision and feedback from a certified instructor who is on the
team. The make up event must take place within 2 weeks of the original event. Again, this is
an accommodation for EMERGENCIES only. Failure to successfully complete the make up
event will result in a failing grade.
All efforts should be made to conduct the check up at the end of class. However, if you have
a weather emergency — severe weather that could produce unsafe conditions for holding a
Blueprint For Teaching National Child Passenger Safety Certification Training Classes
xv
clinic — please reschedule the event as soon as possible. Any technician who does not attend
that (or another LI-approved) event will receive a failing grade. Students should, under the
supervision of a certified instructor, properly and appropriately educate parents/caregivers. The
instructor will provide the LI with the student’s grade so it can be entered into the online system.
• The event should be a minimum of 2 hours (excluding set up and break down).
• The checkup event may be open to the public or appointment-based. If by appointment,
allow 45 minutes per seat
• A fitting or inspection station may be used as a site.
• A 5:1 technician candidate-instructor ratio is strongly recommended.
• A standardized check list should be used. An instructor must oversee work and approve
the education and installation before the family leaves the event.
• It is strongly recommended that technician candidates work in groups of no more than 4
to allow active participation without stressing the parent/caregiver.
• When a car drives off, the team will carefully fi ll out/review the paperwork and discuss
any themes, ideas or lessons from that check up with the instructor.
• At the end of the event, the lead instructor should log into the CPS online system and
enter hands on and written grades for the course.
º Enter grades for all technician candidates on the course roster.
º All technician candidates with passing hands-on and written grades will be certified and the
course will be finalized.
º After the grades are processed, the lead instructor and/or course administrator will have the
ability to print wallet cards for all newly certified technicians.
º Students can receive their new technician numbers at the discretion of the instructor- either
verbally or by written notification.
Reasonable Accommodations
The following guidelines are intended to assist in meeting the Americans with Disabilities Act
and apply to certification and recertification:
• Clearly indicate the vigorous physical requirements of this training program when
providing a course description to participants. Potential participants should be told to
contact the host agency or administrator if they have any doubts about their ability to
fulfill course requirements. Certification is dependent upon satisfactory completion of all
course components.
• Instructors should ask at the beginning of class if anyone has any special needs with
regard to meeting the requirements for completion of the Standardized Course.
(Participants should be asked to respond to an Instructor during break time instead of
asking for a show of hands.)
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• For those participants who have difficulty with reading, the written test may be given
orally. If possible, this should be determined prior to the time that the written test is given
so that reasonable accommodations can be made. During an oral exam, the instructor
should read the question exactly as written and with a consistent tone of voice. During
a written or oral exam, a term not related to technical content (such as frayed) may be
defined to help the participant understand the question, but not in a way that would
indicate the correct answer.
• If individuals are physically unable to install a child safety seat (due to size, disability, or
illness) they should be permitted to verbally guide an instructor in correctly installing
the CRS. Verbal instructions should be clear, concise, and include an explanation for
decisions(s) and/or action(s). This procedure should not indicate inadequacy of the
technician’s skills as they should always have the parent or caregiver present when
checking child safety seats and the parent or caregiver should always be the last one to
install or make any changes to the seat.
Blueprint For Teaching National Child Passenger Safety Certification Training Classes
xvii
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Recipe for Successful Instructor Candidates & Mentors
By Janelle Rose, Executive Director, Program Professionals, Inc., and
the Sit Safe Child Passenger Safety Program
A mentor is a trusted coach. Successful mentors have a true and sincere commitment
to the professional and personal development of the Instructor Candidate.
In addition to excellent technical skills and good presentation, classroom and instructor
skills, a good mentor possesses all of the interpersonal skills being evaluated in the
instructor candidate. These include patience, understanding, responsiveness and a
positive attitude.
A mentoring relationship is one in which a person with greater experience, expertise
and wisdom teaches, guides, directs and counsels another to develop, both personally
and professionally. The mentor serves as a tutor to help the candidate sharpen their
CPS skills, offering insight, perspective, and knowledge that is useful to him or her.
The relationship begins well before the first pre-class meeting and continues throughout
the 32-hour course, hopefully well beyond that! The goal is to provide a
teaching/classroom environment that the candidate can learn and benefit from.
An effective mentor:
x
x
x
x
x
x
x
x
x
x
x
x
Sets high performance expectations
Offers challenging ideas
Builds self-confidence
Guides through example
Offers encouragement
Motivates
Is a good communicator
Shows respect
Encourages and models professional behavior
Understands the importance of empowering the candidate
Is available as needed (and as required) to provide assistance, advice and
support
Allows the candidate to make decisions and have independence
Tips for success:
x
Preparation and firm expectations are key to the success of a mentor/instructor
candidate relationship. The pre-class meetings will provide this critical element.
x
The candidate must be aware of each skill-set being evaluated and be familiar with
the evaluation tools that will be used to complete this process. (Candidates should
be encouraged to download and review all paperwork from the CPS Certification
Web site so that they are completely familiar with all requirements.)
5-11-2006
Program Professionals
Recipe for Successful Instructor Candidates & Mentors
p. 1
xix
x
A feedback session after each module is a significant part of the process. The
candidate must expect and be prepared for these important sessions, which allow
debriefing and sharing of thoughts, perceived successes and areas of concern.
o These meetings provide an opportunity for the mentor to give respectful and
constructive feedback. The immediate feedback allows the candidate to feel
good about his or her successes and gain a sense of confidence and comfort,
knowing they are doing well. It also gives him or her a chance to make
adjustments before teaching their next module or leading the next hands-on
experience.
o These sessions can help reduce the stress level and provide a more
comfortable teaching environment, too!
o These interactions should follow a specific outline, be brief, positive,
constructive and informal.
x
Mentors must recognize the ethical responsibilities inherent in the mentor/instructor
candidate relationship. They should be willing to share honest comments, which
may include criticism. Though this can be uncomfortable, it’s a necessary step in the
process and will help candidates become better instructors.
x
Involving the entire instructor team can enhance the learning experience for the
candidate. Each instructor has the potential to provide mentoring in some way, so he
or she should be included when possible/practical. Team members are able to
provide advice, support and encouragement -- and build a sense of camaraderie,
which is positive for the entire team.
x
An instructor candidate needs to be comfortable sharing his or her own concerns
and asking questions without the fear of being ridiculed or judged. Working as a
team and having open communication throughout the course helps to insure this. A
good mentor is approachable!
x
As with all classes, there should be a day-end meeting to debrief, discuss the
candidate’s progress, student progress, the day’s successes, needed improvements,
etc. Class set-ups, agenda assignment reviews for the next day, and any last minute
issues should be handled before leaving the classroom at the end of each day. The
instructor candidate should be included in these daily sessions - as he or she is an
important part of the team.
The last step in the process involves a Final Feedback Session at which time each
session’s results are tabulated and reviewed with the candidate, and final
recommendations made. This session is a formality and should involve no surprises.
The candidate should already have a clear understanding and awareness of his or her
progress from receiving feedback after each session, as well as at the end of each day.
The final meeting is to let the candidate know if he or she has met the minimum
requirements, and have what he or she needs to teach the program as a certified
instructor!
5-11-2006
xx
Program Professionals
National Child Passenger Safety Certification Training — DOT HS 810 731
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April 2007 (R10/10)
Chapter 1
(Student Manual page 1)
Learn, Practice,
Explain
Chapter length of time: Approximately 55
minutes.
Activity total time: 10 minutes.
• Activity 1: Meet Your Neighbor — 5 minutes
• Activity 2: Learn, Practice, Explain — 5 minutes
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Pre-class setup:
• Collect completed vehicle forms from students.
Note: These should describe vehicle make, model,
year, license plate number, and color. At this time,
instructors should quickly determine what types of
occupant protection systems are available. If there is
not enough variety of seatbelt systems, efforts should
be made to obtain additional vehicles.
• Collect and label keys.
• Provide table tents for student and instructor names.
• Be familiar with state CPS law.
• Supply name tags (enough for entire course).
• Have a variety of child restraints (CRs).
• Have access to a variety of vehicles.
• Turn off cell phones
CLASSROOM NOTES:
CLASSROOM NOTES:
Trainer Tips:
• Since this is a technical curriculum, define new
terms or concepts as they are introduced in each
chapter.
• Check to make sure students understand the content
in each chapter before moving on to the next chapter.
• Limit personal stories.
• Review the information that is covered at the end
and beginning of each day.
• Be aware of the diverse learning styles of your students.
Appendix Materials:
• “Using your new skills”
• “National CPS Resources”
• “Child Restraint and Vehicle Manufacturer Contacts”
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STUDENT NOTES
(Student Manual page 2)
• This chapter will explain the role of the child passenger
safety technician (CPST) and teach the certified
technician how to help parents/caregivers safely
transport their child based on the child’s age, weight,
height, physical development, and needs.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Review chapter objectives.
State that this course will:
• Explain course expectations
• Explain Child Passenger Safety (CPS) Technician Role
• Introduce Learn, Practice, Explain
Chapter 1: Learn, Practice, Explain
3
STUDENT NOTES
(Student Manual page 2)
Activity 1: Meet Your Neighbor
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Meet Your Neighbor — 5 minutes
(Be brief!)
Instructions: Ask all students to introduce themselves to
the group by using the information in the slide.
• Review ground rules:
º Participants should show respect for fellow
classmates.
º One person speaks at a time.
º Class will begin and end on time.
º Everyone should turn cell phones and pagers
off or on vibrate.
º There is no such thing as a dumb question.
• Provide administrative information (e.g. location of
restrooms, phones, etc.).
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STUDENT NOTES
(Student Manual page 3)
• In most cases, child passenger injuries and deaths can
be prevented.
• Seat belts, air bags, and CR systems help save lives and
prevent injuries; they need to be used every time and
used properly.
• CPS stands for child passenger safety.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Ask class members to raise their hands if they
have been involved in a crash or know someone
who has been.
• Point out that students can make a difference by
providing basic education to others about safely
transporting themselves and others in their care.
• Point out that “CPS” stands for “child passenger
safety” and that you will explain new terms as they
are introduced in each chapter.
Chapter 1: Learn, Practice, Explain
5
STUDENT NOTES
(Student Manual page 3)
• Students should dress comfortably.
• Activities will take place in the classroom and outside in
vehicles regardless of the weather.
• Hands-on evaluation and assessment activities are required.
• Active participation in an end-of-class checkup event is required.
• The instructor team will assist students as needed and
follow the schedule. In exchange, students should arrive to
class on time.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Emphasize that students must stay for the entire
course to learn the information in each chapter and
how to become eligible for certification.
• Emphasize that students must stay for and
participate in the end-of-class checkup event in order
to be eligible for certification.
• Emphasize the importance of the workbook and
class activities. Suggest that students personalize
their workbooks in the note section.
• Emphasize that a goal for this class is to help
technician candidates feel comfortable in bringing
their student workbooks to all check up events. In
addition, they will trained to bring the LATCH
manual and request that parents bring their vehicle
manuals and car seat manuals to all events.
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STUDENT NOTES
(Student Manual page 4)
Assessment:
• Three skills test
º Must pass each one
• Three written quizzes
º Must get a total of 42/50 correct
• Use all available resources.
• Your workbook is your #1 resource.
• If you fail — no retests are allowed.
• ’Open book’ does not mean that the tests are easy. Students who do not read and study the
material are likely to fail the written tests.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Emphasize that the students know the material in
their workbooks and must take advantage of all class
exercises, both in the classroom and in the vehicles, in
order to be prepared for and to pass the skills tests.
• Emphasize to the students that ’Open book’ does
not mean that the written tests are easy. Students
who do not read and study the material are likely to
fail the written tests.
• Emphasize that any students who may have
difficulty with the written test due to English being
a second language or other test-taking or reading
difficulties should discuss possible accommodations
with the Lead Instructor BEFORE it is time to take
the first test.
• Emphasize the vigorous physical requirements of
this training program. Students should talk to the
Lead Instructor if they have any doubts about their
physical ability to fulfill course requirements due to
size, disability, or illness.
Chapter 1: Learn, Practice, Explain
7
STUDENT NOTES
(Student Manual pages 4 – 5)
• Learn the facts/skills/information.
• Practice your new skills/information.
• Explain (teach) what you have learned to parents/caregivers.
GOAL: Gain the information to help parents/caregivers
safely transport their families.
Learn, Practice, Explain (LPE) applies to technicians,
instructors, and parents/caregivers. The LPE principle begins
today and continues once you are certified
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Explain the guiding principles, letting students
know that they will use these principles to help
parents/caregivers safely transport their families.
• Point out that this course will be taught using
these principles.
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STUDENT NOTES
(Student Manual page 5)
• It is better to work with a partner who has more
experience whenever possible.
• Keep updated on new CPS changes (for example, new
child restraints and new policies).
• Go to the CPS Certification Web site to find Technicians
in your area and to read about current recertification
requirements
http://www.safekids.org/certification
• Refer to “National CPS Resources” and “CR and Vehicle
Manufacturer Contacts” in the Appendix.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Provide an example of the benefits of certification,
such as helping the community.
• Stress the need to learn more about the certification
process and policies by going to the CPS
Certification Web site, updating your profile, etc.
• Stress that Technicians and Instructors must
recertify every two years. Refer students to the CPS
Certification Web site for current recertification
requirements. Stress that they must keep their
profiles updated with current contact information
in order to be reminded in a timely manner about
recertification requriements and deadlines.
• Discuss how to keep updated on changes in CPS
by going to conferences, reading publications, and
Web sites.
• Point out that it is OK to say, “I don’t know.” It is
important to follow up by finding out the answers to
any questions.
• Refer students to “National CPS Resources,” “CR and
Vehicle Manufacturer Contacts,” and “Using your new
skills” in the Appendix.
Chapter 1: Learn, Practice, Explain
9
STUDENT NOTES
(Student Manual pages 6 – 7)
• The National Child Passenger Safety Certification Program
certifies individuals as child passenger safety technicians
(CPSTs) and instructors.
• Tens of thousands of individuals have been certified since
the program began in 1997.
• CPSTs and instructors put their knowledge to work through
a variety of activities, including child safety seat checks in
which parents and caregivers receive education and help with
the proper installation and use of CR and seat belts.
NHTSA: National Highway Traffic Safety Administration
• http://www.nhtsa.gov.
• CPS information.
• CPS recalls.
• Curriculum updates.
National CPS Board:
• http://www.cpsboard.org.
• Latest certification manuals.
• Committee information.
Certifying body — Safe Kids Worldwide:
• http://www.safekids.org/certification.
• Policies and procedures available online, including recertification and instructor candidacy
information.
• Latest certification manuals.
• Frequently Asked Questions.
• Links and resources.
• Directory of nationally certified CPSTs and instructors.
• Communication with technicians (CPS Express, Tech Update).
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Encourage students to visit these sites for more
information.
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STUDENT NOTES
(Student Manual pages 7 – 8)
NHTSA’s Diversity Position:
The United States is a Nation of people with different
ethnic, cultural, and religious backgrounds. NHTSA
recognizes the need for a broad range of traffic safety
programs and partnerships that reflect the rich diversity of
America’s communities and ensure that everyone benefits
from the Agency’s lifesaving work. Given that traffic safety
problems affect some communities more than others,
NHTSA is committed to working with diverse national and
community-based partners to create, implement, evaluate,
and market culturally specific programs and materials.
These efforts will help raise greater awareness within diverse communities about the importance of
traffic safety.
Some cultural differences to be considered:
• In some Hispanic and Latino communities, the car seat is blessed before it can be used.
• Some African American and Hispanics feel more comfortable holding a child on their lap
in vehicles.
• Some minorities will not seek advice from a public authority such as a police officer.
• Some Arab American communities do not allow the mother to be spoken to if the father is present.
• Think about the diversity within your own community.
• Identify your strategy for reaching your community.
• What are your challenges? What are potential solutions?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Review NHTSA’s position on diversity.
• Point out that diversity refers not only to cultural or
racial differences, but also to differences in learning
and communication styles.
• Point out the need for students to be aware of the
different ethnic groups in their community.
• Share examples of cultural diversity successes and
failures. (Example: Don’t hold a checkup at a police
station if the community is fearful of the police.)
Chapter 1: Learn, Practice, Explain
11
STUDENT NOTES
(Student Manual page 8)
• Caregivers seek CPS information for many reasons.
• Their reasons may affect the questions they ask and
their attitude.
• Whatever the reason, thank them for coming and do your
best to make them confident about their new information
and skills.
CLASSROOM NOTES:
12
INSTRUCTOR NOTES:
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
STUDENT NOTES
(Student Manual page 9)
• Communication is important to learning. Caregivers
will pick up on the tone of your voice and your body
language. If you are negative toward the parent/
caregiver, they may not listen to your message.
• Caregivers are trying to keep their children as safe as
possible — that is why they have come to you for help.
• This is your opportunity to show the parent/caregiver
that CPSTs are helpful and understanding.
• The first video that follows will show what makes a
good technician and how to thoughtfully approach
an inspection.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out that good customer service is an important
role for the CPST. Good customer service builds
trust with caregivers.
• If the caregiver feels that he/she is not being judged,
he/she will be more likely to listen and practice what
the technician is teaching.
Chapter 1: Learn, Practice, Explain
13
STUDENT NOTES
(Student Manual pages 9 – 10)
• In the other two videos you will also see examples of good
and bad communication skills. After viewing each of these
videos, the class will discuss the communication skills used
by the technicians in each scenario.
Instructions: After viewing each video, the class will discuss
the communication skills used by the technicians in each
video. Please write your notes below:
• Scenario 1:
• Scenario 2:
• How well do I communicate? Do I really listen to others?
• What is my strategy for effective communication?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Show the Abbey video 8 minutes
Instructions:
• Explain to the class that the video will provide a
good overview of what a technician does.
• Do not discuss the video at this time since you will
discuss it fully in Chapter 14.
• Also mention that the other two video clips that
follow will show good and bad examples of a
technician as well.
What Do You See? 10 minutes
Instructions: After showing each video, use the following
questions to lead discussion. This discussion should help
the class practice good communication skills.
• Did the technician respond in a positive manner to
the caregiver?
• Did the technician communicate well with the
caregiver?
14
National Child Passenger Safety Certification Training — DOT HS 810 731
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• Did the parent/caregiver seem to listen to the
technician?
CLASSROOM NOTES:
• Did the technician seem to listen to the caregiver?
• What could the technician have done differently to
better communicate with the caregiver?
Video 1: What do you see?
Answer:
• The technician does not communicate in an effective
manner.
• The technician is not approachable, nor does she have
an empowering attitude toward the parent/caregiver.
• The technician is negative, hostile, not an educator,
rude and chewing gum.
• She is negative and makes the parent/caregiver feel
that installing the car seat will be almost impossible.
Video 2: What do you see?
Answer:
• The technician includes the parent.
• She is an educator.
• She is friendly and open.
Activity Objective:
To show obvious communication errors to the students
Materials Needed:
Video Clips
Chapter 1: Learn, Practice, Explain
15
STUDENT NOTES
(Student Manual pages 10 – 11)
• Best practice is the gold standard of protection. It is
the most acceptable way to transport a child safely on
the basis of the child’s age, weight, height, and body
development.
• Often, parents/caregivers do not choose the best practice
because they do not understand the reason for it.
• As a technician, it is your job to understand the reason and
explain it in simple, clear terms to the parent/caregiver.
• Tough choices are issues that may not have a clear answer
regarding the safest way to transport a child. Parents/
caregivers will then need to decide among the options.
• In many cases, there will be best practices related to the tough choices. A technician must
provide caregivers with available options. Parents/caregivers are then better able to make tough
choices about how best to restrain their own child.
• Tough choices are always made by the parent/caregiver, not the technician.
• As a technician, you should never support a parent/caregiver in breaking the law or going
against the manufacturers’ instructions.
• You should place the parent/caregiver’s tough choice on your checklist to prevent liability and risk.
Remember: Watch your attitude and body language when a parent/caregiver does not choose a
best practice.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Give students State Law Handouts.
• Point out that the instructor needs to be comfortable
explaining best practices and tough choices and
understanding how they are different.
• Show students where to document tough choices
on the checklist in the Comments section. Give the
following examples:
EXAMPLE:
• Best practice standard:
1. Children should ride in a booster seat until
the adult lap and shoulder belt fits properly,
usually when a child reaches around 4 feet 9
inches tall.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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• Tough Choice:
CLASSROOM NOTES:
1. The law where you live does not require
children to ride in booster seats until they have
reached 4 feet 9 inches tall. Instead, the law
requires only that children ride in booster seats
until the age of 6.
2. A parent/caregiver wants to follow the law
rather than follow best practice.
3. As a technician, it is your job to help the
parent/caregiver understand the reason for the
best practice.
4. If the parent/caregiver chooses to let the
child ride without a booster seat, you cannot
stop the parent/caregiver from doing what
he/she chooses. In this situation, you should
help the parent/caregiver understand the
reason behind the best practice standard.
5. Document the parent/caregiver’s choice not to
follow best practice.
Chapter 1: Learn, Practice, Explain
17
STUDENT NOTES
(Student Manual page 11)
Activity 2: Learn, Practice, Explain
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Instructions: Pick two volunteers. One student should be
the learner and the other is the teacher.
Have one student (teacher) explain to another student
how to tie a shoe. The person giving the instructions
should not demonstrate the proper technique. This person
should use only words to communicate.
• Activity objective: Simply knowing how to do
something doesn’t mean it is easy to explain to others.
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STUDENT NOTES
(Student Manual pages 11 – 12)
Chapter Review
Instructions: On the basis of this chapter, please answer the
questions below.
1. The role of a CPST is to:
2. What are two things you need to know about a child
before you can help a parent/caregiver with CPS?
a.
b.
3. What are two effective communication techniques?
a.
b.
4. Tough choices are made by:
5. What is a best practice?
Food for thought:
• Do I understand the role of a CPST?
• How will I make tough choices?
• How will I handle questions that I don’t know the answers to? How will I get those
answers?
• My questions for this chapter:
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Chapter Review — 5 minutes
Activity instructions: Instruct students to answer the
questions on their worksheet.
1. The role of a CPST is to:
Answer: Educate and determine attitudes, behaviors, and
needs of caregivers.
2. What do you need to know about a child before you can help
a parent/caregiver with CPS?
Chapter 1: Learn, Practice, Explain
19
CLASSROOM NOTES:
Answer:
a. Child’s weight.
b. Child’s height.
c. Child’s age.
d. Growth needs, activity needs, or body limitation.
3. What are two effective communication techniques?
Answer:
a. Use simple language.
b. Speak slowly and clearly.
c. Be patient.
d. Be positive.
e. Listen to the caregiver’s needs.
f. Understand how the parent/caregiver feels.
g. Explain, don’t lecture.
h. Have an encouraging attitude.
i. Be mindful of culture and learning style.
4. Tough choices are made by:
Answer: The caregiver.
5. What is a best practice?
Answer: Standard that will provide the occupant with
the most protection.
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Chapter 2
(Student Manual page 13)
Basics of Injury
Prevention and
Crash Dynamics
Chapter length of time: Approximately 25
minutes.
Activity total time: 5 minutes.
• Activity 1: How Do You Prevent an Injury From
Becoming More Serious? — 5 minutes.
Pre-workshop activities:
As an instructor you should research and be able to
provide your students with current injury data both
locally and nationally. A possible resource is your state
Highway Safety Office.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Trainer Tip:
Remember to define terms and concepts, check for
understanding, and encourage questions from students.
Appendix Materials:
“National CPS Resources”
CLASSROOM NOTES:
STUDENT NOTES
(Student Manual page 14)
This chapter is an introduction to injury prevention and crash
dynamics and will provide basic information to be shared
“curbside” to help the parents/caregivers understand why they
need to do what they are asked to do.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Resources are available to help students understand
these concepts.
• Please direct students to resources and encourage them
to seek out local data specific to their community.
• A list of National CPS resources is provided in
the Appendix.
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STUDENT NOTES
(Student Manual pages 14 – 15)
• An injury can occur when too much energy is applied
to part of the body. Th is could be the energy of heat
in a scald burn, electricity in an electrocution, or the
force in a crash.
• An injury can cause death or affect someone for life.
• Motor vehicle crashes are one of the single greatest
killers of Americans.
• An average of 117 people die each day in motor vehicle
crashes — about 1 every 12 minutes!
• Injury prevention is a process used to decrease injuries or death due to an injury.
• Injury prevention does not work 100% of the time. There can be many factors in a crash that
determine the outcome, such as vehicle size, speed, and point of impact.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Refer students to these resources:
• Motor Vehicle Occupant Protection Facts.
• National Highway Traffic Safety Administration’s
National Center for Statistics and Analysis.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
23
STUDENT NOTES
(Student Manual page 15)
• Drivers who buckle up are more likely to have child
passengers who are buckled up. Many studies have
confirmed this fact.
• Our goal as CPST is to educate children and caregivers to
make buckling up a habit for life.
• We should also share other safety information to make sure
children are safe in, under and around vehicles, even when
not on the road. Avoiding vehicle backovers, being locked
in a trunk, and children being caught in power windows,
require on-going education, supervision and attention.
Key message:
• Children may not hear what you say, but they will do what you do!
• Caregivers must buckle up!
• Children must be taught not to play in, under or around vehicles.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• The bottom line is: Avoiding a crash is the best
prevention.
• Remind student’s to share the dangers of backover
incidents with parents and caregivers.
24
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 16)
• We can get data on deaths related to motor vehicle
crashes.
• It’s not easy to get data for injuries and figure out the
costs involved.
• There are higher health care costs related to injuries
than to deaths.
For current injury data:
• Centers for Disease Control and Prevention: http://
www.cdc.gov/ncipc/wisqars
• Children’s Hospital of Philadelphia: http://www.CHOP.edu/injury
• Insurance Institute for Highway Safety (IIHS): http://www.highwaysafety.org or www.iihs.org
• National Highway Traffic Safety Administration (NHTSA): http://www.nhtsa.gov
• NHTSA’s National Center for Statistics and Analysis (NCSA): http://www.safercar.org
• State office for highway safety
• State public health department
• Trauma registry
• Vital statistics bureau
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Share the following information:
• For every death there are approximately 45 injuries
that require hospitalization and 1,100 other injuries
requiring medical care.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
25
STUDENT NOTES
(Student Manual page 17)
• Studies show that vehicle restraint use drops as children
get older.
• Most children are restrained during the first year of life
because they appear to be more fragile and need more
protection.
• Experience shows a drop in use for children from 1 to 3
years of age.
• A more important drop in child restraint (CR) use takes
place for children from 4 to 7. This age group is seen as too
big for a CR yet too small for vehicle seat belts alone.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• For current CR usage rates, please refer to the most
recent National Occupant Protection Use Survey
and the Partners for Child Passenger Safety Web
site: http://www.nhtsa.dot.gov (search-NOPUS) or
http://www.CHOP.edu/injury.
• Be sure the class understands that CR means
child restraint.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 17 – 18)
• Non-use of CRs/safety belts remain a problem.
• As a technician you can help educate your community
about CR and seat belt use.
• Misuse rates vary from 73% to over 90%.
• Correct selection, installation, and use of a CR can
sometimes be difficult.
• Review educational materials (videos, brochures,
handouts, etc.) every year to be sure you are providing
accurate and current information.
• By understanding correct use of CRs and seat belt systems, it is easy to see misuse and offer
education to correct it.
• It is harder to change the views and actions of those not using restraint systems.
• An example of changing people’s actions might be to have the parent/caregiver move a child to
the rear seat of the car. That behavior may conflict with parents’/caregivers’ desires or beliefs.
They may want to see the baby easily or to believe that their child is ready to “graduate” to seat
belts and front-seat riding.
• Your job as a technician is to educate parents/caregivers about correct installation and how to
avoid future misuse.
Where can you get current information about misuse of CRs locally? Statewide? Nationally?
1.
2.
3.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Provide students with resources for finding out
current misuse rates in their community and across
the nation.
Examples:
º Children’s Hospital of Philadelphia
http://www.CHOP.edu/car seat
Chapter 2: Basics of Injury Prevention & Crash Dynamics
27
CLASSROOM NOTES:
º Insurance Institute for Highway Safety (IIHS):
http://www.highwaysafety.org or
http://www.iihs.org
º National Highway Traffic Safety
Administration (NHTSA):
http://www.nhtsa.gov
º NHTSA’s National Center for Statistics and
Analysis (NCSA): http://www.safercar.org
º American Academy of Pediatrics:
http://www.aap.org
º Local health departments
• Explain to students that misuse rates vary depending
upon what is considered misuse by the organization
doing the survey. Use local misuse information if
you have it.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 18 – 19)
Activity 1: How Do You Prevent an Injury From Becoming
More Serious
Instruction: By understanding the basic principles of crashes
and injury prevention, you will be better prepared to educate
parents/caregivers.
List three things that may affect a crash other than what is
on the slide:
1.
2.
3.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1: How Do You Prevent an Injury From
Becoming More Serious — 5 minutes
Instruction:
Ask students to list three things that may affect a crash
other than what is on the slide?
• Explain to students that there are factors that can be
taken into account before, during, and after a crash
that can prevent or minimize an injury.
• Use the examples on the slide to start the discussion.
Can you think of other factors?
Examples:
• Drugged/medicated driver — before the crash
• Vehicle maintenance — before the crash
• Road conditions (icy, wet) — before the crash
• Lighting — before the crash
• Presence of median/guardrail — during the crash
• Health (treatment for older, brittle bones) — after
the crash
Chapter 2: Basics of Injury Prevention & Crash Dynamics
29
STUDENT NOTES
(Student Manual page 19)
• Sir Isaac Newton’s theory of gravitation and motion states
that “An object in motion continues to remain in motion
at the original speed until acted on by an outside force.” In
other words, an object keeps moving in the direction it was
headed until it is stopped by something.
• For a vehicle, that object may be the brakes, another
vehicle, or a tree.
• For the occupants of that vehicle, it could be the
windshield, a seat belt, or CR.
• In a motor vehicle crash, occupants will hit something.
CLASSROOM NOTES:
30
INSTRUCTOR NOTES:
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
STUDENT NOTES
(Student Manual pages 20 – 21)
There are three collisions in a crash.
The first collision is the vehicle collision.
• The vehicle begins stopping as it collides with another
object.
• The time from crash to full stop in a 30-mph crash is
about one-tenth of a second.
• As the vehicle slows, the front of the vehicle crushes,
taking some of the energy of the crash.
The second collision is the human collision.
• In the human collision, the occupant continues to move toward the point of impact at the same
speed even though the vehicle begins to stop once impact occurs.
• The occupant will begin to stop once he or she connects with an outside force.
• An unrestrained occupant will hit the inside of the vehicle, such as a window or other object in
the path of motion.
• As that individual collides with the vehicle interior, he or she slows down from 30 mph to a
stop in a few hundredths of a second, with only the body to absorb the energy of the crash
• For a restrained occupant, however, the outside force will be met by a seat belt or the harness of a CR.
The third collision is the internal collision.
• In the internal collision, the occupant’s internal organs move toward the point of impact and hit
other organs, bones, and the skull.
• Even though the body may appear uninjured, the liver, spleen, heart, or other organs may be
torn, bruised, and/or caused to bleed.
• Impacts to the head may cause “closed head injuries” resulting from the soft tissue of the brain
hitting the skull or being torn as the skull fractures.
Any of these injuries may be hard to see immediately, yet they can be deadly.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Make the following points:
• People may be disturbed by the second photo. This
picture shows a 2-year-old child who was thrown
out an open window during a side impact crash.
• This child and her sister were killed in Fairfax
County, VA. Her sister hit the inside of the vehicle
and was thrown out the same window onto the
roadway because she was unrestrained.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
31
STUDENT NOTES
(Student Manual pages 21 – 22)
• In any crash, even a minor one, the people in the vehicle
can be seriously injured.
• Most people don’t know how much force a moving
vehicle has.
• Consider this: A car going 40 mph would hit a tree with
the same force as hitting the ground after falling off a 50
foot cliff. A person inside the car would hit the windshield
with the same force as hitting the ground after a fall from a
five-story building.
• It is important for parents/caregivers to understand that the forces involved in a crash can kill or
cause serious injuries to their child.
• One way to help the public understand such forces is to explain that the force needed to restrain
an occupant roughly equals the weight of the occupant times the pre-crash vehicle speed. For
example a 10-pound infant in a motor vehicle moving at 30 mph could require at least 300
pounds of force to keep from moving forward.
• How much do you weigh? If you were in a crash at 40 mph, what is the restraining force?
.
• It is important for parents/caregivers to understand that holding a child in their lap or
unrestrained may by dangerous to the child.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Stress to students that this formula is very
effective when they talk to parents/caregivers
about crash forces.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 22)
• Different types of collisions pose different risks to vehicle
occupants.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out that we will be looking at the different
types of injuries can be expected in different types of
crashes.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
33
STUDENT NOTES
(Student Manual pages 22 – 23)
Frontal collisions: most frequent type of crash.
• Vehicle is moving forward and is stopped suddenly by
an object.
• Common injuries: skull fractures, spinal fractures, broken
ribs, cuts and bruises to head and face, larynx injuries, liver
and spleen injuries.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out characteristics of car from impact: crumple
zones, opened air bag.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 23)
Side impact collisions:
• Vehicle is impacted on one side.
• There is not a lot of space between the striking vehicle and
the occupant.
• Side impacts are the most dangerous for occupants sitting
on the same side as the impact.
• Many occur at intersections as result of motorists’ running
a red light, ignoring yield/stop signs, or not paying
attention to oncoming traffic when turning left or right.
• There is no significant difference in the number of fatalities for right- and left-side impacts.
• Injuries can occur whether or not the occupant is belted, but tend to be more serious if restraints
are not used.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Ask what kind of injuries you would expect.
Answer: Chest and pelvic injuries, facial and skull fractures
or lacerations (torn wounds), liver and spleen injuries
Chapter 2: Basics of Injury Prevention & Crash Dynamics
35
STUDENT NOTES
(Student Manual page 24)
Rear collisions: accounts for a small number of fatalities.
• May occur when both vehicles are moving forward and
when the front vehicle is stopped.
• After impact, the vehicle moves forward, pushing the
occupant’s body out from under the head. The head rotates
back (unless held in place by a properly positioned head
restraint) and then is thrown forward. The occupant’s head
moves toward the point of impact.
Common injuries: cervical fractures and stretching/tearing of
anterior ligaments and tendons.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out the damage to the rear of the car while
sides and front appear to be untouched.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 24 – 25)
There are several types of rollovers.
Rollovers:
• Rollover crashes occurs when the vehicle rolls over onto
side or top (upside down) one or more times.
• Rollovers are often responsible for occupants being
thrown from vehicles.
Vaults:
A vault is the type of rollover crash when a vehicle flips end
over end one or more times.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Students may hear people say they ignore vehicle
restraints because they are afraid of being trapped by
their belt in a fire or deep water.
• Explain to students that even in the very rare
chance of a vehicle fire or landing under water,
a properly belted occupant are more likely to be
uninjured and conscious, and thus able to free him/
her from the vehicle.
• Point out the damage to all areas of the vehicle.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
37
STUDENT NOTES
(Student Manual page 25)
Two dangerous crash events can occur in almost any crash or
chain of crash events:
• Rotations or spins: In a rotation, unrestrained occupants
are more likely to be injured as they hit the vehicle interior
repeatedly and are much more likely to be thrown from the
vehicle than restrained occupants are.
• Ejection: People who are thrown out a window or door
skid along the pavement and may be pinned or crushed
under a vehicle. Landing gently on a soft surface is
highly unlikely.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Define non-collisions and discuss cause of injuries.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 26)
• A common myth about seat belt use is that people are
better off being thrown clear of a crash. People thrown
from a vehicle are four times more likely to be killed
than those who remain inside.
• Restraints are designed to contact the body at the
strongest parts of its structure. For an older child and
adult, these parts are the hips and shoulders.
• Restraints are designed to spread crash forces over a wide
area of the body, putting less stress on any one part.
• Lap-and-shoulder belts and CR harnesses spread the force across a large area of the body.
• A rear-facing CR spreads the force along the entire back, neck, and head.
• A quick change in speed is what causes injury. When a vehicle impact occurs in a crash,
the vehicle crush zones help to extend the time it takes for the vehicle and its occupants to
slow down.
• Restraints allow the body to slow down with the crash. This extends the time when the forces
are felt by the occupant during a crash.
• Restraint systems protect the head and spinal cord.
• A shoulder belt or harness helps to keep the head and upper body away from the hard interior
surface of the vehicle.
• Correct fit is very important.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• It is important that your students understand
these five key points in order to educate caregivers
effectively about preventing or reducing injuries
through proper restraint use.
• An example of spreading crash forces:
• Poke your arm with your finger directly with pressure.
• Do you feel it in one place or all over? If you did
it hard enough and long enough, could it possibly
cause a bruise or sore spot?
• Now use the palm of your hand with the same
pressure. Does it feel the same?
• The force has been spread to a wider area and is not
as intense.
• Also note that unbuckled front or back seat passengers
can hit and injure other people in the vehicle.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
39
STUDENT NOTES
(Student Manual page 27)
• Some crashes are so violent that even properly restrained
occupants are injured or killed.
• Factors such as the size, weight, speed, and direction of the
vehicles involved in the impact will affect the outcome.
• If the occupant compartment is crushed, restraints may be
unable to prevent injury or death.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Emphasize that the best way to reduce injury in a
crash is through proper restraint systems for all ages.
• Point out that students may hear from crash
survivors that they were better off because they
were unbelted.
• Unrestrained occupants occasionally survive crashes
in better condition than those restrained.
• Such exceptions do not change the fact that seat belts,
air bags, and CRs increase the chances of survival.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 27 – 29)
There are many common myths in our communities about
CR and restraint use. It is helpful to be familiar with these as
you will encounter them curbside.
Common Myths
1. “It is better to be thrown out. The car might burn or I might
drown. I don’t want to be trapped in my belt.”
Response:
• Your are four times more likely to be killed if you are
thrown from the vehicle.
• Less than one half of one percent of all crashes involves fire or water. It is generally better to be
restrained during the crash so you are more likely to be conscious, uninjured, and able to escape.
2. “I can hold my baby in a crash.”
Response:
• The forces (weight x speed) in a crash are so great that it is impossible for any person to hold
onto a baby’s body.
• If the adult is also unrestrained, it is likely he or she will crush the child.
3. “Restraints are uncomfortable for me and my child.”
Response:
• People who get in the habit of buckling up find it uncomfortable to ride without them.
• It is a lot more uncomfortable to be injured.
4. “I am a good driver, so I won’t get into a crash.”
Response:
• You can never predict or control what other drivers will do, or how the weather may have
changed the roadway.
5. “I’m only going down the street to the store. I always buckle up when I drive on the highway.”
Response:
• Most crashes happen close to home.
• Roads and streets are more hazardous than highways because traffic is usually going two ways
and there are many intersections and distractions.
• Major highways are less hazardous because they have one-way traffic, good signs, lighting at
intersections, and gradual curves.
• They are also more like to have guard rails and break-away poles that help minimize incidents
or crashes that do occur.
Chapter 2: Basics of Injury Prevention & Crash Dynamics
41
STUDENT NOTES
(Student Manual page 29)
• How do you calculate crash forces?
• What is the most common type of collision?
• What are the five ways restraints prevent or reduce injury?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review key information covered in this chapter.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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Chapter 3
(Student Manual page 31)
Who Makes the
Rules?
Chapter length of time: Approximately 15
minutes.
Pre-workshop activities: None.
Activities total time: 0 minutes.
Video: None.
Instructor Tip:
• This chapter contains technical information.
• Explain terms as they are introduced to the group.
• Give examples.
• Check for understanding.
Appendix Materials:
• NHTSA Child Safey Seat Registration Form
• NHTSA Child Safety Seat Questionaire to Report
a Complaint, Defect or Incident
• NHTSA Quick Reference Guide to FMVSS’s
• SBSUSA Highlights of FMVSS 213
• SBSUSA Highlights of FMVSS 225
• NHTSA Child Crash Test Dummies
CLASSROOM NOTES:
STUDENT NOTES
(Student Manual page 32)
• The National Highway Traffic Safety Administraton
(NHTSA) is the Federal agency responsible for motor
vehicle and highway safety.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Inform students that many acronyms will be used
in this course — for example, NHTSA stands for
National Highway Traffic Safety Administraton.
• Many of these terms appear in the Glossary; refer
students to the Glossary throughout the course.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 32)
• NHTSA’s mission is to save lives, prevent injuries, and
reduce traffic crash costs through education, research,
safety standards, and enforcement activities.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Explain to students that providing this curriculum
is one example of how NHTSA supports occupant
protection and child passenger safety education.
Chapter 3: Who Makes the Rules?
45
STUDENT NOTES
(Student Manual pages 33 – 35)
Education:
• NHTSA provides a variety of traffic safety training
programs.
• NHTSA produces brochures, posters, statistics, and fact
sheets that you can get from www.nhtsa.gov.
• Ten regional offices work closely with State and local
agencies in carrying out safety programs.
Enforcement:
• There are two types of enforcement:
º NHTSA provides funding to promote occupant protection by working with the law
enforcement community and media campaigns such as Click It or Ticket.
º It enforces its standards by selecting certain products on the market to see if they meet
Federal standards.
Research:
• NHTSA conducts and/or funds research to demonstrate and evaluate programs related to
traffic safety.
Regulations:
• NHTSA sets performance and some design standards.
• This class focuses on NHTSA’s involvement with seat belts, air bags, CRs, and other occupant
protection systems.
Compliance testing:
• NHTSA does not certify CRs before they go to market.
• Vehicle and CR manufacturers self-certify their products as meeting NHTSA
performance standards.
• This means that products are sold on the basis of manufacturer testing and assurances.
• NHTSA requires all manufacturers to label their products in accordance with these regulations
and randomly tests these products.
Defect investigation and recalls:
• NHTSA tests products that have been reported by the public or manufacturer to have a
potential problem.
• If a real problem is identified, a recall of the product may follow.
• Manufacturers can issue a recall before involving the Government if a problem is known to them.
This information is made available by NHTSA and is referred to in the field as the Recall List.
46
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES (CONTINUED)
(Student Manual pages 33 – 35)
• A CR that is missing its label may be dangerous to use as recalls cannot be determined.
• This list includes information on every recalled CR and is updated on an as-needed basis (when
new recalls are announced).
• For more information go to http://www-odi.nhtsa.dot.gov/cars/problems/recalls/childseat.cfm
• Each CR comes with a product registration form that parents/caregivers should complete and
mail back to the manufacturer. Refer to the Appendix for a copy of the form.
• Manufacturers can then let product owners know if there is a recall.
• If a parent/caregiver has not sent in a car seat registration form, he or she can submit the
NHTSA CR Registration Form, provided in the Appendix, or can submit a registration form
online thru the manufacturer’s Web site.
• Not all recalls directly affect performance. For example, an error printed in the Spanish
instructions would not concern English readers.
• Some recalls do not impact crash performance (for example, a defect reported about a carrying
handle will not affect the CR during a crash.)
• All recommendations provided by the manufacturer should be followed.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Make the following points:
• Manufacturers do not send products to NHTSA for
testing.
• NHTSA tests randomly.
• Manufacturers self-test their products and then must
provide documentation to NHTSA if asked.
• Research: Some examples of NHTSA’s research
and data collection include FARS (Fatality Analysis
Reporting Systems), NOPUS (National Occupant
Protection Usage Survey), and MVOSS (Motor
Vehicle Occupant System Survey). The results of
these activities are on the Agency’s Web site.
• Defect investigation: NHTSA will test products
after several complaints. Students should encourage
parents/caregivers to notify NHTSA of a potential
problem so that the Agency can take action if
appropriate.
Chapter 3: Who Makes the Rules?
47
STUDENT NOTES
(Student Manual page 35)
• Consumers need only to report it once through one of the
options on the slide.
• It is the responsibility of the CR owner, not the technician,
to report the defect to both the manufacturer and NHTSA.
However, technician reports are encouraged.
• Technicians should provide the CR owner with NHTSA’s
contact information.
NOTE: The reporting form is in the Appendix.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• The instructor should reinforce the role of the
technician as an educator.
• It is the consumer’s responsibility to report the
problem and make sure that our motor vehicles and
products like CRs are as safe as possible.
• A copy of the defect reporting form can be found in
the Appendix.
48
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 36 – 37)
FMVSS = Federal Motor Vehicle Safety Standards; see
Glossary
LATCH = Lower Anchors and Tethers for CHildren
FMVSS 208:
• This standard regulates seat belts and frontal air bags.
• Beginning with 1996 vehicle models, all passenger
seat belt systems must lock to secure CRs. (Driver belt
systems do not need to lock because CR will never be
installed in this position.)
FMVSS 213:
• This rule provides CR performance standards for children up to 65 pounds.
• Some of these standards include:
º Crashworthiness (how a CR holds up in a crash)
º Labeling and instructions
º Flammability
º Buckle release pressure
• NHTSA randomly tests CRs on a vehicle bench seat in a 30 mph frontal crash involving crash
test dummies.
• LATCH-on CRs have two parts:
º Top tether reduces forward movement (excursion).
º Lower anchors replace seat belts for installation.
FMVSS 225:
• LATCH-in vehicle has two parts
º Top tether anchorage points (required in three seating positions in vehicles with two or
more seating positions except on school buses)
º Lower anchorages in or near seat bight (the base/crack of the seat; required in two seating positions)
• Standard provides requirements for the location and strength of child restraint anchorage
systems for light duty passenger vehicles manufactured after September 2002. Additional
Information about FMVSS’s related to CPS can be found in the Appendix.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Explain to students that this is a basic overview
of the key CR-related Government regulation of
Chapter 3: Who Makes the Rules?
49
CLASSROOM NOTES:
manufacturers. This lays the groundwork for what
we are going to learn in upcoming chapters.
• For more LATCH information, refer to the fact
sheet in the Appendix.
• Point out that additional information about
LATCH will be covered in a later chapter.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 37)
• CRs are tested as if they were actually in a frontal
crash at 30 mph with crash test dummies representing
children of average weight for specified ages properly
secured in CRs on a vehicle bench seat.
• Tests have limits and can’t duplicate every real-life crash
situation in the lab.
• Tests are performed on bench seats, but many vehicle
seat types exist in the real world.
• It is not possible to test every CR type in every
vehicle type.
• Tests are frontal crashes because that is the most common type of crash. (Manufacturers may
do more tests such as rollover and side impact).
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Refer students to the FMVSS-related documents in
the Appendix:
• NHTSA Quick Reference Guide to FMVSS’s
• SBSUSA Highlights of FMVSS 213
• SBSUSA Highlights of FMVSS 225
• NHTSA Child Crash Test Dummies
Chapter 3: Who Makes the Rules?
51
STUDENT NOTES
(Student Manual page 38)
Products that are not regulated are sometimes called
aftermarket products and are designed to improve the
comfort, fit, or installation of CR and/or seat belts. Some
examples are infant head-positioning pads and shoulder belt
positioning devices.
However:
• There are no Federal standards for these products. For
example, a seat belt adjuster label may say the product
“meets all applicable federal standards” when there is no
Federal standard.
• Carefully read all manuals and instructions, including vehicle and CR manufacturers’
instructions and recommendations. Many warn against using “extras” with their products.
• Some devices can injure if not properly secured during a crash. Suction window shades and
mirrors are two examples of objects that can harm vehicle occupants during a crash. Window
shades that stick to the windows are better to use.
• Manufacturer-tested and -approved accessories such as toys for their own CRs or
shoulder belt adjustable clips are fine.
• There is a difference between seat belt adjusters that come with booster seats
(manufacturer-tested and endorsed) versus those that are sold independently.
Remember: Parents/caregivers make the final decision regarding use of these products. As
technicians, we advise and educate.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Example — Belt-Tightening Tools
• No regulations or recommended testing procedures
• Concerns about possible stress on CR and seat belt
because of over-tightening
• Lack of vehicle and CR manufacturer approval for
use with their products
Demonstration:
• Show and discuss with the class a variety of nonregulated items.
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Materials needed:
CLASSROOM NOTES:
Variety of non-regulated items, including at least one
manufacturer-approved accessory to be used on that
manufacturer’s product and at least one non-approved item.
Remind students that:
• Some devices can injure if not properly secured during
a crash. Suction window shades and mirrors are two
examples of objects that can harm vehicle occupants
during a crash. Window shades that stick to the windows
are better to use.
• Manufacturer-tested and -approved accessories such
as toys for their own CRs or shoulder belt adjustable
clips are fine.
Chapter 3: Who Makes the Rules?
53
STUDENT NOTES
(Student Manual page 39)
• Purpose of ratings is to educate parents/caregivers about
child restraint features and assist them in finding the
appropriate seat for their needs.
• Manufacturers often take these ratings into consideration
when updating their products.
• Ease of Use Ratings are found on NHTSA’s Web site,
http://www.nhtsa.gov. Ratings are announced yearly.
• The best seat is the one that fits the child appropriately, is
the one parents/caregivers are most likely to use correctly
every time, and fits the vehicle correctly. You may be asked
this question many times by parents/caregivers. Do not
offer personal opinions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Stress to students the importance of not offering
personal recommendations.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 39 – 40)
Activity 1: Chapter Review
Instructions: Use your workbook to answer the questions.
1. What is NHTSA?
2. What are the three basic Federal regulations for vehicles
and CRs?
3. What are non-regulated products?
Examples
4. Who do you report a product defect to?
5. What is NHTSA’s Web site address?
6. Where can you find the most updated recall list?
• Do I understand NHTSA’s role in CPS?
• Do I have any other questions about non-regulated products or reporting defects?
7. What are the basic reasons recalls may be issued?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1: Chapter Review — 5 minutes
Instructions: Have students complete this in-class review
worksheet or provide as a homework assignment.
1. What is NHTSA?
National Highway Traffic Safety Administration
2. What are the three basic Federal regulations for vehicles
and CRs?
FMVSS 208, FMVSS 213, FMVSS 225
3. What are non-regulated products?
Examples:
Non-regulated products that are designed to improve the
comfort, fit, or installation of CRS and/or seat belts.
Chapter 3: Who Makes the Rules?
55
CLASSROOM NOTES:
• Shoulder belt-positioning devices
• Belt-tightening tools
4. Who do you report a product defect to?
• NHTSA
• CR Manufacturer
5. What is NHTSA’s Web site address?
http://www.nhtsa.gov
6. Where can you find the most updated recall list?
http://www.nhtsa.gov
OR
http://www-odi.nhtsa.dot.gov/cars/problems/recalls/
childseat.cfm
7. What is the basis of a recall?
Product non-compliance is when a product does not
conform to safety standards. An example such as
flammability standard not met or a seat utilizes an
assembly where a variation in the components resulted in
the potential for a buckle to release. This does not conform
to dynamic testing requirements of FMVSS 213.
• Detected defect is when an error is found with
part of a safety seat. An example would be that a
base is defective and should not be used with the
carrier. The carrier may be used with a seat belt
until the base is repaired or replaced according to
the manufacturers’ corrective action. Emphasize
that manufacturer’s corrective action needs to be
followed. Many seats are crashworthy even when a
repair is needed.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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Chapter 4
Seat Belt
Systems with
Pre-Crash
Locking
Features
Chapter length of time: Approximately 50
minutes.
Pre-workshop activities:
• Teach outside in vehicles whenever possible.
• Support what you saw outside with the slides when
you return to the classroom.
• Instructor team identifies all vehicle seat belt systems
to determine pre-crash locking capacity.
• A cheat sheet identifying pre-crash seat belt locking
features in specific vehicles is provided to each
member of the instructor team.
Video: None.
Activity total time: 40 minutes.
• Activity 1: Workbook Activity: Pre-Crash Locking
Latchplates — 5 minutes.
• Activity 2: Workbook Activity: Pre-Crash Locking
Retractors — 5 minutes.
• Activity 3: Putting It All Together (inside or
outside) — 15 minutes.
• Activity 4: Identifying Retractors and
Latchplates — 15 minutes.
(Student Manual page 41)
CLASSROOM NOTES:
CLASSROOM NOTES:
Materials needed for chapter:
• Large laminated number cards for vehicle
identification.
• Keys for each demonstration vehicle (keys should be
labeled for return to owner).
• Grid with seat belt systems for each demonstration
vehicle and teaching team member.
• Two forward-facing CRs or one per instructor team.
• Two workbook forms: Identifying Pre-Crash
Locking Latchplates; Retractors.
• Sample owner’s manuals.
• Multiple vehicles with pre-crash locking seat belts.
Trainer Tips:
• Cover as much of this chapter outdoors as possible,
depending on weather, class size, etc.
• There will be a series of demonstrations in this
chapter. Be prepared for each activity.
• If class size exceeds available learning resources, ask
students to alternate in hands-on activities.
• Prepare hands-on activity instructions and
assign instructors or technician assistants to
designated vehicles; rotate student groups through
demonstration vehicles. Demonstration is a
significant portion of this chapter, so it must be fully
organized well before related activities begins.
• Instructors and technician assistants MUST know
all vehicle seat belt systems in all available vehicles,
in all seating positions, prior to this exercise. Note
vehicles that have pre-crash locking features.
Remember that the driver seating position does not
have pre-crash locking ability in most vehicles. This
may be needed for comparison for students having
difficulty understanding the concept.
• You may want to combine activities in this and the
next chapter.
Appendix Materials: None.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 42)
CLASSROOM NOTES:
• Review chapter objectives.
• Stress that something on the seat belt must lock the
CR in the vehicle. That means either the retractor or
the latch plate must secure the CR.
• This chapter focuses on seat belts with pre-crash
locking features.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
59
STUDENT NOTES
(Student Manual pages 42 – 43)
• A technician must reassure the parent/caregiver that all seat
belt systems are designed to lock in a crash.
• Once installed the right way, a CR should not move more
then 1 inch side-to-side or front-to-back. It will not fall
over when the vehicle turns. The seat belt will stay locked
in the same position — creating a fi xed length of webbing
in the LAP part of the seat belt.
• Pre-crash locking seat belts will lock in one of two places:
the latchplate or the retractor.
• This chapter looks only at seat belts that have a pre-crash locking feature. You will learn to
identify pre-crash locking features.
• A CR needs to be pre-crash locked at all times in a vehicle so that the CR is correctly
positioned prior to crash.
• Not all seat belts provide pre-crash locking.
• We will talk about these systems in a later chapter.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Review the following information:
• All vehicles have been required to have a pre-crash
locking seat belt feature, either at the retractor or
the latchplate, since MY 1996.
• You will need to know how to check to see if
the seat belt used to install a CR has a pre-crash
locking feature.
• Point out that a properly installed CR should not
move more then 1 inch side-to-side or front-to-back.
It does not have to be so tight it does not move at
all. Stress that creating a fi xed length of webbing in
the LAP part of the seat belt is the key to a secure
installation.
• Misuse includes a CR not secured tightly or that fell
over during turns and normal driving.
• Seat belts that are always pre-crash locked during
a crash or sudden stop are required for a properly
installed CR.
• Seat belts that do not provide pre-crash locking
features will be discussed in a later chapter.
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STUDENT NOTES
(Student Manual page 43)
You must learn the correct names for seat belt parts in
order to provide pre-crash locking in vehicles and to see
what they look like.
• Buckles accept the latchplate and hold the seat belt in place.
• Retractors gather and store extra webbing in the
vehicle. Most lap-shoulder seat belts have one retractor
at the shoulder while a few have two — one at the
shoulder and one at the floor. Technicians need to
help vehicle owners find and correctly use the seat belt
retractors in their vehicles.
• Anchors are the places in the vehicle where seat belts or tethers are attached, generally at the
factory, to a strong location.
• Webbing is the fabric part of the seat belt that crosses the person or holds the CR.
• Latchplates are the seat belt part that connects the seat belt webbing to a buckle in the vehicle.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Explain about parts that may not be easy to see.
Use a tether anchor point to show that some
anchors are easily seen.
• There are two places where seat belts can pre-crash
lock: at the retractor (located at either the shoulder
or floor position) or the latchplate (at the hip, if it
were used on a person).
• Some vehicles (mostly older vehicles and trucks)
use two separate retractors — one at the floor and
one at the shoulder — to provide pre-crash locking.
Only the retractor at the floor provides a way to
lock down the CR.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
61
CLASSROOM NOTES:
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 44)
• This type of pre-crash locking latchplate on the seat belt
can be found in older vehicles and in the center seat of
some newer vehicles.
• This type of seat belt is generally good for a CR
installation.
• This latchplate has a locking bar found on the bottom or back.
• If the seat belt and latchplate lie flat, the latchplate will lock.
• If they are tilted, the latchplate will remain unlocked.
Th is is important when the seat belt is placed around a
CR because the seat belt and latchplate must lay flat at all times to restrain the CR.
• This type of latchplate locks when the seat belt webbing is parallel or side by side to the latchplate.
• This type of latchplate will not lock when the seat belt webbing and the latchplate are
perpendicular — up and down to each other.
• Remember that the seat belt should not slide through the latchplate under a moderate tug.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Do not cover situations where this type of
latchplate does not secure the CR. Th is is covered
in a later chapter.
• Demonstrate how the parallel position of the
latchplate prevents the seat belt from lengthening.
• Show the difference between parallel and
perpendicular.
• Show the tilt so students see how the seat belt gets longer.
• Ask the students why we want the seat belt to
remain flat or straight when it is holding a CR (that
is the pre-crash locked position.)
• NOTE: Do not call this type of latchplate a heavy
duty or regular latchplate. This type is now to be
called a locking latchplate.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
63
STUDENT NOTES
(Student Manual page 45)
• Not all pre-crash locking latchplates look the same. Some
have a bar like you saw on the first slide; others have a
sliding or rotating metal or plastic piece. Try to find as
many different types of locking latchplates as possible.
• The locking piece clamps down on the lap part of the seat
belt when buckled. When pulled slightly up and forward,
much as if a body were moving in a sudden stop, it locks.
• To test to see if the latchplate locks:
º Buckle the seat belt.
º Give a firm tug on the lap portion of the seat belt while pulling up on it (makes the seat belt
and latchplate parallel).
• Remember: The seat belt should not slide through the latchplate with a moderate tug.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Demonstrate to students how the pre-crash locking
latchplate creates a fi xed length of webbing in the
lap portion of the seat belt.
• Have students test whether a seat belt provides precrash locking protection. For a locking latchplate:
º Buckle the seat belt.
º Give a firm tug on the lap portion of the seat
belt while pulling up on it (makes the seat belt
and latchplate parallel).
º Note that the seat belt should not slide through
the latchplate under a moderate tug.
• NOTE: Do not call this type of latchplate a
lightweight locking or cinching latchplate. This is a
locking latchplate.
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National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 46)
• Some vehicles have a switchable latchplate that uses a
button to move from the adult pre-crash position to the
child pre-crash locking position.
• An adult may need to adjust the button. This keeps
children from playing with the button. Look on the
back of every latchplate to see if a button is available.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Demonstration tips:
• Have an owner’s manual for this type of latchplate
available. You may not see a vehicle with this type of
latchplate in every class.
• Before starting this chapter, identify vehicles that may
have this feature or arrange with a local car dealer to
have a vehicle with this feature for demonstration.
• Using a CR, show how the lap belt lengthens when
set to the adult position and remains secure in the
child position. Do this as one of the hands-on
activities if you have this type of latchplate available.
• Point out how the button adjusts for pre-crash locking.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
65
STUDENT NOTES
(Student Manual pages 46 – 47)
• Before installing a CR, technicians must know what type
of seat belt system they will use in the parent/caregiverselected vehicle seating position.
• Up to five different seat belt systems may appear in one
vehicle.
• When helping a parent/caregiver curbside, Technicians
must teach parents/caregivers to read the vehicle owner’s
manual to be sure:
º the desired seating position is approved for CR use
º where to find approved LATCH positions
º that airbags do not interfere with the CR or child occupant
• Show the parent/caregiver where to find child passenger safety information in the manual.
• You will be asked throughout the course to check the owner’s manual for many things!
• Check the seat belt latchplate for lockability. Ask yourself, can this latchplate lock the CR at all
times? No one knows when a crash might occur.
• Seat belts must stay in a locked position when buckled around the CR. Remember, for a correct
CR installation, the seat belt must lock at one of two places. The latchplate is the first place you
can easily check.
• To ensure a tight CR fit, pass the seat belt through the CR seat belt path and buckle it. Apply
weight into the seat with your hand while tightening the seat belt. Involve the parent/caregiver
in the installation at all times.
• We recommend that you learn to talk parents/caregivers through the installation of their CR
systems as you stand outside the car and guide them in a step-by-step process.
• To test for a tight installation of the CR:
º Hold the tightened and locked CR at the belt path.
º Push and pull the CR, with a moderate force — front to back, and side to side.
º CR should not move more than 1 inch at the belt path.
• Never use two seat belt systems to secure a CR.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• Avoid using your knee in the seat. The weight
from an adult hand should allow the seat to be
tightened enough.
• We recommend using the weaker hand so as not to
use more force than is necessary.
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• REMEMBER — 1 inch of movement is allowed
front to back or side to side at the belt path.
CLASSROOM NOTES:
• Teach students the steps needed to decide if they
have a pre-crash locking system in the vehicle.
• Explain that each seating position must be tested to
be sure that the seat belt can be pre-crash locked.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
67
STUDENT NOTES
(Student Manual page 48)
• Technicians must first consider how to help caregivers
understand how the CR is secured in a pre-crash locked
position.
• The correct CR installation requires thinking through each
step of the process.
Workbook Activity 1: Pre-Crash Locking Latchplates
Instructions: Answer the questions below.
1. Name two types of pre-crash locking latchplates.
a.
b.
2. Explain how to put a locking latchplate into the pre-crash locking mode.
3. Explain how to put a switchable latchplate into the pre-crash locking mode.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Workbook Activity 1: Pre-Crash Locking
Latchplates — 5 minutes
Note: This activity can be done outside in a vehicle or
inside with vehicle belt demonstration seat.
Instructions: Students need to feel confident that they
can find pre-crash locking seat belts in a vehicle. They
may use their workbooks to be sure that they use the
correct words. Students may work in teams.
Answers:
1. Two types of pre-crash locking latchplates are precrash locking and switchable.
2. The only thing needed to put the pre-crash locking
latchplate into the locked position is to buckle it. No
other steps are needed.
3. A switchable latchplate requires the user to push or
turn a button on the back of the latchplate to switch
it from an adult position to a position for a child.
Review the correct answers with the class.
68
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 49 – 50)
• You have already learned how retractors store seat belt
webbing until needed.
• In some vehicles the retractor, and not the latchplate,
provides the pre-crash locking part needed to keep a CR
in place at all times.
• The two retractors that we study in this chapter can
function in a pre-crash locking position.
• Being able to see how each retractor type is different
will require you to check the seat belt system to see if it
can be used in a pre-crash locked position.
• Remember that Technicians must teach parents/caregivers to read the vehicle owner’s manual
to be sure the desired seating position is approved for CR use and if it is a LATCH position.
• Automatic locking retractors (ALR) are generally easy to use with CRs. Once the seat belt is
passed through the CR belt path and buckled, the seat belt can only get shorter (and hold the
CR tighter) once pressure is applied to the CR.
• Once again, check to be sure that you have a pre-crash locking retractor by pulling the seat belt
out of the retractor slowly and gently.
• Some seat belts with ALR may appear to have no locking ability if they are tested when the seat
belt is extended just a very short distance (less than 12 to 18 inches) from the retractor casing.
That 12- to 18-inch space is known as the dead zone.
• To check to see if the retractor will lock, pull it out 24 to 36 inches, allow a small amount of
webbing (3 to 6 inches) to go back on the retractor, and then gently pull on the webbing. If no
webbing comes out, then the retractor is an ALR type.
• The true test of seat belt system pre-crash locking is to pull firmly up and out on the lap part of
the buckled seat belt. The belt should not lengthen.
• No one can predict when a crash might occur, so a CR must be properly installed and remain
tightly secured at all times to prepare for a crash or sudden stop.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Only talk about only the two retractor types that can
provide pre-crash locking.
• The other type is separated out to avoid confusion
and is discussed in the next chapter.
• Technicians should be aware that some vehicles have up
to five different seat belt systems in one vehicle alone.
• Once outside, remember to demonstrate the dead
zone on an ALR retractor.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
69
CLASSROOM NOTES:
• Show the difference when using a CR or person in
the seating position.
• Explain that ALRs are always locked and are a good
system to use with a CR.
• Ask the students how they would feel as a driver
wearing an ALR (it will be hard to move around).
70
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 50)
• Read vehicle owner’s manual to identify correct seating
position.
• When working in the field, coach the parent/caregiver
through the installation and then check for a tight
installation.
• Grab the CR at the belt path.
• Push and pull the CR with moderate force — front to
back and side to side.
• The CR should not move more than 1 inch.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Demonstrate this in a step-by-step process when you
do the final hands-on activity for this chapter.
• If demonstrating in the classroom, feed the
seat belt through the CR belt path and place
extra webbing back into the retractor on the
demonstration vehicle seat.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
71
STUDENT NOTES
(Student Manual page 51)
• Look carefully at seat belt webbing for possible instructions
on how to use the seat belt with a CR.
• You should switch the retractor to the ALR position in a
vehicle with a label like the one in this slide.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out labels on seat belt webbing that describes
CR use.
• Have vehicles ready to show that have this
retractor type.
72
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual pages 51 – 52)
• A seat belt with a switchable retractor fits the adult
comfortably and will lock only in an emergency such
as a crash, sudden stop or turn, unless switched to
the locking position. This seat belt switches to a tight,
pre-crash locked seat belt to install CR. Remember,
correctly installation of a CR requires the seat belt to be
locked at all times.
• To test for a tight installation of the CR:
º Hold the CR at the belt path with your weaker hand.
º Push and pull the buckled CR with a moderate
force — front to back and side to side.
º The CR should not move than 1 inch.
º Talk parents/caregivers through the installation, demonstrating as you go. Take time with
them so that they can learn how to best protect their children in a vehicle by using this seat
belt system.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Remind students that each chapter builds on what
was taught previously.
• Demonstrate this in a step-by-step format when you
do the final hands-on activity for this chapter.
• Show a vehicle where the pre-crash locking feature
is in the lap portion of the seat belt, as well as in the
shoulder portion. While rare in new vehicles, the
lap belt retractor can still be found in many older
vehicles that are still on the road.
• Show how the seat belt fits an adult comfortably and
then switches to a fully pre-crash locked seat belt
system for a CR. Students were asked about this in a
previous slide.
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
73
STUDENT NOTES
(Student Manual page 52)
Activity 2: Pre-Crash Locking Retractors
1. Name two types of pre-crash locking retractors
2. Explain what you must do to secure a CR using an ALR.
3. Explain what you must do to secure a CR using a
switchable retractor.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 2: Pre-Crash Locking Retractors —
5 minutes
Instructions: Students need to feel confident that they
can find pre-crash locking retractors in a vehicle. They
may use their workbooks to be sure their terminology is
correct. Responses should go in their workbook.
Answers:
1. Two types of pre-crash locking retractors are ALR
and switchable.
2. To secure a CR with an ALR, pull webbing fully
out of the retractor and hold, place the seat belt
through the correct CR belt path and buckle
the belt. Put weight in the seat and let go of the
webbing so the extra webbing goes back into the
retractor. No other steps are needed.
3. A switchable retractor requires the user to pull all
the webbing out of the casing slowly and gently. The
seat belt is then placed through the CR at the belt
path and buckled. Place extra webbing back into
the retractor, and give a firm tug to be sure that the
webbing does not lengthen.
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STUDENT NOTES
(Student Manual page 53)
Activity 3: Putting It All Together
• Instructions: It is sometimes easier to identify seat belt
systems if you can try them on an occupant. If you are
in doubt when checking a vehicle, seat yourself in the
vehicle and buckle the seat belt.
• In this exercise, you may be asked to sit in vehicles and
buckle the seat belts.
• Once buckled, try to determine if the retractor can be
pre-crash locked.
• You can do that in one of two ways: by pulling the belt
out more than 18 inches and then seeing if you can make it longer (ALR), or by pulling all the
webbing out of the retractor and seeing if it switches into a locked mode (switchable).
• The goal is to find a seating position in the vehicle where the seat belt can be locked before a
crash — in other words, pre-crash locking mode.
• Your Instructors will quickly demonstrate how child restraints are installed with different belt
systems that pre-crash lock
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 3: Putting it All Together (inside or
outside) — 15 minutes
Instructions: Decide which vehicles you will use in this
activity. If one of your vehicles has an obvious dead zone,
show it to the students by first using no CR and then
using a CR.
• To demonstrate the switchable retractor, set a good
example and gently and slowly extract webbing from
the retractor. Demonstrate the difference between a
freely moving and pre-crash locked seat belt.
• Demonstrate how to install a CR with an ALR and
a second one with a switchable retractor. Attach the
tether to the tether anchor.
• They have already learned how to test for a tight,
locked fit.
Materials:
• Forward-facing CR
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
75
STUDENT NOTES
(Student Manual pages 54 – 55)
Activity 4: Occupant Protection Systems
Instructions: When you go outside, the vehicles should be
numbered and certain seating locations will be marked.
• Identify the seat belt latchplate and retractor for the
assigned vehicle and seating location. You will do this on
two vehicles.
• This is not a test right now, but you will be tested on this
later in the course.
Vehicle #
_______
Seating
position
_______
Vehicle #
_______
Seating
position
_______
Vehicle #
_______
Seating
position
_______
76
Latchplate:
Locking
Switchable
Not Locking
Retractor:
ALR
Switchable
Not Locking
None
Latchplate:
Locking
Switchable
Not Locking
Retractor:
ALR
Switchable
Not Locking
None
Latchplate:
Locking
Switchable
Not Locking
Retractor:
ALR
Switchable
Not Locking
None
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 4: Occupant Protection Systems
(outside) — 15 minutes
Instructions: Be sure that vehicles are numbered and that
students are given vehicle numbers and seating locations
to mark on their worksheet. Have a member of the
instructor team stationed at each vehicle to assist students
as they check the seat belt system.
• Ask students to identify the seat belt latchplate
and retractor for the assigned vehicle and seating
location.
• This activity will involve two vehicles.
• Instruct students to place the answers on their
worksheet.
• At the conclusion of the exercise, bring students
together and ask for answers, vehicle by vehicle.
• This exercise can be done as a group.
• Each vehicle should have different seat belt systems
that the student evaluates.
NOTE: This is a practice for the students. They will be
tested on this concept later in the week (as part of the CR
installation testing).
Chapter 4: Seat Belt Systems With Pre-Crash Locking Features
77
STUDENT NOTES
(Student Manual pages 55 – 56)
• What is the relationship between pre-crash locking seat
belt systems and CR installations?
• How do I test for a tight installation of the CR?
• What does ALR stand for?
• What are the types of pre-crash locking seat belt systems?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Provide an overview of what was discussed in
this chapter.
• Ask for any questions.
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Chapter 5
Seat Belt
Systems
Without PreCrash Locking
Features
Chapter length of time: Approximately 75
minutes.
Pre-chapter activities:
• Identify vehicles available to the class that do not
have retractors and latchplates with a pre-crash
locking feature on seat belts.
• Work with your instructor team before teaching this
chapter to be sure they are confident and competent
with belt-shortening skills.
• Set up stations to practice using locking clips on lapshoulder belts and belt-shortening clips on lap-only
belts. Assign teaching team members to each.
• Notify teaching team which vehicles will be used in
classroom activities; inform teaching team of their
chapter responsibilities.
• Complete the vehicle information form for each
member of the teaching team, showing which
seating positions in which vehicles will be used.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
(Student Manual page 57)
CLASSROOM NOTES:
CLASSROOM NOTES:
Activities total time: 35 minutes.
• Activity 1: Identifying Latchplates and Retractors
(outside) — 10 minutes.
• Demonstration: How to Use a Locking Clip
(inside) — 5 minutes.
• Demonstration: Belt-Shortening Clip — 5 minutes.
• Activity 2: How to Use a Belt-Shortening Clip
(inside) — 5 minutes.
• Activity 3: What Would You Do to Provide a PreCrash Locked Seat belt — 10 minutes.
Materials needed for chapter:
• Sample owner’s manual sections.
• Lengths of seat belt webbing (one 24- to 36-inch
piece per student).
• Locking clips (one per student).
• Belt-shortening clips (one per student team).
• CR with short belt path (for belt-shortening CR
installation demonstration).
• Seat belt simulator or vehicle seat with lap-only and
lap-shoulder belt options.
• Vehicle with lap-shoulder seat belts with ELR and
sliding latchplate.
• Vehicle with lap-only seat belt with sewn-on
latchplate and ELR. If such equipment is not
available, learn by doing the following: Fully extend
a manual lap-only belt with latchplate at the end
or ALR with clip, keeping the fully extended
webbing from going back into the retractor.
Teaching Tips:
• While all seat belts are designed to lock in a crash,
this chapter looks at seat belt systems that require
the user to use an approved additional step to secure
a CR to provide the pre-crash locking feature.
This chapter is best taught in the vehicles. Before
teaching this chapter, be sure to complete the prechapter activities.
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• In the skills test on using a belt-shortening
clip, the instructor can demonstrate the clip
application to the first student. The instructor
can then ask each student to teach the next in
line with instructor supervision (and sign-off on
the skill evaluation sheet). This accomplishes
a measure of the Learn, Practice, Explain
philosophy for this chapter.
CLASSROOM NOTES:
Note: Stay away from using the term heavy duty locking
clip, use only the term belt shortening clip.
Appendix Materials:
• IMMI Child Restraint, September 1998 study on
twisting seat belt webbing.
• Retractor — Latchplate table.
• Installation of CRs with Different Types of Belts.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
81
STUDENT NOTES
(Student Manual page 58)
• Th is chapter looks at seat belts that do not provide that
pre-crash locking feature unless an approved additional
step is used.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Review chapter objectives.
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STUDENT NOTES
(Student Manual page 58)
• You have already learned that seat belts must remain
locked at all times when they are used to secure a CR.
• While all vehicle seat belts will lock in a crash, not all
vehicles have seat belts that provide a pre-crash locking
feature needed to secure a CR.
• The sliding latchplate in this picture has no locking
feature and no moving parts. It looks like some of the
pre-crash locking latchplates you have already seen.
• To test to see if this latchplate has a pre-crash locking
feature, buckle the seat belt and pull up on the lap portion of the seat belt. The seat
belt should not lengthen if the latchplate has pre-crash locking features.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Review how to find out whether a latchplate has a
pre-crash locking feature (see slide).
º First, look for moving parts on the latchplate (if
there are moving parts on the latchplate, then
the latchplate probably has a locking feature).
º Buckle the seat belt and pull up on the lap
portion of the seat belt. By pulling up on the
lap portion of the seat belt, the two parts of the
seat belt (the lap belt and the shoulder belt) are
now parallel at the buckle. This position makes
certain that the seat belt is pre-crash locked.
º Look at the slide carefully: There are no
moving parts on this type latchplate. If the
retractor does not lock, then an approved
additional step must be used to secure a CR in
a vehicle.
• Stress use of the vehicle owner’s manual to learn
about unusual seat belt locking features you may
find in a variety of vehicles where you cannot find a
way to pre-crash lock the seat belt. You may need a
special part to pre-crash lock a seat belt
• Point out that not all seat belts lock just by buckling
them for the pre-crash protection necessary for CR
installation.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
83
CLASSROOM NOTES:
• Stress that an approved additional step will most
likely be needed to provide pre-crash locking if there
is no locking mechanism in either the retractor or
latchplate.
• Explain how students can test whether latchplates
stay locked.
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STUDENT NOTES
(Student Manual page 59)
• The sewn-on latchplate shown in this picture has no
locking feature and no moving parts.
• These can often be found in the center seating position
of cars, on school buses, or in many older vans.
• How would you show a parent to test whether this
latchplate has a pre-crash locking feature? You learned
about this test in the previous slide.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Use the vehicle owner’s manual in each vehicle to
learn about pre-crash locking features on seat belts
needed to secure a child restraint.
• Remind students that seat belts may not lock for the
pre-crash protection needed for CR installation.
• Remind students that an approved additional step
will most likely be needed to provide a pre-crash
locking feature if none exists.
• Explain how students will test to see if this type
latchplate can stay locked.
TESTING THE BELT: In the case of the sewn-on
latchplate, test the seat belt — not the latchplate. Buckle
the seat belt and test to see if it is locked by firmly
pulling up on the lap portion of the seat belt. The seat
belt webbing will not lengthen if some type of locking
mechanism has been engaged.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
85
STUDENT NOTES
(Student Manual pages 59 – 60)
• As the name implies, this type of retractor locks only in a
sudden stop, turn or crash. This retractor type, along with
one of the two non-locking latchplates discussed in this
chapter (sliding or sewn-on), cannot secure a CR pre-crash
without an extra approved step.
• Seat belts with emergency locking retractors (ELR) can be
found in lap-only, shoulder-only, or lap-shoulder belts.
• You cannot identify an ELR just by looking at the seat belt.
There is a test to see if the seat belt you are using has an ELR:
º Pull 24 to 36 inches of webbing slowly and gently out of the casing where the extra webbing
is stored.
º Allow some of the webbing to go back into the casing.
º Try to pull the webbing out again very slowly.
º If the webbing goes freely in and out of the casing, you might have an ELR. You could also
have a switchable retractor like the one you learned about in the chapter before this one.
º Now, slowly pull the webbing all the way out of the casing. If the webbing does not switch
to a locked position, you have an ELR.
º You did this activity in the last chapter.
• Beginning with 1996 model year vehicles (MY 1996), if the retractor is an ELR, then you must
have a locking latchplate.
• If the vehicle is older than 1996, you might have a locking latchplate, but it is more likely that
the seat belt retractor is an ELR with a sliding latchplate and without locking ability. In that
case, you will have to use an approved step to lock the seat belt into a locked pre-crash mode.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Tell students how to check the type of retractor in
each vehicle.
• Tell students that there is an approved additional
step for most vehicles in cases where the belt system
will not pre-crash lock.
• Remind students that beginning with MY 1996
vehicles, if the retractor is an ELR, then you must
have a locking latchplate.
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STUDENT NOTES
(Student Manual pages 61 – 62)
Activity 1: Identifying Latchplates and Retractors
Instructions: By this time, you have learned all the different
types of retractors and latchplates in the classroom. Now you
will have a chance to see them in vehicles.
• Your instructor team will demonstrate how each
latchplate or retractor without pre-crash locking
features works.
• You will inspect two or three vehicles and figure out
the latchplate and retractor type for a certain seating
position in a specific vehicle.
• Write the vehicle number and seating location to the left of the box for each vehicle.
• This is not a test right now, but you will be tested on this later in the course.
Vehicle #
_______
Seating
position
_______
Vehicle #
_______
Seating
position
_______
Latchplate:
Locking
Switchable
Sliding
Sewn-on
Retractor:
ALR
Switchable
ELR
None
Vehicle #
_______
Seating
position
_______
Latchplate:
Locking
Switchable
Sliding
Sewn-on
Retractor:
ALR
Switchable
ELR
None
Latchplate:
Locking
Switchable
Sliding
Sewn-on
Retractor:
ALR
Switchable
ELR
None
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
87
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Identifying Latchplates and
Retractors — 10 minutes
Instructions: Demonstrate ELR features when students
are in vehicles.
• Before this chapter began, you or a member of the
instructor team should have identified vehicles with
the specific latchplates and retractors you want
students to inspect.
• Assign a member of the instructor team to each
vehicle with an ELR and a non-locking latchplate.
• Remember that the driver seat belt is almost always
an ELR with a sliding latchplate.
• Have students watch the instructor gently and slowly
pull the seat belt in and out of the casing.
• Instructors should demonstrate how the seat belt
retractor has no locking feature.
• Should the vehicle have a belt sensitive
retractor — one that, when pulled rapidly, gives
the wrong impression that it is locked — use this
demonstration to pull gently when testing.
• Point out to students any labels on seat belts that
show the CR user how to put the seat belt properly
into a pre-crash locked position.
• Identify latchplates in all designated seating
positions.
• Identify retractors in all designated positions.
• Have each student work in teams of two or three to
visit the assigned vehicles and identify the seat belt
system in a particular seating position.
• Have students write down the vehicle number and
seating position before leaving the classroom. They
can use their notebooks as a reference.
• Remember that this chapter teaches about seat belts
that do not have pre-crash locking features.
• This chart shows all the latchplates and retractor types
because students have now learned about them.
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• Students will have to decide the various
combinations to be successful in this activity.
CLASSROOM NOTES:
• Do not confuse students by showing them locking
seat belt systems at the same time. This chapter
focuses on seat belts that do not lock pre-crash.
• At the conclusion of the exercise, bring the students
together and ask for their answers, vehicle by vehicle.
• Th is is not a test. They will be tested on this
concept later in the week (as part of the CR
installation testing).
• Each student should visit two or three cars. Each
vehicle should have different seat belt systems that
the student evaluates.
Activity objective: Students will be able to identify
latchplates and retractors.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
89
STUDENT NOTES
(Student Manual pages 62 – 63)
• In vehicles made before 1996, seat belts were not federally
required to provide the pre-crash locking feature you
learned about earlier in the course. Some did, but it was
purely voluntary on the part of the manufacturer.
• You may find pre-crash locking features in older cars even
though they weren’t required.
• You must always check each vehicle and each seating
position to look for pre-crash locking features.
• Vehicle manufacturers provided approved additional steps
for that pre-crash locking feature in vehicles where neither
the retractor nor the latchplate stayed locked at all times.
• There are four approved additional steps for you to use if you are educating parents/caregivers
who have an older vehicle that has no pre-crash locking features in the seat belt system.
• The last two steps are used on seat belts that would normally stay locked except for when the
latchplate is positioned right at the CR belt path and stays in an unlocked, non-parallel position.
• There is nothing wrong with the seat belt. The locking latchplate and webbing must lay flat to
lock. The position is the problem — not the seat belt.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Demonstration tips:
• Have a regular locking clip/lock-off and a beltshortening clip available.
• Use a vehicle seat demonstration to show the twist
and flip steps.
• Be prepared to explain and demonstrate use of all
CR installation steps.
Be brief — details to follow.
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STUDENT NOTES
(Student Manual pages 63 – 64)
Locking clips are used only on seat belts as recommended by
the vehicle manufacturer
• A locking clip clamps the tightened vehicle lap and
shoulder belt together at the latchplate to make the lap
belt a fi xed length.
• It is the fi xed length lap belt that locks a CR in place.
• Locking clips or lock-offs are used on lap and shoulder
belts that have a sliding latchplate (no pre-crash
lockability) and an ELR (no pre-crash lockability).
• Locking clips come on the CR from the factory.
• They can be permanently attached to the CR (lock-off ) or can be separately stored on the
CR for removal and use by the consumer. Either a lock-off or locking clip is safe to use. They
perform the same function.
• A locking clip makes the seat belt lock pre-crash, so the CR does not move more than 1 inch
side-to-side or front-to-back at the belt path.
• Locking clips should be placed according to the manufacturer instructions. Unless instructed
otherwise, place the locking clip about 1 inch from the buckle
• Properly installed locking clips may bend or come off in a crash — that is OK because the ELR
will take over for it at that point.
• Incorrect placement of the locking clip can lead to too much slack in the seat belt in a crash and
can result in serious injury to child.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Show locking clip locations on CR. Show built-in
lock-off on a newer seat.
• Explain the need to place the locking clip about 1
inch from the buckle.
• Explain about the required fi xed length of webbing
needed to secure a CR.
• Explain that students will test to see that the lap
belt is at a fi xed length by giving a firm pull on the
lap portion of the seat belt once the locking clip has
been added and the seat belt is re-buckled.
• If showing the locking clip installed on the lapshoulder belt without a CR, give a firm pull upward
on the lap portion of the belt to show how it does
not change in length.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
91
CLASSROOM NOTES:
• Remind students that in vehicles made before 1996,
seat belts were not federally required to provide the
pre-crash locking feature you learned about earlier in
the course.
• They may find pre-crash locking features in older
cars even though they weren’t required.
• Students should check each vehicle and seating
position to look for pre-crash locking features.
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STUDENT NOTES
(Student Manual page 65)
• Lock-offs clamp the tightened vehicle seat belt together.
• The lap belt holds the CR in place.
• Lock-offs are used on lap-and-shoulder seat belts that
have a sliding latchplate (no pre-crash lockability) and an
ELR (no pre-crash lockability).
• Most CRs with built-in lock-offs have them on both sides
of the CR.
• Read the CR instruction manual to know which lock-off
to use and to know whether the lap belt alone or the lapand-shoulder belt is threaded through the lock-off.
• Some manufacturers may recommend using both lock-offs; others may select one or the other.
Follow the instructions for that particular CR.
• Lock-offs are provided by the CR manufacturer and are recommended and approved for use
with the vehicle seat belt.
• Lock-offs and locking clips are equally safe to use. They do the same thing.
• A lock-off ensures that the seat belt is locked pre-crash, so the CR does not move more than 1
inch side-to-side or front-to-back.
• Lock-offs are used according to CR manufacturer instructions. They may even be used on seat
belts that have pre-crash locking features.
• Teach parents to use the lock off as directed by their CR manufacturer.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Remind students that a lock-off and locking clip are
both safe to use and work in the same way.
• Teach students to follow the CR manufacturer’s
instructions for the lock-off provided on their CR.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
93
STUDENT NOTES
(Student Manual page 66)
Read the owner’s manual or look for a label on the seat belt
webbing to see if a locking clip is needed.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Do not suggest use of a locking clip on every
installation.
• There are only a few times when you might use
a locking clip instead of the vehicle’s locking
mechanism.
How to Use a Locking Clip
Instructions: Show a locking clip to the class.
• Demonstrate how to place the locking clip on the
webbing in the classroom.
• Have students place a locking clip on their piece of
webbing. Teach students to remove the locking clip
by pinching the webbing in half so the locking clip
falls off.
• Tell students that when this is done in a vehicle, the
seat belt is unbuckled at the time when they put the
clip on. Trying to add or remove the locking clip
while the seat belt is fastened can hurt or pinch the
students.
Activity objective: Students will learn when and how to
apply a locking clip to a lap-shoulder seat belt.
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STUDENT NOTES
(Student Manual pages 66 – 67)
Lap-Shoulder Belt Only — How to Use a Locking Clip
Instructions:
• Watch as your instructor demonstrates how to put
a locking clip on a lap-shoulder seat belt on the
demonstration seat.
• When you go outside, your instructor will show you how
the locking clip works in vehicles where the lap-shoulder
seat belt needs an additional step to lock pre-crash.
• Installing the locking clip is easier if two people are
involved, but remember that it is possible to do this alone.
• While one person applies weight on the seat, the other person buckles and tightens the lapshoulder seat belt.
• Pinch and hold the two tightened seat belt parts together, unbuckle the belt and place the
locking clip near the latchplate.
• It does not matter how the locking clip is attached. There is no up or down for the prongs, as
long as all four locking clip prongs are visible.
• Apply pressure on the seat and re-buckle the seat belt. It may be hard to re-buckle because now
the lap part of the seat belt, the part that goes through the CR, is locked tight at a fi xed length.
• Test the pre-crash locking mode by firmly pulling up on the lap portion of the seat belt.
• You will learn how to test the CR to be sure it moves no more than 1 inch side-to-side or frontto-back later in the course.
• With practice, placing the locking clip on the lap-shoulder seat belt can be done in a few minutes.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Demonstration: Lap-Shoulder Belt
Only — How to Use a Locking Clip
Instructions: Remember that this chapter is looking at
vehicle hardware and equipment only. CR installation is
covered later and in greater detail in the individual CR
chapters. This is a demonstration opportunity.
• Using a real vehicle if possible or a demonstration
seat belt system, show students how the locking clip
creates a fi xed length of webbing in the lap portion
of the seat belt.
• You will show locking clip use in a vehicle with a
CR when you go outside at the end of the chapter.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
95
CLASSROOM NOTES:
• Have two students do the application as you talk
them through it.
• Have students watch you explain this activity
when you are outside. Th is is the preferred way to
teach parents.
• Use this practice demonstration in the classroom
only to show how the locking clip creates that fi xed
length of webbing in the lap portion of the lapshoulder seat belt.
• Use of the CR in this instance is only to show what
the final installation will look like and how to test for
the locked seat belt once it is routed through the CR.
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STUDENT NOTES
(Student Manual page 67)
• This type of seat belt combination has no pre-crash
locking feature.
• Never use the locking clip found on the CR to complete
this task. A belt-shortening clip is stronger than a
locking clip.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Demonstration: Practice Using Belt-Shortening
Clip on Lap Belt — 5 minutes
• Work with you instructor team before teaching this
chapter to be sure they are confident and competent
with their belt-shortening skills.
• Stress to students that a locking clip is never used on
a lap only seat belt.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
97
STUDENT NOTES
(Student Manual pages 68 – 69)
• The belt-shortening clip takes the place of the retractor, as
all the webbing is pulled out of the casing and shortened
with the belt-shortening clip.
• Belt-shortening clips can be purchased from auto dealers
(approximate cost is $7 to $14).
• Use belt-shortening clips as a last resort. Carefully assess all
other alternatives before using this clip.
• Frequently, this type of seat belt is found in the front seat of an
older car with a motorized shoulder belt and a separate lap belt.
• Often you can move a CR to a back seat location, but in some vans and school buses there will
be no other seating position.
• There are times when only a belt-shortening clip will provide pre-crash locking lap belts because
neither the lap belt nor the latchplate locks.
Demonstration: Belt-Shortening Clip
Your instructor will demonstrate how you should use a belt-shortening clip, as follows:
• Pull the lap belt (on an ELR) fully out of the casing, fit the seat belt to the CR size, then pinch
and lock off the extra webbing with the belt shortening clip. This clip is strong and durable and
actually takes the place of the retractor in a crash.
• While the stronger belt-shortening clip could be used in place of a regular locking clip (that
comes free with a CR), the regular locking clip never takes the place of the belt- shortening clip
to lock off webbing.
• The belt shortening clip also has one extra doubling of webbing to ensure that the seat belt
never slips.
• Incorrect use of the belt-shortening clip can result in serious injury or death.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Demonstration: Belt-Shortening Clip
• Pass around a belt-shortening clip and a regular
locking clip so students can see how similar both
clips look.
• Stress the difference between the two clips frequently.
• Explain when you would use a belt-shortening clip.
• Again, make sure that the instructor team is
comfortable with this application.
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STUDENT NOTES
(Student Manual pages 69 – 70)
Activity 2: How to Use a Belt-Shortening Clip
Instructions: The belt-shortening clip is not difficult to use
if you take your time and work carefully. Go through these
steps below:
• You will work in a team to place the fully extended lap
belt through the CR and pinch off the extra webbing
so the CR does not move more than 1 inch side-to-side
or front-to-back. All the excess webbing will be tied off
with the belt-shortening clip.
• Once the excess webbing has been pinched off, an extra step of doubling back one piece of
the webbing through the prongs (making the loop visible in the bottom picture on the slide)
ensures that the belt-shortening clip will hold the webbing tight even in a crash.
• Doing this to the seat belt actually takes the place of the retractor that would not lock into the
pre-crash locked position. It shortens the lap belt to a fi xed length.
• If another seating option is available, use it! You will want to be sure the parent/caregiver can
repeat on their own what you have shown them. Pay extra attention to this!
• As a new technician you should never work alone until you have built more skills and decisionmaking ability in this field.
• Even after years of experience, you should always try to work with another technician to help
you make good decisions and then recommendations to the parents.
• Knowing when you must use a belt-shortening clip can be a challenge, so do not hesitate to call
on others with more experience to help with this.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 2: How to Use a Belt-Shortening
Clip — 5 minutes
Instructions: Review the following instructions with
the understanding that as the Instructor, you are fully
comfortable with belt-shortening clip use so that you can
explain it clearly and accurately to your students.
• Give each student team a piece of long webbing and
a belt shortening clip.
• You must provide a belt-shortening clip for
actual practice.
• Guide the students through placement of the beltshortening clip step by step.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
99
CLASSROOM NOTES:
• There are some tips for getting a good fit during
installation of the belt-shortening clip. If the CR
must be installed in a vehicle front seat that has a
motorized shoulder belt and a separate manual lap
belt, follow the steps below.
1. Unbuckle the shoulder portion of the belt.
2. Place the CR on the vehicle seat and pass the
seat belt through the CR at the belt path.
3. Buckle the seat belt.
4. Pull all excess webbing out of the retractor
and pinch the extra webbing to make the lap
portion of the seat belt as tight as possible.
5. Once you have pinched the webbing together
and the seat belt is tight, unbuckle the seat
belt and place the belt-shortening clip close to
the retractor.
6. Demonstrate the special way to thread the
webbing through the belt- shortening clip,
remembering to double back that last piece of
webbing to make the loop.
7. Once the clip is on, re-buckle the belt and
check tightness of CR side to side and front to
back at the belt path.
8. Move the vehicle seat forward until the belt is
fully tightened.
Activity objective: Students will understand how to use
and explain use of the belt-shortening clip.
Play Video
Video demonstrates how to install a child restraint in
the front seat of vehicle equipped with a door-mounted
automatic shoulder belt and separate ELR lap belt. Note
that this vehicle does not have a passenger-side front air bag.
Video courtesy of NHTSA.
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STUDENT NOTES
(Student Manual page 70)
• Do not use a locking clip to shorten a seat belt. It is
not strong enough by itself to keep a belt shortened
during a crash.
• It will release the belt and allow slack into the webbing.
• This allows the CR to move significantly more than it
should, and can result in serious injury or death to a child.
• Refer to Types of Seat Belt Systems, Latch Plates,
and Use of a Locking Clip or a Belt-Shortening Clip
in the Appendix.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Be sure students have a clear understanding of
the difference in use of a locking clip and beltshortening clip.
• Show one person out of the group how to use product.
• Then observe as that person teaches the next one
and so on until everyone has installed a CR with a
belt-shortening clip and locking clip and has taught
another how to do it.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
101
STUDENT NOTES
(Student Manual pages 71 – 72)
Activity 3: What Would You Do to Provide A Pre-Crash
Locked Seat belt?
Instructions: You will work in a small group for this
activity. There are some times when belt-shortening clips
must be used because:
• The seat belt buckle is on a long piece of webbing and must
be shortened to permit a tight fit of the seat belt.
• The lap-only part of a seat belt is an ELR retractor with a
sewn-on latchplate.
Workbook Activity: The instructor will read aloud each scenario, and as a group you will discuss
your problem-solving steps to selecting the correct tool if needed:
What would you do to provide a pre-crash locked seat belt?
Scenario 1: ELR with sewn latchplate in front seat:
Scenario 2: ELR lap belt with sewn-on latchplate on school bus:
Scenario 3: ELR with locking latchplate:
Scenario 4: ALR with sewn-on latchplate:
Scenario 5: ELR with sliding latchplate:
Scenario 6: ELR lap belt with sewn-on latchplate and regular locking clip:
Scenario 7: switchable retractor with sliding latchplate:
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 3: What Would You Do to Provide A
Pre-Crash Locked Seat belt? — 10 minutes
Instructions: Talk students through the thought process
of deciding which solution works best.
Scenario 1: ELR with sewn latchplate in front seat.
Answer: Back seat has lap-only manual seat belt with
locking latchplate in center seating position. Move to a
back seat. If you must use the front seat position, you will
need a belt shortening clip to secure the restraint
Scenario 2: ELR lap belt with sewn-on latchplate on school bus.
Answer: Belt-shortening clip
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Scenario 3: ELR with locking latchplate.
CLASSROOM NOTES:
Answer: Use no additional tool (use latchplate).
Scenario 4: ALR with sewn-on latchplate.
Answer: Use no additional tool (use retractor).
Scenario 5: ELR with sliding latchplate.
Answer: Use regular locking clip or belt shortening clip
in place of a locking clip.
Scenario 6: ELR lap belt with sewn-on latchplate and
regular locking clip.
Answer: Wrong locking clip — use belt shortening
clip ONLY.
Scenario 7: Switchable retractor with sliding latchplate.
Answer: Use no additional tool (use retractor).
Activity objective: Students will understand when to use
belt-shortening clip under different circumstances.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
103
STUDENT NOTES
(Student Manual pages 72 – 73)
• Sometimes when a seat belt passes through the CR belt
path as directed by the manufacturer, the latchplate will
be positioned so that the pre-crash locking mechanism is
tilted and does not hold the CR tightly.
• The seat belt is most probably not broken — just out of
position (remember that the webbing and the latchplate
must be flat).
• There are three approved steps to fi x this condition.
1. flip the latchplate over one time to shorten the seat belt
slightly. This changes the locking angle. Always test
the seat belt to be sure it remains locked tightly.
2. Twist the buckle stalk if it is flexible.
3. Use a locking clip on a lap-shoulder seat belt with a
locking latchplate as a last resort after flipping the
latchplate and twisting the anchor stalk first to keep
the seat belt from pulling out.
• Tests done at the IMMI Child Division in September 1998 found that seat belt buckle stalks
could be safely twisted for use with child restraints without taking away the strength set by
the Federal standard. The buckle may be safely twisted as long as the vehicle manufacturer
approves. IMMI is a seat belt manufacturing company. (See IMMI letter in Appendix for
more details).
• Remember to check the vehicle owner’s manual to see if a different method to prevent the
latchplate from slipping is recommended.
• It is important to remember to check the manufacturer’s instructions for both items, as some
buckles cannot be twisted and some latchplates cannot be flipped.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Explain and then demonstrate the position that some
latchplates take when they are placed at the belt path.
• Explain how this causes some seat belts to slip. By
flipping the latchplate one time, it re-positions the
seat belt so it and the latchplate can lie flat together
or parallel. This now enables the seat belt to remain
locked pre-crash.
• Show and remind students to check that the seat belt
always remains locked by pulling up firmly on the lap belt.
• Sometimes you need to twist the buckle stalk if it is
flexible to shorten it and allow the latchplate to come
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through the belt path before buckling it. In doing
that, the latchplate lies flat and locked.
CLASSROOM NOTES:
• Remind students to always check the owner’s
manual instructions first for clarification. Most
manuals will not mention or prohibit twisting buckle
stalks or flipping latchplates.
• Remind students that a locking clip is used on a
lap-shoulder seat belt with a locking latchplate as a
last resort after fl ipping the latchplate and twisting
the anchor stalk first to keep the seat belt from
pulling out.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
105
STUDENT NOTES
(Student Manual page 73)
• Sometimes even seat belts that are designed to lock can’t
because of the CR belt path.
• Flipping the latchplate over is a step that has been crashtested and can be used in most vehicles if the locking
latchplate is tilted and stays in an unlocked pre-crash position.
• Check the vehicle owner’s manual to see if the
manufacturer does not allow twisting a seat belt to shorten
the webbing.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Encourage technicians to find other ways that do not
require flipping the latchplate.
• Point out the approved, crash-tested fi xes allowed by
manufacturers.
• Best practice would be to twist as little as is
necessary to obtain a tight seat belt fit.
• Suggest that technicians instruct the parent/
caregiver to contact the vehicle manufacturer
directly to discuss.
• The IMMI study completed in September 1998
never gave an exact number of times a buckle stalk
can be twisted. (Refer to IMMI study and list of
vehicle manufacturers in the Appendix.)
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STUDENT NOTES
(Student Manual pages 73 – 74)
Helpful when the buckle does not lie flat, is in the belt path
or does not allow the lock off to be secured.
• Be sure buckle release is accessible.
• Always use the minimum number of twists, maximum
of 3, and check vehicle owner’s manual to see if buckle
twisting is allowed.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Emphasize the need to check the vehicle owner’s
manual.
• The maximum number of twists being three
was agreed upon by the SAE Child Restraint
subcommittee, based on IMMI data.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
107
STUDENT NOTES
(Student Manual pages 74 – 75)
Demonstration of Locking Clips and Belt-Shortening Clips
Instructions: You have learned about the steps needed to
provide a pre-crash locked seat belt for CR installation.
• Your instructor will now show you how to use the approved
additional steps in a vehicle.
• Watch your instructor place a belt-shortening clip on a
lap belt that has no locking feature in either the retractor
or latchplate.
• You will practice this with a CR when you learn about
CR installation.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Demonstration of Locking Clips and BeltShortening Clips (outside)
Demonstrate the technique for each step.
Instructions:
• Break the class into teams and have a member of the
instructor team demonstrate how the steps provide
for pre-crash locking of a CR into the vehicle.
• Be sure your instructor team is comfortable
with showing the locking clip/lock-off and beltshortening clip, twisting the seat belt buckle, and
flipping the latchplate.
Materials Needed:
• CR with short belt path (for belt-shortening clip).
• CR (any size for locking clip).
• Vehicle with ELR and sliding latchplate or vehicle
with ELR and sewn-on latchplate.
• Belt-shortening clip (do not substitute a regular
locking clip for this demonstration)
Activity objective: To demonstrate locking clips and
belt-shortening clips.
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 75)
CLASSROOM NOTES:
• Review the four approved additional steps.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
109
STUDENT NOTES
(Student Manual page 75)
Test yourself! Fill in the blanks
1.
and
2.
3.
4.
5.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Answers:
Name two latchplates that do not lock pre-crash.
Sliding and sewn-on.
Which retractor has no pre-crash locking feature?
ELR
What tool would you use with an ELR lap belt and sewnon latchplate?
Belt shortening clip
What retractor is always pre-crash locked?
ALR
What retractor changes from one position to another?
Switchable
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 76)
CLASSROOM NOTES:
Review the answer to the question on the slide.
• Locking clips hold the CR in place until the
retractor kicks in. They can deform and release in a
crash if not properly placed.
• Point out that the locking clip is too far from the buckle.
• The locking clip should be close to the latchplate so
that in the event of a crash, very little slack would
appear in the seat belt as the ELR retractor takes
over. The locking clip may fall off or bend or damage
the webbing at that point in time
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
111
STUDENT NOTES
(Student Manual page 76)
What are two possible fi xes for a manual lap belt that does
not stay locked pre-crash? What would hold the CR tight in
that event?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Review the answer to the question on the slide.
• If a manual lap belt does not stay in a pre-crash
locked mode, it may be broken. It will not hold a CR
or an occupant of any age in a crash.
• Approved methods for securing a CR on a manual
lap belt are to twist the buckle stalk or to flip the
latchplate and then re-test to see if that has made the
seat belt stay in a pre-crash locked mode.
• If it does not lock after trying those two methods,
then return to the auto dealer to replace the seat belt.
• A locking clip is never a safe fi x for a broken seat belt.
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STUDENT NOTES
(Student Manual page 77)
You can now identify any vehicle retractor-latchplate
combination as long as you take your time and follow the
steps you have learned:
There are four ways to lock a belt system:
1. At the latch plate
2. At the retractor
3. Locking clip (for lap and shoulder combination belts that
do not lock at either the latch plate or retractor. This is a
fairly common “fi x” with cars made before 1996)
4. Belt shortening clip (for lap only belts that do not lock at either the latch plate or retractor. This
“fi x” is rarely needed because this type of lap seat belt is not often seen in back seats of today’s
vehicles.)
You have the tools to be able to pre-crash lock virtually any seat belt.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
You can now identify any vehicle retractor-latchplate
combination as long as you take your time and follow the
steps you have learned:
There are four ways to lock a belt system:
1. At the latch plate
2. At the retractor
3. Locking clip (for lap and shoulder combination
belts that do not lock at either the latch plate or
retractor. Th is is a fairly common “fi x” with cars
made before 1996)
4. Belt shortening clip (for lap only belts that do not
lock at either the latch plate or retractor. This “fi x” is
rarely needed because this type of lap seat belt is not
often seen in back seats of today’s vehicles.)
You have the tools to be able to pre-crash lock virtually
any seat belt.
Chapter 5: Seat Belt Systems Without Pre-Crash Locking Features
113
STUDENT NOTES
(Student Manual page 77)
• How can I secure a CR when the seat belt system requires an
approved additional step for pre-crash locking?
• When do I flip the latch plate?
• What does ELR stand for?
• What are the four ways to pre-crash lock a seat belt system?
Types of Seat Belt Systems and Approved Additional Steps*
Needed to Pre-Crash Lock the Lap Belt
Type of Retractor
Type of Seat Belt
Emergency
locking
retractor
Automatic
locking
retractor
Switchable
retractor
No
retractor
Lap-shoulder belt with Switch latchplate to
N/A
switchable latchplate
“car seat” position
N/A
N/A
Lap-shoulder belt with
Locking clip
sliding latchplate
None
None
N/A
Lap-shoulder belt with
None**
locking latchplate
None
None
N/A
Lap belt only with
sewn latchplate
Belt shortening clip
None
None
N/A
Lap belt portion of
Lap-shoulder belt with Belt shortening clip
sewn latchplate
None
None
N/A
Lap belt with
locking latchplate
N/A
N/A
None
and Retractor
N/A
This is a general guide and does not apply to ALL latchplate-belt systems. Carefully
read the vehicle owner’s manual for more information.
* N/A = Not applicable. Vehicles are not equipped with this combination of belt type,
latchplate, and retractor. None = Lap belt can be pre-crash locked with no additional
steps.
** Some locking latchplates, when used to install child restraints, may fail to lock belts in
place. Try flipping latchplate 180º or twisting the buckle stalk. If that doesn’t work, in
some cases, a locking clip may be used.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review the content covered in this chapter.
• Refer students to the “Installation of Child
Restraints with Different Types of Seat Belts”
as an additional installation reference.
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Chapter 6
Vehicle LATCH —
Lower Anchors
and Tethers for
Children
Chapter length of time: 45 minutes.
Activity total time: 35 minutes.
• Activity 1: Finding LATCH in Owner’s Manual
(inside) — 10 minutes.
• Activity 2: Finding LATCH in Vehicles (outside) — 15
minutes.
• Activity 3: Discussion — 10 minutes.
Video: None.
Materials needed for chapter:
• Vehicle owner’s manuals.
• Several vehicles with LATCH (truck, SUV,
passenger car, van).
• One CR with flexible LATCH.
• Sample LATCH page (p. 132) for Activity #3 from
the Appendix if no owner’s manuals are available for
vehicles used in class.
Appendix Materials:
• Sample LATCH page from LATCH Manual
• Frequently Asked Questions about LATCH and
Tethers
(Student Manual page 79)
CLASSROOM NOTES:
STUDENT NOTES
(Student Manual page 80)
• This chapter looks at Lower Anchors and Tethers for
Children — LATCH — a system used to make it easier to
install child restraints in vehicles.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review the objectives.
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STUDENT NOTES
(Student Manual pages 80 – 82)
• Lower Anchors and Tethers for Children (LATCH) is
a system used to make CR installation easier in vehicles.
• In LATCH use, both the CR and the vehicle must have
LATCH parts that work together.
• Look in the owner’s manual to know if a vehicle has
LATCH and where each LATCH seating position
is found.
• LATCH attaches the CR to the vehicle through anchor
points installed in the vehicle and through anchor hooks
attached to the CR.
• Each device, either LATCH or seat belt, secures the CR to the vehicle and offers protection
established by the Federal safety standard.
• Each LATCH set in the vehicle is made up of two lower anchor bars and one top tether
anchor. If there are lower anchors in a seating position, there is usually a top tether for that
seating position.
• Convertibles, sports cars, and some very heavy trucks need not have top tether anchors. These
vehicle anchors and hooks, when used together with a CR that also has LATCH attachments,
create a system that holds the CR firmly against the vehicle seat when used properly.
• Most rear-facing CRs use the lower anchors only (no tether).
• You will learn about rear-facing tether use later in the course.
• Almost all cars, vans, SUVs, and some extended cab trucks made after 2002 have at least three
top tethers and two lower anchor sets.
• A seating position with a top tether only and no lower anchors would not be called
LATCH. That seating position would use the top tether and seat belt to secure a CR.
• Top tether anchors are sometimes called top straps in owner’s manuals, and are frequently the
last item discussed under the CR section (a useful tip if you are having trouble locating that
term in the manual’s index).
• A top tether holds the back of the CR firmly against the vehicle seat to make it more secure and
reduce the amount of forward and side movement.
• A top tether can reduce the distance that the child’s head moves forward by 4-6 inches and can
thus lessen the risk of head injuries in a crash. In many vehicles, especially those with small
back seats, this provides more protection for child occupants.
• You should remind parents to use top tethers whenever possible.
• You may also find an approved integrated (or built in) CR in place of one of the LATCH
positions required by NHTSA. These positions can be found in the owner’s manual.
• If a lower anchor or top tether is hidden behind fabric or a cover in the vehicle, a symbol will
identify the LATCH locations.
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
117
STUDENT NOTES (CONTINUED)
(Student Manual pages 80 – 82)
• Only the marked LATCH seating positions may be used. For example, if only the two side
seating positions have LATCH, then the middle seating position cannot use the inner bars
from each side’s seating position unless approved in the CR and vehicle owners manuals.
• If the parent wants to use the middle seating position, they should use the seat belt to
secure the CR.
• There is a nationally recognized LATCH Manual that is a good technician resource
(http://www.saferidenews.com).
• Refer to “Frequently Asked Questions About LATCH and Tethers” found in the Appendix.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• Some vehicles like convertibles, sports cars,
and some very large/heavy vehicles will have
different requirements. Refer to vehicle owner’s
manuals to identify how to safely transport
children in these vehicles.
• The lower anchor bars are spaced 280 mm (11
inches) apart.
• The number and seating positions of top tether
anchors are described in FMVSS 225 and depend
on how many seating rows the vehicle has.
• Refer students to LATCH Manual
• Refer students to “Frequently Asked Questions
About LATCH and Tethers” in the Appendix.
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STUDENT NOTES
(Student Manual pages 82 – 83)
• Many older vehicles have pre-drilled holes, dimples, or
actual tether anchors.
• Top tether anchors are located where the car body is strong
enough to withstand crash forces. Top tether anchors have
upper weight limits that vary. Always refer to the vehicle
owner’s manual and child restraint manual for installation
guidance. Both manuals must be in agreement for tether
and lower anchor use on seats with higher weight limits.
When no guidance is provided, discontinue use of the
lower anchors and/or tether and use the vehicle seat belt for
a child heavier than 40 pounds.
• Top tethers may look very different in pickup trucks. Remember, the only way you can be sure
about LATCH use is to read the owner’s manual.
• Top tether anchors alone have been required in vehicles made after September 2000, but many
auto manufacturers provided them or marked the tether anchor location in much older vehicles
so that tether anchors could be installed at a later date.
• You may find vehicles with more top tether than lower anchors.
• Students should encourage parents with young children and older cars to have top tether
anchors added to their cars.
• The LATCH Manual can tell parents the part number for some older and newer vehicles.
Most CRs that can be used in the forward-facing mode, as well as some seats that can be used
forward facing made after September 2002, have a top tether strap attached from the factory.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out to students the universal tether symbol
located on the slide.
• Encourage top tether anchor use when appropriate
for the age and weight of the child. Be aware that
top tether anchors have an upper weight limit set
by the vehicle manufacturer. Always refer to the
vehicle owner’s manual and child restraint manual
for installation guidance. Both manuals must be in
agreement for tether and lower anchor use on seats
with higher weight limits. When no guidance is
provided, discontinue use of the lower anchors and/
or tether and use the vehicle seat belt for a child
heavier than 40 pounds.
• Encourage students to contact the vehicle
manufacturer customer service help line to find out
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
119
CLASSROOM NOTES:
the actual top tether weight limit approved for that
particular vehicle. This information might also be
found in the LATCH Manual
(http://www.saferidenews.com).
• Although car seat manufacturers were required to
meet a more strict head excursion safety limit by
September 1, 1999, a tether was not required to meet
this standard. By September 2002, when LATCH
was available in both vehicles and on CRs, most
car seats used a top tether strap to meet the tougher
standard and top tether straps were attached to the
CR at the factory.
• There is a top tether strap on almost all forwardfacing CRs with a harness and some rear-facing CRs
manufactured after September 2002.
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STUDENT NOTES
(Student Manual page 83)
• Most vehicles cannot be retrofitted with lower anchors.
• Only the owner’s manual can tell you about this feature.
• Whenever possible, have the parent/caregiver locate the
lower anchors.
• Try not to stick your hand in the seat bight.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Help students recognize LATCH symbols and
locations.
• Remind students that they will spend significant
time looking for LATCH information in the
owner’s manuals in the field.
• Help students understand that the purpose of
LATCH is to help make CR installation easier.
• Remember that parents often question the safety
of lower anchors versus a seat belt. Both systems if
properly used, provide protection.
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
121
STUDENT NOTES
(Student Manual page 84)
Activity 1: Finding LATCH in Owner’s Manuals
Instructions: This activity will help you become more
familiar with vehicle owner’s manuals.
• Using the owner’s manual section provided by your
instructor, find all the information you can about LATCH
in the owner’s manual on this worksheet.
• Locate lower anchor (LA) and tether information in two
different vehicle owner’s manuals:
Vehicle 1
__________
Vehicle 2
__________
LA symbol found?
Y N
LA symbol found?
Y N
LA locations found?
Y N
LA locations found
Y N
Top tether anchor
found? Y N
Top tether anchor
found? Y N
Top tether anchor
symbol found? Y N
Top tether anchor
symbol found? Y N
Page No. _____
Page No. ____
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Finding LATCH in Owner’s
Manuals (inside) — 10 minutes
Instructions: This activity is done in the classroom.
• Have selected manuals (suggest using one pre2001 and one post-2002 model year vehicle
manual) available so students can look for
and locate lower anchor and top tether anchor
information.
• Make sure that you mention top tether anchor
retrofit capabilities for older vehicles.
• Mention that most vehicles do not allow for
retrofitting lower anchor bars, only tethers.
• Remember that many vehicles before 2003 did not
have lower anchors.
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• This activity may be combined with Chapter 7,
Activity 2 in order to save time
CLASSROOM NOTES:
Materials needed:
• Owner’s manuals from older and newer vehicles,
including pickup trucks with webbed anchors if possible.
• Sample page from LATCH manual (in the Appendix).
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
123
STUDENT NOTES
(Student Manual page 85)
Activity 2: Finding LATCH in Vehicles
Instructions:
• Remember, some LATCH parts are easy to use and find.
Others are not so obvious.
• After you are placed on a team, you will have a member of
the teaching team to help you.
• You will rotate through at least two cars to see some
differences in the placement of LATCH systems and the
words/symbols to describe them.
• Keep in mind that LATCH equals two lower anchors and one top tether anchor.
• At the end of this activity, your instructor will install a CR using LATCH.
• You will have time to practice this later in the course.
LATCH
Vehicle 1 Vehicle 2 Vehicle 3
No. of seat belts
in back seat
No. of LA
seating positions
No. of top tether
anchors
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 2: Finding LATCH in Vehicles
(outside) — 15 minutes
Be sure to use a variety of vehicles in this exercise.
Instructions:
• Group students in teams, and assign a member of
the teaching team to each vehicle.
• Have students rotate through at least two cars to see
different placements and technical terms of LATCH
systems.
• At the last vehicle, have each team watch the
instructor or teaching team member install a CR
using LATCH.
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• Students will not install a LATCH seat at this time.
This is just to pull the lecture and activities together.
Do this quickly to show how the system works
with a correctly used LATCH system. Students
will practice this later individually.
CLASSROOM NOTES:
• When group members return to the classroom,
ask about their experience. Ask if they had noticed
LATCH parts in their vehicles before the class.
Material: Workbook Sheet
Activity objective: Find LATCH in cars. Once students
complete this activity, they will be able to answer the
following questions:
• Number of seat belts in back seat?
• Location of LATCH parts (lower anchors, top
tether anchor) in vehicle?
• Actual number of LATCH seating locations in vehicle?
• Actual number of tether anchors in vehicle?
• Actual number of LATCH-equipped seating
locations in vehicle (owner’s manual)?
• Actual number of top tether anchors as indicated by
the vehicle owner’s manual or symbols?
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
125
STUDENT NOTES
(Student Manual page 86)
• Always follow CR and vehicle manufacturer instructions,
including weight limits, for lower anchors and top tether
anchors. Remember, limits can vary from manufacturer to
manufacturer.
• If parents have any concerns about LATCH, they can
always use the seat belt as an equally good alternative.
• In some situations LATCH provides a better fit, and in
others, the seat belt may be preferable. It is generally not
permitted to use more than one top tether hook per top
tether anchor, but that rule, like many, can change over
time. The same is true for lower anchors.
• Do not use the lower anchors and the vehicle seat belt at the same time unless indicated by both
vehicle and CR manufacturers.
• Many families will want to use the center seating position with LATCH. This is OK as long as
the vehicle manufacturer designates this position for LATCH use, but this is not common.
• Parents cannot use the inner lower anchors from both side seating positions unless both the CR
manufacturer and vehicle manufacturer give approval in their manuals.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• LATCH is a system people are not famliar with.
Stress how important it is to read instruction
manuals fully.
• Remind students to follow your example by often
referring to instructions and vehicle owner’s
manuals. This is a good time to prepare students to
tell parents/caregivers that some questions do not
have clear answers.
• Technicians should guide parents to contact
manufacturers of both CRs and vehicles to obtain
answers to unresolved questions. If manufacturers do
not hear about problems, they cannot provide solutions.
• A list of vehicle manufacturers and CR
manufacturers is in the Appendix. Keep this list
handy at events.
• Some CRs with higher weight limits or specialneeds products like vests require stronger hardware
than that supplied by vehicle manufacturers.
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CR manufacturers of these special products will
address this issue in their instructions. The use
of two separate top tether anchors may also be
recommended.
CLASSROOM NOTES:
• Insist that students read all instructions before
advising parents.
• Top tether anchors should be used only for their
designated seating positions.
• Top tether anchors may be made of seat belt
webbing, not steel, in pickup trucks. They can
be found under or behind the back seats in the
passenger cab. Be sure to point these out if you use
pickup trucks in your class.
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
127
STUDENT NOTES
(Student Manual pages 87 – 88)
Activity 3: Role Play — How to Talk With Parents
Instructions:
• You will be given guidance by your instructor about this
role play activity.
• Using what you have already learned in the course up until
now, you will explain to parents when they should use a
seat belt instead of LATCH, where to find lower anchors
and top tether anchors, and what to do if they do not have
top tether anchors (or lower anchors) in their vehicle.
1. How can you tell parents where to find all the tether anchors and lower anchors in their car,
van, SUV, or truck?
2. Role play No. 2: What can you tell the parent who has a 1998 Chrysler four-door Sebring
with no top tether anchor and who wants to have one installed?
3. Role play No. 3: What should you tell the parent who has a car seat with harness rated up to
65 pounds, a child who weighs 58 pounds, and LATCH in both the car and on the CR?
Remember:
• Parents need to understand that they have two safe choices for securing their child’s CR.
• Always use the vehicle owner’s manual to learn about the car.
• Always use the car seat manual to learn about the car seat.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 3: How to Talk with Parents
(inside) — 10 minutes
Instructions:
• Use of the owner’s manual is critical in this exercise.
Students must become comfortable using manuals as
they teach parents about installation choices. Use the
LATCH Manual pages found in the Appendix for
this exercise as an additional resource.
• Select two to four students and one member of the
instructor team to serve as a parent while the team
answers the three challenges on the slide.
Number 1 Answer:
• Look in the owner’s manual first. Although some
manuals may make it obvious and the terms are
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easily found in the index under “Top Tether or Top
Strap,” other tasks may take more work.
CLASSROOM NOTES:
• Always look in the Child Passenger Safety Section
for more specific details.
Number 2 Answer:
• The 1998 Chrysler four-door Sebring is listed in the
LATCH Manual. Have several copies of that page,
or refer students to the sample LATCH Manual
page in the Appendix, to point out how to find the
part number.
• Advise the family to take the part number to the
Chrysler dealer and have the tether anchor installed
there. Generally, U.S. car manufacturer will provide
one tether free to their customers.
• The part number is specific to the model and year
of manufacture. Lower anchors are generally not
retrofitted.
• One foreign manufacturer does allow for this,
but students will have to learn about this through
reading owner’s manuals.
Number 3 Answer:
• If the CR harness serves children up to 65 pounds
but the vehicle owner’s manual says to use the lower
anchors and top tether for up to 48 pounds only,
then the parent must use the seat belt to comply with
the vehicle manufacturer’s instructions.
• Both LATCH and the seat belt system are safe if
used according to manufacturer’s instructions. If
the parent chooses to use the seat belt, it is also the
parent who makes the decision about whether to
attach the top tether.
• Technicians should always encourage top tether use
with forward-facing car seats that are attached to the
vehicle with the seat belt.
Activity Objective: For students to become comfortable
with using the owner’s manual and talking with parents.
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
129
STUDENT NOTES
(Student Manual page 88)
• Any product can be misused if instructions are not followed.
• Misuse rates increase when instructions are not read.
• Your job is to help people use their vehicles according to
the maufacturer’s recommendations.
• Encourage parents/caregivers to use the vehicle owner’s
manual whenever they transport children.
• It is helpful to show parents how you use instructions and
manuals at every event.
• The only way to know for sure that LATCH is being used correctly is to use the vehicle and CR
owner’s manuals for guidance.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Point out the following key points:
• Students should be very familiar with examples of
correct LATCH use. They should be taught that
anything different from what they have learned in
this class is probably a misuse not directly approved
by the manufacturer of the product.
• Removing and adjusting head restraints may make it
hard to use tethers the right way.
• New regulations for head restraints sometimes push
the CR forward on the vehicle seat.
• Some head restraints cannot be removed to allow for
a simple top tether strap installation.
• Top tether straps generally go straight back from
the CR to the top tether anchor and go through
adjustable head restraints or over non-adjustable
head restraints.
Trainer Tip: There is no way in this course to teach
students every possible misuse of the lower anchors and
top tether anchors. Therefore, it is critical to role-model
what correct use looks like and how to use LATCH
properly at every opportunity.
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STUDENT NOTES
(Student Manual page 89)
• What does LATCH stand for?
• What is the importance of top tethers?
• Where can I find a lower anchor in a vehicle?
• What might indicate lower anchors in the vehicle?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Review chapter content.
Q: What dows LATCH stand for?
A: Lower Anchors and Tethers for Children
Q: What is the importance of top tether use?
A: Tether holds the back of the CR firmly against vehicle
seat to make it more secure and reduce head excursion.
Chapter 6: Vehicle LATCH — Lower Anchors and Tethers for Children
131
CLASSROOM NOTES:
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Chapter 7
Other Vehicle
Occupant
Protection
Systems
Chapter length of time: Approximately 30
minutes.
Activity total time: 25 minutes.
• Activity 1: Explaining Air Bags — 5 minutes.
• Activity 2: Finding Air Bag Information
(outside) — 20 minutes.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Materials needed for chapter:
• Sample owner’s manuals: Ask that student’s bring
their vehicle owner’s manuals to class. (Instructors
should label the manuals to encourage their return.)
This request should be included in the pre-class
letter so that students come prepared.
• Worksheet (in workbook).
• Instructors should make arrangements in advance to
have as many vehicles with different types of air bag
systems in them.
Appendix:
• NHTSA Air Bag On-Off Switch Application.
• NHTSA FAQs About Side-Impact Air Bags.
(Student Manual page 91)
CLASSROOM NOTES:
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 92)
INSTRUCTOR NOTES:
• Th is section provides an overview; see Appendix
and NHTSA Web site for more in depth materials
and information.
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STUDENT NOTES
(Student Manual pages 92 – 93)
• Active protection requires people in the car to do
something to increase safety. Buckling a seat belt or
using a CR is active protection because, while the seat
belts are in the car already, the occupants must choose
to put them on and use them correctly.
• Many safety features are built into the vehicle so that
occupants do not have to do anything to be protected
(automatic protection).
• Laminated windshields have a plastic layer between the
glass to keep them from shattering. Air bags open when
the vehicle determines there has been a crash.
• Air bags can be found in most vehicles on the road today. Parents need to understand how air
bags can protect them and understand how CRs work when they are used near air bags.
• Every vehicle should be checked for air bags.
• Owner’s manuals have information about and instructions for air bags for specific vehicles. For
example, some newer vehicles can sense when a child is in the front seat and will turn off the
front air bag and sometimes the side air bag. In other newer vehicles, this feature is not available.
• Technicians need to think about where children can safely sit in a vehicle so that the air bags do
not get in the way of their protection.
• Follow both vehicle and CR manufacturer instructions.
• Vehicle makers suggest that children are safer in the rear seat. It is strongly recommended that
all children under age 13 should travel in the rear seat.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Explain the difference between active and automatic
protection.
• Ask students for other examples of automatic
protection (collapsible steering column, recessed
knobs, padded dash, etc.) and other examples of active
protection (adjust vehicle seat for proper belt fit; lock
doors, etc).
Chapter 7: Other Vehicle Occupant Protection Systems
135
STUDENT NOTES
(Student Manual page 93)
• Active protection requires action by the occupant. Most
of what has been discussed in this course is about active
protection.
• Use of the lap-only belt is OK only when no other
option exists.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• Do not discourage use of an available seat belt.
Provide most current list of CRs available for
larger children.
• If a child must ride in a position with a lap-only belt,
the CPS technician should stress how important it is
for the belt to ride low on the hips, across the top of
the thighs.
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STUDENT NOTES
(Student Manual page 94)
Unbuckle the shoulder belt. Fasten manual lap belt. See owner’s
manual to see if CR can be used in this position. If ALR or
switchable retractor, CR use is possible but not recommended
in the front seat. If ELR, use belt-shortening clip.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Recommendations: Determine if you have any vehicles
with this type of seat belt system. Contact a used-car
dealer prior to class to see if you may borrow a vehicle to
demonstrate this type of system to your students.
Chapter 7: Other Vehicle Occupant Protection Systems
137
STUDENT NOTES
(Student Manual page 94)
Obtain required extra lap belt (attaching belt) from the
vehicle manufacturer to use when securing a CR in this
seating position.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Recommendations: Determine if you have access to
any vehicles with this type of seat belt system. Contact
a used car dealer prior to class to see if you may borrow
a vehicle to demonstrate these to your students.
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STUDENT NOTES
(Student Manual pages 95 – 96)
• Air bags can be almost anywhere in a vehicle, so proper
positioning and use of restraints are needed to prevent
injury when a crash happens and an air bag opens suddenly.
Child occupants are at great risk for injury if they are not
properly positioned to benefit from the air bags.
• Read the owner’s manual very carefully and assume all
air bags are fully active unless the owner’s manual says
something different. If there are any questions, advise the
vehicle owner to contact the vehicle maker.
• Avoid having your body or other objects blocking the air
bag. Occupants should always sit in an upright position,
buckled into the seat belt.
Driver air bag:
• Generally opens in frontal crashes
• Found in the steering wheel
Front seat passenger air bags:
• Generally open in crashes that occur in the front of the car
• Some cover middle and right front passenger seating positions, some only the right front seating
position.
• Found in instrument panel
Side air bags:
• Generally open in crashes that occur on the side of the car
• Found in the door or the vehicle seat
Inflatable curtains:
• Generally open in crashes that occur on the side of the car or when the car rolls over
• Cover one or more rows of seats
• Found above doors at the edge of the roof
Knee air bags:
• Generally open in crashes that occur in the front of the car
• Found under steering columns or lower instrument panel
Chapter 7: Other Vehicle Occupant Protection Systems
139
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Remind students that they will be helping families
find air bags in their vehicles.
• Encourage student to use owner’s manuals and labels
to find all air bags that could affect a CR. Properly
positioned according to manufacturer’s instructions,
some CRs can be used near air bags (usually side
curtain air bags and air bags in the front of the car
under some special conditions).
• Remind students that a rear-facing CR must never
be placed in a seating position with an active front
air bag, although there are some systems coming out
that may deactivate the air bag in the presence of a
rear-facing CR.
• The ability to place a CR near a side impact air bag
varies. Vehicle manufacturers that believe this is a
problem have stated so in their owner’s manual.
• Remind students to stay informed about new
changes in air bags.
• Inform students that some vehicle manufacturers
are working on an air bag contained in the seat belt
webbing, most likely to be found in rear seating
positions. Students should check the vehicle owner’s
manual and child restraint manual for location and
correct use of seat belts with child restraints.
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STUDENT NOTES
(Student Manual pages 96 – 97)
• Air bags offer powerful protection to people in the vehicle
who are correctly seated and restrained. The air bag adds
extra protection to the adult head and chest in a crash.
• Children who are seated in front of air bags are
generally much shorter than adults and therefore must
be securely restrained by shoulder belts to keep the head
and shoulders back and away from the air bag.
• It is recommended that all children under 13 ride in
a back seat to avoid contact with the front seat air bag
system. They are almost always safer in the back seat.
• Using the air bag with a seat belt system allows the impact from the crash to spread over a very large
part of the occupant’s body. This helps occupants take less impact on a smaller part of the body.
• Air bags are released once and must be replaced after a crash.
• Air bags are released at different impact forces, which vary by model year of the vehicle and
many other factors.
• Older vehicles may have more powerful air bags.
• All occupants must be properly positioned in front of the air bag and wearing their seat belt
correctly to gain the best benefit from the air bag.
• Occupants must be prepared at all times for a crash.
Key Point:
• If there is no owner’s manual present in the vehicle, a parent should contact the vehicle maker
to obtain correct information about the vehicle’s air bags. If this is not possible, then the best
practice is to not put a CR near an active air bag.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Stress the need for students to understand that
seat belts and air bags work together to provide
protection to vehicle occupants.
Chapter 7: Other Vehicle Occupant Protection Systems
141
STUDENT NOTES
(Student Manual page 97)
• You will help families learn where their air bags are.
Many people are unaware of all the air bags located in
their vehicle.
• Check warning labels. Look around the vehicle and be sure
to check the vehicle owner’s manual.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Be sure to point out labels in vehicles and
instructions in owner’s manuals that show air bag
information, location, and warnings during the
upcoming exercises.
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STUDENT NOTES
(Student Manual page 98)
• Each vehicle manufacturer places labels in different
positions and may call their air bags something
different. A properly used seat belt should always be
used when there is an airbag.
• Look in each vehicle, even ones you rent, to know where
all the air bags are and how they work. They may work
differently from the ones you are used to.
Spell out the words for each abbreviation below:
• SRS:
• SIR:
• SIPS:
• SIAB:
• IC:
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Ask the class: Do you think the average person
knows the meaning of these markings?
• When teaching this slide, ask the students to tell you
the name of each abbreviated air bag label, then help
them answer.
• Have students complete this in-class review
worksheet:
º SRS = Supplemental Restraint System
º SIR = Supplemental Inflatable Restraint
º SIPS = Side Impact Protection System
º SIAB = Side Impact Air Bag
º IC = Inflatable Curtain
• Always use the owner’s manual as the guide.
Chapter 7: Other Vehicle Occupant Protection Systems
143
STUDENT NOTES
(Student Manual pages 98 – 99)
Activity 1: Explaining Air Bags
Instructions: Complete the worksheet. Be able to explain
information about air bags as if you were talking to parents.
Why you need to identify air bags?
How do air bags protect you in a crash?
What do you do with air bags after a crash?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Explaining Air Bags — 5 Minutes
Instructions: Have students fill in answers to the
questions in their workbooks. Call on different students to
answer each question as if answering a parent’s question.
Question 1:
Answer: You never know when a crash will occur, so
you must always be prepared. Air bags can be anywhere
in the vehicle. A rear facing child restraint must never
be placed in a seating position with an active airbag.
Child occupants are at great risk for injury if they are not
properly secured in a CR or seat belt.
Question 2:
Answer: Air bags, like seatbelts, spread crash forces over
a larger part of the body and help minimize injury. Air
bags work with seat belts.
Question 3:
Answer: Air bags that have opened must be replaced
after a crash.
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STUDENT NOTES
(Student Manual pages 99 – 100)
Rear-facing infants must never ride in front of an active air
bag. In this section, you will learn that some air bags:
• Can be shut off by the owner
• Can be disabled by a mechanic with written permission
from the NHTSA. Vehicle owners who have permission
to shut them off may have a hard time finding a garage
or dealership to do it.
• May have a vehicle sensor that can tell when a CR is in
the front seat.
• The owner’s manual can tell you if an air bag was present at the time the vehicle was made. Used
vehicles may show a label when in fact the previous owner may have had the air bag shut off.
A vehicle owner may have an air bag on-off switch installed if:
• A rear-facing infant must be transported in the front seat.
• Children under 13 must be transported in the front seat.
• Drivers cannot change their driving position (10 inches from the air bag).
• There is an existing medical condition that would warrant deactivation.
To apply for an air bag on-off switch, the vehicle owner:
• Must read an informational brochure.
• Send a written request to NHTSA (visit http://www.safercar.gov and click on air bags under
Equipment and Safety).
See Appendix for more information about the on/off switch application.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Help students understand how important it is to know
what the markings mean.
Chapter 7: Other Vehicle Occupant Protection Systems
145
STUDENT NOTES
(Student Manual pages 100 – 101)
• Automatic suppression is available in the front passenger
seat of many vehicles. It turns the frontal and/or side
passenger air bag off under specific conditions.
• Automatic suppression is available in the front seat of many
vehicles. You must read the owner’s manual to see if it is
present and how to install a CR, if recommended, in the
front seat.
Key Point:
• Always use the back seat, if possible, even if there is an air
bag suppression system in the vehicle.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Show students where the “Suppression” section is in
an owner’s manual.
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STUDENT NOTES
(Student Manual pages 101 – 102)
Hands-On Activity 2: Finding Air Bag Information
Instructions: You have learned how and where to find air bag
information. Outside you will visit two vehicles and complete
this form.
Question/Instruction
Vehicle 1
Vehicle 2
What is the vehicle make and
model?
Describe the location of all
labels/markings for frontal air
bags.
What pages in the owner’s
manual discuss the frontal air
bag system?
Describe the location of all
labels/markings for side impact
air bags.
What pages in the owner’s
manual discuss the side air
bag system?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
If available, demonstrate the suppression system by turning
on a vehicle and showing students how the indicator turns
on and off as a person sits on the vehicle seat.
Hands-On Activity 2: Finding Air Bag
Information (outside) — 25 minutes
Instructions: Set up the activity by having cars numbered
and students assigned to specific vehicles.
• Have owner’s manual in vehicle on front seat. (Do
not allow students to open glove box).
• Regroup at each car and have a student spokesperson
talk about that particular vehicle and what each
group saw.
Chapter 7: Other Vehicle Occupant Protection Systems
147
STUDENT NOTES
(Student Manual page 102)
• Where can you find the air bag warnings?
• What is the difference between active and automatic
protection?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review the content covered in this chapter.
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Chapter 8
(Student Manual page 103)
Introduction to
Child Restraints
Chapter length of time: Approximately 70
minutes.
Pre-workshop activities: none.
Activity total time: 20 minutes.
• Activity 1: Utilize the CR Manual (indoor) — 20
minutes.
Video: none.
Materials needed for chapter:
• A variety of CRs for student teams.
• CR manuals.
• NHTSA recall list.
• Role play questions.
Appendix Materials:
National CPS Resource of CR and Vehicle Manufacturer
Contacts, Sample Checklist Forms, 4 Steps for Kids
Flyer, and CR Registration form
Trainer Tip:
• Remember to define terms and concepts, check for
understanding, and encourage questions from students.
CLASSROOM NOTES:
STUDENT NOTES
(Student Manual page 104)
• CR is a child restraint
• This section will discuss the various CRs and introduce the
parts of a CR along with its functions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review chapter objectives.
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STUDENT NOTES
(Student Manual page 104)
• A car seat checklist will help you find answers.
• Th is tool is helpful at many places and times,
including a checkup event or when giving information
over the telephone. Sample Checklist forms can be
found in the Appendix.
• Most checklists do not have information about the
child’s growth or body limitations, but this information
is helpful for you to know.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Provide a checklist form to each student as a sample
assessment tool.
• Hand out the checklist that you will be using at
the class event. This checklist can be used with the
outside hand-on activities such as identifying misuse.
Materials needed:
Sample Checklist form(s) are provided in the Appendix.
Chapter 8: Introduction to Child Restraints
151
STUDENT NOTES
(Student Manual page 105)
• Begin to become familiar with the names of the different
types of CRs (child restraints).
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Do not go into detail, as each type of restraint will
be covered in later chapters.
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STUDENT NOTES
(Student Manual page 105)
• CRs work with the vehicle’s seat belt system or LATCH.
• CRs protect children the same way that seat belts
protect adults.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Refer students back to page 26 in the ‘Basics of
Injury Prevention and Crash Dynamics’ chapter for
a more detailed reminder of how restraints provide
protection in crashes.
Chapter 8: Introduction to Child Restraints
153
STUDENT NOTES
(Student Manual page 106)
• Growing up safe is a four step process. You will learn about
each step later in the course.
• Look for this ‘Four Step’ information in NHTSA’s “Child
Passenger Safety, A Parent’s Primer” in the Appendix.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Instruct the students to refer to this chart, as it is a
good reminder. It is found on NHTSA’s Web site
and in the Appendix.
• Refer students back to page 26 in the ‘Basics of
Injury Prevention and Crash Dynamics’ chapter for
a more detailed reminder of how restraints provide
protection in crashes.
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STUDENT NOTES
(Student Manual page 106)
• It’s important to buckle up on every trip!
• Children test limits, and safety must never be
compromised.
• Most crashes happen close to home, a fact that can be
mentioned when technicians advise parents/caregivers.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• It’s important to buckle up on every trip!
• Children test limits, and safety must never be
compromised.
• Most crashes happen close to home, a fact that can be
mentioned when technicians advise parents/caregivers.
Chapter 8: Introduction to Child Restraints
155
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 107)
INSTRUCTOR NOTES:
• Review the steps for this preview slide of what’s
to come:
º Selection — Right CR.
º Direction — Face the right way.
º Location — Install in the right spot in the vehicle.
º Installation — Secure CR to the vehicle in the
right way, with the child secured in the CR.
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STUDENT NOTES
(Student Manual page 107)
• The best CR is the one that’s best for you! “You” means
the one who’s going to use it — parents, caregivers, and
especially the child!
• Avoid finding fault with what’s important to others.
Some people are cost conscious, while others want the
most expensive model. For some children, they’ll use
a booster seat only if it has a cup holder and a place for
their video game.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Make the following points:
• As has been mentioned before, instructors and
technicians should leave personal preferences out of
discussions about the best car seat.
• Instructors and technicians should not recommend
specific brands and seats.
Chapter 8: Introduction to Child Restraints
157
STUDENT NOTES
(Student Manual page 108)
• Physical development includes respiratory problems and
positioning needs. Children with special health care needs
require a medical team approach for restraint selection. These
children may be able to use a conventional child restraint.
• Behaviorally immature children may need to stay in a more
restrictive restraint for a longer period of time than they
might need based on size.
• As a technician, you can teach a parent/caregiver how to
install the child restraint.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Be sure to stress that choosing a restraint based
on a child’s maturity level is just as important as
considering his age, weight, and height.
• Point out that choosing the ‘best restraint’ will be
discussed in more detail later in the course.
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STUDENT NOTES
(Student Manual pages 108 – 109)
• All CR manufacturers must provide a label on the seat
with their contact information.
• All CR owners are encouraged to register the CR with
the manufacturer either online or by mailing in the
registration card.
• Manufacturers use this information to contact owners
about safety issues, including recalls, and are not
allowed to use owner data for other purposes.
• Recall lists and checklists need to be used for every
seat check.
• Remember that a recall may be initiated through compliance testing or through defect
monitoring. A CR that has a recall may be crashworthy and useable until the repair has been
made. Follow the manufacturer’s recall instructions.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out the importance of registering the seat.
• If a CR has not been registered, the owner should
contact the CR manufacturer by phone or via their
Web site.
• The owner can use NHTSA’s registration form,
which is found on the their Web site
http://www.nhtsa.gov.
• A current copy of the registration form is also in
the Appendix.
• Remind students that a recall may be initiated
through compliance testing or through defect
monitoring. A CR that has a recall may be
crashworthyand useable until the repair has been
made. Follow the manufacturer’s recall instructions.
Chapter 8: Introduction to Child Restraints
159
STUDENT NOTES
(Student Manual page 109)
There are several harness types that meet FMVSS 213:
• Five-point: A harness that has five points of contact;
over each shoulder, one on each side of the pelvis, and
one between the legs, with all five coming together at a
common buckle.
• Three-point: A harness that has three points of contact;
shoulder straps coming together at a buckle in the shell or
on a crotch strap; not to be confused with three-point (lapshoulder) vehicle belt.
• T-shield: A triangular or “T”-shaped pad that is attached to the shoulder harness, fits over the
child’s abdomen and hips, and buckles between the legs.
• Tray shield: A wide, curved padded surface that swings down around the child’s body and is
attached to the shoulder harness and crotch buckle. It looks like a padded armrest, but is a basic
part of the harness system. It’s also called an overhead shield.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Be brief and simple.
• Have a variety of seats available as you teach
students to identify CR harness types
• This chapter is an introduction to CR Parts. Be
very brief as you review with students. More details
will be discussed in the following chapters. Do not
expand and discuss the parts in detail here.
• Purpose is to get them familiar with the names of
the parts only.
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STUDENT NOTES
(Student Manual pages 110 – 111)
• Throughout the course you will have access to different
kinds of child restraints.
• There are changes to new models, so what you see
here may not be available next year or next month.
Pay attention to labels and become familiar with how
different seats look and adjust.
• Parts may be called different things by different
manufacturers, such as a lock-off / built-in locking clip or
splitter plate/connector.
Following are definitions we will be using for the different parts. We will go into more detail about
them later.
• Buckle: Where the harness locks.
• Harness: The straps that keep the child in the CR and spread out the crash forces.
• Retainer clip: The plastic tie or clasp that holds the shoulder straps together over the child’s
chest at armpit level.
• Harness Adjuster: This part is used to tighten or loosen the harness.
• Harness Slots: The part of the CR where the harnesses go through.
• Labels: Information affi xed to the CR that is required by Federal standards.
• Shell/ Frame: The molded plastic structure of the CR.
• Seat Padding: This covers the shell and/or frame.
• Instruction Book/Storage Location: both are required
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Be sure students have access to a CR to follow along
as you explain the different parts of the CR.
• This is a show and tell part of the class. Students
should work in pairs/teams with a car seat on hand
as you explain the parts and pieces.
• Do not go into full detail.
• Be brief. Stay simple.
Chapter 8: Introduction to Child Restraints
161
STUDENT NOTES
(Student Manual page 111)
• Belt Path: The place on the CR where the seat belt or lower
anchor strap is placed to secure the CR in the vehicle.
• Recline adjuster: This allows convertible restraints to be
reclined for rear-facing and semi-reclined or upright for
forward-facing use.
• Splitter Plate: The metal plate that connects the two ends
of the shoulder harnesses to a single piece of webbing used
for adjustment.
• As you look at and identify the different parts of the seat,
remember to check for obvious defects such as frayed
harnesses or other damage. When assisting parents and
other caregivers and defects are seen, you will encourage
them to contact the manufacturer and report the possible
defect to the NHTSA hotline.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• As you do this review, have students identify the
parts on their CRs, so that they are hearing and
touching at the same time.
• As you show students parts of the seat, guide them
to check for obvious defects such as frayed harnesses.
Make note that when CPSTs are assisting parents
and other caregivers and defects are seen, they
should encourage the parent/caregiver to contact the
manufacturer and report the possible defect to the
NHTSA hotline.
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STUDENT NOTES
• Lock-off: A built-in belt-locking feature on the child
restraint system that works with certain types of safety
belts in a similar fashion as locking clips.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Review the slide.
Chapter 8: Introduction to Child Restraints
163
STUDENT NOTES
(Student Manual page 112)
• Locking Clip: A pre-crash positioning device that holds
the CR in the proper position during normal driving.
• During a crash, the retractor will lock the seat belt and
keep the CR in place.
• The clip is provided with each new CR that has a harness,
unless the seat has a built-in lock-off.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• The locking clip goes next to (within 1 inch of)
a latch plate that doesn’t lock firmly enough on
continuous loop lap/shoulder belts. (This will make
sense later during the discussion of seat belts and
installation.)
• Have students identify the locking clip storage area
on the CR.
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STUDENT NOTES
(Student Manual pages 112 – 113)
• LATCH: Lower anchors and tethers for children.
• Tether: A piece of belt webbing that anchors the top of
the CR to the vehicle. It keeps the restraint from tipping
forward on impact and can provide extra protection.
Tether straps are most frequently used on forward-facing
seats. There are only a few rear-facing models that permit
tethers. As always, check the manufacturer’s instructions.
• Lower anchor attachments: A piece of belt webbing
that anchors to the lower anchor on the vehicle
structure. It secures the CR to the vehicle. These
attachments are used in place of the vehicle seat belt to
secure CR.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Explain to students that LATCH hardware in cars
was discussed in greater detail in Chapter 6.
• The present section is just identifying the system on
the car seat.
Chapter 8: Introduction to Child Restraints
165
STUDENT NOTES
(Student Manual page 113)
• Adjustment foot: Part of the detachable base that raises
or lowers to allow a rear facing CR to be installed with the
correct recline angle.
• Detachable Base: A separate base for a child restraint
system that can be installed in the vehicle. The restraint
(car seat) portion can be removed from the base, and used
as an infant carrier.
• Level Indicator: The part of a rear-facing CR that helps
identify correct angle.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Show different bases, belt paths, and recline
adjusters/feet.
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STUDENT NOTES
(Student Manual page 114)
• Carry handle: Plastic handle attached to the rear facing
only child restraint that can be used to carry the restraint
with the child in it when removed from the vehicle.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Make the following points:
• Always refer to the CR manufacturer’s instructions
regarding handle placement.
• Some CR instructions allow the handle to be placed
up while in the vehicle, and other CR manufacturers
do not allow the handle to be up.
• Show seats with padding by the manufacturer.
Chapter 8: Introduction to Child Restraints
167
STUDENT NOTES
(Student Manual page 114)
• Foot prop: Rod or pole that extends from the base of a rear
facing child restraint to the floor of the vehicle. Used to
prevent or reduce excessive forward and downward rotation
in a crash.
• Anti-rebound bar: Hard plastic bar on the base of some
rear facing restraints that helps to reduce movement of the
restraint towards the rear of the vehicle seat (rebound) in
the event of a crash.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Instructions are very important because students
must think about so many parts and functions that
can vary from seat to seat.
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STUDENT NOTES
(Student Manual page 115)
• Even minor changes can alter performance in a crash.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Remind students not to place any thick padding
under baby, unless provided by manufacturer.
Chapter 8: Introduction to Child Restraints
169
STUDENT NOTES
(Student Manual pages 115 – 116)
Activity 1: Use the CR Manual Hands On
Instructions: You will be placed in groups of two to examine
at least one CR. Respond to the following questions:
• Reading labels
º Weight/height range:
º Manufacturer name:
º Model name:
º Model number:
º Manufacturer phone number:
º Manufacture date:
º Expiration date (if included):
º How many belt paths?
º Is this seat on NHTSA’s recall list?
• Finding the problem and solution (if CR was recalled, what are the identified problem and
solution?):
• The pages with lower anchor information are
• The pages with top tether information are
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Utilize the CR Manual-Hands On —
20 minutes
Instructions:
• Place students in groups of two to examine at least
one child restraint. Respond to workbook questions.
Materials: one CR manual for each 2-person team
Activity Objective: Become familiar with a CR manual
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STUDENT NOTES
(Student Manual pages 116 – 117)
• The technician should get a complete history of the CR:
º Was the CR involved in a crash?
º Was the seat exposed to extreme heat or cold by
being stored in a basement, garage, or attic?
• It is the technician’s responsibility to work with the
owner of the CR to review the seat, not to “certify” a
seat as safe.
• It is the CR owner’s responsibility to be sure all parts are
present and in good working condition. It’s important
for the seat owner to know/learn the CR history.
• The Juvenile Products Manufacturer Association ( JPMA) suggests replacing seats after 6 years.
• Expiration dates vary by manufacturer.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Ask students: Why are these things important to know?
Answer:
• Need labels to be able to check for recalls.
• Need instructions to be able to use seat correctly.
Chapter 8: Introduction to Child Restraints
171
STUDENT NOTES
(Student Manual page 117)
•
CLASSROOM NOTES:
One time use — one moderate/severe crash.
INSTRUCTOR NOTES:
• What did students find in the CR manuals
regarding crash replacement?
• Always recommend that the manufacturer’s
instructions be followed.
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STUDENT NOTES
(Student Manual page 117)
• NHTSA recommends that a CR be replaced after
a moderate to severe crash. The above criteria should
be used as a guide to decide if a crash is minor and
therefore, not necessary to replace the CR.
• Full policy is available at http://www.nhtsa.gov.
• Always refer to manufacturer’s instructions.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out that all of the above criteria must be met
before a crash is considered minor and according to
NHTSA, not requiring a CR to be replaced.
Chapter 8: Introduction to Child Restraints
173
STUDENT NOTES
(Student Manual page 118)
• Follow the manufacturer’s instructions for cleaning. If
necessary, harnesses must be air dried.
• Machine drying is too hot for the harness straps and will
decrease their effectiveness.
CLASSROOM NOTES:
174
INSTRUCTOR NOTES:
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STUDENT NOTES
(Student Manual pages 118 – 119)
Things to consider:
Can I use my car seat after a crash?
• What is NHTSA’s policy?
• What does the CR manufacturer say?
I bought this seat at a garage sale. Is it safe to use?
• Does parent/caregiver know crash history? If so, how
has it been stored?
• Are all the parts in good working order?
I don’t know why my kids have to ride on car seats. Why should they use them?
• How do CRs provide protection?
• How effective are CRs?
Can I use this head padding?
• Did it come with the CR?
• If it is approved by the CR manufacturer, yes.
I have toys on the carrying handle. Are they OK to use?
• Did they come with the seat?
• If not, has the CR manufacturer provided or expressly approved the toys as “matching”?
My child has autism. Can I put tape over the retainer clip so he doesn’t get out?
• Are you following CR manufacturer instructions?
• What are some other options that would provide the most protection?
INSTRUCTOR NOTES:
Chapter 8: Introduction to Child Restraints
CLASSROOM NOTES:
175
STUDENT NOTES
(Student Manual page 119)
• How do child restraints offer protection?
• What are the types of child restraints?
• How do you select an appropriate CR for a child?
• What is the best child restraint?
• When is it OK to modify a CR?
• Review the care and cleaning of CRs
• Review CSS parts and functions
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Review chapter content.
• Ask for any questions to make sure students understand the
content of this chapter.
How do child restraints offer protection?
Answer: Keep the child in the vehicle; contact the strongest parts
of the body; spread crash forces over a wide area of the body, help
the body slow down in a crash and protect the head, neck and
spinal cord.
What are the types of child restraints?
Answer: Infant-only; Convertible; Forward-facing only with
harness/combination seat; booster; integrated; special needs and
seat belts.
How do you select an appropriate CR for a child?
Answer: An appropriate CR is one that is correct for the child’s
age, size, and physical development. It also must fit the vehicle(s),
be easy to use, and be comfortable for the child.
What is the best child restraint?
Answer: The one that fits your child, your vehicle and one that
you will use every time you travel.
When is it OK to modify a CR?
Answer: Only when the modification is approved by the CR
manufacturer. Generally approved modifications are to place
rolled receiving blankets/towels along the child’s side for support
and to place a rolled cloth between the crotch strap and crotch
area to prevent the child from slouching.
Review the care and cleaning of CRs.
Answer: Follow the CRS manufacturer’s instructions, use only
mild soap and water and rinse with clean water, never use any
chemicals such as starch, bleach, or spray-on fabric care/wrinkle
guard products, never iron the harness, never lubricate the buckle.
Review CSS parts and functions.
Refer students to pages 108 – 114.
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Chapter 9
(Student Manual page 121)
Rear-Facing
Child Restraints
Chapter length of time: Approximately 2 hours;
40 minutes
Activity total time: 55 minutes.
• Activity 1: Identifying Rear Facing CR — 10 minutes.
• Activity 2: Selection and Installation (outside) — 30
minutes.
• Activity 3: Communicating Best Practice and Tough
Choices Role Play – 15 minutes.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Chapter materials:
• CR instructions — (if unavailable, download from
manufacturer website)
• Infant dolls.
• Infant-only CR with three-point and five-point
harness/removable base.
• Infant-only CR with five-point harness/removable base.
• Convertible CR.
• Harness adjusters: metal slide, strap adjuster, A-lock,
automatic lock, metal rod, etc.
• Rear Facing CR with rigid lower anchors.
• Rear Facing CR with flexible lower anchors.
CLASSROOM NOTES:
CLASSROOM NOTES:
• Rear Facing CR with tether (if possible).
• Non-regulated products (i.e. additional padding, etc.).
• NHTSA recall list.
• Seat belt simulation/Demo Seat.
• Checklist form.
• Lightweight object (i.e., rolled towel or foam
pool noodle).
Appendix Materials:
• Rear Facing Quotables: Guiding Parents to Keep
Children Rear-facing Longer
• AAP “Selecting and Using the Most Appropriate
Car Safety Seats for Growing Children: Guidelines
for Counseling Parents”
• AAP “Safe Transportation of Newborns at Hospital
Discharge”
• AAP “Safe Transportation of Premature and Low
Birth Weight Infants”
• James Whitcomb Riley Hospital For Children
“Hospital Discharge Protocol Essentials”
• AAP “Transporting Children with Special Health
Care Needs”
• AAP “Car Safety Seats: A Guide for Families 2007”
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 122)
CLASSROOM NOTES:
• Review chapter objectives.
Chapter 9: Rear-Facing Child Restraints
179
STUDENT NOTES
(Student Manual page 122)
• Each type of CR has advantages and disadvantages to
consider. Many parents/ caregivers choose CRs by looks,
brand, or rating system.
• The best CR should be chosen on the basis of three factors:
(1) Will the CR fit the child? (2) Will the CR fit the
vehicle? (3) Will the CR be used every time and correctly?
• It is recommended that the CR be tested for an appropriate
fit in the vehicle before it is purchased.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Inform students they will learn that children ride
more safely facing the rear of a vehicle.
• It is important to place children in a CR that
is based on their age, weight, height, physical
development, and behavioral needs.
• By following the CR manufacturer’s instructions
and best practice recommendations, parents will be
providing the child with the safest way to travel.
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STUDENT NOTES
(Student Manual page 123)
• This slide shows how a child’s body changes as the child
grows. Different types of CRs are made to support the
child’s growth.
• The infant’s head is larger and heavier in proportion
to its body than that of an older child. The shoulders
of an infant are narrow and flexible. This is important
to know for proper placement and snugness of the CR
harness straps.
• The child’s pelvis is small, rounded, and not fully
developed until puberty. This is important to know
because the lap belt does not always stay below the hip bones in pre-school or elementary school
age children.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out that there are many resource materials
in the Appendix showing the need to transport
children in a rear-facing position.
Chapter 9: Rear-Facing Child Restraints
181
STUDENT NOTES
(Student Manual pages 123 – 124)
• A rear-facing CR supports the entire head, neck, and back
in a head-on collision.
• In a head-on crash, the restraint cradles and moves with
the child, reducing stress to the neck and spinal cord.
• It is the shell of the CR itself that absorbs the forces in a
head-on crash.
• Refer to “Rear Facing Quotables: Guiding Parents to
Keep Children Rear-facing Longer” in the Appendix for
information technicians can use in the field to communicate
with parents about keeping children rear-facing longer.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out resource materials in the Appendix,
including “Rear Facing Quotables: Guiding Parents
to Keep Children Rear-facing Longer” in the
Appendix for information technicians can use in the
field to communicate with parents about keeping
children rear-facing longer.
• In a rear-end crash, the forces are absorbed by the
harness system. Rear end crashes are much less
frequent and usually involve lower crash forces.
• Refer participants to the Appendix for the resource
titled “Hospital Discharge Protocol Essentials”
produced by the James Whitcomb Riley Hospital
For Children.
Play Video
Video demonstrates a rear-facing restraint vs. a frontfacing restraint for an infant. The charts present the
resulting forces loaded on the neck during the crash
and demonstrates that the rear-facing restraint prevents
excessive loading on the neck.
Video courtesy of Children’s Hospital of Philadelphia.
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STUDENT NOTES
(Student Manual page 124)
• Rear-facing infant only CRs may have a 3-point harness
or a 5-point harness.
• Some models have a detachable base that can be used
with or without the base. Other models can only be
used with the base.
• Convertible CRs have a 5-five-point, T-shield (no longer
manufactured after 2002) or Tray shield.
Activity 1: Identifying Rear Facing CR
Instructions: You will be divided into small groups with
each group having a CR. You will answer questions related to the CR. Each group will identify:
1. Type of CR.
2. Type of harness.
3. Minimum/maximum weight/height limits.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1: Identifying Rear Facing CR — 10
minutes
Instructions:
1. With assistance from a member of the teaching
team show rear-facing infant-only CRs with
3-point and 5-point harness systems. Show
rear-facing CR with/ without base. Show rearfacing convertible CRs with 5-point, T-shield (if
available) and Tray shield.
2. Divide class into small groups. Provide each group
with a CR. Instruct small groups to answer the
questions related to CR assigned.
3. Have one person from each group identify the type
of CR he or she has.
Activity #1 Objective: Students will identify different
features found on rear-facing CRs.
Activity #1 Wrap-up: Quickly have one person from
each group identify the type of CR they have, describe
the harness system and show the label, stating the
minimum/ maximum weight/ height limits.
Chapter 9: Rear-Facing Child Restraints
183
STUDENT NOTES
(Student Manual page 125)
• The infant seat is designed to be used rear facing only.
• Many parents/caregivers may be tempted to place the
infant seat forward facing to allow them to view their child
more easily. This is a serious error and places the child at a
significant risk of injury/death in the event of a crash.
• Parents need to understand why it is important for infants
to always ride facing the rear.
• Some CR manufacturers recommend that infants under
5 pounds not be placed in their products. Always check
the CR label for the starting weight. Some CRs say birth;
others state a specific number of pounds.
• Do not use the rear-facing seat above the weight or height limits designated by the manufacturer.
Once child outgrows seat move to a rear-facing convertible seat with a higher weight rating.
• The top of the child’s head should be well contained within the shell (unless the manufacturer’s
instructions state otherwise) not less than 1 inch from top of shell.
• The harness needs to be snug and to hold the infant down in the seat so he/she does not slide up
in a crash and suffer ejection from the car.
• CRs should be used only for travel. Sleeping children should be removed from their car seats
in the home or at child care and placed in a crib that is free from pillows, blankets, stuffed
animals, loose sheets, bumper pads, etc.
Appendix — American Academy of Pediatrics, “Car Safety Seats: A Guide for Families 2007”
Appendix — American Academy of Pediatrics’ Clinical Report, “Safe Transportation of Preterm and
Low Birth Weight Infants at Hospital Discharge”
INSTRUCTOR NOTES:
Point out the labels, including air bag label and weight/ height limits on the CRs.
• Point out that students should encourage parents/caregivers to use the rear-facing CR to
the highest weight or height allowed by the CR manufacturer. This applies even if the
child has reached 1 year of age and 20 pounds.
• Provide students with suggestions on ways to ease parents’ need to see the baby during
driving. For example, babies sleep through the night without being under the parents’
watchful eye. If the CR is installed correctly, the baby should be fine.
• Refer students to the AAP Guidelines for Selecting Child Safety Seats.
• Refer to and discuss the “CRs should be used only for transporting children” Instructor
Notes on the following page.
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STUDENT NOTES
(Student Manual page 126)
• Most new convertible CRs are approved for rear-facing
use with up to 30- to 35-pound children and should be
considered for infants whose weight and/or height have
exceeded the limits of the rear-facing-only CR.
• Always check the CR manufacturer’s instructions for
upper and lower weight/ height limits.
• Parents may wonder if legs are at risk for injury.
Children commonly sit with their legs crossed or resting
on the back of the vehicle seat. Risk of injury to legs in
a crash is low, and injuries to the lower extremity are
usually less severe with fewer long-term complications than injuries to the head, neck, or spine,
which occur more commonly when a child is seated in the forward-facing position.
• Because the rear-facing position is safest, children should ride rear facing as long as possible
(but never exceed the manufacturer’s weight and height limits).
• Older children with poor head control who are within height and weight requirements of a CR
benefit from staying rear facing longer.
[Instructor Notes continued from page 184]
• Stress to students that CRs should only be used for transporting children.
º When caregivers, new parents or parents-to-be attend a checkup event, technicians are in
º
º
º
º
º
a great position to talk to them about safe sleep practices for their baby. While car seats are
designed to hold sleeping babies during travel, many children are kept in their car seats long
after travel is complete.
Since parents may feel comfortable with baby in the car seat, they may be tempted to leave the
child harnessed but unattended. They may even loosen the harness (making it easy for baby to
slouch or “submarine” into the webbing.) This can be dangerous.
Parents should break the “never wake a sleeping baby” rule. As recommended in the May 2009
American Academy of Pediatrics’ Clinical Report, “Safe Transportation of Preterm and Low
Birth Weight Infants at Hospital Discharge,” parents/caregivers are “advised that the duration
of time the infant is seated in a car safety seat should be minimized. Parents should be advised
that car safety seats should be used only for travel.”
Sleeping children should be removed from their car seats in the home or at child care and placed
in a crib that is free from pillows, blankets, stuffed animals, loose sheets, bumper pads, etc.
Car seats should be used for car travel — not for sleep in the home or daycare! Each child
deserves his or her own sleeping space that offers a safe environment.
Refer students to www.cribsforkids.com for additional information
INSTRUCTOR NOTES:
• Stress the importance of following the CR manufacturer’s instructions.
• Refer students to the AAP Clinical Report, “Safe Transportation of Preterm and Low
Birth Weight Infants at Hospital Discharge” in the Appendix for additional information.
Chapter 9: Rear-Facing Child Restraints
185
STUDENT NOTES
(Student Manual page 127)
• Select the CR that is right for the child’s weight, height,
physical development and behavioral needs.
• Select a CR with multiple harness slots and a short crotch
strap to offer many options for a small but rapidly growing
infant.
Securing the infant in the CR:
• Place the infant in the CR.
• Put harness straps over shoulders and buckle at the crotch.
The harness holds the infant down low in the CR so he/she
does not slide up and out of the CR in a crash. The crotch
strap keeps the infant from moving forward.
• Tighten harness straps snugly. NHTSA requires CR manufacturers to state in the instructions:
“A snug strap should not allow any slack. It lies in a relatively straight line without sagging. It
does not press on the child’s flesh or push the child’s body into an un-natural position.” You
should not be able to pinch excess webbing at the shoulder once the harness is buckled. This is
called the “pinch” test.
• Place the harness retainer clip at armpit level.
• Place blankets around baby after harness is snug and secure. Thick padding placed behind/
under the child or under harnesses can compress in a crash and create slack in the harness.
• Use only the harness comfort covers or head padding that the CR manufacturer has included
with the CR, or that the CR manufacturer sells separately for the specific CR.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Reinforce the following selection points about
aftermarket or non-regulated CR features:
• Choose the proper CR. Parents should select the CR
that fits their vehicle, their child, and their budget.
• Remind students that all CRs meet the same Federal
standard.
• Place blankets around baby after harness is snug and
secure. Concern about padding placed behind/under the
child or under harnesses including thick compressible
foam, quilting, bunched materials, and soft blankets can
compress in a crash and create slack in the harness.
• On some CRs, the harness retainer clip is designed
to slide down the harness straps in a crash. It should
be positioned at armpit level on the child.
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• Use only the harness comfort covers that the
CR manufacturer has included with the CR, or
that the CR manufacturer sells separately for the
specific CR.
Chapter 9: Rear-Facing Child Restraints
CLASSROOM NOTES:
187
STUDENT NOTES
(Student Manual page 128)
Pinch Test:
At child’s shoulder, try to pinch webbing up and down, your
fingers should slide off.
CLASSROOM NOTES:
188
INSTRUCTOR NOTES:
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STUDENT NOTES
(Student Manual page 128)
• Not every CR will fit in to every vehicle.
Make the following points:
• Many retail outlets will allow parents to try out a
CR in their vehicle in the store parking lot.
• Don’t provide personal recommendations on CR
choice. That is something that the parent must do.
INSTRUCTOR NOTES:
Chapter 9: Rear-Facing Child Restraints
CLASSROOM NOTES:
189
STUDENT NOTES
(Student Manual page 129)
• Selection based on age, weight, height, physical
development, and behavioral needs of the child.
Convenience factors:
• Number and position of harness strap slots—Is there “room
to grow”?
• Automatic or one-step harness adjustment mechanisms: Is
it easy to tighten and loosen the harness straps?
• Infant-only CR versus rear-facing convertible CR? It may be
more economical for a family to purchase a convertible CR.
• Detachable base options on infant-only seats: These may be more convenient for families. Extra
bases can be purchased for every person transporting the infant.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Factors That Influence CR Selection:
• NHTSA’s Ease-of-use Rating
• Caregivers physical limitations
• Word-of-Mouth
• Fabric Design
• Illusion of Comfort
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STUDENT NOTES
(Student Manual page 130)
• Harness hardware can include manual adjusters,
“A-lock” (adjuster device on front of many seats),
metal harness adjuster, or rod/slot systems (a rod
is inserted in appropriate fabric loops at the end of
the harness).
• Air bag warning label: A permanent label must be
visibly affi xed on rear-facing or convertible CRs.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Illustrate a variety of CRs showing the airbag
warning and different types of harness adjustments:
front harness adjuster, metal harness adjuster (back
adjustment), rod/slot systems, etc.
Chapter 9: Rear-Facing Child Restraints
191
STUDENT NOTES
(Student Manual pages 130 – 131)
• The rear-facing position is generally safest, children should
ride rear facing as long as possible but should never exceed
the manufacturer’s weight or height limits.
• Most newer convertible seats are approved for rear-facing
use up to 30-35 pounds and should be considered for
infants whose height or weight have exceeded the limits
of the rear-facing infant-only seat (Check manufacturer’s
instructions for weight limits).
• NOTE: Regarding comfort, practical experience has shown
that active infants can tolerate riding with their legs folded.
Parents with children whose feet touch the vehicle seat
should be told about the possible trade-offs, ie. head and
spine injuries vs. possible injury to lower extremities.
• For rear-facing, the shell of the CR absorbs the forces of the crash across the entire head, neck
and back, while forward-facing, the harness, across a smaller proportion of the body, absorbs
the forces of a crash.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• It is very important to refer to CR manufacturer’s
instructions.
• AAP policy statements are included in the Appendix
and CR manufacturer’s instructions should be
available in class.
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STUDENT NOTES
(Student Manual pages 131)
• Always consider the needs of each passenger.
• Although there may be many seating positions in a
vehicle, not all may be suitable for installing a CR.
For example, the center rear seating position may not
be good for installing a CR. The CR manufacturer’s
instructions and/ or the vehicle owner’s manual may not
allow certain vehicle seating positions to be used.
• As long as the CR fits, the center rear seating position
may be safer because it is furthest from impact and
intrusion from any direction. However, some center-rear
positions are not usable, and many families transport more than one child.
• Always ask, “Who rides in this vehicle? Where will each person sit?”
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Discuss reasons why children ride in the front seat — for
example, so parents can provide care, such as a pacifier,
bottle, or comforting touch.
• Many new parents place children where they can
observe them when no other caregiver is in the
vehicle. Even with older children, the driver often
wants to talk with or entertain the active child.
• In some cases, riding in the front seat has been used
as a reward for good behavior.
• Discuss the pros and cons for selecting the rearcenter seating position.
Pros: Position is furthest from impact and intrusion from
any direction.
Cons: Some vehicles do not have a rear-center seating
position. Some rear-center seating positions are not
usable for CRs (that is, the position is too narrow or has
a hump). Parents may need to transport more than one
child and may not know which child to place in the rearcenter seating position. CR manufacturer’s instructions or
vehicle owner’s manual may not permit it.
• Point out that parents and caregivers should not feel
guilty if a rear-center seating position cannot be
used. The back seat is safest. Consider all options to
ensure the safety of all who are traveling.
Chapter 9: Rear-Facing Child Restraints
193
STUDENT NOTES
(Student Manual page 132)
• Never place a rear-facing CR in the front seat if the air bag
is turned on. If necessary to place a child in the front seat,
be sure the air bag can be turned off.
• Always follow vehicle and CR instructions regarding the
effect of side airbags.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points about rear-facing CRs:
• Use every chance to repeat the back seat message.
• Keep infants and all children under age 13 in a back
seat whenever possible.
• Infants should never ride in front of an active air
bag. Some vehicles have passive suppression or
on-off switches that make the front seat usable for
children if the back seat is unavailable.
• Drivers must always check the vehicle owner’s
manual to be sure air bags can be deactivated before
using the front seat option.
• Refer students to http://www.safercar.gov
Play Video
Video demonstrates a vehicle crashing into a fi xed barrier
at 35 mph. with a rear-facing only child restraint in the
front seat in front of an air bag. Note that the deploying
air bag strikes the shell of the restraint directly behind
the infant’s head leading to excessive loading of forces on
the infant’s head.
Video courtesy of Insurance Institute for Highway Safety.
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STUDENT NOTES
(Student Manual pages 132 – 133)
• Look on the CR for belt path arrow or label.
• Read the CR manufacturer’s instructions to identify the
correct belt path.
• To install a rear-facing CR correctly, an individual must
secure the CR with an appropriate recline angle using
the correct belt path.
• The seat belt or lower anchors must remain tight and
locked around the CR.
• Consider seating positions that have seat belts or lower
anchors that will stay tight.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• This is an introductory slide for the next sets of slides.
Chapter 9: Rear-Facing Child Restraints
195
STUDENT NOTES
(Student Manual pages 133)
Correct recline angle:
• Do not recline more than 45 degrees from vertical.
• Follow CR manufacturer’s instruction for acceptable rearfacing recline angle.
• Not all manufacturers recommend the same angle.
• As baby ages and obtains better head control, he/she may
sit more upright. This can actually provide for improved
crash protection.
CR recline indicator:
• The recline angle indicator is part of the CR and should be used as indicated by the
manufacturer.
Seat slope
• Steep angle may cause infant to ride too upright. Maintain correct recline angle.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Show a variety of CRs with different recline
indicators, including one that states this is level
to ground. Inform students to also look to be sure
angle is correct as some indicators may not give a
true reading.
• Tell students that the vehicle should be on level
ground to get a more accurate angle read.
• Remember that young infants’ heads are heavy and
that babies have limited neck muscle control. If the
CR is installed too upright, the infants’ heads may
flop forward and cut off their air supply.
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STUDENT NOTES
(Student Manual page 134)
• Many rear-facing CRs have an adjustable base (foot)
that is used to correct the angle.
• For CRs that do not have an adjustable base, a firm
lightweight object (i.e., a tightly rolled towel or pool
noodle) can be placed at the vehicle seat crack or bight.
• Use as few as possible.
• Then the CR can rest on the firm lightweight object to
maintain the correct angle. This is helpful when CRs are
used on vehicle seats that are not flat like those used in
the testing laboratory.
• Always consult CR manufacturer’s instructions for how to obtain proper angle.
• Unless the CR manufacturer indicates otherwise, a rule of thumb is to use either the adjustable
base (foot) or firm lightweight object — but not both. The CR is not tested this way.
• Remember that the vehicle must be on a level surface.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• If at all possible, teach this section in the vehicles.
If not feasible, use a demonstration seat for this
demonstration.
Chapter 9: Rear-Facing Child Restraints
197
STUDENT NOTES
(Student Manual page 135 – 136)
• CR must be installed with a seat belt or with lower
anchors—usually not both. While the systems are different,
they are equally safe.
• CRs have not been tested with both systems being used
together. Some manufacturers allow this now or at may at
some time in the future, so always be sure to read both the
vehicle and CR instructions for help.
• General methods to obtain a tight installation:
º Place CR on vehicle seat in the proper direction and at
the correct recline angle.
º Place the seat belt through the belt path as directed by the manufacturer.
º Place hand in the CR to compress the vehicle seat cushion.
º Buckle, tighten, and lock the seat belt or lower anchorage system.
º Remember that the CR should not move forward or side-to-side for more than 1 inch.
• Be sure to check CRS installation for tightness before each use.
º To test the installation, grip the CR at or near the belt path and pull on the CR. There
should be no more than 1 inch of side-to-side or forward movement at the belt path.
• Many parents who mistakenly grab their rear-facing CR near the baby’s head (instead of near the
belt path) think the CR is not installed properly beacuse it moves more when tested at this point.
• To reduce the risk of entanglement from unused seat belts, technicians should educate the
caregiver to evaluate and note unused seat belts that may be within reach of a child. If possible,
switch the retractor to ALR mode to lock the unused seat belt against the seat back. Refer to
vehicle and CR owner’s manuals for guidance.
INSTRUCTOR NOTES:
• Using a vehicle seat or a dial-a-belt seat, demonstrate to the class how to attach a CR
tightly to a vehicle seat.
• Inform students that to reduce the risk of entanglement from unused seat belts,
technicians should educate the caregiver to evaluate and note unused seat belts that may
be within reach of a child. If possible, switch the retractor to ALR mode to lock the
unused seat belt against the seat back. Many vehicle and child restraint manufacturers
provide guidance in their owner’s manuals. As always, follow the child restraint and
vehicle manufacturer instructions. This includes seating positions when LATCH is
used, shoulder belts on booster seated children, as well as unused belts next to the CR.
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STUDENT NOTES
(Student Manual page 136)
• The use of tethers on rear-facing CRs, while
common in Australia and Sweden, is unusual in
the United States.
• A rear-facing CR should never be tethered
unless recommended by the CR manufacturer.
Several products have optional tethers in the
rear-facing position.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Remind students that this approach is unusual and
that they should carefully review CR manuals.
• Inform students that the LATCH and Tether
manual contains a lot of information on these topics.
Chapter 9: Rear-Facing Child Restraints
199
STUDENT NOTES
(Student Manual pages 136 – 137)
Check the following to see if the CR fits in the vehicle:
• Do the contours of the vehicle seat permit the CR to
stay level?
• Is there enough space for the CR to allow for the
correct angle?
• Does at least 80% of the CR base (footprint) fit on the
vehicle seat? Many manufacturers say that no more than
20% of the CR can hang over the front edge of the vehicle
seat. At least one manufacturer requires that 100% of the
footprint fit on the vehicle seat.
• Does the seat belt/lower anchor allow for a tight installation?
Special considerations for rear-facing infant seats and rear-facing convertible CRs:
• Steep angle may cause infant to ride too upright.
• Front seats may need to be pushed forward to make the rear-facing CR fit in the vehicle’s
back seat.
• A rear-facing CR can be installed so that it rests against the back of the vehicle seat in front of
it if this is not against the CR manufacturer’s instructions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Explain some special factors to consider for rearfacing CRs: width of CR, vehicle seat shape, seat
belt anchor points that may be too close together or
have buckles forward of the seat bight or crack, size
of vehicle, two-door vehicles, small interiors, etc.
• Remind students to check the CR instructions if
the CR base hangs over the edge of the vehicle
seat. Many manufacturers say that no more than
20% of the CR can hang over the front edge of the
seat — put another way, at least 80% of the CR base
(footprint) must fit on the vehicle seat . At least one
manufacturer requires that 100% of the footprint fit
on the vehicle seat.
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STUDENT NOTES
(Student Manual page 137)
• Special situations — switchable retractor.
• Technician may need to instruct parent to switch
to ELR and use a locking clip if the tension on the
shoulder belt tilts the CR so much that it pulls off the
cushion on one side. Or parent may need to try another
seating position.
• This tilting may be due to over-tightening or pulling up
on the shoulder belt.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• If possible, demonstrate to class how this can happen.
Chapter 9: Rear-Facing Child Restraints
201
STUDENT NOTES
(Student Manual page 138)
Common Selection Errors
• Using a CR the child has outgrown.
• Using a household carrier (or other device that does not
meet FMVSS 213) as a CR.
• Using a CR beyond its usable life. ( JPMA recommends a
6-year life for CRs. Some CR manufacturers allow their
product to be used longer. Check instructions.)
• Using a second-hand CR that is missing instructions and
parts and/or has an unknown history.
• Using a CR that has been involved in a moderate or severe crash. Using an unrepaired recalled
CR. (Note: This is especially dangerous if recall is related to the crash-worthiness of the CR).
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• All CRs serve children of limited weights and heights.
• A CR is outgrown when the child reaches either the
height or weight limit. Infants in rear-facing, infantonly CRs should move to a larger CR if the infant’s
head is closer than 1 inch to the top of the CR.
• Rear-facing infants and children should use only a
CR that was manufactured to be used in the rearfacing position. Never use a forward-facing CR, like
a convertible seat in the forward-facing position or
a booster seat for infants. Remember: Students have
not yet learned about forward-facing-only or booster
seats at this point.
• Some caregivers who may have been given
household carriers resembling a CR may not know
the difference.
• Students should know that CRs have labels that say
they meet Federal safety standards.
• CR manufacturers generally recommend a lifespan
for the product of about 6 years. Check instructions
for specifics.
• A used CR lacking a known history/original owner
may be fine, but there is no guarantee that it was
not involved in a crash, has been recalled, may lack
parts, or have other damage.
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• See NHTSA recommendations for CR replacement
after a crash.
CLASSROOM NOTES:
• CR manufacturers may issue a recall and a
correction kit if a problem is found with a CR.
Many times the consumer can correct the recall
at home. Although a recalled CR may have been
corrected and is now safe to use, CR owners need to
confirm that the identified problem has been fi xed.
Chapter 9: Rear-Facing Child Restraints
203
STUDENT NOTES
(Student Manual pages 138 – 139)
• When inspecting a CR, it is important to take the CR out of
the vehicle and look it over thoroughly inside and out. It may
look and feel correct, but without taking the CR out to check
it, you could make a dangerous error.
• Harnessing errors can be hidden behind padding or under
the seat, etc.
• Some common problems:
º Child not using harness (just sitting in the CR).
º Harness too loose.
º Retainer clip not at armpit level.
º Harness routed through the wrong slots (Note: A harness may look as though it is properly
routed through the pad, but it may not be routed correctly through the shell.)
º Harness not doubled-back through the metal adjuster, if needed.
º Harness knotted or pinned or incorrectly routed.
º Harness not placed on the child correctly.
º Harness frayed or damaged.
º Metal adjuster not flush with slot or out of position.
º Crotch strap adjusted too long, or not through slot closest to the child.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Discuss the harnessing errors.
• Always use the harness. The infant may be ejected if
no harness is used.
• Point out the need for the technician always to show
parents/caregivers how to loosen and tighten harness.
• Use the harness slots that are at or below the infant’s
shoulders. The harness holds the infant snugly in the
CR to reduce motion.
• Some infant harness adjusters require the caregiver
to double the harness strap back through the
adjuster. This is sometimes forgotten.
• Sometimes caregivers forget to use the splitter plate
or other harness adjustment part and may just tie
the harness or pin it behind the CR. That tie or pin
would not hold in a crash.
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• Many caregivers may improperly position the
harness straps under the arms instead of over
the shoulders as a shortcut. Or they may remove
harnesses to wash them and then re-thread them
improperly so a five-point harness is now a threepoint harness.
CLASSROOM NOTES:
• Teach students to examine the harness placement on
every child carefully.
• Harnesses should be intact; fraying, cut, or damaged
harnesses may not perform well in a crash.
Chapter 9: Rear-Facing Child Restraints
205
STUDENT NOTES
(Student Manual pages 139 – 140)
There are a variety of ways CRs are installed incorrectly:
• Seat belt or lower anchor straps too loose or not locked.
• Rear-facing-only CR that is facing forward.
• Seat belt or lower anchors routed incorrectly.
• Incorrect recline angle (especially for a young infant).
• Using two seat belts, or using a seat belt and lower anchors
together (unless allowed by the CR and the vehicle
manufacturers).
• Incorrect use of lower anchor or tether anchors. Not using the appropriate lower anchors.
Attaching them upside down
• Not using the appropriate tether anchor.
• Carrying handle not used as specified. (Check with CR manufacturer’s instructions).
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Demonstrate or discuss the various types of
installation errors students will see in the real world.
Remind them not to be judgmental. Parents and
caregivers want to do the right thing.
• Seat belt or lower anchors must be used as directed
and remain locked and tight.
• Install the CR using the correct seat belt or lower
anchor belt path. The lower anchor attachment in the
CR may be in the forward-facing, toddler position.
Check instructions to use the correct belt path.
• An improper angle can result in breathing
complications for the infant.
• Use either the seat belt or lower anchors but do not
use both at once. The CR has not been crash tested
using this combination.
• Place the infant CR handle in the position required
by the manufacturer
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STUDENT NOTES
(Student Manual page 140)
• Using carrying handle position as an example (above),
there are a number of acceptable positions. Always look
in the owner’s manuals
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Continue to refer to owner’s manuals and
emphasize how there is variation between models
and manufacturers.
Chapter 9: Rear-Facing Child Restraints
207
STUDENT NOTES
(Student Manual page 141)
Activity 2: Selection and Installation
Instructions: In small groups, you will select and install
CRs by children’s age/weight/height. A child (card with age,
weight/height) will be assigned to your team.
Each group should:
• Select an appropriate CR for your child.
• Adjust harnesses to fit your child.
• Install a rear-facing infant only CR (with or without a base)
or a rear-facing convertible CR in a vehicle using:
º Lap belt only
º Lap and shoulder belt
º Lower anchors
• Repeat the CR selection, harness adjustment, and 3 installations for the type of CR (rear-facing
infant only or rear-facing convertible) not chosen the first time.
Table for worksheet installation exercise – RF
Seat to Install
How does the belt lock?
Infant only without a base
Retractor:
Latchplate:
How does it pre-crash lock?
Retractor:
Latchplate:
How does it pre-crash lock?
Retractor:
Latchplate:
How does it pre-crash lock?
Infant only with a base
RF convertible
CLASSROOM NOTES:
Instructor
Initials
INSTRUCTOR NOTES:
Activity 2: Selection and installation — 30 min
Instructions:
• “Refer to instructions in Student Notes above.
Materials:
• “Child cards.”
• Rear-facing infant and convertible CRs for each team.
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• Doll for each team and vehicles for installation.
Be prepared to discuss and know which CR serves
each “child’s” weight and height. Have the following
“child cards” available:
CLASSROOM NOTES:
º 18 months/28 pounds/29 inches.
º 7 days/10 pounds/21 inches.
º 14 months/19 pounds/25 inches.
º 3 days/ 4 pounds/ 19 inches.
º 7 months/24 pounds/27 inches.
º 2 years /26 pounds/29 inches.
º 10 months/26 pounds/27 inches.
º 3 months/18 pounds/23 inches.
Chapter 9: Rear-Facing Child Restraints
209
STUDENT NOTES
(Student Manual page 142)
• Safe transportation for many children with special health
needs can be provided with a standard CR rather than a
special needs CR.
• Appropriate CR selection should be made with the
child’s medical professionals.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Stress the importance of having a basic understanding of
situations or conditions which may require specialized
adaptive child restraints as well as standard CRs. Point
out the following:
• Transportation of children with adaptive restraints
and special equipment is becoming more common in
our increasingly mobile society.
• The approach and criteria for selecting the “best
restraint” remain the same as with any child.
It is important for CPS technicians to be able to
recognize the general conditions where children may
require specially adapted restraints as well as the
community, regional or national resources that are
available to meet their needs.
• For more information about the availability of
specialized restraints and resources go to the
following sites:
http://www.aap.org
http://www.preventinjury.org
• Refer students to “Transporting Children with
Special Health Care Needs” in the Appendix
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 142)
CLASSROOM NOTES:
• Instruct students always to follow the CR
manufacturer’s instructions.
• Remind students to check all labels.
Chapter 9: Rear-Facing Child Restraints
211
STUDENT NOTES
(Student Manual page 143)
Securing medical equipment during travel:
• Certain medical conditions may require special equipment,
such as apnea monitors, ventilators, and oxygen tanks,
which must be safely secured during transport.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• To date, no product is available that is designed to
secure medical equipment in a vehicle.
• NHTSA recommends securing medical equipment
by placing it on the vehicle floor and wedging it with
pillows or foam; equipment can also be held in place
by seat belts not in use.
• Monitors and oxygen tanks may be stored under the
front seat of the vehicle.
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STUDENT NOTES
(Student Manual pages 143 – 144)
• Special CRs may be needed for infants who are very
small or have special physical or developmental needs.
For example, breathing problems or other medical
conditions may require the child to lie flat or use an
adaptive CR.
• Car beds are used for small, premature, or medically
fragile infants who need to ride as directed by a doctor.
º Secure the infant in the car bed with the internal
harness or bunting.
º Place infant’s head toward the center of the vehicle,
not next to the door.
º Use seat belt to anchor the car bed lengthwise on the vehicle seat.
• CRs for children with special needs are generally more expensive and may be more difficult to
find and use. Use instructions to see if there are specific requirements for installation and use
with the child.
• Technicians can help caregivers choose and learn to install CRs for children with special needs.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Refer participants to Automotive Safety Program, Riley
Hospital for Children, at http://www.preventinjury.org.
Chapter 9: Rear-Facing Child Restraints
213
STUDENT NOTES
(Student Manual pages 144 – 145)
• The American Academy of Pediatrics (AAP) recommends
that all infants born before 37 weeks (more than 3 weeks
early) be monitored before they leave the hospital for
possible breathing problems or slowing of the heart rate
when sitting in a semi-reclined position. The physician will
determine if the infant can use a rear-facing CR or should
ride lying face downward or face upward in a car bed.
• Contact the Automotive Safety Program, Riley Hospital
for Children, for information about a 2-day special needs
restraint systems course for CPS technicians.
• The National Center for the Safe Transportation of Children With Special Healthcare Needs
has a database of CPS technicians who have taken the course. For information, contact the
center at 1-800-755-0912 or go to http://www.preventinjury.org
• Other resources:
º Transporting Children with Special Health Care Needs Listserv: Subscribe to
SPECIALNEEDSTRANSPORT-L through http://www.listserv.iupui.edu
º “CPS in Healthcare” Email: CPSforHealthcare-subscribe@yahoogroups.com
º Safe Ride News Fact Sheets; http://www.saferidenews.com or 1-800-403-1424
º AAP Policy Statements and Brochures; http://www.aap.org
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Refer students to the AAP Policy Statement
“Safe Transportation of Premature and Low Birth
Weight Infants” and “Hospital Discharge Protocol
Essentials” in the Appendix.
• Encourage students to learn more about this topic.
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STUDENT NOTES
(Student Manual page 145)
• Some very small infants do not have respiratory
problems but may require special consideration.
• Photos here show the proper fit of three-point and fivepoint harnesses with a small infant.
•The padding in this picture is part of the child restraint.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out the use of the receiving blanket for
positioning as shown in the slides
• Note the padding around the baby to close the gap
in the three-point harness, but stress that nothing
should be placed under the baby or under the
harness straps.
Chapter 9: Rear-Facing Child Restraints
215
STUDENT NOTES
(Student Manual page 146)
Why would these CRs not be appropriate for a small infant?
T-shields/ Tray shields may not work for small or premature
infants because the baby’s face would be too close to the Tshield or Tray shield, which could result in the child’s face
hitting the shield in a crash.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Ask students why these CRs would not be appropriate for
a small infant.
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STUDENT NOTES
(Student Manual page 146)
Activity 3: Communicating Best Practice and Tough Choices
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 3: Communicating Best Practice and
Tough Choices — 15 minutes
Instructions: head class discussion.
Materials:
I have two children. Which one should go in the middle of the
back seat?
Answer: The parent/caregiver must decide. The parent
may not want either child sitting too close together and
may place both children in the outboard positions, with
no one in the middle. The vehicle may not handle two
child safety seats next to each other.
Is it OK if I leave the handle up and dangle toys from it to
keep my baby happy?
Answer: Check with the CR instructions. Many CR
manufacturers may require keeping the handle in the
“down” position. Check CR instructions about adding
aftermarket products to the CR.
Should I use lower anchors or the seat belt? Which is safer?
Answer: Both installation systems can provide
safety. The choice of either one should depend on the
particular CRs available for installation and the design
of the seat belt system in the vehicle. Which CR
system does the parent feel more comfortable using?
Installing the CR with more than one system might
Chapter 9: Rear-Facing Child Restraints
217
CLASSROOM NOTES:
put different stress on the CR in a crash and may hurt
CR performance.
Should I use a tether on my rear-facing convertible seat?
Answer: A rear-facing child restraint should never be
tethered unless recommended by the CR manufacturer.
I want to see my baby. May I turn him around?
Answer: AAP and NHTSA recommendation:
AAP:
Children should face the rear of the vehicle until they are
at least 1 year of age and weigh at least 20 lb to decrease
the risk of cervical spine injury in the event of a crash.
Infants who weigh 20 lb before 1 year of age should ride
rear facing in a convertible seat or infant seat approved
for higher weights until at least 1 year of age. If a car
safety seat accommodates children rear facing to higher
weights, for optimal protection, the child should remain
rear facing until reaching the maximum weight for the
car safety seat, as long as the top of the head is below the
top of the seat back.
NHTSA’s Step 1:
For the best possible protection keep babies in the back seat,
in rear-facing child safety seats, as long as possible up to the
height or weight limit of the particular seat. At a minimum,
keep babies rear-facing until an age 1 and at least 20 pounds.
Activity objective: For students to understand how to
explain tough choices and best practices.
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STUDENT NOTES
(Student Manual page 147)
Use the “classroom notes” area to write in what is wrong with
these pictures.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Give students the opportunity to identify the misuse first,
then share the correct response below with them.
Answer:
• Child too upright.
• Handle not approved for upright position in this CR.
• Child too big for CR.
• No harness.
This is the first of a series of slides that address misuse.
This is the practice slide.
Chapter 9: Rear-Facing Child Restraints
219
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 147)
INSTRUCTOR NOTES:
Give students the opportunity to identify the misuse first,
then share the correct response below with them.
Answer:
• CR shell is broken.
• Webbing not snug against vehicle seat back.
• Webbing routed incorrectly.
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 147)
CLASSROOM NOTES:
Give students the opportunity to identify the misuse first,
then share the correct response below with them.
Answer:
• Rear-facing-only seat installed forward facing.
• Correct belt path not used.
Chapter 9: Rear-Facing Child Restraints
221
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 148)
INSTRUCTOR NOTES:
Give students the opportunity to identify the misuse first,
then share the correct response below with them.
Answer:
• Belt tightener use on lower anchor strap.
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 148)
CLASSROOM NOTES:
Give students the opportunity to identify the misuse first,
then share the correct response below with them.
Answer:
• Harness straps too loose.
• Harness retainer clip too low.
• Child bundled up, adding bulk under harness.
Chapter 9: Rear-Facing Child Restraints
223
STUDENT NOTES
(Student Manual pages 148 – 149)
On the basis of this chapter, please answer the
following questions:
1. How do you determine which harness slots to use for a
rear-facing child?
2. What is the correct way to secure a child in a rear-facing
infant or convertible seat?
3. What steps must be taken to install a rear-facing CR?
4. What do you need to teach parents/caregivers about
installing CRs near air bags?
5. How do you find the correct belt path?
6. How tightly should a rear-facing CR be installed?
7. What is the lowest weight and youngest age for turning a child forward facing?
8. What type of CR may be considered for a small or premature infant who cannot travel in a
standard CR?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
On the basis of the content covered in this chapter, please
have students answer the questions in their workbook.
Then go over the answers below:
1. How do you determine which harness slots to use for a
rear-facing child?
Answer: Harness straps must be at or below the
rear-facing child’s shoulders.
2. What is the correct way to secure a child in a rear-facing
infant or convertible CR?
Answer: The child must meet the weight/height
requirements of the CR. The CR must be reclined
according to the CR manufacturer’s instructions.
Harness straps must be at or below the child’s
shoulders with the retainer clip at armpit level.
Harness straps should be snug and comfortable.
3. What are the four things to remember when installing a
rear-facing infant or convertible CR correctly?
Answer: Selection, Direction, Location, Installation
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4. What do you need to teach parents/caregivers about
installing a rear-facing CR in vehicle positions that
have air bags?
CLASSROOM NOTES:
Answer: Never place a rear-facing CR in front of
an active passenger air bag. Consult both your CR
manufacturer’s instructions and vehicle owner’s
manual.
5. How do you find the correct belt path?
Answer: Locate the belt path arrow or label on
the CR for correct belt path use. Follow the CR
manufacturer’s instructions.
6. How tightly should a rear-facing CR be installed?
Answer: To test for tightness, grip the CR at the
belt path and pull on the CR. There should be
no more than 1 inch of side-to-side or forward
movement at the belt path.
7. What is the youngest age and lowest weight to turn a
child forward facing?
Answer: AAP recommendation: “Children should
face the rear of the vehicle until they are at least one
year of age and weigh at least 20 pounds to decrease
risk of head and cervical spine injury in the event
of a crash. Infants who weigh 20 pounds before one
year of age should ride rear-facing in a convertible
CR or infant CR approved for higher weights until
at least one year of age.” For the best protection, an
infant should ride rear facing to the highest weight
or height allowed by the CR manufacturer.
8. What type of CR may be considered for a small or
premature infant?
Answer: The first option is to use a standard CR. A
special needs CR may be needed; it may be ordered
by the physician.
Chapter 9: Rear-Facing Child Restraints
225
CLASSROOM NOTES:
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Chapter 10
(Student Manual page 151)
Children in
Forward-Facing
Child Restraints
CLASSROOM NOTES:
Chapter length of time: 2 hours, 15 mins.
Pre-workshop activities: See materials below.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Activity total time: 1 hour, 15 minutes.
• Activity 1: Harness Adjustment With Doll Height
and Weight Limits — 10 minutes.
• Activity 2: Belt Paths — 5 minutes.
• Discussion: Selection Criteria — 5 minutes.
• Activity 3: Communicating Best Practice With
Parents — 10 minutes.
• Activity 4: Selection and Installation — 30 minutes.
• Activity 5: Identifying Misuse in the Classroom
— 15 minutes.
Materials needed:
• Manufacturers instructions for each CR.
• Forward-facing CRs with harness (combination,
convertible, forward facing only).
• CR with harness adjuster: bar.
CLASSROOM NOTES:
• CR with harness adjuster: metal slide.
• CR with harness adjuster: front adjustment.
• Forward-facing convertible — Sit N’ Stroll — photo.
• Forward-facing convertible — combo and forward
facing only with rigid LATCH.
• Forward-facing convertible — combo and forward
facing only with flexible LATCH.
• Forward-facing convertible — combo and forward
facing only with tether.
• Forward-facing convertible — combo and forward
facing only to higher weight limits.
• Aftermarket or non-regulated products/
other — padding, etc.
• NHTSA recall list.
• Child passenger checklist (Checkup Form to be used
at checkup event associated with class).
• Vehicle with integrated seat.
• Safety vests.
• LATCH/Tether Manual.
• Child cards.
• Role play cards for Optional Activity 3.
• Seat belt simulation or belt Demonstration Seat.
Appendix Materials:
• Transporting Children with Special Health Care Needs
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 152)
CLASSROOM NOTES:
• Review chapter objectives. Do not go into detail.
Chapter 10: Children in Forward-Facing Child Restraints
229
STUDENT NOTES
(Student Manual page 152)
• Each type of restraint system has advantages and
disadvantages that should be considered during selection
of a CR.
As noted earlier, CRs should be chosen on the basis of three
major criteria:
• The CR fits the child.
• The CR fits the vehicle.
• The CR will be used correctly and the same way each time.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Remind students that CRs should be chosen on the basis
of three major criteria:
• The CR that fits the child.
• The CR that fits the vehicle.
• The CR that will be used correctly and the same way
each time.
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STUDENT NOTES
(Student Manual page 153)
• A conventional seat is a CR that is readily available to
the public — usually from a retailer. The manufacturer’s
instruction manual should be read and followed carefully.
Conventional CRs are different from special needs CRs.
• Many children with special needs can use a conventional
CR (not a special CR).
• Correct CR selection should be made by the child’s medical
team (therapist, doctor, parent/caregiver, and CPST)
• It is best if the medical teams have received
transportation-specific special needs training.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Describe a conventional seat: A conventional seat is
a CR available to the general public from a retailer.
• Make sure students understand which conditions
may require specialized adaptive CR, as well as
conventional systems.
• Emphasize that transportation of children with
adaptive restraints and special equipment is
becoming more common. Selecting the “best
restraint” remains the same as with any child.
• It is important for technicians to be able to
recognize the general areas where children may
require specially adapted restraint systems, as well
as the community, regional, and national resources
available to meet their needs.
• Restate that manufacturer’s instruction manual
should be read and followed carefully.
• For more information about the availability
of specialized restraints and resources, go to
the Web site of the National Center for Safe
Transportation of Children with Special Needs:
http://www.preventinjury.org or go to the AAP’s
website: http://www.aap.org.
• Remind students to refer to Transporting Children
with Special Health Care Needs in the Appendix.
Chapter 10: Children in Forward-Facing Child Restraints
231
STUDENT NOTES
(Student Manual pages 153 – 154)
• When the child reaches the highest weight or height limit
allowed by the rear facing restraint
• Child’s ears should not be above the top of the shell
• At a minimum, child is at least 1 year of age and at least
20 pounds.
• If a convertible restraint, be sure to read instructions on what
needs to be done to convert from rear to forward facing.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Be sure students understand the importance of keeping
children rear facing as long as possible.
Play Video
This is an accelerator sled test showing a rear- and
forward-facing convertible child seat attached using a lap
belt and tether.
Video courtesy of MGA Research Corporation
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STUDENT NOTES
(Student Manual page 154)
• Many internal harnesses for CRs are rated at the weight
limit of 40 pounds. This is because the harnesses have
been crash tested by the manufacturers only to the
weight of 40 pounds.
• Manufacturers are aware of how these harnesses will
react in a collision because of these crash tests. If a child
weighing more than 40 pounds is involved in a collision
in a harness with a weight limit of 40 pounds, it is
unknown how the harness will perform.
• There are CRs available that allow a higher weight
limit for the harnesses. The manufacturer’s instruction manuals should be read and
followed carefully.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Restate the types of forward-facing CRs.
• Explain to the class that most CRs with harnesses
have an upper weight limit of 40 pounds.
• Generally, CRs with harnesses are crash tested
to that upper weight limit specified by the
manufacturer. If a child is over that weight limit,
CR performance is unknown.
• Explain that there are CRs available at higher
weight limits.
• Restate that the manufacturer’s instruction manual
should be read and followed carefully.
Chapter 10: Children in Forward-Facing Child Restraints
233
STUDENT NOTES
(Student Manual page 155)
• The manufacturer’s instructions for many CRs recommend
that they be in the upright position when forward facing.
• Some manufacturers meet testing standards with their seat
in a forward-facing, semi-reclined position, as well as fully
upright. Consider this position if child has special needs
(discussed later in this chapter) or if seat belts cannot be
made tight when the CR is upright.
• Always follow the manufacturer’s instructions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Explain that many harness systems are rated only to
40 pounds, but the marketplace is changing and new
products are appearing.
• Remind students to stay aware of these new products.
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STUDENT NOTES
(Student Manual pages 155 – 156)
• This CR does not have air bag warning labels because
combination CRs are forward facing only, and most
have a lower weight limit of 20 pounds.
• The combination CR is used with a harness until a
certain weight specified by the manufacturer is reached.
• Always check the manufacturer’s instructions for the
highest weight allowed by the harness.
• After a certain weight specified by the manufacturer is
reached, the harness must be removed.
• Then the seat can be used as a belt-positioning booster (NHTSA’s Step 3). Belt-positioning
booster seats will be covered in the next section.
• The back of all combination seats is reinforced. Any harness slot can be used as long as it is at or
above the child’s shoulders.
• When determining correct fit, make sure that the mid-point of the back of the head is not
above the top of the shell.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Ask students why the seat in the slide doesn’t have
an air bag warning label. See below for answer.
• Demonstrate the difference between a forwardfacing convertible seat and a combination seat.
• Show a convertible CR with only the top slot
reinforced. Also display a combination CR with
what looks like a reinforcement bar (this is not the
case, as all slots are reinforced).
• Tell students that a common error is to assume that
the top slot only is used on a combination seat.
• Interactive learning: Have all students look at their
CRs to learn about CR weight/height limits and
harness slots.
• Do not discuss BOOSTERS in this chapter.
Why wouldn’t this seat have air bag warning labels?
Answer: This seat should never be used rear-facing. Best
practice would be to make sure a child is not placed in
a seat position in front of an air bag. Sometimes in real
world situations, the parent may need to make the tough
Chapter 10: Children in Forward-Facing Child Restraints
235
CLASSROOM NOTES:
236
choice of placing a child in front of an air bag. Parents
should be instructed never to place a rear-facing CR in
front of an air bag. If a child in a forward-facing CR
must be placed in front of an air bag, the vehicle seat
needs to be moved back as far as possible.
National Child Passenger Safety Certification Training — DOT HS 810 731
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STUDENT NOTES
(Student Manual page 156)
• These seats are sometimes used for children with special
health care needs or for those heavier than 40 pounds
who are not yet behaviorally mature enough for a
booster seat.
• The harnesses on these CRs serve children to higher
weight limits.
• Always follow the manufacturer’s installation instructions.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out the need to research and remain aware of
currently available seats with higher weight harnesses.
If additional seats are available, show to class.
Source: National Center for the Safe Transportation of
Children With Special Heath Care Needs:
http://www.preventinjury.org
Chapter 10: Children in Forward-Facing Child Restraints
237
STUDENT NOTES
(Student Manual page 157)
• Vests or harnesses may help children with behavioral issues,
weak muscles, excess weight, or other situations when a
conventional restraint cannot be used.
• Heavy duty tethers are required.
• They may also provide a good restraint when the
vehicle has lap belts only. There are different
vests available for use as CRs. Always follow the
manufacturer’s instructions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• There are a variety of vests available for use as
CRs. They meet the same crash requirements as
conventional CRs.
• Always follow the manufacturer’s instructions.
• Vests may be available in different sizes.
• If available, show different kinds of vests.
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STUDENT NOTES
(Student Manual page 157)
• Some vehicles have seats/restraints that are integrated
into (built into) the vehicle. Check your vehicle owner’s
manual for instructions.
• These restraints face forward. Some can be used as a
belt-positioning booster. They are not portable.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Show seat if available in vehicles. Remind students
to check labels for limits and recalls. Some seats go
to the weight limit over 40 pounds.
• Explain to students that integrated seats, as with
other CRs, may need to be replaced after a motor
vehicle collision, if webbing is frayed or parts are
missing or broken. Check the vehicle owner’s
manual for instructions.
• Point out that parents should call the service
department of the vehicle dealership and ask to be
given information in the repair section of the service
manual about replacing CR parts.
Chapter 10: Children in Forward-Facing Child Restraints
239
STUDENT NOTES
(Student Manual page 158)
• Some CRs have unusual or even unique belt paths or
routing instructions. Always follow the manufacturer’s
installation instructions.
• It is important for technicians to notice the correct belt
path for installation.
• As always, it is important to follow the manufacturer’s
installation instructions
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out unusual belt path.
• Remind students that just because a seat is
unfamiliar, does not mean it is unsafe. If it meets
federal standards and is used correctly, it is a good
seat. Take the opportunity to learn about the seat
by reading the manual and labels.
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STUDENT NOTES
(Student Manual pages 158)
• Reinforcement may not be visable and structures that
look like reinforcement may not be.
• The only way to know for sure is to read the
manufacturer instructions.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Stress to students that reinforcement may not be
visable and structures that look like reinforcement may
not be. The only way to know for sure is to read the
manufacturer instructions.
Chapter 10: Children in Forward-Facing Child Restraints
241
STUDENT NOTES
(Student Manual pages 159 – 160)
• Bulky clothing can interfere with proper harness fit. Avoid
bulky clothing or padding behind child’s head or back or
under buttocks. Bulky jackets can be put on backwards
(over child’s arms and torso) after harness is secured. Place
blankets over and around child after harness is snug.
• Children should sit with:
º Back and bottom flat against CR seat back.
º Harness placed through proper slots.
º Harness straps placed over shoulders and buckled at
the crotch.
• A snug harness lies flat and passes the pinch test. Tighten harness straps snugly.
Activity 1: Harness Adjustments Height and Weight Limits
Instructions:
Part 1: Harness adjustment for height.
• You will be placed in a small group.
• Your group will work with a forward-facing CR and doll and will move the harness to a
different, higher harness slot. Adjust the harness to loosen and tighten.
• Adjust the seat’s harness so it fits the doll.
• Look at the location of the harness adjustments. Is it in the front or on the back of the CR? Is it
easy to use (width of CR, comfort/color, easy to install in vehicle)?
• Always use the manufacturer’s instruction manual.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 1: Harness Adjustments — 10 minutes
Instructions: Students will work in small groups.
Activities: Harness adjustment for height; Identify
maximum height and weight limits. Identify
Reinforced slots.
• Students will review labels to indentify height and
weight limits.
• Each group will work with a forward-facing CR and
doll and will move the harness to a different, higher
harness slot. Adjust the harness to loosen and tighten.
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• Students should look at the location of the
harness adjuster, and identify reinforced slots.
CLASSROOM NOTES:
• Is it in the front or on the back of the CR? Is it easy
to use (width of CR, comfort/color, easy to install
in vehicle)?
• Always rely on the manufacturer’s instruction
manual to find the harness adjuster part and see if
there are instructions that tell you which specific
harness slot to use. Adjust the seat’s harness so it
fits the doll.
Instructions:
At the conclusion, have each group explain which CR
its members selected and why. Ask if there were any
instructions in the CR manual directing them to use a
specific harness slot with that particular CR. Assign each
group a “child” from the list below:
• 2 years old, 24 pounds, 34”
• 4 years old, 38 pounds, 42”
• 18 months old, 26 pounds, 32”
• 5 years old, 63 pounds, 48”
• 2 years old, 32 pounds, 36”
• 3 years old, 33 pounds, 37”
Chapter 10: Children in Forward-Facing Child Restraints
243
STUDENT NOTES
(Student Manual page 160)
• The seat should be correct for the child’s age, size, physical
development, and behavioral needs. Try before you buy is
always a good plan.
• Fits the child:
º Appropriate for weight and height of child.
º Harness straps at or above the shoulders.
• Once parents have selected a CR that fits their child, they
should try it in their vehicle to make sure they can install it
securely. Check:
º Vehicle seat type and size (contoured, bench, captain).
º Whether it works with seat belt or LATCH system.
• The seat should be easy to use with respect to:
º Front versus back harness adjustment.
º Ease of use with seat belt or LATCH system.
CLASSROOM NOTES:
244
INSTRUCTOR NOTES:
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STUDENT NOTES
(Student Manual pages 161 – 162)
• Consider the needs of each child and how they relate to
the needs of other children or adult occupants.
• Although there may be many seating positions in
a vehicle, not all will necessarily be suitable for
installation of a CR.
• Most crashes are frontal, and the back seat is furthest
from the point of impact.
• The center rear seating position may be safer because it is
furthest from impact and intrusion from any direction as
long as the CR fits. Unfortunately, the rear center position
may not work well for installing the CR because of space and vehicle seat shape (e.g. humps)
• The CR manufacturer’s instructions may not allow certain vehicle seating positions. The vehicle
owner’s manual may not allow CR installation in certain seating positions.
• Weight limits on lower anchors and tether anchors can affect the seating position choice. Each
vehicle manufacturer sets their own weight limits. Check the vehicle owner’s manual or most
current LATCH manual for individual vehicle limits.
• A parent may tell you what they want. Listen.
• Consider how many are usually transported to determine the safest seating positions for all occupants.
• For multiple children, width of CR, width of vehicle seat, and number of seating positions must
be considered.
• Refer to Safe Ride News LATCH Manual for information about LATCH systems.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Discuss the benefits of listening to parents to find
out the transportation needs of the family
• Remind students to note unused seat belts that may
be within reach of a child when a CR is installed
with lower attachments. Technicians should educate
the caregiver to evaluate the risk of entanglement
from unused seat belts and if possible, switch the
retractor to ALR mode to lock the unused seat belt
against the seat back in order to reduce this risk.
Chapter 10: Children in Forward-Facing Child Restraints
245
STUDENT NOTES
(Student Manual page 162)
Activity 2: Belt Paths
Instructions: You will be placed in a small group to identify
the correct seat belt or lower anchor path for a forward-facing
convertible seat.
• Identify the forward-facing seat belt, lower anchor belt
path, and tether strap on the CR. Where is the tether
stored when not in use?
• Adjust the CR to either the upright or forward recline
position (if allowed by manufacturer).
• Look on the CR for belt path arrow or label.
• Read the manufacturer’s instructions to identify the correct belt path for both seat belt and
lower anchors.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 2: Belt Paths — 5 minutes
Instructions: Each group should identify the CRs
forward-facing, lower anchor belt path and tether strap.
• Instruct students to look on the CR to identify seat
belt and lower anchor belt path.
• Identify the correct belt path on a forward-facing
convertible.
Materials needed: Forward-facing CR with lower anchors.
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STUDENT NOTES
(Student Manual page 163)
• A tether reduces the forward movement and rotation
of the CR.
• Correctly using the recommended tether strap can
improve how any CR performs.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Show class the tether and demonstrate how to
tightly secure a CR with a tether (use a demo seat
or demonstration vehicle) by using first the seat belt
and then with lower anchors.
• Remind students that caregivers decide whether to
use the seat belt or the lower anchors
• Confirm that seat belts and lower anchors offer the
same protection.
Chapter 10: Children in Forward-Facing Child Restraints
247
STUDENT NOTES
(Student Manual pages 163 – 164)
When installing the CR in a vehicle:
• Consider seating positions that have pre-crash locking seat
belts or lower anchors for CR use.
• Place the CR on the selected vehicle seat in the proper
direction and at the correct recline angle.
• Place the seat belt or lower anchors through the CR belt
path as directed by the manufacturer.
• Buckle the seat belt or secure lower anchors.
• Place hand in the CR and use leverage to compress the vehicle seat cushion while tightening
the seat belt or lower anchors.
• Tighten as much as possible to allow for secure placement without causing damage to the
vehicle or CR. How tight is tight enough? Use information from the last chapter to answer this.
• Identify the vehicle tether anchor. Attach and tighten the tether strap.
• Test the installation, grip the CR at or near the belt path, and pull on the seat. There should be
no more than 1 inch of side-to-side or forward movement at the belt path.
• CR must be installed with one seat belt or with lower anchors. A CR is designed to be installed
with one seat belt or with lower anchors. The effect of installing the CR with more than one
system is unknown at this time.
• Never place noodles or towels behind a forward facing CR.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Identify storage for lower anchors:
• Explain the purpose of storing LATCH (a loose
LATCH harness attachment may cause injury).
• Demonstrate placing lower anchors through a
forward-facing belt path (making sure that the belt
is not twisted).
• Select a variety of vehicles to demonstrate a variety
of lower anchors and tether anchors.
• Have students look to see some LATCH instructions
found in owner’s manuals. Discuss what students should
look for in an owner’s manual to be sure they give
caregivers good information.
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STUDENT NOTES
(Student Manual pages 164 – 165)
• In some ways, the approach for selecting the best
restraint for a child with special needs is the same as for
any child.
º Sometimes a specially adapted CR is needed
when a conventional CR does not meet all needs.
º A special-needs CR is usually physician prescribed
and may need to be ordered from a medical supply
company. Often, all or part of the cost is paid for by
the child’s health insurance.
º These seats may have higher weight limits for the
internal harness or other special features to help the child in a certain way, such as an
adjustable head pillow for children who need assistance with head control or an internal
harness system for a child without other behavioral problems.
º Manufacturer’s instructions should be read and followed carefully.
• For information about a 2-day training course designed to enhance CPS Technicians’
knowledge base and experience with special needs restraint systems, contact the National
Center for the Safe Transportation of Children With Special Healthcare Needs at 1-800-7550912, http://www.preventinjury.org, or Automotive Safety for Children, Riley Hospital for
Children, at 1-800-543-6227.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Provide a brief overview of special need CRs. The
purpose is for the student to know they exist and
may be used.
• A special need CR is usually physician prescribed
and may need to be ordered from a medical
supply company.
• These seats often have higher weight limits for the
internal harness or other special features adapted
to provide specific assistance to the child, such as
adjustable head pillows for children who need help
with head control.
• It is important to explain the need for understanding
conditions that may require specialized adaptive CR.
• Children with special needs do not necessarily have
long-term conditions. Children may have shortterm conditions such as a biking or roller blade
Chapter 10: Children in Forward-Facing Child Restraints
249
CLASSROOM NOTES:
injuries. Often these children do attend car seat
checkup events.
• It is important for technicians to be able to recognize
the general areas where children may require
specially adapted restraint systems, as well as the
community, regional, or national resources that are
available to help meet their needs.
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STUDENT NOTES
(Student Manual pages 165 – 166)
• Hip casts can affect children’s ability to sit up. Other
restraints may be necessary.
• Never transport a child with special needs on a reclined
vehicle seat.
• Some children may require professional transport.
• Other conditions such as cerebral palsy may make
selecting a conventional CR difficult because breathing
or another life-threatening factor may be involved.
• Use the resources found in this course to help the
caregiver make an informed decision about using a special needs CR.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Show a conventional CR with high sides and a
conventional seat with lower sides to demonstrate that
conventional seats may fit some children in casts.
• Point out that the old special seat on the left in
the slide (no longer manufactured but still used by
many hospitals) was a convertible rear-facing CR
for children 10–20 pounds casted weight or facing
forward for children 20–40 pounds casted weight.
A newer CR on the right is now available for
higher weights.
• Remind students to obtain the latest and best
information by contacting experts in transportation
with special needs through the resources provided in
this course.
Chapter 10: Children in Forward-Facing Child Restraints
251
STUDENT NOTES
(Student Manual page 166)
• Vests allow older children to ride semi-reclined or lying flat
when medically required.
• Full-body casts or larger children in hip spica casts might
need these modified vests. Larger children in full or partial
body casts can be taken care of if they fit lengthwise on a
bench seat.
• The head, feet, and floor space should be padded.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Tell students to follow the manufacturer’s instruction
manual carefully.
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STUDENT NOTES
(Student Manual page 166-167)
The approach and criteria for selecting the “best restraint”
remain the same as for any child.
Discussion: Selection Criteria
Instructions: What questions should you ask before giving
caregivers their options for selecting the right CR?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Discussion: Selection Criteria — 5 minutes
Instructions: Discuss with students what questions
should be asked parents to help them make a good choice
of CR for their child.
• How many other occupants will be traveling in
the vehicle?
• Does the child have any other medical conditions
that need to be considered (for example, breathing
problems)?
• Does the cast push the child’s legs far apart?
Possible options:
• Vest that meets crash standard
• CR that has a wide seat
• Professional transport
Chapter 10: Children in Forward-Facing Child Restraints
253
STUDENT NOTES
(Student Manual pages 167)
These common errors are a problem for children’s safety:
• CR is not appropriate for the child.
• Sometimes caregivers do not know to look for weight and
height requirements; they may use a booster seat for a
toddler or even an infant.
• Parents may use a car seat that is too old. Consumers may
not always be aware of the 6-year suggested lifespan of a
CR. Some manufacturers place a stamped expiration date
on their CRs.
• The CR may have no known history. Perhaps it was obtained through a yard sale, flea market,
or other method.
• The CR could be under current recall. The caregiver may not have received information about a
current recall.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Go through each scenario to be sure students understand
these common mistakes caregivers make.
• CR is not appropriate for the child.
• Sometimes caregivers do not know to look for
weight and height requirements or they will use a
booster seat for a toddler or even an infant.
• CR that child has outgrown. In some communities
and families, the CR is used even after the child has
outgrown it and is ready for a different CR.
• CR is more than 6 years old. The 6-year suggested
lifespan of a CR is not always followed by
consumers. Some manufacturers place a stamped
expiration date on their CRs.
• CR has no known history. CR was obtained through
a yard sale, flea market or other method.
• CR is under current recall. The caregiver may not
have received information about a current recall.
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STUDENT NOTES
(Student Manual page 168)
• Parents will often request your support regarding a
child’s behavior. The behavior may be caused by a child’s
medical condition, such as autism or attention deficit
hyperactivity disorder (ADHD).
• Sometimes children’s behavior may be related to their
stage of growth. They may not only resist a CR but also
won’t go to bed at night or eat their green beans.
• Parents can also be referred to the child’s school or
doctor to help with these behavioral issues.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Discuss with class how parents may need help in
managing a child’s behavior.
• This behavior may be due to a child’s medical
condition or a need that the parent should address.
When the child’s medical condition places him/her
or others at risk because of CR issues during travel,
parents should be referred to the child’s physician to
discuss the problem and possible options.
• Parents need to be supported so that they can
respond to a child’s behavior when that behavior is
due to growth stage issues and places that child as
well as others at risk.
• Caution should be taken when discussing these
matters with parents, who may feel that their
parenting abilities are being questioned.
• Parents can also be referred to the child’s school and
doctor for help with behavior problems.
Chapter 10: Children in Forward-Facing Child Restraints
255
STUDENT NOTES
(Student Manual pages 168 – 169)
Activity 3: Communicating Best Practice With Parents
Instructions:
• You will be asked some questions and answers as a
group exercise.
• Then you will be asked to volunteer for a role play.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Best practice may conflict with real world situation (for
example, graduating to booster seat too early).
Activity 3: Communicating Best Practice With
Parents — 10 minutes
Instructions:
• Use the questions below to start a group exercise.
Chose 1 or 2 questions.
• Break into smaller groups to practice answering
caregiver questions. Then pick one group to use as a
role play exercise for the class.
Materials: None
Group Discussion Questions:
My child is 2 years old and weighs 39 pounds. What CR
should I buy?
Answer: Check the CR manufacturer’s instructions.
Child may be too immature for CR without harness. A
CR with a higher weight limit may be necessary.
May I use this seat with a side airbag in a back seat?
Answer: Check the CR manufacturer’s instructions and
vehicle owner’s manual.
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My child fits in the harness but weighs 43 pounds. May I keep
using this CR?
CLASSROOM NOTES:
Answer: Check the CR manufacturer’s instructions for
weight limitations. A CR with a harness higher weight
limit may need to be purchased.
Should I use LATCH or the seat belt?
Answer: Use the system that provides correct installation
of the CR. Do not use both systems together. Check
the CR manufacturer’s instructions and vehicle owner’s
manual.
Do I have to use a tether?
Answer: Tethering a forward-facing CR will reduce
forward and side-to-side motion in a crash.
My child climbs out of the car seat.
Answer: Check to be sure the harness is tight. Stop
vehicle until all are buckled. Child may be testing limits.
Chapter 10: Children in Forward-Facing Child Restraints
257
STUDENT NOTES
(Student Manual page 169)
• At this point in the class, you should feel comfortable
explaining how to correct these common harness errors.
• Go through each one and see if you feel you can clearly
explain why each of these errors could be dangerous to a child.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Call on students to address each bullet point.
Ask the class:
Which part of this installation is a misuse?
A 30 pound child is in a combo seat with a snug harness.
The latchplate is sliding and the retractor is switchable in
ELR mode.
Answer: Retractor must be switched to ALR.
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STUDENT NOTES
(Student Manual pages 169 – 170)
Activity 4: Selection and Installation
Instructions:
• Team members will select a CR, adjust it properly, and
then install it in a vehicle correctly.
• Then, working in student teams, you will become
caregivers of a child with a specific age, weight, height,
or special need.
• You will select the correct CR for the child, adjust the
harness straps and angle, and determine the belt path.
• Then your team will work together to install your CR.
Table for worksheet installation exercise – FF
Seat to Install
How does the belt lock?
FF convertible
Retractor:
Latchplate:
How does it pre-crash lock?
Retractor:
Latchplate:
How does it pre-crash lock?
Retractor:
Latchplate:
How does it pre-crash lock?
FF with harness
Students choice - ____________
Instructor
Initials
• One misuse scenario will be setup by the instructors. Use the basic checklist below to record
any misuses found.
CR HARNESSING:
Type harness/shield best for age/size of child ....
All parts present & good condition ......................
Straps around frame/shell & thru slots correctly .
Straps & harness/shield fit correctly ...................
Retainer clip positioned correctly ........................
Harness adjustment mechanism locked .............
Harness snug enoug ..........................................
Circle
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
Chapter 10: Children in Forward-Facing Child Restraints
CR INSTALLATION:
CR installed in active front/side air bag position
Overall, best seating position being used ..........
Correct front/rear-facing position .......................
Correct recline angle used .................................
Seat belt routed correctly ...................................
Seat belt locked .................................................
Lower LATCH attached correctly .......................
Tether installed and used correctly ....................
Installation tight enough (No more than 1") .......
Circle
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
Y N na
259
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Activity 4: Selection and Installation — 30 minutes
Instructions:
• Teams of two or three will select one or two CRs,
adjust properly, and then install in a vehicle correctly.
• Students will work with their assigned teams.
• Students should use the basic checkup form in their
workbooks to record the misuses they find in this
activity.
• Each team is assigned a “child” with age, weight,
height, and perhaps a special need situation provided.
• Students pick a forward-facing convertible or
forward-facing-only CR for their child.
• Students then set up the CR correctly for child.
• Install CR with a locking clip.
• Students will install a forward-facing convertible
and forward-facing-only CR using a lap-only seat
belt, lap and shoulder seat belt, flexible and rigid
lower anchors, and a tether in the vehicle.
• Instructors will also set up a misuse of a child in a
forward-facing CR with:
º Harness straps coming from lowest set of slots
in a convertible CR.
º Lower anchors routed through the rear-facing
belt path.
Age and Weight Cards
CHILD
BEST PRACTICE SELECTION
• 7-year-old, 62 pounds, 48”, unable to sit alone ......... Child needs high weight harness CR to provide trunk control
• 3-year old, 37 pounds, 39” ......................................... Choose combination or “3 in 1” CR since child will soon
outgrow 40 lb. limit harness.
• 20-month-old, 36 pounds, 35” ................................... FF with harness, preferably a high weight harness CR since
child will likely be very young when 40 lbs.
• 5-year-old, 45 pounds, 40”, with behavior problems .. Child needs high weight harness
• 2-year-old, 34 pounds, 38” ........................................ FF with harness or high weight harness
Materials: “child,” forward-facing convertible or
combination CR for each team, a doll for each team,
vehicles for installation, manufacturer’s instruction
booklets, and checkup form that is to be used in course
checkup activity.
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STUDENT NOTES
(Student Manual pages 170 – 171)
• At this point in the class, you should now feel
comfortable explaining how to correct these
common installation errors.
• Go through each one and see if you feel like you
have a good way to explain why each of these
errors could be dangerous to a child.
• Check manufacturer’s instructions.
• CR must be installed with one seat belt or with
lower anchors
• Some forward-facing-only seats may allow for connecting the CR to the vehicle
through LATCH when being used as a belt-positioning booster seat. Check the
manufacturer’s instruction manual for the CR.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Call on students to address each bullet point.
Ask the class: Which part of this installation is a misuse?
Question: A 30 pound child is in a combo seat with a
snug harness. The latchplate is sliding and the retractor is
a switchable in ELR mode.
Answer: Retractor must be switched to ALR.
Chapter 10: Children in Forward-Facing Child Restraints
261
STUDENT NOTES
(Student Manual page 171)
What’s wrong with this picture?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Ask students to identify what is wrong with this picture;
then share the response below.
Answer: Child has reached the upper weight limit for a
forward-facing seat with internal harness.
Have students discuss upper weight limit for most
harness. Are there CRs available with higher weight
limits? Many harnesses have a weight limit of 40 lbs.
There are CRs available with higher weight limits. CR
manufacturers’ instruction manuals need to be read and
followed carefully.
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STUDENT NOTES
(Student Manual page 171)
What’s wrong with this picture?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Ask student to identify what is wrong with this picture;
then share the response below.
Answer: Forward-facing seat has been installed using
lower anchors through a rear-facing belt path.
Have students discuss how the correct belt path should be
determined. Use the manufacturer’s instruction manual
for the CR and labels on the CR.
Chapter 10: Children in Forward-Facing Child Restraints
263
STUDENT NOTES
(Student Manual page 172)
What’s wrong with this picture?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Ask student to identify what is wrong with this picture;
then share the response below.
Answer: CR has been installed in center rear using the
wrong lower anchors.
Have students discuss way to determine the correct
installation of the CR with LATCH. Check vehicle
owner’s manual.
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STUDENT NOTES
(Student Manual page 172)
What’s wrong with this picture?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Ask student to identify what is wrong with this picture;
then share the response below.
Answer: CR has been installed with a locking clip on
the retractor side with a towel placed under the forwardfacing seat.
Have students discuss correct installation of locking
clip and placement of noodle for forward-facing seat.
The locking clip should be placed on the buckle side
no more than 1 inch from the latchplate. Noodles or
rolled towels should never be placed under or behind a
forward-facing CR.
Chapter 10: Children in Forward-Facing Child Restraints
265
STUDENT NOTES
(Student Manual page 173)
What’s wrong with this seat?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Ask students to identify what is wrong with this picture;
then share the response below.
Answer:
• Only one harness strap is in use. Harness strap that
is used is twisted. No retainer clip is used.
• Have students discuss correct harness fit and
correct placement of retainer clip. Harness should
be snug with no slack and positioned comfortably.
Harness passes “pinch” test. Place the retainer clip
at armpit level.
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STUDENT NOTES
(Student Manual pages 174 – 175)
Misuse Activity (in the classroom) — 25 minutes
In this activity, you will examine scenarios in the classroom.
For each scenario, work in teams of 2-3 to identify any misuse.
Carefully look at the provided information regarding child’s
age and weight and check CR labels.
Teams will take notes about what they find in their workbooks
and then class will review the scenarios as a group.
What did you find?
1.
5.
2.
6.
3.
7.
4.
8.
Use the sample checklist below to record your answers for at least one of the scenarios.
Scenario # ___________
CR SELECTION:
Circle
RESTRAINT USED:
G Rear-facing only G Convertible
G FF w/ harness G Harness/Vest
G Shield booster G Belt position booster
Type of restraint best for age/size of child .... Y N na
CR Mfg Info:
Mod Name: ________________________
Mod #:
________________________
Mfg Date: ________________________
Under Recall: ............................................... Y N na
CR USE:
Circle
Type harness/shield best for age/size of child ....
All parts present & good condition ......................
Straps around frame/shell & thru slots correctly .
Straps & harness/shield fit correctly ...................
Retainer clip positioned correctly ........................
Harness adjustment mechanism locked .............
Harness snug enough ........................................
Correct front/rear-facing position ........................
Correct recline angle used ..................................
INSTRUCTOR NOTES:
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
na
na
na
na
na
na
na
na
na
CLASSROOM NOTES:
Team time: 15–20 minutes
Review time: 8–10 minutes
• Set up 5-8 scenarios in the classroom for students to
identify misuse in small teams.
• Use cards to show students the age and weight of the
child. Include CR information so they can check for
recalls, time permitting.
• Modifications can be made depending on seats
available.
Chapter 10: Children in Forward-Facing Child Restraints
267
CLASSROOM NOTES:
• Each scenario should only have two or three
errors. If time permits have students check recall
list for each seat, and have at least one seat be on
the recall list.
• It is suggested that students use sample CR checklist
for one of the scenarios.
• After 15–20 minutes, have teams quickly share
what they found. Be sure they provide accurate and
complete information.
• If all teams do not finish, that is okay provided
students listen to the review carefully.
Scenario One
Use infant seat, rear facing
Child’s weight below limit on seat
Aftermarket insert
Harnesses loose
Scenario Two
Convertible seat, forward facing
Child less than one year and 25 pounds
Retainer clip too low
Scenario Three
Infant seat, rear facing
Child too heavy/tall for upper limits on seat
Scenario Four
Convertible seat, forward facing
Harnesses straps below shoulders
Seat in full recline position
Scenario Five
Combination Seat (20–40 pounds with harness)
Child too big for harness
Harness straps twisted
Retainer clip too low
Scenario Six
Convertible seat with higher harness weight
4 year old child, 48 pounds
Harness straps below shoulders
Harness straps loose
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STUDENT NOTES
(Student Manual pages 174 – 175)
Chapter Review — Please answer these questions on the
worksheet by using the information that you learned in
this chapter:
1. How do you determine which harness slots to use for a
forward-facing child?
2. What is the correct way to secure a child in a forwardfacing CR?
3. What steps must be taken to install a forward-facing
CR correctly?
4. How do you determine the correct belt path?
5. How tightly should a CR be installed?
6. What type of CR may be considered for a child who weighs more than 65 pounds and who has
a behavior problem that makes a booster seat a bad choice?
7. What is the benefit for using a tether?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Instruct students to answer the questions on their
worksheet; then go over the answers.
Questions and Answers
1. How do you determine which harness slots to use for a
forward-facing child?
Answer: Harness straps must be at or above
the child’s shoulders. Check the manufacturer’s
instruction manual for the CR.
2. What is the correct way to secure a child in a forwardfacing CR?
Answer: The child must meet the height/weight
requirements of the CR. The CR should be
in an upright position according to the CR
manufacturer’s instructions. Harness straps must
be at or above the child’s shoulders. The retainer
clip should be at armpit level. Make harness straps
snug and comfortable.
3. What steps must be taken to install a front-facing
CR correctly?
Chapter 10: Children in Forward-Facing Child Restraints
269
CLASSROOM NOTES:
Answer: Location, direction, tightness (there
should be no more than 1 inch of side-to-side or
forward movement at the belt path).
4. How do you find the correct belt path?
Answer: Follow the CR instructions. Locate the
correct belt path arrow or label on the CR.
5. How tightly should a CR be installed?
Answer: To test the installation, grab the CR at or
near the belt path and pull on the seat. There should
be no more than 1 inch of side-to-side or forward
movement at the belt path.
6. What type of CR may be considered for a child who
weighs more than 65 pounds and who has a behavior
problem that makes a booster seat a bad choice?
Answer: A forward-facing-only seat with a higher
harness weight rating or a vest.
7. What is the benefit of using a tether?
Answer: A tether reduces the forward movement
and rotation of the CR. It also provides more
stability during the CR installation.
Remember, you have one more activity after the
chapter review.
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Chapter 11
(Student Manual page 177)
Children in
Booster Seats
Chapter length of time: 30 minutes.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Activity total time: 10 minutes.
• Installing a Booster — 10 minutes.
(may be done in classroom)
Trainer Tip: You may notice that this chapter has fewer
instructor notes than other chapters. Booster seats do not
require installation and normally require few adjustments
when being placed in the vehicle. The most important
thing is for the belt to fit properly.
Appendix Materials: None.
CLASSROOM NOTES:
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 178)
INSTRUCTOR NOTES:
Review objectives.
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STUDENT NOTES
(Student Manual page 178)
Third Step — Booster Seats
• Once children outgrow their forward-facing seat
(usually around age 4 and 40 pounds), they should ride
in booster seats in the back seat until the vehicle seat
belts fit properly (lap belt should lie across the upper
thighs, and the shoulder belt across the chest).
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Become familiar with a vaiety of booster seats.
Chapter 11: Children in Booster Seats
273
STUDENT NOTES
(Student Manual page 179)
• Children who outgrow CRs with harnesses, either in
weight or height, should use a belt-positioning booster seat
with the vehicle’s lap and shoulder belts.
• Booster seats serve as an important middle step between a
restraint with harness (usually for up to a 40-pound child)
and a vehicle’s lap and shoulder belt without booster seat
(for youth and adults).
• Many booster seats have a weight range starting at 30–40
pounds, with a maximum weight of 80–100 pounds.
• Both NHTSA and the AAP recommend the use of a booster seat until a child reaches the
manufacturer’s upper size limit.
• Skipping the booster seat step is common but dangerous.
• Children’s Hospital of Philadelphia (CHOP) has a video about these seats on its Web site at
http://www.chop.edu.
• According to CHOP data, belt positioning booster seats are more than twice as effective in
reducing risk of injury when compared with seat belts alone.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Make the following points:
• Children’s Hospital of Philadelphia (CHOP)
conducted a study entitled “Belt-Positioning
Booster Seats and Reduction of Injury Risk Among
Children in Vehicle Crashes” (Durbin, D.R., Elliott,
M., et al. JAMA, June 4, 2003). This study found
that belt-positioning booster seats are 59 percent
more effective in reducing risk of injury when
compared with seat belts alone.
• Booster seats serve as a middle step between a
restraint with harness (usually for children up to
40 pounds) and the vehicle’s lap and shoulder belt
without booster seat (for youth and adults). Many
booster seats handle weight ranges starting at 30 to
40 pounds, with a maximum weight range between
80 and 100 pounds.
• The AAP recommends that children use a car
seat with a full harness until they reach the
manufacturer’s recommended upper size limit.
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STUDENT NOTES
INSTRUCTOR NOTES:
(Student Manual page 180)
CLASSROOM NOTES:
Play Videos
“Lap belt vs. Booster” video demonstrates a 6 year old
restrained by a belt-positioning booster seat vs. being
restrained by a lap-belt-only seat belt. The yellow line
traces the movement of the child’s head during the crash.
Note the exaggerated movement of the child’s head when
restrained by just a lap belt and note how much further
forward it moves that for the child restrained by the beltpositioning booster.
“Lap & shoulder belt vs. Booster” video demonstrates a
6 year old restrained by a belt-positioning booster seat vs.
being restrained by a lap and shoulder belt. The yellow line
traces the movement of the child’s head during the crash.
Note how much further forward the child’s head moves
when restrained by the lap and shoulder belt in comparison
to the child restrained by the belt-positioning booster.
Videos courtesy of Children’s Hospital of Philadelphia.
Chapter 11: Children in Booster Seats
275
STUDENT NOTES
(Student Manual pages 180 – 181)
• High-back booster seats must be used when vehicle seat
backs are low or do not have head restraints. This type of seat
provides head, neck, and back support for the child.
• Booster seats are not tightly installed in the vehicle as other
child restraints are. Booster seats are held in place by the
child’s weight and vehicle’s lap and shoulder belts. These seats
boost children up to ensure correct seat belt fit.
• When correctly positioned on a booster seat, vehicle seat
belts fit over the shoulders and hips much like an adult in a
seat belt.
• Use only shoulder belt positioners that are provided with the belt-positioning booster. See the
manufacturer’s instructions.
• Video demonstrates what can happen if only a lap belt is used with belt positioning booster.
• Some forward-facing seats may allow for connecting the CR to the vehicle using LATCH
when used as a belt positioning booster. Check instructions.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out that another benefit of booster seats is that
they help children see out the window better (since
they are “boosted up”).
• This may help when parents talk to children about
why they might like riding in a booster seat.
• Some forward-facing seats may allow for connecting
the CR to the vehicle using LATCH when used as a
belt positioning booster. Check instructions.
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STUDENT NOTES
(Student Manual page 181)
• With a backless booster, the child uses the vehicle’s
seat back or built-in head restraint for head, neck and
back support.
• Most backless booster seats come with a shoulder belt
positioner to adjust the shoulder belt height on the child.
• General Guidance: Child’s ears should not be above the
back of the vehicle seat or top of head restraint.
INSTRUCTOR NOTES:
Chapter 11: Children in Booster Seats
CLASSROOM NOTES:
277
STUDENT NOTES
(Student Manual pages 181 – 182)
• Must use vehicle lap and shoulder belt.
• Are never used on airplanes.
• May fit children up to 90 or 100 pounds or more.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Stress that belt-position boosters must never be used
with only a lap belt.
• Serious head or internal injuries can result from
excessive head excursion and jackknifing over the
lap belt.
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STUDENT NOTES
(Student Manual page 182)
• The shield booster was made for children between 30
and 40 pounds riding in vehicles that had only lap belts.
• Instead of a shield booster, it is recommended that
children use a CR with a full internal harness until they
are ready for a booster seat.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out that although they are no longer made,
shield booster seats may still be in use in areas where
technicians work.
• Often parents think that having a shield in front of the
child is more protective and choose to use a shielded
booster instead of a more appropriate belt-positioning
booster.
• Labels on more current models state that the
shield should be used only with children weighing
30–40 pounds.
• Some models have a removable shield so that they
can be used as belt-positioning boosters.
• Best practice is for children under 40 pounds to use
a full harness restraint.
• If found in use and is still within the six year age
limit, remove the shield and use with the vehicle lap
and shoulder belt if possible.
Chapter 11: Children in Booster Seats
279
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 182)
INSTRUCTOR NOTES:
Make the following points:
• Because there are many times when a child may have
to sit up front, technicians need to provide the best
recommendation. Make the following point:
º The technician must take into account the
needs of all people in the vehicle.
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STUDENT NOTES
(Student Manual page 183)
Proper booster seat fit:
• Sit with hips back against the booster seat, or against
the vehicle seat for a backless booster, with knees
bending comfortably at the front edge of seat.
• Keep the lap belt low and tight on hips.
• Place the shoulder belt across mid-chest and shoulder.
• Adjust the head restraint properly.
• Even if the child is not present, booster seats should be
secured in the vehicle at all times.
• When not buckled, the booster seat is a projectile (an object that can be tossed around the
vehicle causing injury to vehicle occupants during a crash or sudden stop.)
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Stress the low-use rate of booster seats because too
many children seem to skip this step.
• Booster seat use may be a hard sell to the child,
especially if child was prematurely moved to a seat belt.
Chapter 11: Children in Booster Seats
281
STUDENT NOTES
(Student Manual pages 183 – 184)
Installing a Booster Seat
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Demonstration — Installing a Booster Seat - 10
Minutes
Instructions:
• Have students read manufacturer’s instructions to
see how lap and shoulder belts are supposed to be
positioned over/around the child and booster seat.
• The instructor should then show how to correctly
install a high-back BPB and a backless BPB in a
vehicle or in the classroom using a demo seat.
• Have students practice installing booster seats a few
times in vehicles.
Materials:
• belt-positioning boosters
• vehicles
• large dolls, if available
Note: This activity may take place outside or inside.
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STUDENT NOTES
(Student Manual page 184)
• What is the proper placement for the lap and shoulder belt?
• Is there a weight requirement for a booster?
• What would I say to a parent who won’t use a booster?
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Provide review of key points covered during the chapter.
Chapter 11: Children in Booster Seats
283
CLASSROOM NOTES:
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Chapter 12
(Student Manual page 185)
Kids in Seat
Belts
Chapter length of time: 15 minutes.
Activity total time: 5 minutes.
• Activity 1: Communicating Best Practice With
Parents — 10 minutes.
Video:
Video clips are available for this chapter. Refer to the
readme_first_video.txt file on the instructor CD.
Appendix:
Side Air Bag (SAB) FAQs
CLASSROOM NOTES:
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 186)
INSTRUCTOR NOTES:
• Review chapter objectives.
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STUDENT NOTES
(Student Manual page 186)
When children outgrow their booster seats (usually at age 8
or when they are 4 feet 9 inches tall), they can use the adult
seat belt in the back seat if the belt fits properly.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Do not go into detail here.
Chapter 12: Kids in Seat Belts
287
STUDENT NOTES
(Student Manual page 187)
• There are two types of seat belt systems found in vehicles:
(1) lap belts and (2) lap-and-shoulder belts.
Lap belt:
• A lap belt offers two-point protection because it connects
with the body in two places — at each hip.
• The lap belt should rest low across the hips/upper thigh
area — not across the stomach.
• Lap belts do not provide upper body protection. As a result, head, spine, and/or neck injuries
can occur. With no restraint above the waist, the upper body moves forward until it is stopped
by something. Many times, it is the head that contacts the dashboard, front seats, consoles, door
frames, floor, or even the individual’s knees.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Remind students that a lap belt is better than no
restraint at all, but a lap/shoulder provides the
best protection.
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STUDENT NOTES
(Student Manual pages 187 – 188)
Three-point seat belt: A seat belt with both a lap and a
shoulder portion, having three attachment points (one at the
shoulder, two at the hips).
• A lap/shoulder belt offers three-point protection because
it connects with the body in three places — at each hip
and at the shoulder.
• The lap belt should fit snugly, placed low over the hips/
upper thighs. If it rides up on the stomach, it could
cause serious injuries in a crash.
• Shoulder belt should rest securely across the chest and shoulder, not the neck or face. It should
never be placed under the arm or behind the back, as this can cause serious injury.
• Lap-and-shoulder belts are a better choice because they provide upper body protection.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• A shoulder belt provides needed upper body protection.
Chapter 12: Kids in Seat Belts
289
STUDENT NOTES
(Student Manual pages 188 – 189)
To be able to fit a seat belt, a child must:
• Be tall enough to sit without slouching
• Keep the back against the vehicle seat back
• Keep the knees completely bent over the edge of the seat
• Keep the feet flat on the floor
• Be able to stay comfortably seated this way
• Keep the lap belt low and snug across the upper thighs/
lower hips
Never put the shoulder belt under the child’s arm or behind the child’s back. This can cause severe
injuries in a crash. If the seat belt does not fit properly, the child should use a belt-positioning booster
(BPB) seat.
CLASSROOM NOTES:
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INSTRUCTOR NOTES:
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STUDENT NOTES
(Student Manual page 189)
• NHTSA recommends that children under 13 ride
properly restrained in a back seat.
• NHTSA recommends that children not lean or rest
against air bags
• NHTSA recommends consulting the owner’s manual.
• For more information on air bags, see Appendix or:
http://www.safercar.gov/airbags/pages/SABFAQs.htm.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Make the following points:
• The best way to find out what type of air bag (side,
frontal) a vehicle has is to look in the owner’s manual
or check with the dealer.
• You can ask the driver where the child is usually
seated in the vehicle.
• Remind students that there is an SAB FAQ in the
Appendix.
Chapter 12: Kids in Seat Belts
291
STUDENT NOTES
(Student Manual pages 189 – 190)
• Adults are important role models for children’s safety behavior.
• While lap belts are not ideal, they are better than no
protection at all!
• The purpose of seat belts is to keep occupants from being
thrown outside or around the inside of the vehicle.
• With car pools, always make certain that CRs and seat
belts are used correctly every time children ride in a vehicle,
whether yours or someone else’s.
• There should be a seat belt for each passenger and the
proper restraint device for children.
CLASSROOM NOTES:
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STUDENT NOTES
(Student Manual pages 190 – 191)
• Child too small/lap belt too high
º Lap belt sits too high, may cause spinal and stomach
injuries.
• Belt too loose
º Decreases effectiveness
º Increases forward movement
º Allows child to slide out of position that protects
against crash forces
• Shoulder belt under arm
º Applies forces to rib cage and can cause serious injuries
º Increases head and neck movement
º Creates a bad habit that continues in later life
• Shoulder belt behind back
º Prevents shoulder-and-lap belt parts from working together well
º Does not provide upper body protection
º Affects proper fit of lap belt
• Sharing Belts
º Not tested this way
º Occupants will collide
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Point out the serious consequences of placing the
belt under the arm or behind the back.
Chapter 12: Kids in Seat Belts
293
STUDENT NOTES
(Student Manual page 191)
• Seat belt syndrome (SBS) describes injuries that doctors
see as a result of occupants’ wearing a lap belt in collisions
involving only the front of a vehicle. These injuries
typically include:
º Severe stomach injuries
º Fractures of the lumbar spine
º Serious head and facial injuries
• These injuries usually result when the occupant’s body
folds in half over the lap belt during a collision. When
this happens, the lap belt applies extreme force along the
occupant’s pelvis to the mid-section. Securing the waist
without restraining the upper body can cause serious head
and neck injuries after a head strike.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Play Video
This video demonstrates a 6 year old restrained by a
lap and shoulder belt vs. being restrained by just the
lap portion of a lap and shoulder combination belt. The
yellow line traces the movement of the child’s head
during the crash. Note how much further forward the
child’s head moves when restrained by just the lap belt
and how much more the child’s spinal cord bends when
the child’s body folds in half over the lap belt.
Videos courtesy of Children’s Hospital of Philadelphia.
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STUDENT NOTES
(Student Manual page 192)
Activity 1: Communicating Best Practices With Parents
Instructions:
• Instructor will select two for role play.
• One student will play the caregiver and the other
the technician.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1: Communicating Best Practices With
Parents 10 minute
Instructions:
• Assign two students to do the role play.
• One student will play the caregiver and the other the
technician.
Answer: Most children under 8 are not big enough to
use an adult seat belt. There are a few simple steps to
determine if child is the right size for a seat belt (doesn’t
slouch, knees bend naturally, etc.)
Materials: None
Activity objective: Provide an opportunity for students
to talk with parents about best practices
Chapter 12: Kids in Seat Belts
295
STUDENT NOTES
(Student Manual page 192)
• What are the two types of seat belt systems found in vehicles?
• What are some types of seat belt misuse?
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Review content covered in this chapter.
What are the two types of seat belt systems found in vehicles?
Answer:
1) Lap belt (2-point belt)
2) Lap and shoulder belt (3-point belt)
What are some types of seat belt misuse?
Answer:
• Shoulder belt behind the back
• Shoulder belt under the arm
• Lap belt too high (on stomach)
• Twisted belts
• Non-use
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Chapter 13
Child Passenger
Safety in Other
Vehicles/
Modes of
Transportation
Chapter length of time: 15 minutes.
This chapter is an overview. More information can be
found in appendix and listed resources.
Material needed for chapter:
• Samples of harnesses and vests.
Appendix:
• Guidelines for Safe Transportation of Preschool Age
Children in School Buses.
• AAP School Transportation Safety
• AAP Restraint Use on Aircraft
• FAA Approves New Child Safety Device
• The Do’s and Don’ts of Transporting Children in an
Ambulance
• Crash Protection for Children in Ambulances.
(Student Manual page 193)
CLASSROOM NOTES:
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 194)
INSTRUCTOR NOTES:
• Review chapter objectives.
• Point out that the technician must understand how
vehicle design impacts the correct use of CR in all
modes of transportation.
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STUDENT NOTES
(Student Manual pages 194 – 195)
• The occupant restraint standards are the same as
for passenger cars.
• Some regular-cab and extended-cab pickup
trucks with frontal passenger air bags have on-off
switches for the frontal passenger air bag.
• CRs are crash tested on forward facing vehicle
seats and cannot be secured on a pickup truck’s
side facing jump seat.
• Limited rear bench seats may not allow enough space between front and rear seating
areas to achieve the correct recline angle for a rear-facing car seat.
• According to CR manufacturers, a CR must have 80% of the base supported by the
vehicle seat with no more than a 20% hangover on the front edge of the vehicle seat.
• Cargo areas are not designed for passenger seating under any circumstances.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Refer to vehicle manufacturer manual for additional
CR requirements and airbag information.
• Children and adults can be easily thrown from
cargo areas at relatively slow speeds as a result of a
sharp turn.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
299
STUDENT NOTES
(Student Manual page 195)
• School bus transportation is the safest form of ground
transportation. School buses are nearly 8 times safer than
passenger vehicles. Getting to and from the bus is more
dangerous than riding the bus.
• Buses are larger and heavier than most other vehicles. The
crash forces are distributed throughout the vehicle differently
and are also experienced by the occupants differently.
Resources for bus transportation:
• http://www.nasdpts.org.
• http://www.nhtsa.dot.gov
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• School buses also provide a high level of safety
through the Federal Motor Vehicle Safety Standards
(FMVSS) that regulate how vehicles are made. See
Appendix for a list of FMVSS required for buses.
• LATCH is required for two seating positions
in small buses made after September 2002 and
is optional for all seating positions in small and
large buses.
• Encourage students to refer to appendix and other
resources for detailed information.
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STUDENT NOTES
(Student Manual pages 195 – 196)
• Passenger seating and crash protection, known as
“compartmentalization,” is required on school buses.
• Small school buses (weighing less than 10,000 pounds)
are required to have seat belts. Lower anchors are also
required in at least two seating positions. Tether anchors
are not required in school buses.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Federal Motor Vehicle Safety Standard (FMVSS) 222,
“School Bus Passenger Seating and Crash Protection”,
does not require the installation of seat belts (other than
for the driver) on new school buses with gross vehicle
weight ratings (GVWRs) of greater than 10,000 pounds,
the standard large school bus. Buses with GVWRs of
10,000 pounds or less are required to have seat belts
for all passenger positions, but the larger buses rely on
strong, well-padded, energy absorbing seats and higher
seat backs to “compartmentalize” and protect passengers
during a crash.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
301
STUDENT NOTES
(Student Manual page 196)
• Compartmentalization is a passive occupant protection
system using the concept of eggs in a carton.
• Seats on school buses must have flexible, energy-absorbent,
high seat backs (about 20 inches from the seat reference point.)
• The combination of energy-absorbent seat backs and
narrow spacing creates a compartment within which each
occupant is confined in a crash.
• For more information on the safety recommendations for
school buses, go to
http://www.ntsb.gov/publictn/1999/sir9904.pdf.
• For AAP recommendations on school bus safety see policy statements at http://www.aap.org
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Current school bus occupant protection rules
are based on compartmentalization. School
bus seats made since April 1, 1977, meet the
compartmentalization requirement.
• SRP = Seated reference point
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STUDENT NOTES
(Student Manual page 197)
NHTSA recommendations for infants and preschool age
children on buses are as follows:
• Preschool age children should be correctly protected
in CRs meeting FMVSS 213 when they ride on a
school bus.
• NHTSA recommends retrofitting seat belts on existing
school bus seats only when manufacturer’s instructions
are followed.
• Tethers are not used on school buses. One exception
involves certain special-needs CRs that require the use
of a tether.
• When a tether is required, use the seat belt in the seat behind the CR as the anchor point.
• Always check the CR and school bus manufacturer’s instructions.
Appendix:
Guideline for the Safe Transportation of Pre-School Age Children in School Buses
School Bus Safety: Safe Passage For America’s Children
Buckling Up Preschoolers on School Buses, Special Report, July 2003
Also see the AAP policy statement “School Transportation Safety” at http://www.aap.org.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Encourage students to use the appendix resources for
additional information.
• Some new buses can be ordered with lap-andshoulder belts. School buses can also be ordered with
lower anchors.
• Anytime a retrofit is performed, it is critical that
only parts provided by the manufacturer are used
and that the manufacturer’s instructions are followed
to satisfy FMVSS.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
303
STUDENT NOTES
(Student Manual page 198)
• Options for children who need restraints on a school bus:
º Integrated CRs
º CRs
º Harnesses and vests
º Wheelchairs
• Safety vests are an option for children 20 pounds and more
when other CRs will not work.
• Safety vests used on school bus seats use a “cam wrap”
which wraps all the way around the seat back. A “cam
wrap” cannot be used on other vehicles.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• A bus monitor assists the driver in keeping children
safe while they ride, board, or get off the vehicle and
during emergencies.
• For information on the Head Start Transportation
Regulations, go to http://www.headstartinfo.org
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STUDENT NOTES
(Student Manual pages 198 – 199)
• The child’s IEP (for children 3 to 21 years old) is
developed to support each child’s special needs when
not in the direct care of a parent or guardian. The
transportation needs of the child are included in the IEP.
• Children under age 3 who have special health care needs
receive the same kind of services through an Individual
Family Service Plan (IFSP) which looks at the family
needs of the child as they receive early intervention services.
• Children with special health care needs can use one of
several CRs:
º Integrated CR
º Conventional CR
º Special-Needs CR,
º Wheeled transportation devices (wheelchairs and strollers) that may have labels stating they
are approved for transportation purposes.
• Resources
National Center for the Safe Transportation of Children With Special Healthcare Needs
1-800-755-0912
http://www.preventinjury.org
INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Reference the brochure entitled “Ride Safe” at
http://www.travelsafer.org.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
305
STUDENT NOTES
(Student Manual pages 199 – 200)
• Any CR used on an airplane must have a label stating it is
certified for aircraft use.
• The Department of Transportation’s Federal Aviation
Administration (FAA) encourages, but does not require,
the use of CRs on airplanes.
• Airlines currently allow children under the age of 2 to fly
free of charge as “lap children,” and many airlines offer
half-price tickets so parents can be guaranteed that their
children can travel in a safety seat.
• Turbulence (rough flying) can happen with little or no warning. The safest place for children
during turbulence or in an emergency is in an approved CR.
• The FAA strongly urges parents and guardians to secure children in an appropriate restraint
based on child weight and size.
Resources
• http://www.faa.gov/passengers/fly_children/
• Safe Ride News Fact Sheet “AirplaneTravel with Babies” at http://www.saferidenews.com.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Background: In August 2005, the FAA announced
that it will not require the use of child safety seats on
airplanes. The decision was based on current FAA and
NHTSA studies showing that such a requirement could
result in another 13 to 42 added family member deaths in
highway crashes over 10 years, if requiring extra airline
tickets forced some families to drive.
Other resources:
• “Airplane Travel With Babies” —
Safe Ride News — http://www.saferidenews.com
and the AAP Policy Statement “Restraint Use on
Aircraft” — http://www.aap.org.
• FAA requirements for CPS refer to the FAA website
at http://www.faa.gov/passengers/fly_children/
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STUDENT NOTES
(Student Manual pages 200 – 201)
• Use a rear-facing CR for infants less than one and
20 pounds.
• Use a forward facing CR for children over age 1 and
20 pounds.
• Use the airplane seat belt for all children over age 2 if no
CR is available.
• Do not use booster seats or vests, as there are no lap/
shoulder belts for airline passengers.
• The FAA has approved the AmSafe Aviation CARES
device. The FAA recently established guidelines for the
use of a restraint system for use on planes only, not in motor vehicles.
• CARES uses an additional belt and shoulder harness that goes around the seat back and attaches
to the passenger lap belt. It is designed for children weighing between 22 and 44 pounds.
• For more information: http://www.faa.gov/passengers/fly_children
INSTRUCTOR NOTES:
CLASSROOM NOTES:
All booster seats and vest systems cannot be used as of
September 1996 regardless of labeling.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
307
STUDENT NOTES
(Student Manual pages 201 – 202)
• There are no standards for crash-testing a CR on a sidefacing or rear-facing vehicle seat, and a CR should not be
used in these seating positions.
• Rear-facing car seats are made to face backward on a
forward- facing vehicle seat. They cannot be safely installed
on a rear-facing ambulance seat.
• If possible, non-patient children should be transported
in another vehicle. CRs should be secured with seat belts
anchored only in locations considered safe in a crash.
• Emergency services should develop and follow guidelines to transport children safely. The
guidelines may include use of another vehicle when possible.
• CR should not be installed in police vehicles if a prisoner screen is present. This screen does
not allow enough space for the forward movement of the child’s head. In cases where police
equipment is present and correct installation is not possible, police officers will need to find
another way to transport the child.
Appendix:
Crash Protection for Children in Ambulances: http://www.preventinjury.org/research.asp
Refer to http://www.nhtsa.dot.gov/people/injury/ems for more information on Transporting
Children in an Ambulance.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
Encourage students who work in a hospital, police
department or EMS provider to work with their
supervisors to research, develop and implement a child
transportation plan.
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STUDENT NOTES
(Student Manual page 202)
Since children may need to ride in an emergency vehicle, bus,
truck or plane, consider the special needs for each situation.
Answer these questions on your own and review the materials
in the appendix.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
This is for the students to work on independently.
Chapter 13: Child Passenger Safety in Other Vehicles/Modes of Transportation
309
STUDENT NOTES
CLASSROOM NOTES:
(Student Manual page 203)
INSTRUCTOR NOTES:
Encourage students to do this on their own.
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Chapter 14
(Student Manual page 205)
In the Field
CLASSROOM NOTES:
Chapter length of time: 1 hour and 15 minutes
Pre-chapter activities: None.
Materials needed for chapter: none
Activity total time: 55 minutes.
• Activity 1: Where does everyone sit safely? — 20
minutes
• Activity 2: Watch the Abbey video — 8 minutes
Video discussion — 7 minutes
• Activity 3: Planning a checkup event — 20 minutes
Appendix:
• Using Your New Skills
• CPS Inspection and Checkup Events
CLASSROOM NOTES:
Important Checkup Event Reminder for
Instructor Team
• It is the responsibility of the Lead Instructor to
assure that the end-of class checkup event is planned
in advance and that, barring circumstances beyond
the control of the Instructor team, will allow all
students to actively participate as a checker in
the clinic. The Lead Instructor may delegate the
planning and coordination for the end-of-class
checkup to another Instructor and/or local CPS
program coordinator. The Lead Instructor and/or
the end-of-class checkup coordinator should:
• Visit the site of the planned checkup event to
identify safe traffic patterns and establish a safe
environment for all attendees, especially children.
• Assure that the planned checkup site will be able to
accommodate the desired size of the event and the
number of traffic lanes you will need to enable all
students to actively participate as checkers.
• Use a grid to draw a map of the physical
environment and layout of the event so it can be
explained to the students and any other event
volunteers who may be assisting with the event
• Be sure to include a clearly marked entrance,
registration area and exit with one way traffic flow,
if possible.
• Identify lane locations and where supplies will be
available for technicians.
• Course Instructors must take the time to review
important information about the end-of-class
checkup to be sure all students and instructors
know what to expect and how the clinic will be set
up and operated.
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STUDENT NOTES
(Student Manual pages X – X)
Activity 1: Where can everyone sit safely?
Using your new skills, review the needs of the family and
identify possible safe seating arrangements. Start with
identifying what seat belt system is required for each occupant
using the appropriate restraint. You will try this on your own
and then discuss as a group.
• Parent #2:
• 2 month old:
• 3 year old:
• 7 year old:
This is a general activity based on available seating and best practice recommendations. The
answers based on best practice may not conform to your State’s CPS laws.
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1A: Where can everyone sit safely?
Instructions:
• Instruct students to use the information provided in
the chart to:
º Mark down where each family member could
safely sit.
º Select the appropriate CR.
• Instruct students that their answers should be based
on best practice recommendations rather than
requirements of your State’s CPS laws.
• Have everyone work independently.
• Use a white/chalk board/flipchart draw the scenario
while students are working on their answers
• After 5 minutes:
º Ask for volunteers to share their findings and
discuss with the class.
º Use a white/chalk board/flipchart draw
the scenario.
Chapter 14: In the Field
313
CLASSROOM NOTES:
º Write ideas on the white/chalk board/flipchart,
º Discuss if the seat belt system is appropriate for
the selected seat/person or CR selected.
Materials: workbook, whiteboard or chalkboard
Time: 20 minutes (10 minutes for each scenario)
Activity 1A: Where can everyone sit safely?
Answers:
• Parent #2: Front passenger
• 2 month old: Rear passenger (may swap with 3
year old)
• 3 year old: Rear center (may swap with 2 month old)
• 7 year old: Rear driver (NEED Lap-Shoulder belt
system for BPB)
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STUDENT NOTES
(Student Manual pages 206 – 207)
Activity 1B: Where can everyone sit safely?
Using your new skills, review the needs of the family
and identify possible safe seating arrangements. What
seat belt system is required for each occupant? Where
can they sit?
• Parent #2:
• 7 month old:
• 2 year old:
• 4 year old:
• 12 year old:
INSTRUCTOR NOTES:
CLASSROOM NOTES:
Activity 1B: Where can everyone sit safely?
Conduct this activity the same way as for 1A.
Answers:
• Parent #2: Front passenger (NEED Lap-Shoulder
belt system)
• 7 month old: Rear middle
• 2 year old: front center (NOTE: full harness will
keep him away from active airbag)
• 4 year old: Rear outboard (NEED Lap-Shoulder
belt system — however, if the 4 year old is in a seat
with a higher weight full harness he/she could
be interchanged with the 2 year old in the front
center position)
• 12 year old: Rear outboard (NEED Lap-Shoulder
belt system)
Chapter 14: In the Field
315
STUDENT NOTES
(Student Manual pages 207 – 208)
Many CPS words may be confusing to the caregiver.
For example:
• “Baby seat” may mean convertible seat to the parent/
caregiver.
• “Infant seat” may mean infant carrier to the parent/
caregiver.
• CPS may mean child protective services or child
passenger safety.
Use words caregivers can understand:
• Some parents/caregivers may not understand the words that technicians use. For
example, which makes more sense to the parent/caregiver: “Retractor” or “the part that
winds up and stores the seatbelt”?
• Speak in simple terms.
• As a technician, your goal is to help the parent/caregiver use the seat the right way
every time.
Include the family:
• When caregivers and children are left out of the process of education, they cannot
learn. An important part of the CPST’s role is to decide what caregivers are really
asking when they request information and help.
• Use the caregiver’s name, and use the children’s names.
What are they really asking?
• When they ask: “Which car seat is escape-proof?” But mean: “My child can get out of
the car seat himself.”
• When they ask: “When can I turn him around?” But mean: “I want to see my child.
Why is it safer to face the back?”
Look for information about the vehicle or children that can help you understand what the
family may need, so you can communicate better:
• Who is in charge? The parent/caregiver or the child?
• Financial concerns: Old vehicle, old car seats.
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INSTRUCTOR NOTES:
CLASSROOM NOTES:
• Ask the student to provide examples of good
communication with individuals.
• Ask students to provide examples of good
communication techniques with individuals without
English as their first language?
Chapter 14: In the Field
317
STUDENT NOTES
(Student Manual pages 208 – 209)
• Some families will need more time than others to learn
proper use and correct installation of the car seat. Do not
rush them through the process. Allow enough time when
you make appointments for families who may need it.
• Stay focused on the caregiver during the learning process.
• As the caregiver demonstrates correct installation, have
him/her explain what he/she is doing. This provides a
better learning experience.
• Technicians can actually talk a parent/caregiver through
correct installation and harnessing without even getting
into the vehicle. This is a challenge to some technicians
who want simply to install the seat for the parent/caregiver.
• Your goal should be for the parent/caregiver to have a
complete understanding of the seat and its use.
CLASSROOM NOTES:
INSTRUCTOR NOTES:
• Point out that all adults learn best by practicing the
skill being taught (adult learning theory).
• Remind students that if they tell parents/caregivers
they will get back to them, they must remember to
do so.
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Student Notes
(Student Manual pages 209 – 210)
• Even the most experienced CPSTs do not know all the
answers. The field of CPS is always changing because of
new technology.
• It is OK to tell the parent/caregiver that you do not
know the answer, but you should find out the answer.
It is a good idea always to have a phone available to
contact CPSTs, instructors, or manufacturers if needed.
• CPSTs need to know the facts to prevent
misinformation. Other technicians may provide
information to you that is misinformation because “we
have always done it that way.”
• Make sure your information is correct before sharing it with the parents/caregivers.
Instructor Notes:
Chapter 14: In the Field
Classroom Notes:
318A
Student Notes
(Student Manual page 210)
Activity 2: “Abbey the CPS Tech” video
Watch the Abbey video (8 minutes)
Video discussion: (7 minutes)
• The “Abbey the CPS Tech” video shows and describes what
a certified CPS Technician does.
• Think about what makes Abbey such a good technician and
her thoughtful approach to the inspection:
º How does Abbey respond in a positive manner to the
caregiver?
º What examples of best practices does Abbey provide to
the parent/caregiver?
º How would you describe Abbey’s style of
communication and body language?
Classroom Notes:
Instructor Notes:
Activity 2: “Abbey the CPS Tech” video
Watch the Abbey video (8 minutes)
Lead a discussion: (7 minutes)
Explain to students becoming a good technician takes
time and practice. Refer students to “Using Your New
Skills” in the Appendix.
Discuss what makes Abbey such a good technician and
her thoughtful approach to the inspection:
• How does Abbey provide an environment conducive
to learning?
o Well organized checking station
o Adequate supplies and resources — forms,
recall lists, LATCH Manual, CR instructions,
Technician Manual, etc.
o Works with a team
• Does Abbey respond in a positive manner to the
caregiver?
318B
National Child Passenger Safety Certification Training — DOT HS 810 731 April 2007 (R10/10)
o Explains they will check the CR and teach
parents how to use it correctly
Classroom Notes:
o Involves parents in the check and discusses use
of the CR to them
o Tries to tell them in a nice way how to make
adjustments
o Makes sure parents demonstrate back how to
install and use the CR
• What examples of best practices does Abbey
demonstrate and/or provide to the parent/caregiver?
o Uses the CR instructions to point out how to
adjust the harness
o Points out warnings in instructions, but allows
parents to make the final decisions (e.g., leaving
the foam toy attached to the handle)
o Points out neither LATCH nor seat belt
installations are safer, but to use only one method
o Used the CR angle indicator to check recline angle
• How would you describe Abbey’s style of
communication and body language?
o Pays attention to parents facial expressions
to determine if they understand points she is
trying to get across
o Asks parents questions to gauge understanding
o Doesn’t try to answer questions she is not sure
of, but points them towards references
o Provided written materials as a part of the checkup
Chapter 14: In the Field
318C
Student Notes
(Student Manual pages 210A – 210C)
Activity 3: Planning a checkup event
• The main purpose for conducting a CPS checkup event is
to provide a public service to educate and provide needed
hands-on assistance to parents and other caregivers.
• Teams of checkers work with and teach parents/caregivers
the basics of correct selection, use and installation of CRs
and the proper fit and use of seat belts.
• Checkup events also provide opportunities to detect unsafe
child restraints (recalled, damaged, missing parts or labels/
instructions, etc.).
• Course Instructors will be reviewing important information about the end-of-class checkup
event you must actively participate in to be eligible for certification as a CPS technician
• First, it is important to understand how checkup events are planned and operated. Note also
that many of the details for setting up and operating a permanent inspection station are similar
as those for a “parking lot” event.
• See “Map It Out” worksheet in the appendix as an example of a diagram to sketch your
checkup event traffic flow.
Planning and Operating a Checkup Event — The following are several key issues to consider when
planning an event or setting up an inspection station. Additional details may be found in the
appendix under “Using Your New Skills” and “CPS Inspections and Checkup Events”.
• Do not wait until the last minute to plan your event!
• Who is your target audience?
• How many families do you expect at the event?
• How much time should be allocated per child seat?.
• Determine who the event coordinator will be. Each event needs a designated event coordinator.
• Conduct a pre-site visit.
• At the event:
º Physical Environment:
º Staffing:
• Educate the caregiver by fully involving the caregiver in the checkup
• Have adequate supplies
What to expect during the end-of-class checkup event
Be sure you understand
• What will be the time allocations per child seat?
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Student Notes
(Student Manual pages 210A – 210C)
• Who will be the event coordinator?
• Which checkup form will be used and how to use it?
• Who will be responsible for reviewing the work of each checkup team?
• Where will supplies — forms, clipboards, recall lists, LATCH manual, CR manufacturers’
instructions, educational materials for caregivers, etc. — be available for technicians
Remember that the safety of all participants is a top priority
• Promote one way traffic flow
• Turn off all vehicle motors
• Watch small children as parents may be distracted
• Walk around every car before starting the engine to be sure there are no children or materials
around near or under the vehicle
• Announce “car moving” and guide car to exit
Take your time with conducting the checkup and documentation.
• Ask for help if you need it
• Read instructions and labels
• Fully involve the parent/caregiver in the event
º Remember the Learn, Practice, Explain teaching method
º By the end of the checkup, the parent/caregiver should feel confident and competent in their
abilities
• Document, document, document
º Everything you do
º Advice you give the parent/caregiver
º Choices the parent/caregiver makes, especially advice the parent/caregiver chooses not
to follow
• Due to the sensitive nature of adjusting a child’s harness at the crotch, it is advisable to have the
parent adjust the child’s harness under the supervision of the certified technician.
• There will be an event wrap up to talk about what you saw and what you learned.
For more details, refer to “Using Your New Skills” and “CPS Inspections and Checkup Events” in
the Appendix.
Chapter 14: In the Field
318E
Classroom Notes:
Instructor Notes:
Discuss the end-of-class checkup event
Explain to students that there are recommendations
for policies and procedures for conducting CPS
programs and events. Refer students to “Using Your
New Skills” and “CPS Inspections and Checkup
Events” in the Appendix. Also refer students to any
State-specific policies or procedures for conducting
CPS events or setting up programs or services such as
CPS Inspection Stations.
Remind students that they must stay for and actively
participate in the end-of-class checkup event in order to
be eligible for certification as a CPS technician
Be sure participants understand:
• Who has been invited to the course checkup event
and how they were recruited. Are they from a local
daycare center, library, community group, etc?
• How many families can be expected at the event?
• How will registration be handled?
• What will be the time allocations per child seat?
• Who will be the event coordinator?
• Which checkup form will be used and how to use it?
• Who will be responsible for reviewing the work of
each checkup team?
• Where will supplies — forms, clipboards, recall lists,
LATCH manual, CR manufacturers’ instructions,
educational materials for caregivers, etc. — be
available for technicians
Be sure to have a wrap up following the end-of-class checkup
• For all involved to talk about what they saw, what they
learned and how it could have been a better event.
• To remind class participants about what to expect
following class:
o When grades will be entered online and
processed as CPSTs
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o How to access individual profiles and print
wallet cards
Classroom Notes:
o Locate State and local resources
-
-
Locate more experienced Techs to
work with
Learn about and sign up for CPS events
and/or inspection stations
Learn about and sign up for CPS
continuing education opportunities
Obtain educational and promotional materials
Find out about potential funding for local
CPS programs
Chapter 14: In the Field
318G
Student Notes
(Student Manual pages 210C – 210D)
It is important that all CPS technicians understand the
importance of planning and taking steps to design and
conduct a safe and well documented event, no matter how
large or how small.
Refer to the relevant resources in the Appendix, especially:
• National Child Passenger Safety Resources
• Using Your New Skills
• CPS Inspections and Check up Events
• Map It Out — CPS Check Up Events
Classroom Notes:
Instructor Notes:
When reviewing the check up, be sure everyone is
comfortable with the expectations and understands
this importance of taking steps for a safe and well
documented event whether a large or small.
Review the relevant resources in the appendix:
• National Child Passenger Safety Resources (Student
Manual p. 213)
• Using Your New Skills (p. 311)
• CPS Inspections and Check up Events (p. 315)
• Map It Out — CPS Check Up Events (p. 320-A)
Emphasize the benefits of referring to their
student workbooks.
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Student Notes
Instructor Notes:
(Student Manual page 210D)
Classroom Notes:
Remind students that:
• The end product of their hard work for the entire
class is that they will be able to provide quality
caregiver communication.
• The caregiver makes any tough choices.
• As technicians, their duty is to promote the safe
travel of the entire family.
• By practicing what they have learned, using the
Learn, Practice, Explain model, providing fact
rather than opinion, carefully reading instructions
and taking time to find the right answers, they will
be able to serve the families of their communities at
health fairs, community events, retailers, and check
up events.
Chapter 14: In the Field
318I
Classroom Notes:
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Appendix
National Child Passenger Safety Resources
321
Child Restraint and Vehicle Manufacturer Contacts
327
Child Safety Seat Registration Form
331
Child Safety Seat Questionnaire: To report a complaint, defect or incident
333
Quick Reference Guide to Federal Motor Vehicle Safety Standards and Regulations
335
FMVSS No. 213: Highlights of the Regulation for Child Restraint Systems
339
LATCH Requirements: Summary of Changes to Federal Regulations (FMVSS 213 and 225)
341
Child Crash Test Dummies
343
IMMI Memorandum on Twisting Seat Belts
345
Types of Seat Belt Systems, Latch Plates and Use of a Locking Clip or a Belt-shortening Clip
347
Installation of Child Restraints with Different Types of Seat Belts
349
Frequently Asked Questions About LATCH and Tethers
351
LATCH Manual 2005 Excerpt — Appendix A: Vehicle Information
355
Request for Air Bag On-Off Switch
359
NHTSA Frequently Asked Questions About Side-Impact Air Bags (SABs)
361
Compilation of Child Passenger Safety Checklist Forms
365
Child Passenger Safety A Parent’s Primer: 4 Steps for Kids
379
Rear Facing Quotables: Guiding Parents to Keep Children Rear-facing Longer
380A
American Academy of Pediatrics: Car Safety Seats: A Guide for Families 2007
381
Selecting and Using the Most Appropriate Car Safety Seats for Growing Children
383
AAP Policy Statement: Safe Transportation of Newborns at Hospital Discharge
385
AAP Clinical Report: Safe Transportation of Preterm and Low Birth Weight Infants at Hospital Discharge
387
James Whitcomb Riley Hospital For Children Hospital Discharge Protocol Essentials
391
Transporting Children With Special Health Care Needs
395
Guideline for the Safe Transportation of Pre-school Age Children in School Buses
401
School Transportation Safety
405
Restraint Use on Aircraft
409
FAA Approves New Child Safety Device
413
The Do’s and Don’ts of Transporting Children in an Ambulance
415
Crash Protection for Children in Ambulances: Recommendations and Procedures
417
Using Your New Skills
419
CPS Inspections and Check up Events
423
Map It Out — CPS Checkup Events
320
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National Child Passenger Safety Resources1
April 2007 (R10/10)
AAA Foundation for Traffic Safety
607 14th Street NW
Suite 201
Washington, DC 20005
202-638-5944
info@aaafoundation.org
www.aaafoundation.org
AAA Foundation for Traffic Safety is a not-for-profit, publicly-supported charitable educational
and research organization that funds research projects designed to discover the causes of
traffic crashes, prevent them, and minimize injuries when they do occur. This research is then
used to develop educational materials for drivers, pedestrians, bicyclists and other road users.
American Academy of Pediatrics
Publications Department
141 Northwest Point Boulevard
Elk Grove Village, IL 60007-1098
800-433-9016
847-434-4000
www.aap.org
The AAP's child passenger safety information includes policy statements relevant to
recommendations for transporting children safely. Pamphlets on safety seat use, restraint
choice available. Produce a shopping guide for children with special transportation needs and
an annual car seat shopping guide.
Automotive Safety Program, Riley Hospital for Children
575 West Drive, Room 004
Indianapolis, IN 46202
317-274-2977
www.preventinjury.org
The Automotive Safety Program provides general consumer information for the State of Indiana.
In addition, information is available for transporting children with special needs including
ambulance transport safety.
1
Please note that this list is not meant to be all inclusive.
Appendix
321
National Child Passenger Safety Resources
Page 2 of 5
Children's Hospital of Philadelphia
Center for Injury Research and Prevention
3535 Market Street, Suite 1150
Philadelphia, PA 19104
267-426-6092
www.research.chop.edu/programs/injury/
www.research.chop.edu/programs/carseat/
The Center for Injury Research and Prevention at the Children's Hospital of Philadelphia
(CHOP) is a comprehensive pediatric trauma research facility at The Children's Hospital of
Philadelphia dedicated to addressing injury, the leading cause of death for children and
adolescents.
CHOP maintains the “Keeping Kids Safe During Crashes: Every Child Deserves a Safe Ride”
web site that includes videos and other useful information on installing and using child safety
seats and on seat belt use for older children and quick tips to help you review the information
and links to other online resources.
Partners for Child Passenger Safety now has a Spanish version of their "Keeping Kids Safe"
site on their Cómo mantener a los niños fuera de peligro durante los choques: Todos los niños
merecen viajar seguros site.
Continuing Education Credits (CEUs) to Maintain Certification
Refer to the “National Child Passenger Safety Board” and “Safe Kids Worldwide CPS
Certification Program” listings below.
Federal Aviation Administration (FAA) Child Safety on Airplanes
U.S. Department of Transportation
Federal Aviation Administration
800 Independence Ave. SW
Washington, DC 20591
1-866-835-5322
www.faa.gov/passengers/fly_children/crs/
Provides information and guidance for travelers with children. Downloadable brochure that
caregivers may take with them when they travel. Additional information concerning travel tips,
screening procedures, and traveling with children with disabilities may go to
www.tsa.gov/travelers/airtravel/children.
Insurance Institute for Highway Safety
Communications Dept.
1005 N. Glebe Rd.
Arlington, VA 22201
703-247-1500
www.hwysafety.org
Distributes the newsletter "Status Report", and produces low-cost videos on a variety of
highway safety topics. Produce fact sheets and lists of state seat belt and child passenger
safety laws.
National CPS Certification Training Program
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National Association for Pupil Transportation
NAPT Foundation
111 Scooter Lane
Hicksville, New York 11801
516-579-1620
www.napt.org
A nonprofit group committed to enhancing the safety of children transported by school buses.
Provides resources to inform local communities about the benefits of school bus transportation,
conducts research regarding safer school buses and provides additional training and
educational opportunities for pupil transportation professionals.
National Center for the Safe Transportation of Children with Special Health Care
Needs
Riley Hospital for Children
575 West Drive, Room 004
Indianapolis, IN 46202
800-755-0912
www.preventinjury.org/NationalCenter.asp
The National Center for the Safe Transportation of Children with Special Health Care Needs is
funded by the National Highway Traffic Safety Administration and is based at the Riley Hospital
for Children Automotive Safety Program.
The National Center for the Safe Transportation of Children with Special Health Care Needs
serves as a resource for families, health care professionals, transportation providers, and child
passenger safety advocates. The National Center has a toll-free hot line (Monday – Friday, 8:00
a.m. – 5 p.m. EST) staffed by child passenger safety technicians who are experienced in
resolving issues associated with the transportation of children with special health care needs.
National Child Passenger Safety Board
1025 Connecticut Avenue N.W., Suite 1200
Washington, D.C. 20036-5405
202-296-6263
www.cpsboard.org
The mission of the National Child Passenger Safety Board (NCPSB) is to maintain the quality
and integrity of the National Standardized Child Passenger Safety Training Program. This
program is used to train and certify child passenger safety (CPS) technicians and instructors.
The Board works collaboratively with the National Highway Traffic Safety Administration and
with the CPS Certifying Body. The Board channels insight from their representative
organizations to NHTSA and the Certifying Body.
The Web site of the NCPSB provides CPS Technicians with a variety of continuing education
materials including Tech Update. Tech Update is an electronic newsletter published by the
National Highway Traffic Safety Administration and the National Child Passenger Safety Board
for certified Child Passenger Safety Technicians and Instructors. Technicians may qualify for up
to 1 CEU per certification cycle for reading the Tech Update.
National CPS Certification Training Program
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Individuals can sign up to be notified via e-mail whenever Tech Update is published or any
significant announcements or updates to the CPS Board website are made. To read sign up for
the CPS Board e-mail list, visit www.cpsboard.org/elist.htm.
National Highway Traffic Safety Administration
Washington, DC 20590
Auto Safety Hotline: 888-327-4236
www.nhtsa.dot.gov
Federal agency with primary responsibility for establishing and enforcing motor vehicle safety
standards. NHTSA establishes and promotes national and state highway safety related
programs and materials including child passenger safety. Pamphlets, technical reports; program
manuals, recall lists, etc. are available through NHTSA.
Visitors to the NHTSA child passenger safety page can find information related to:
•
•
•
Find a Child Safety Seat Inspection Station - Search NHTSA's Child Safety Seat Inspection
Station Locator for Inspection Stations in your State or zip Code.
Keeping Kids Safe Inside and Out - Addresses safety in and around vehicles for children.
www.nhtsa.gov
www.safercar.gov for information on vehicle safety such as Buying a Safer car, crash rating
reports, air bags, rollover prevention, and NHTSA safety standards and regulations.
National Safety Council
1121 Spring Lake Drive
Itasca, IL 60143-3201
630-285-1121
info@nsc.org
www.nsc.org
Safety belt tips and other important information on how to protect yourself and your family on
the road.
Safe Kids Worldwide
1301 Pennsylvania Ave., NW
Suite 1000
Washington, DC 20004-1707
202-662-0600
www.safekids.org
http://cert.safekids.org
Safe Kids Worldwide is the certifying body for the National Standardized Child Passenger
Safety Certification Training Program and manages the online system for registration and other
certification processes. Parents and other caregivers can find a Certified Child Passenger
Safety Technician in their state or zip code by using the Safe Kids Child Passenger Safety
Contact Locator.
For information on policies & procedures related to class scheduling, participant registration,
certification, and recertification - as well as frequently asked questions and answers - visit the
National CPS Certification Training Program
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Safe Kids CPS Certification web site. Recertification information available through the
“Resources” section includes:
• Personal Re-certification Log
• Re-certification flow chart
• Verified Inspection Activity Worksheet
• Tips on How to Get CEUs
• Putting Together a Successful Tech Update
Also included are links to CEU opportunities including
• Examples of scientific articles
• Safe Ride News LATCH Manual quiz
• SafetyBeltSafe USA car seat manufacturer instructions quiz
• CPS Board's Tech Update
• www.SafeKidsWebinars.org
• www.cpsboard.org online presentations
• www.buckleupnc.org/training/index.cfm online videos from NC CPS Conference
Safe Ride News Publications, Inc.
PO Box 38
Edmonds, WA 98020
Phone: 800-403-1424 / 425-640-5710 • Fax: 425-640-5417
www.saferidenews.com
Publisher of a national CPS quarterly (by subscription) newsletter and the LATCH Manual which
is updated every 2 years. Technical updates and fact sheets related to child passenger,
pedestrian, and bicycle safety are also available.
SafetyBeltSafe U.S.A.
PO Box 553
Altadena, CA 91001
310-222-6860
www.carseat.org
Safe Ride Helpline: 800-745-SAFE
Spanish Helpline: 800-747-SANO
SafetyBeltSafe U.S.A (SBS USA) produces pamphlets in multiple languages, flyers on correct
use of safety seats, training courses, child restraint recall list, and other materials available for
download and/or purchase. Technician and Instructors can subscribe to their CPS Tech Access
Package which includes; internet access to new child restraint instructions, internet access to a
printable version of the SBS USA List of Recalls and Replacement Parts for Child Restraints,
SafetyBeltSafe News bi-monthly newsletter on child passenger safety and advocacy, Child
Restraint Manufacturers' Instructions with Summary Sheets CD, and Safe Ride News newsletter
subscription.
Tech Update
Refer to the “National Child Passenger Safety Board” listing above.
National CPS Certification Training Program
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Child Restraint and Vehicle Manufacturer Contacts
Child Restraint Manufacturer Contacts
Angel Guard Products
c/o Mercury Distributing
7001 Wooster Pike
Medina, OH 44256
800-815-6330
330-723-5928
www.angel-guard.com
Baby Trend
1607 S. Campus Ave
Ontario, CA 91761
800-328-7363
www.babytrend.com
Bergeron Health Care
15 South Second St
Dolgeville, New York 13329
800-371-2778
315-429-8407
www.adaptivemall.com
BESI
9445 Sutton Place
Hamilton, OH 45011
800-543-8222
513-874-0232
www.besi-inc.com
Britax Child Safety
(Britax, Fisher Price)
13501 South Ridge Dr
Charlotte, NC 28273
888-427-4829
704-409-1700
www.britaxusa.com
Chicco
1826 William Penn Way
Lancaster, PA 17601
877-424-4226
717-735-6200
www.chiccousa.com
Columbia Medical
Manufacturing
13577 Larwin Circle
Santa Fe Springs, CA 90670
800-454-6612
www.columbiamedical.com
Combi USA
1962 Highway 160 West
Suite 100
Fort Mill, SC 29708
800-992-6624
www.combi-intl.com
Dorel Juvenile Group
(Cosco, Eddie Bauer, Maxi
Cosi, Safety 1st)
2525 State St
Columbus, IN 47201
800-457-5276 (sales)
800-544-1108 (service)
www.djgusa.com
Evenflo
1801 Commerce Dr
Piqua, OH 45356
800-233-5921
www.evenflo.com
E-Z-ON Products
605 Commerce Way West
Jupiter, FL 33458
800-323-6598
www.ezonpro.com
Graco Children's Products
150 Oaklands Blvd
Exton, PA 19341
800-345-4109
888-224-6549
www.gracobaby.com
Harmony Juvenile Products
1600 53rd St
North Bergen, NJ 07047
877-306-1001
www.harmonyjuvenile.com
Jané USA
P.O. Box 410007
San Francisco, CA 94141
866-355-2630
www.janeusa.com
Jeffco Fibres
(LaRoche Brothers)
451 Quarry St.
Fall River, MA 02722
508-673-1001
www.jeffcofibres.com
KIDSEmbrace
3940 Laurel Canyon Blvd.,
Suite #1172
Studio City, CA 91604
866-947-3287
kidsembrace.com
Learning Curve
(Compass, The First Years)
1111 West 22nd St, Ste 320
Oak Brook, IL 60523
630-573-7200
www.learningcurve.com
Magna Aftermarket of
America (clek)
600 Wilshire Dr
Troy, MI 48084
866-656-2462
www.magnaclek.com
Mercedes-Benz USA
Accessories, P.O. Box 350
Montvale, NJ 07645
www.mbusa.com
Merritt Manufacturing
PO Box 17152
Indianapolis, IN 46217
317-409-0148
www.eztether.com
Mia Moda
1 Meridian Blvd
Wyomissing, PA 19610
1-866-642-6632
www.miamodainc.com
National CPS Certification Training Program
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Child Restraint Manufacturer Contacts
Orbit Baby
5437 Central Ave, Ste 10
Newark, CA 94560
877-672-2229
www.orbitbaby.com
Peg Perego U.S.A.
3625 Independence Dr.
Fort Wayne, IN 46808
800-671-1701
www.perego.com
Porsche Cars Of North
America
980 Hammond Drive
Suite 1000
Atlanta, Georgia 30328
800-545-8039
www.porsche.com
ProRider
Children-N-Safety Program
7818 S 212th St #106
Kent, WA 98032
800-642-3123
www.prorider.com/nonprofit
Q'Straint
5553 Ravenswood Road, #110
Ft. Lauderdale, Fl 33312
800-987-9987
www.qstraint.com
Recaro
3275 Lapeer Rd West
Auburn Hills, MI 48326
248-364-3818
www.recaro.com
Safe Traffic System
3343 W Eastwood Ave
Chicago, IL 60625
847-329-8111
www.safetrafficsystem.com
Safeguard / IMMI
18881 US 31 North
PO Box 408
Westfield, IN 46074
800-586-7839
www.safeguardseat.com
Safety Angel / Safe Start
P.O. Box 740151
Boynton Beach, FL 33474
888-743-3798
www.safetyangel.com
Sammons Preston Rolyan
1000 Remington Blvd
Bolingbrook, IL 60440
800-323-5547
www.sammonspreston.com
Serenity Safety Products
75 W Baseline Rd #29
Gilbert, AZ 85233
800-536-0676
serenitysafetyproducts.com
Snug Seat
12801 E. Independence Blvd
Stallings, NC 28105
800-336-7684
www.snugseat.com
Sunshine Kids Juvenile
Products
3104 142nd Ave South, #105
Sumner, WA 98390
888-336-7909
www.skjp.com
Team-Tex America
(Nania, Car Seat Specialty)
PO Box 3194
Rock Hill, SC 29732
877-912-1313
Teutonia USA
150 Oaklands Blvd.
Exton, PA 19341
877-838-8664
www.teutoniausa.com
Triple Play Products
(Safeline Kids)
904 Main St, Suite 330
Hopkins, MN 55343
800-829-1625
www.tripleplayproducts.com
Volvo Cars of North America
Seven Volvo Dr
Rockleigh, NJ 07647
800-458-1552
www.volvocars.com/us
Vehicle Manufacturer Contacts
Manufacturer
Acura
Audi
Bentley
BMW
Buick
Cadillac
Customer Service
800-382-2238
800-822-2834
800-236-8539
800-831-1117
800-521-7300
800-458-8006
National CPS Certification Training Program
328
Web site
www.acura.com
www.audiusa.com
www.bentley.com
www.bmwusa.com
www.buick.com
www.cadillac.com
April, 2007 (R10/10)
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Vehicle Manufacturer Contacts
Manufacturer
Chevrolet
Chrysler - DaimlerChrysler
Daewoo
Dodge - DaimlerChrysler
Ferrari
Ford
GMC
Hummer (H2) -GMC
Honda
Hyundai
Infiniti
Isuzu
Jaguar
Jeep/Eagle-DaimlerChrysler
Kia Motors
Land Rover
Lexus
Maserati
Mazda
Mercedes_Benz
Mini
Mitsubishi
Nissan
Oldsmobile-GMC
Plymouth-DaimlerChrysler
Pontiac-GMC
Porsche
Rolls-Royce
Saab
Saturn
Subaru
Suzuki-GMC
Toyota
Volkswagen
Volvo
Customer Service
800-222-1020
800-992-1997
877-362-1234
800-992-1997
201-816-2600
800-392-3673
800-462-8782
800-732-5493
800-999-1009
800-633-5151
800-662-6200
800-255-6727
800-452-4827
800-992-1997
800-333-4542
800-637-6837
800-255-3987
201-816-2600
800-222-5500
800-367-6372
866-275-6464
800-222-0037
800-647-7261
800-442-6537
800-992-1997
800-762-2737
800-545-8039
877-300-8803
800-955-9007
800-553-6000
800-782-2783
800-934-0934
800-331-4331
800-822-8987
800-458-1552
National CPS Certification Training Program
Appendix
Web site
www.chevrolet.com
www.chrysler.com
www.daewoous.com
www.dodge.com
www.ferrariusa.com
www.ford.com
www.gmc.com
www.hummer.com
www.hondacars.com
www.hyundaiusa.com
www.infiniti-usa.com
www.isuzu.com
www.jaguar.com
www.jeep.com
www.kia.com
www.landrover.com
www.lexus.com
www.maserati.com
www.mazdausa.com
www.mbusa.com
www.miniusa.com
www.mitsucars.com
www.nissan-na.com
www.oldsmobile.com
www.daimlerchrysler.com
www.pontiac.com
www.porsche.com
www.rollsroyce.com
www.saabusa.com
www.saturn.com
www.subaru.com
www.suzuki.com
www.toyota.com
www.vw.com
www.volvocars.com
April, 2007 (R10/10)
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Form Approved: O.M.B. No. 2127-0576
CHILD SAFETY SEAT REGISTRATION FORM
FOR YOUR CHILD’S CONTINUED SAFETY
Although child safety seats undergo testing and evaluation, it is possible that your child seat could be recalled. In
case of a recall it is important that the manufacturer be able to contact you as soon as possible so that your seat can
be corrected.
All child safety seats manufactured since March 1993 have a registration form so that owners can provide their
names/addresses to the manufacturer. In case of a safety recall, the manufacturer can use that information to send
recall letters to owners. Also, child safety seat manufacturers have agreed to maintain owner names/addresses for
child safety seats manufactured before March 1993, so they can notify those consumers in the event of a future
safety recall. However, in order for the manufacturer to know which child safety seat you own, all of the
information on the lower half of this page must be provided.
If you would like the National Highway Traffic Safety Administration (NHTSA) to give your name and address to
the manufacturer of your child safety seat, so that you can be notified of any future safety recalls regarding your
child safety seat, fill out this form. Please type or print clearly, sign and mail this postage-paid, pre-addressed form.
If you have any questions, or need help with any child safety seat or motor vehicle safety issue, call the U.S.
Department of Transportation’s toll-free Auto Safety Hotline at 1-800-424-9393 (Washington DC AREA
RESIDENTS, 202-366-0123).
Your Name:___________________________________________ Telephone___________________
Your Street Address_________________________________________________________________
City:______________________, State:_____________________ Zip Code:_____________________
IMPORTANT: The following information is essential and can be found on labels
on your child seat.
Child Seat Manufacturer:__________________________________________________________
Child Seat Model Name & Number:________________________________________________
Child Seat Date of Manufacture:___________________________________________________
I AUTHORIZE NHTSA TO PROVIDE A COPY OF THIS REPORT TO THE CHILD
SAFETY SEAT MANUFACTURER.
SIGNATURE:__________________________________________ DATE:____________________
The Privacy Act of 1974 - Public Law 93-579, As Amended: This information is requested pursuant to the authority
vested in the National Highway Traffic Safety Act and subsequent amendments. You are under no obligation to
respond to this questionnaire. Your response may be used to assist the NHTSA in determining whether a
manufacturer should take appropriate action to correct a safety defect. If the NHTSA proceeds with administration
enforcement or litigation against a manufacturer, your response, or
statistical summary thereof, may be used in support of the agency’s action.
Send this form to:
NHTSA
Auto Safety Hotline, NAD-40
Room 2318
400 Seventh Street, SW
Washington, DC 20590
Appendix
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Form Approved: O.M.B. No. 2127-0008
Child Safety Seat Questionnaire
FOR AGENCY USE ONLY
Date Received
To report a complaint, defect or incident
U.S. Department
of Transportation
National Highway
Traffic Safety
Administration
od-or
___ ___
rt-dt
___ ___
od-rt
___ ___
VEHICLE SAFETY HOTLINE
Nationwide: 1-888-327-4236 / DC Metro area: 202-366-0123
To submit by Fax: 202-366-3171
up-ltr ___ ___
Reference No.
OWNER INFORMATION (Type or Print)
NAME and ADDRESS
DAY TIME TELEPHONE NO. (AREA CODE)
Do you authorize NHTSA to provide a copy of this information to the manufacturer of your Child Safety Seat?
■ YES
In the absence of an authorization, NHTSA WILL NOT provide your name and address to the vehicle manufacturer.
■ NO
CHILD INFORMATION
Any Special Information
Age
Height/Length
Weight
CHILD SAFETY SEAT INFORMATION (As identified on the manufacturing label on the seat)
Seat Manufacturer
Date Manufactured
Type of Child Safety Seat
■ Infant
■ Booster
■ Integrated
Seat Name and Model Number
■ Convertible
■ Other
Failed Part. Describe Failure Below.
■ Base
■ Harness/Buckle
■ LATCH Connector ■ Tether
Seat Was:
■ Shell
■ Other
■ Handle
Purchased From:
Purchased
■ New
■ Used
■ Obtained through loaner program
■ Gift
■ Borrowed Date ___/____/____
■ Material Padding
_____________________________________
Installed in Vehicle by the:
■ Vehicle Safety Belt
City_____________________ State _______
■ LATCH System (vehicle information required)
VEHICLE INFORMATION
Make of Vehicle
Model of Vehicle
Year of Vehicle
INCIDENT INFORMATION (If applicable)
Number of Injured
Crash?
■ Yes
Child Seat Location:
■ Front
■ Rear
Number of Fatalities
Police Report Filed
■ No
■ Right
■ Left
■ Yes
■ Center
■ Lap
■ Shoulder
■ No
Facing Direction:
Safety Belt System Used
■ Both
■ Forward
■ Rear
DESCRIBE INCIDENT/DEFECT IN DETAIL (Please explain how the Child Seat failed)
CONTINUE ON BACK IF NEEDED
The Privacy Act of 1974–Public Law 93-579 This information is requested pursuant to authority vested in Chapter 301 of Title 49 of the United States Code.
You are under no obligation to respond to this questionnaire. Your response may be used to assist the NHTSA in determining whether a manufacturer should take
appropriate action to correct a safety defect. If the NHTSA proceeds with administrative enforcement or litigation against a manufacturer, your response, or a statistical
summary thereof, may be used in support of the agency’s action.
HS Form 350C (April 2005)
Appendix
333
Reverse of HS-Form 350C
Fold to show Return Address (no stamp needed). Fasten with tape or staple and mail.
Narrative Description (Continued):
Fold here
U.S. Department
of Transportation
NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES
National Highway
Traffic Safety
Administration
400 Seventh St., S.W.
Washington, D.C. 20590
Official Business
Penalty for Private Use $300
BUSINESS REPLY MAIL
FIRST CLASS PERMIT NO 73173
WASHINGTON, D.C.
POSTAGE WILL BE PAID BY NATL. HWY. TRAFFIC SAFETY ADMIN.
U.S. Department of Transportation
National Highway Traffic Safety Administration
Office of Defects Investigation (NVS-216)
400 7th Street, S.W.
Washington, DC 20590
Tape or Staple here
334
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Quick Reference Guide to Federal Motor Vehicle Safety Standards
and Regulations
DOT HS 805 878 - Revised March 2004
Foreword
The National Highway Traffic Safety Administration (NHTSA) has a legislative mandate under Title 49 of the
United States Code, Chapter 301, Motor Vehicle Safety, to issue Federal Motor Vehicle Safety Standards
(FMVSS) and Regulations to which manufacturers of motor vehicles and items of motor vehicle equipment
must conform and certify compliance. FMVSS 209, Seat Belt Assemblies, was the first standard to become
effective on March 1, 1967. A number of FMVSS became effective for vehicles manufactured on and after
January 1, 1968. Subsequently, other FMVSS have been issued. For instance, NHTSA has issued seven new
FMVSS and has amended six FMVSS and two consumer information regulations and requirements since this
booklet was revised in March 1999. New standards and amendments to existing standards are published in
the Federal Register.
These Federal safety standards are regulations written in terms of minimum safety performance requirements
for motor vehicles or items of motor vehicle equipment. These requirements are specified in such a manner
that the public is protected against unreasonable risk of crashes occurring as a result of the design,
construction, or performance of motor vehicles and is also protected against unreasonable risk of death or
injury in the event crashes do occur.
This booklet lists the Federal Motor Vehicle Safety Standards that were in effect as of October 2003, and
provides a brief summary of each safety standard. It also provides similar information on other Federal
consumer information regulations and requirements.
Title 49: Chapter V - National Highway Traffic Safety Administration, Department of Transportation
Part 571 Federal Motor Vehicle Safety Standards
Subpart B
Federal Motor Vehicle Safety Standards 571.101– 571.500
Standard No. 101:
Controls and Displays
Standard No. 102:
Transmission Shift Lever Sequence, Starter Interlock, and Transmission Braking
Effect
Standard No. 103:
Windshield Defrosting and Defogging Systems
Standard No. 104:
Windshield Wiping and Washing Systems
Standard No. 105:
Hydraulic and Electric Brake Systems
Standard No. 106:
Brake Hoses
Standard No. 107:
[Reserved]
Standard No. 108:
Lamps, Reflective Devices, and Associated Equipment
Standard No. 109:
New Pneumatic Bias Ply and Certain Specialty Tires*
Standard No. 110:
Tire Selection and Rims for Motor Vehicles*
Standard No. 111:
Rearview Mirrors
Standard No. 112:
[Reserved]
Standard No. 113:
Hood Latch System
Standard No. 114:
Theft Protection
Standard No. 115:
[Reserved] Requirements moved to Part 565—Vehicle Identification Number
Appendix
335
Quick Reference Guide to FMVSS’s and Regulations
Page 2 of 4
Part 571 Federal Motor Vehicle Safety Standards
Subpart B
Federal Motor Vehicle Safety Standards 571.101– 571.500
Standard No. 116:
Motor Vehicle Brake Fluids
Standard No. 117:
Retreaded Pneumatic Tires
Standard No. 118:
Power-Operated Window, Partition, and Roof Panel Systems
Standard No. 119:
New Pneumatic Tires for Vehicles Other Than Passenger Cars*
Standard No. 120:
Tire Selection and Rims for Motor Vehicles Other Than Passenger Cars
Standard No. 121:
Air Brake Systems
Standard No. 122:
Motorcycle Brake Systems
Standard No. 123:
Motorcycle Controls and Displays
Standard No. 124:
Accelerator Control Systems
Standard No. 125:
Warning Devices
Standard No. 129:
New Non-Pneumatic Tires for Passenger Cars—New Temporary Spare
Non-Pneumatic Tires for Use on Passenger Cars
Standard No. 131:
School Bus Pedestrian Safety Devices
Standard No. 135:
Light Vehicle Brake Systems*
Standard No. 138:
Tire Pressure Monitoring Systems**
Standard No. 139:
New Pneumatic Radial Tires for Light Vehicles**
Standard No. 201:
Occupant Protection in Interior Impact
Standard No. 202:
Head Restraints
Standard No. 203:
Impact Protection for the Driver from the Steering Control System
Standard No. 204:
Steering Control Rearward Displacement
Standard No. 205:
Glazing Materials
Standard No. 206:
Door Locks and Door Retention Components
Standard No. 207:
Seating Systems
Standard No. 208:
Occupant Crash Protection*
Standard No. 209:
Seat Belt Assemblies
Standard No. 210:
Seat Belt Assembly Anchorages
Standard No. 211:
[Reserved]
Standard No. 212:
Windshield Mounting
Standard No. 213:
Child Restraint Systems
Standard No. 214:
Side Impact Protection
Standard No. 215:
[Reserved]
Standard No. 216:
Roof Crush Resistance
Standard No. 217:
Bus Emergency Exits and Window Retention and Release
Standard No. 218:
Motorcycle Helmets
DOT HS 805 878
336
Revised March 2004
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April 2007 (R10/10)
Quick Reference Guide to FMVSS’s and Regulations
Page 3 of 4
Part 571 Federal Motor Vehicle Safety Standards
Subpart B
Federal Motor Vehicle Safety Standards 571.101– 571.500
Standard No. 219:
Windshield Zone Intrusion
Standard No. 220:
School Bus Rollover Protection
Standard No. 221:
School Bus Body Joint Strength
Standard No. 222:
School Bus Passenger Seating and Crash Protection
Standard No. 223:
Rear Impact Guards
Standard No. 224:
Rear Impact Protection
Standard No. 225:
Child Restraint Anchorage Systems**
Standard No. 301:
Fuel System Integrity
Standard No. 302:
Flammability of Interior Materials
Standard No. 303:
Fuel System Integrity of Compressed Natural Gas Vehicles
Standard No. 304:
Compressed Natural Gas Fuel Container Integrity
Standard No. 305:
Electric-Powered Vehicles: Electrolyte Spillage and Electric Shock Protection**
Standard No. 401:
Interior Trunk Release**
Standard No. 402:
(Reserved)
Standard No. 403:
Platform Lift Systems for Motor Vehicles**
Standard No. 404:
Platform Lift Installations in Motor Vehicles**
Standard No. 500:
Low Speed Vehicles
DOT HS 805 878
Appendix
Revised March 2004
337
Quick Reference Guide to FMVSS’s and Regulations
Page 4 of 4
Part 531 - Part 595
Subpart B -
Other Regulations Relating To Transportation
Part 531:
Passenger Automobile Average Fuel Economy Standards
Part 533:
Light Truck Fuel Economy Standards
Part 541:
Federal Motor Vehicle Theft Prevention Standard
Part 555:
Temporary Exemptions from Motor Vehicle Safety and Bumper Standards
Part 557:
Petitions for Hearings on Notification and Remedy of Defects
Part 564:
Replaceable Light Source Information
Part 565:
Vehicle Identification Number Requirements
Part 566:
Manufacturer Identification
Part 567:
Certification
Part 568:
Vehicles Manufactured in Two or More Stages
Part 569:
Regrooved Tires
Part 570:
Vehicle In Use Inspection Standards
Part 572:
Anthropomorphic Test Devices
Part 573:
Defect and Noncompliance Reports
Part 574:
Tire Identification and Record Keeping
Part 575:
Consumer Information Regulations
Part 577:
Defect and Noncompliance Notification
Part 579:
Defect and Noncompliance Responsibility
Part 580:
Odometer Disclosure Requirements
Part 581:
Bumper Standard
Part 582:
Insurance Cost Information Regulation
Part 583:
Automobile Parts Content Labeling
Part 591:
Importation of Vehicles and Equipment Subject to Federal Safety, Bumper, and
Theft Prevention Standards
Part 595:
Retrofit On-Off Switches for Air Bags
Subpart B —Retrofit On-Off Switches for Air Bags
Subpart C —Vehicle Modifications to Accommodate People With Disabilities
DOT HS 805 878
338
Revised March 2004
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Federal Motor Vehicle Safety Standard No. 213
Highlights of the Regulation for Child Restraint Systems
• Covers all types of systems (infant carriers, child seats, harnesses, and car beds) that restrain children
under 65 pounds in motor vehicles.
• Requires that child restraint systems pass a 30 mph frontal sled test, which simulates a crash.
• Specifies maximum rotation during crash test for rear-facing child restraints.
• Specifies limits on child dummy measurements for forward-facing child restraints:
- Head injury criteria (potential brain injury resulting from abrupt deceleration)
- Head excursion (distance dummy head travels forward)
- Force on chest
- Knee excursion
• Requires that restraints not break during dynamic tests.
• Requires that child restraints retain a child dummy within the confines of the restraint during crash
tests.
• Specifies padding requirements around the head of child restraints for use by children weighing 22
pounds or less. Flame-retardant fabric required.
• Requires that safety seats pass the 30 mph test secured with vehicle lap belt or lower LATCH
attachments only as well as a more stringent test for forward-facing restraints with a tether anchored.
Exceptions: child harnesses and products for children with special needs may be tested with top
tether straps anchored. Boosters are tested with a vehicle lap-shoulder belt.
• Specifies the amount of force needed to open buckles on child restraints, so that toddlers cannot
unbuckle themselves but adults can easily open the buckle. (Before crash test, minimum force is
nine lbs. and maximum is 14 lbs.; after crash test, maximum is 16 lbs.)
• Requires permanent, visible labels on the restraint with the following information: certification
that it conforms to standards for use in motor vehicles, basic instructions for correct installation,
name and address of manufacturer/distributor, and date made. Air bag warning label required
for rear-facing restraints. The restraint must have a designated location for storing the
instruction booklet or sheet. An additional label may be present to state certification for use in
aircraft.
• Permits child restraint systems to be designed as an integral part of motor vehicle seats.
• Requires that the manufacturer include a registration card with the child restraint and notify
consumers of product recalls.
• As of September 1, 2002, child restraints and vehicle were required to provide LATCH attachments
(FMVSS 213) and anchors (FMVSS 225). Refer to #622 for a summary of these requirements.
SafetyBeltSafe U.S.A.
P.O. Box 553, Altadena, CA 91003
www.carseat.org
310/222-6860, 800/745-SAFE (English) 310/222-6862, 800/747-SANO (Spanish)
This document was developed by SafetyBeltSafe U.S.A. and may be reproduced in its entirety.
Important: Call to check if there is a more recent version before reproducing this document.
#91 (8-17-05)
Appendix
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LATCH* Requirements
Summary of Changes to Federal Regulations (FMVSS 213 and 225)
Vehicle Requirements:
i User-ready top tether strap anchorage hardware (such as a
ring, bar, bracket, or webbing loop) for three rear seating
positions were available in most passenger vehicles
beginning with model year 2000 and were required in all
cars, minivans, and pick-up trucks by model year 2001.
i Lower anchors for child restraints, each consisting of two
rigid bars 6 mm in diameter and 25-50 mm long, are present
in the vehicle seat bight (the crack between the seat back and
seat cushion) in specified seating positions in all cars,
minivans, and pick-up trucks made after September 1, 2002
(model year 2003), and in many made before that date.
i Requirements apply to all passenger cars, trucks, and multipurpose passenger vehicles under 8500 lbs.;
also apply to buses under 10,000 lbs.
i Current belt lockability requirement remains effective until September 1, 2012, so child restraints
without new hardware can be attached with regular vehicle belts. After that date, only vehicle belts in
seating positions without lower anchorage systems must meet lockability requirement (capable of
securing a child restraint without added equipment, such as a locking clip).
Vehicle Exceptions:
i No tether anchorage hardware is required for convertible cars or school buses.
i A built-in child restraint can replace the required anchorage system in one rear seating position.
i At least one front seating position must have the required anchorage system if the vehicle has an air bag
cut-off switch and has either no rear seat or a rear seat too small for a rear-facing child restraint.
Child Restraint Requirements:
i The head excursion limit (maximum distance the head can travel forward in crash tests) has been
reduced by nearly four inches to 28 inches. In order to meet the new requirement, most forward-facing
child restraints made after September 1, 1999, are equipped with a top tether strap. They also must meet
the previous head excursion requirement without using the tether strap.
i Lower attachment hardware (a hook, buckle, or other type of connector) is required on new child
restraints made since September 1, 2002, and is available on many models made before then. Webbingbased attachments must be adjustable.
Child Restraint Exceptions:
i Belt-positioning boosters, car beds, and harnesses are not required to have a tether strap or lower
attachment hardware. However, lower attachment hardware is required on combination seats (forwardfacing restraints with a removable harness that convert to boosters).
i Rear-facing child restraints are not required to have a tether strap. If a rear-facing restraint has a
detachable base, only the base must have lower attachment hardware.
*LATCH (Lower Anchors and Tethers for CHildren)
SafetyBeltSafe U.S.A. P.O. Box 553, Altadena, CA 91003 www.carseat.org
310/222-6860, 800/745-SAFE (English) 310/222-6862, 800/747-SANO (Spanish)
This document was developed by SafetyBeltSafe U.S.A. and may be reproduced in its entirety.
Important: Call to check if there is a more recent version before reproducing this document.
#622 (8-17-05)
Appendix
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Child Crash Test Dummies
Crash test dummies are full-scale replicas of human beings, weighted and articulated to simulate the
behavior of a human body, and instrumented to record as much data as possible on accident variables
such as speed of impact, crushing force, bending, folding, or torque of the body, and deceleration rates
during a collision.
Features:
• Designed for RF CRS position in front of a passenger front
air bag
• Weighs 22 lbs.
• Standing height 29"; sitting height 19"
• Instrumentation: 34 measurements are evaluated
CRABI 12-Month Old
Features:
• Designed for FF CRS positioned in front of a passenger front
air bag
• Intended to be used properly restrained on a CRS as well as
out-of-position with air bags
• Weighs 34 lbs.
• Standing height 37"; sitting height 22 "
• Instrumentation: 50 measurements are evaluated
HYBRID III 3-Year Old
Features:
• Q3 is used primarily for frontal tests
• It will need further work to optimize its performance to
evaluate side impacts
Q3 3-Year Old
HYBRID III 6-Year Old
Features:
• Scaled down version of Hybrid III 50th percentile male
dummy
• Designed for backless and high-back BPB's
• Weighs 52 lbs
• Standing height 45"; sitting height 25"
• Instrumentation: 48 measurements are evaluated
HYBRID III 10-Year Old
Features:
• Developed as a result of CR manufacturers claiming safe
performance beyond what is tested under FMVSS 213 (CRS
for children weighing 65 lbs. or less)
• Weighs 76 lbs.
• Standing height 4'6"
• 5 seating configurations are tested (2 BPB, 3 non BPB)
• 3 non BPB (upright, slouched, belt misuse)
Adapted from NHTSA, VRTC Pedestrian and Applied Biomechanics Division, February 2, 2007
Appendix
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Appendix
345
After review and analysis of the IMMI data by the SAE Child
Restraint Sub-Committee, an agreement of no more than 3
complete (360 degree) twists of the safety belt buckle as
the maximum allowed was reached in 2006.
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Types of Seat Belt Systems and Approved Additional Steps*
Needed to Pre-Crash Lock the Lap Belt
Type of Retractor
Type of Seat Belt
and Retractor
Emergency
locking
retractor
Automatic
locking
retractor
Switchable
retractor
No
retractor
Lap-shoulder belt with Switch latchplate to
switchable latchplate
“car seat” position
N/A
N/A
N/A
Lap-shoulder belt with
Locking clip
sliding latchplate
None
None
N/A
Lap-shoulder belt with
None**
locking latchplate
None
None
N/A
Lap belt only with
sewn latchplate
Belt shortening clip
None
None
N/A
Lap belt portion of
Lap-shoulder belt with Belt shortening clip
sewn latchplate
None
None
N/A
Lap belt with
locking latchplate
N/A
N/A
None
N/A
This is a general guide and does not apply to ALL latchplate-belt systems. Carefully read the vehicle
owner’s manual for more information.
* N/A = Not applicable. Vehicles are not equipped with this combination of belt type, latchplate, and
retractor. None = Lap belt can be pre-crash locked with no additional steps.
** Some locking latchplates, when used to install child restraints, may fail to lock belts in place. Try
flipping latchplate 180º or twisting the buckle stalk. If that doesn’t work, in some cases, a locking clip
may be used.
CPSB 01/2008
Appendix
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Appendix
349
INSTALLATION OF CHILD RESTRAINTS (CRs) WITH DIFFERENT TYPES OF SEAT BELTS
For Training Purposes Only ... Not Intended for Distribution to General Public as Educational Material
Revised: April 2007
CHARACTERISTICS / HOW TO LOCK
Pull belt from retractor. Will automatically lock after webbing
retracts about a quarter inch. Remains locked and cannot
lengthen belt until webbing rewinds completely into
retractor.
Works as ELR for use by adults. Converts to ALR for use
with CSS. Converts back to ELR for use by adults and
larger children.
Sewn Latchplate and
Automatic Locking
Retractor (ALR)
Sewn Latchplate and
Switchable ELR/ALR
Combination Retractor
Belt webbing moves freely in and out of the retractor during
normal driving. Belt locks only if there is sudden movement
of the vehicle. Belt will not lock when webbing is pulled on
sharply (vehicle sensitive ELR). All ELRs are vehicle
sensitive. Some ELR belts also lock when there is sudden
movement of the belt itself (belt sensitive ELR). Tug sharply
on the belt webbing to test.
NOTE: Belt sensitive ELR may be confused with ALR unless belt is pulled very gently in and out of the
retractor.
BELT SHORTENING CLIP MUST BE USED TO KEEP LAP BELT TIGHT. ELR retractors not stay locked
during normal driving conditions. Solutions: 1) Move to another position, 2) Use belt-shortening clip from
Ford or Toyota or other vehicle manufacturer to shorten belt enough to stay tight around CR when fully
extended. May need more than one clip. Difficult and inconvenient to use, 3) Replace with manually
adjusting belt for long term use.
Most switch when belt is fully extended to engage the ALR. Other types convert by flipping a switch on the
retractor (check owner’s manual). Route belt through CR and buckle, switch retractor to ALR and use like
ALR above.
Pull enough webbing out of the retractor to fit through/around CR before allowing retractor to lock. Buckle
belt and push CR into the vehicle seat while pushing excess belt webbing back into the retractor while belt
“ratchets” down. Check to be sure belt remains long enough to stay locked with child in CR.
Latch plate must be at correct angle to stay locked. If belt will not stay tight when buckled and reasonable
force applied, 1) flip latch plate upside down before buckling, or 2) shorten buckle end of belt by twisting
belt webbing as much as needed to correct the latch plate angle.
COMMENTS ON USE WITH CHILD RESTRAINTS (CRs)
Lap and shoulder portions each have their own retractors
with each belt sewn onto one latch plate.
L/S Belts With Sewn-on
(Fixed) Latch Plates
Continuous Loop L/S
Belt With Locking Latch
Plate
Thread lap belt through belt routing location (shoulder portion will follow lap belt), then pull on shoulder belt
to tighten. Check to see that lap belt does not loosen due to improper angle of latch plate. If belt will not
stay tight when CR is pulled on: 1) flip latch plate upside down before buckling, 2) shorten buckle end of
belt by twisting belt webbing - using no more than 3 twists - to correct the latch plate angle, or 3) use a
locking clip.
Determine what type of lap belt is present. Can be used with CR if lap belt is not ELR. If lap belt appears to
be ELR, check to see if it will convert to ALR. If lap belt is in fact ELR, use ELR lap belt fixes noted above.
Determine what type of lap belt is present. Can be used with child restraint if lap belt is not ELR. If lap belt
is ELR, use ELR lap belt fixes noted above. (Most often found on older cars.)
Prepared by the UNC Highway Safety Research Center / CB #3430 / Chapel Hill, NC 27599 / 919-962-2202 / 800-672-4527 (in NC) / www.hsrc.unc.edu
One piece of webbing passes through a latch plate to form
both the lap and shoulder portions of the belt. Belt webbing
is threaded through and around a locking bar in the latch
plate or other locking mechanism that holds lap portion tight
when lap belt is parallel to latch plate.
LAP AND SHOULDER (L/S) COMBINATION BELTS: WITH PRE-CRASH LOCKING FEATURES
Lap and shoulder belts are two different belts with separate
buckles or latch plates that interlock before buckling.
Separate Lap and
Shoulder Belts
LAP AND SHOULDER (L/S) COMBINATION BELTS: POTENTIALLY WITHOUT PRE-CRASH LOCKING FEATURES
Sewn Latchplate and
Emergency Locking
Retractor (ELR)
LAP ONLY BELTS: WITHOUT PRE-CRASH LOCKING FEATURES
Insert latch plate in buckle and pull on free end to tighten.
Belt stays locked as long as belt webbing and latch plate
are parallel. Tilt latch plate to release webbing to loosen.
Locking Latchplate with
No Retractor
LAP ONLY BELTS: WITH PRE-CRASH LOCKING FEATURES
TYPE OF BELT
Vehicles manufactured on or after September 1, 1995 (1996 model year) must be equipped with belt systems that secure child restraints (CRs) without the need for locking clips or other additional hardware.
Check the vehicle owner’s manual, as well as labels on belt webbing, for instructions for installation of child restraints. Note also that LATCH (Lower Anchors and Tethers for CHildren) hardware is required on
most CRs and vehicles manufactured after September 1, 2002. Using the LATCH systems may or may not make the installation easier and/or more secure than installing the CR with the available safety belt.
Page 1
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INSTALLATION OF CHILD RESTRAINTS (CRs) WITH DIFFERENT TYPES OF SEAT BELTS
Switch on latch plate converts it from a free-sliding to a
locking latch plate.
Works as ELR for use by adults. Can be converted to ALR
for installing CRs.
Continuous Loop L/S
Belt With Switchable
Latch Plate
Continuous Loop Lap/
Shoulder Belt With
Sliding Latch Plate and
Switchable Retractor
Shoulder belt is fixed to the door or on a motorized track
above door frame. Belt closes over occupant when door is
closed or ignition is turned on. Lap belt must also be used,
but must be fastened manually.
Lap and shoulder belts are both on retractors inside door.
Occupant slides under belts when getting in and both belts
close over occupant when door is closed. Primarily on
General Motors vehicles.
Inflates instantly in frontal crashes over 12-15 mph.
Positions covered by air bags have manual lap/shoulder
belts. Owners can petition NHTSA to receive permission for
a dealer to install an on/off switch. Petitions are generally
granted only when use of front seat to transport children is
absolutely necessary.
Automatic Shoulder Belt
with Manual Lap Belt
Automatic Lap and
Shoulder Belt
Air Bags (Supplemental
Restraint Systems)
DO NOT INSTALL REAR-FACING CRs IN AN AIR BAG EQUIPPED POSITION. MUST USE REAR SEAT
FOR CHILD UNDER 20 LBS. AND LESS THAN A YEAR OLD. INSTALL FRONT-FACING CRs IN AN AIR
BAG POSITION ONLY IF ABSOLUTELY NECESSARY. For front-facing CRs , check owner’s manual for
recommendations for specific vehicles. May be allowed by vehicle manufacturer for front-facing CRs , but
use with extreme caution and move the vehicle seat back as far as possible. Air bag equipped vehicles
have manual belts. If installation of CR is allowed, refer to “Lap/Shoulder Belt Combinations” section above
for comments on use.
DO NOT USE AS IS. Lap belt cannot be threaded through CR with door open plus the lap belts are on
emergency locking retractors. Options are to: 1) Install CR in rear seat, or 2) Have auxiliary lap belt
designed for use with CR installed by dealer (free part and service for GM vehicles through local dealers).
MAY NOT BE ABLE TO USE AS IS. Shoulder belt must be disconnected. Majority of lap belts are on an
non-pre-crash locking emergency locking retractor. Check owner’s manual for model specific information. If
lap belt is ELR: 1) Install CR in rear seat, 2) Check to see if auxiliary locking lap belt is available from
dealer, or 3) Use belt-shortening clip.
CANNOT BE USED TO INSTALL CR. No lap belt is provided. Must be installed in rear seat.
LOCKING CLIP MUST BE USED TO KEEP LAP BELT TIGHT. Standard locking or belt-shortening clip
can be used. Route belt through correct path, buckle and tighten. Grasp and hold both portions of webbing
directly behind latch plate & unbuckle. Thread locking clip on belt as close to latch plate as possible (within
1 inch) & re-buckle. Should be relatively difficult to re-buckle if belt is made tight enough.
Most switch when belt is fully extended to engage the ALR. Other types convert by flipping a switch on the
retractor (check owner’s manual). Route belt through CR, buckle, then switch retractor to ALR. Push CR
into vehicle seat while pushing belt back into retractor. May need to reinstall with less force applied or use
locking clip if tension on shoulder belt pulls too hard and tilts the CR enough to pul it off of the vehicle
cushion on one side.
Note: Some latchplates have a switch that converts it from a free-sliding to a locking latch plate. Follow
vehicle owner’s manual for instructions on switching latch plate from free-sliding to locking.
COMMENTS ON USE WITH CHILD RESTRAINTS (CRs)
Revised: April 2007
Prepared by the UNC Highway Safety Research Center / CB #3430 / Chapel Hill, NC 27599 / 919-962-2202 / 800-672-4527 (in NC) / www.hsrc.unc.edu
How tight is tight enough? Child restraints should be installed so that there is no more than one inch of movement front to back and side to side when tested at the belt path. A secure
installation can be achieved without causing damage to the vehicle or CR and without using brute force.
Shoulder belt is fixed to the door. Belt closes over occupant
when door is closed. No lap belt is provided. Knee bolster
(padded lower dashboard) stops forward movement.
Belt webbing threaded through slot in latch plate. Webbing
can be pulled back and forth through latch plate after being
buckled. Allows lap portion to loosen after CR is buckled in.
Automatic Shoulder Belt
with Knee Bolster
AUTOMATIC RESTRAINTS
Continuous Loop Lap/
Shoulder Belt With FreeSliding Latch Plate and
ELR Retractor
LAP AND SHOULDER COMBINATION BELTS: WITHOUT PRE-CRASH LOCKING FEATURES
CHARACTERISTICS / HOW TO LOCK
For Training Purposes Only ... Not Intended for Distribution to General Public as Educational Material
TYPE OF BELT
Page 2
Frequently Asked Questions About LATCH and Tethers
Frequently Asked Questions About LATCH*
*Adapted with permission from SRN Publications, “Tethering Child Restraints Including
LATCH,” Spring 2001 edition.
Can new LATCH equipped child restraints still be used in older model vehicles without
LATCH?
Yes. New child restraints are required to have both safety belt and LATCH options for
installation in the vehicle. If the vehicle does not have upper (tether) anchors, it is beneficial
to have them installed so that the child restraint can be tethered.
Can two CR lower attachments be installed on a single vehicle lower anchor?
No, attaching two child restraints to a single lower anchor point could cause the anchor to fail
in a crash.
Is installation with the LATCH anchors always better than with the safety belt?
Not always. If a tight anchorage can be obtained with the safety belt, then there is no need to
use
LATCH. For example, with only one child in the rear seat, placing the child restraint in the
center rear securely installed with a tight safety belt – and tether, if available for the CR –
would be very protective.
Can the two inner LATCH anchors from the outboard seating positions be used to
install a LATCH-equipped child restraint in the center seat?
Unless a vehicle has a set of LATCH anchors specifically for the center position, the safety
belt in that position should be used in most cases. In some vehicles, the inner anchors for
the outboard positions will be spaced too far apart to be used as anchors. There is some
concern that widely spaced anchors may create forces on some flexible CR attachments that
could affect the integrity of the system. If anchors were spaced too close together, access
would be very difficult and restraint might be less effective. Some vehicle instructions
specifically state that the center rear seating position should not be used to anchor a child
restraint using the LATCH lower anchors. Other vehicle owner’s manuals may indicate,
however, that LATCH-equipped child restraints with webbing-mounted (flexible) attachments
can be used with inboard anchors spaced from 280 mm (11 inches) to 500 mm (19.7 inches)
apart. Child restraint manufacturers may specify the minimum and maximum vehicle anchor
spacing appropriate for installation of their LATCH CRs; however, some do not specify.
NOTE: Use of the inboard LATCH anchors would mean that no LATCH restraints could be
installed in the outboard seating positions. Child restraints with rigid attachment systems will
fit only with the standard (280 mm or 11 inches) spacing. Therefore, it is unlikely that such
CRs would fit in the center position of vehicles unless a separate set of LATCH anchors had
been installed there or the distance between the two inboard bars is also 280 mm.
Can vehicles be retrofitted with lower LATCH anchors?
Currently, only certain VW models (1999-2001) can have lower anchors retrofitted into rear
outboard seating positions. These vehicles were designed with this in mind. VW provides a
National Highway Traffic Safety Administration
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Frequently Asked Questions About LATCH and Tethers
2
kit for this purpose. Also, Audi reports that a retrofit kit may be forthcoming for 1999-2001
models.
Can child restraints be retrofitted with flexible lower LATCH attachments?
Several child restraint manufacturers provide flexible lower attachment kits that can be used
in the belt paths of certain older model child restraints.
Does it matter in which direction the child restraint tether hook is attached to the
vehicle tether anchor?
Yes, in some cases the vehicle owner’s manual specifies the exact direction the tether hook
must be attached (e.g., Ford Windstar). A one-half twist (180 degrees) in the tether strap may
be permissible if necessary to position the hook correctly. Always check for specific child
restraint and vehicle instructions prior to installation.
How can I achieve the 45 degree recline angle with a rear-facing LATCH child
restraint?
CRs with flexible LATCH attachments can have their angle adjusted in the same way as with
CRs installed with a safety belt (using rolled towels or “noodles”). Rigid LATCH seats, when
available, will not be adjustable that way. New designs will have to consider the angle.
Remember that the recline 45 degree angle is a MAXIMUM, and necessary only during the
first few months, until the baby’s neck strength is developed enough to hold the head up.
Should the LATCH system be used to attach a combination child restraint/ beltpositioning booster (BPB) when it is being used as a BPB?
LATCH is for CRs that have harnesses or harness/shields to restrain the child. Beltpositioning boosters do not have harnesses, so they are not, strictly speaking, child
restraints. The safety belts that hold the child in place are the actual restraint system. The
BPB positions the child so the lap and shoulder belts fit the child better. When a combination
CR/BPB with a tether or complete LATCH system is used with its harness, use of the tether
and lower LATCH anchors are appropriate. When this type of restraint is used as a BPB,
however, there are questions as to whether to use tether straps and/or lower anchors to hold
the device in place in the vehicle.
This issue is currently under discussion. Testing is being done by vehicle and child restraint
manufacturers as well as regulators. The best practice recommendation at this time is to
follow the CR instructions, if they deal with the issue at all. Some CR manufacturers suggest
using the tether, while others advise against it.
The use of lower LATCH anchors on a BPB raises larger questions than the use of the tether.
The concern is the effect of a firmly anchored booster base on the occupant, who will slide
forward somewhat while being restrained by the lap and shoulder belt. This motion might
cause submarining and potential injury. This concern should not apply to vehicles with builtin BPBs, which are designed specifically to provide effective restraint in those particular
vehicles.
Must LATCH anchors be replaced after use in a crash?
Vehicle owners should tell insurance adjusters and collision repair shops if LATCH anchors
were in use during a crash. If so, the anchors should be inspected for damage. In a severe
crash, the anchors may become bent, in which case they must be replaced. This repair
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3
should be a normal aspect of repairing the vehicle. Service manuals should include
information on how to repair or replace them. In some cases, this is only a matter of bolting a
new part into place. In others, an entire seat must be replaced, which will cost more.
Is it ever appropriate to install a CR using both the LATCH anchors and the safety
belt?
The two systems duplicate the same function. It should be unnecessary to use both. The
system that provides the tightest, most secure installation for the CR should be used. In a few
cases, this may be the safety belt, rather than the LATCH anchors.
Frequently Asked Questions About Using Tethers*
*Adapted with permission from SRN Publications, “Tethering Child Restraints Including
LATCH,” Spring 2001 edition.
If a child restraint comes with a standard tether, must the tether always be used?
All U.S. forward-facing child restraints made since Sept. 1, 1999, must meet a stringent
federal requirement which allows approximately 4 inches less head excursion than
previously. Most CRs use a tether in order to meet this requirement. A CR with a tether must
also meet the previously required test without the tether. In Canada, forward-facing CRs have
been required to meet the stricter head excursion criteria for many years (Appendix B “Tethering Child Restraints, Spring 2001 edition). Best practice is to always use a tether if it
is available for a forward-facing CR, because less head excursion means less risk of injury.
However, installation with a safety belt alone will provide a fairly good level of protection, if
the safety belt holds the CR in place tightly.
Can a tether strap kit made for one restraint be used on a different restraint?
No, the kits are not interchangeable. Even if parts look the same, it is best practice to always
use the parts supplied by the manufacturer for its own products.
Can two tethers be hooked to the same anchor?
No. Each tether must have its own anchor. The tether anchor is intended to withstand
potential crash forces of just one child restraint in a crash.
Is it possible to tighten a tether strap too much?
A tether strap on a forward-facing CR cannot be tightened too much. It should be as snug as
possible, without excessive force being applied. Compressing the vehicle seat padding will
reduce motion in a crash. However, if helping a consumer install a CR in their vehicle, be
careful not to tighten the safety belt and tether enough to damage the upholstery. A Canadian
study found that even a slightly loose tether was better than no tether in all tested cases,
although a tighter tether is certainly preferable. Harness straps of some CRs can get pinched
and be very difficult to adjust when the CR has been very tightly installed and tethered. If
necessary, loosen the tether strap to adjust the harness straps, then retighten the tether
strap. If the restraint has straps on a retractor or the harness straps must be adjusted
frequently; the tether strap could be adjusted slightly less tightly. For rear-facing tethers,
tightening is slightly different. The angle at which the baby reclines is an important factor. An
infant needs a reclined seat because his or her head control is poor. If the CR is tethered
National Highway Traffic Safety Administration
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Frequently Asked Questions About LATCH and Tethers
4
toward the rear of the vehicle (TRV) remove the slack but do not pull the seat too upright. If a
rear-facing CR is tethered below and forward (toward front of vehicle - TFV), the tether
should be tight. However, it should not pull the CR down to farther than 45 degrees from the
vertical. Too much of a recline angle could cause the child to slide out head first in a serious
crash.
Can a tether cause neck injury?
There have been no known instances of neck injury related to the use of a tether. In fact, the
study cited in the question above showed that all measurements relating to potential neck
injury were lower with a tether than without it. This is because the tether secures the CR –
and the child – more tightly to the vehicle, allowing the child’s body to “ride down” the crash
with the vehicle as it crushes and absorbs crash energy. Without a tether there may be more
potential of higher forces on the neck when the CR suddenly stops moving forward.
Can a tether cause injury to other passengers in the vehicle?
There are no known cases of this. It is possible, however, that a loose, unsecured tether
could injure the child or another passenger. Unused tethers should always be stored securely
(or removed if the manufacturer so directs).
Where is the tether stowed when it is not being used?
For convertible seats with tethers for forward-facing use only, the tether must be stowed or
stored for the rear-facing position. If the manufacturer recommends removing the tether when
it is not in use, it is important to replace the tether correctly when needed later. Some CRs
have a special location to store the tether strap. For restraints without this feature, the tether
strap should be tied up close to the restraint when not in use. One CR has a plastic storage
clip on which the tether strap can be hooked. In this case, make sure the strap is adjusted to
its shortest length before attaching it. If not, the tether hardware would be left dangling
loosely. In rare cases, heavy anchor hardware comes attached to the tether strap. Remove
any anchor hardware before storing the strap on the restraint.
Can tether anchors be used to attach safety belts or harness systems for adults or
larger children?
No, vehicle upper (tether) anchors and the lower anchors are designed and tested to
withstand only those loads imposed by restraints for children weighing up to about 50-60
pounds. See current LATCH Manual for information (available from Safe Ride News
Publications).
Should a tether anchor be replaced after a crash?
The tether anchor should be examined for damage after it has been used in a crash, as with
any other part of the vehicle. Be sure to inform the insurance adjuster and collision repair
shop that they need to check the anchor. If it is bent or the sheet metal into which it is
installed has been damaged, it should be replaced. In many cases, if the tether anchor is
damaged, other parts of the vehicle will also have suffered considerable damage. The entire
vehicle may be totaled.
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Appendix
355
BODY
4D
4D
4D
MODEL
300M
300C
CIRRUS
95-99
04519077AB
LATCH w/ TA in rear filler panel
LATCH w/ TA in rear filler panel
02-03
04-05
Tether anchor
04519077AB
CENTER
00-01
98-99
YEAR
04519077AB
(2) LATCH w/ TA in rear filler panel
(2) LATCH w/ TAs in rear filler panel
(2) Tether anchors
OUTBOARD
(3) TA points in rear filler panel
Use two outboard LATCH positions or
single center position, not all three at
one time.
Use two outboard LATCH positions or
single center position, not all three at
one time.
(3) TAs in rear filler panel
(3) TA points in rear filler panel
NOTES
Weld Nut/Hole - For use with upper anchor retrofit
MY - Model year
CR - Child restraint
Canadian Recall: LHS and New Yorker vehicles manufactured
from 4/1/94 - 11/11/94. Tether anchorage covered during production. Contact dealer. May affect U.S. vehicles as well
• Recall: DaimlerChrysler cars, light trucks, and SUVs from June
1999 - October 2000. Some vehicles owner’s manuals do not
have tether anchor usage instructions as required by FMVSS
225. All owners on record were mailed an addendum to their
owner’s manual. The second edition of owner’s manuals was
corrected. Contact DaimlerChrysler for more information.
04519077AB
SECOND ROW
130
dealer refer to Technical Service Bulletin 23-08-00 Revision A
for details on this policy.
LATCH - Factory-installed lower and upper anchors Tether Anchor (TA) - Factory-installed upper anchor
N/A - No seating position in vehicle
None - No Factory-installed or retrofit hardware available
Vehicles with one or two rows of seats – Chrysler
KEY:
• Tether anchor installation program: DaimlerChrysler
dealers will install tether anchors in certain older model year
Chrysler Group vehicles free of charge. Please have the
• Lower anchor use with non-standard bars in center position: Use of inner bars for center installation is possible in
some models if CR instructions allow; see specific listings.
• Maximum weight for tether anchor: The tether strap may be
used to restrain children up to 48 pounds if the forward-facing CR is correctly installed with the safety belt as well as the
tether.
• Maximum weights for lower anchors: The LATCH system
may be used to restrain children up to 48 pounds in weight if
the forward-facing CR is correctly installed with the tether as
well as lower anchors.
U.S. 800-992-1997 www.dcanswers.com
Canada: English 800-465-2001 French 800-387-9983 www.daimlerchrysler.ca
Chrysler
LATCH Manual © 2005, Safe Ride News Publications, excerpt reprinted with permission. Appendix A: Vehicle Information • 2005
356
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4D
SUV
(3-rows)
04-05
05
89-93
4D
NA
TA on lower back of seat
04519073AB
04519071AB
04519077AB
Tether anchor
00-01
90-93
04519077AB
98-99
93-96
04519076AB
04519077AB
4D
SUV
04519077AB
04519071AB
85-89
94-97
4D
4D
4D
89-94
4D
N/A
04519071AB
04519077AB
N/A
N/A
OUTBOARD
(2) LATCH w/ TAs on lower back of seat
(2) LATCH w/ TAs on lower back of seat
04519072AB
04519071AB
04519077AB
(2) Tether anchors
04519077AB
05003422AB
05017645AA
04519071AB
04519077AB
None
04519071AB
04519077AB
N/A
N/A
MB597261
(2) LATCH w/ TAs in rear filler panel
(2) Tether anchors
04519077AB
SECOND ROW
NOTES
131
6 passenger seating: 3 rd Row: has one
tether anchor on driver side, back of seat.
5-Passenger seating; Second-row
center position can be used with
flexible LATCH child seat
Canadian Recall (may affect U.S.
vehicles as well) - LHS and New Yorker
vehicles manufactured from 4/1/94
- 11/11/94. Tether anchorage covered
during production. Contact dealer.
(3) TA points in rear filler panel
(3) TA points in rear filler panel
(3) TA points in rear filler panel
(3) TA points in rear filler panel
Front passenger seat equipped with air
bag on/off switch.
(3) TA points in rear filler panel
Front passenger seat equipped with air
bag on/off switch.
Front Seat: LATCH
Front Seat: LATCH
(3) TA points in rear filler panel
Use two outboard LATCH positions or
single center position; not all three at
one time.
(3) TA points in rear filler panel
LATCH Manual © 2005, Safe Ride News Publications, excerpt reprinted with permission. Appendix A: Vehicle Information • 2005
PACIFICA
NEW YORKER
/LANDAU
NEW YORKER
5TH AVENUE
NEW YORKER
LHS
LEBARON GTS
87-93
Coupe
Convert.
LEBARON
87-95
4D
89
90-93
4D
05
IMPERIAL
Convert
5TH AVENUE
CROSSFIRE
04-05
Sports
Coupe
MB597261
LATCH w/ TA in rear filler panel
02-03
87-89
04519077AB
Tether anchor
93-99
CENTER
00-01
YEAR
2D
4D
CONCORDE
CONQUEST
BODY
MODEL
Vehicles with one or two rows of seats – Chrysler
CHRYSLER
April 2007 (R10/10)
Appendix
357
2D
Convert.
4D
Van
Body
TOWN &
COUNTRY
MODEL
N/A
N/A
96-00
CENTER
90-95
YEAR
04864118AB
05017529AA
OUTBOARD
SECOND ROW
05018506AA
05017529AA
OUTBOARD
05018506AA
05017529AA
THIRD ROW
(2) Tether anchors
(2) LATCH w/ TAs
03-05 N/A
CENTER
None
N/A
(2) LATCH w/ TAs in rear filler panel
(2) LATCH w/ TAs in rear filler panel
(2) Tether anchors
MB612814
(2) LATCH w/TAs behind seat
(2) LATCH w/ TAs on back of seat
OUTBOARD
01-02
TA in rear filler panel
LATCH w/ TA in rear filler panel
Tether anchor
MB597261
N/A
LATCH w/ TA on back of seat
N/A
SECOND ROW
96-00 N/A
04-05
01-03
00
05
95-99
2D Convert
01-05
N/A
CENTER
Vehicles with three or more rows of seats - Chrysler
SEBRING
PT CRUISER
4D
02
2D
Convert.
PROWLER
(MY-02 Prowler
is Chrysler
brand; other
years are
Plymouth)
YEAR
BODY
MODEL
Vehicles with one or two rows of seats – Chrysler
NOTES
132
(5) TA points located on floor.
NOTES
(2) TAs on body structure behind seat
(2) TAs on body structure behind seat
Center position can be used with
flexible LATCH child seat
Use two outboard LATCH positions or
single center position at one time, not all
three at one time.
(3) TAs in rear filler panel
(3) TA points in rear filler panel
Use two outboard LATCH positions or
single center position at one time, not
all three at one time. One of the lower
anchors is longer than the others and can
be used for either the passenger side or
center position.
Front passenger seat equipped with air
bag on/off switch.
Front Seat: Tether anchor
LATCH Manual © 2005, Safe Ride News Publications, excerpt reprinted with permission. Appendix A: Vehicle Information • 2005
358
National Child Passenger Safety Certification Training — DOT HS 810 731
N/A
N/A
05
04-05
N/A
02-05
N/A
N/A
05
01
N/A
N/A
CENTER
02-05
01
YEAR
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
(2) LATCH w/ TAs on
lower back of seat
OUTBOARD
SECOND ROW
LATCH w/ TA on lower
back of seat
N/A
Tether anchor on lower
back of seat
LATCH w/ TAs on lower
back of seat
Tether anchor on lower
back of seat
LATCH w/ TA on lower
back of seat
OUTBOARD
driver side back of seat
(1) Tether anchor on
None
None
(2) LATCH w/ TAs on
lower back of seat
None
None
(2) LATCH w/ TAs on
lower back of seat
THIRD ROW
LATCH w/ TAs on lower
back of seat
CENTER
NOTES
6-passenger seating
Stow-and-Go seating
133
Use two outboard LATCH positions or
single center position at one time, not all.
three at one time.
Non Stow-and-Go seating
Stow-and-Go seating
Non Stow-and-Go seating
MY-01 Owner’s Manual: For captain’s
chairs, tilt seat backwards two clicks before
using LATCH, (possibly to make anchors
more visible.) This is not in MY-02 and
later manuals.
Use two outboard LATCH positions or
single center position, not all three at one
time.
LATCH Manual © 2005, Safe Ride News Publications, excerpt reprinted with permission. Appendix A: Vehicle Information • 2005
SUV
PACIFICA
(Models prior
to MY-01 listed
under Plymouth
brand.)
Van
VOYAGER
Van
TOWN &
COUNTRY
Body
MODEL
Vehicles with three or more rows of seats - Chrysler
CHRYSLER
April 2007 (R10/10)
02/28/07
Appendix
359
360
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April 2007 (R10/10)
National Highway Traffic Safety Administration
Frequently Asked Questions About Side-Impact Air Bags (SABs)
April 15, 2005
1. What are side-impact air bags (SABs) and where are they located?
Side-impact air bags (SABs) are inflatable devices that are designed to help protect your head
and/or chest in the event of a serious crash involving the side of your vehicle. There are three
main types of SABs: chest (or torso) SABs, head SABs and head/chest combination (or "combo")
SABs.
Chest (or torso) SABs are mounted in the side of the seat or in the door and are designed to
help protect an adult's chest in a serious side-impact crash.
Seat-mounted SAB
Door-mounted SAB
Head SABs are usually mounted in the roof rail above the side windows and are designed to help
protect an adult's head in a side-impact crash. There are two types of head SABs: curtain SABs
and tubular SABs. Typically, curtain SABs help protect both front and rear occupants in a sideimpact crash; some may also provide protection from ejection if your car rolls over after being
struck on the side.
Tubular SAB
(with a door-mounted chest SAB)
Curtain SAB
Head/chest combination ("combo") SABs are usually mounted in the side of the seat and are
typically larger than chest (or torso) SABs. Combo SABs are designed to help protect both the
head and chest of an adult.
Combination (or "combo") SAB
All photos courtesy of the Insurance Institute for Highway Safety
Consult your owner's manual or vehicle manufacturer for specific information on your vehicle's
side air bag system.
Appendix
361
NHTSA: Frequently Asked Questions About Side-Impact Air Bags (SABs)
Page 2
2. How do SABs work?
SABs inflate in a fraction of a second and are designed to help keep your head and/or chest from
being hit by hard objects both inside and outside your vehicle in serious side-impact crashes.
Sensors determine whether a crash is severe enough to inflate the SABs. Unlike frontal air bags,
some of the side curtain air bags may stay inflated for several seconds during a crash for
additional protection in the event of a rollover.
3. Can a vehicle have both front and side air bags?
Yes, some vehicles are equipped with both front and side air bags. Frontal air bags have been
standard equipment in all passenger cars since model year 1998 and all SUV's, pickups and vans
since model year 1999. SABs are being offered as standard or optional equipment on many
new passenger vehicles.
4. What are the benefits of SABs?
SABs can provide significant safety benefits to adults in side impact crashes. NHTSA estimates
that if all the vehicles on U.S. roads were equipped with head protection SABs, 700 to 1,000
lives would be saved per year in side impact crashes. NHTSA also estimates that, in side-impact
crashes involving at least one fatality, nearly 60 percent of those killed have suffered brain
injuries.
5. Does the Federal government regulate SABs?
Unlike front air bags, SABs are not required by NHTSA. Because they are not required safety
equipment, the federal government does not mandate that vehicles be equipped with SABs.
NHTSA has recently proposed an upgrade to the federal standard for side impact protection.
The standard establishes occupant protection performance requirements, but does not mandate
particular technologies to meet those requirements. Manufacturers may meet this upgraded rule
with various types of innovative head, chest, and pelvis protection systems, such as SABs.
6. What has been done to minimize risks from SABs?
A group of experts representing the automotive and insurance industries and known as the
Technical Working Group (TWG) has developed voluntary SAB testing procedures to minimize
the potential risk of SAB-related injuries for occupants, especially children, who are seated very
close to a deploying SAB (called "out-of-position").
Manufacturers now report to the government if the SABs in a given vehicle model have met the
voluntary TWG out-of-position testing procedures. NHTSA provides this information to
consumers in our "Buying a Safer Car" brochure and at our www.safercar.gov Website. Vehicles
whose SABs meet all the voluntary guidelines are designated with an "M" for Meets requirement
in the column labeled "SAB Out of Position Testing" in the Available Features chart for each
vehicle at www.safercar.gov. If your vehicle does not have an "M," you should check your
owner's manual or contact the vehicle manufacturer for their recommendation on where your
child should be seated in that vehicle.
Although out-of-position testing procedures are very good at identifying "aggressive" SABs and
are intended to minimize risks to children and small adults seated next to them, they are not
intended to replicate all possible scenarios.
7. How do I know if my SABs were designed to minimize risks to children?
Prior to the development of the recommended TWG performance guidelines for SABs (see #6
above), many chest (torso) and head/chest combination (combo) SABs showed a potential for
serious or fatal injury to children seated very close to the deployment of the bag. However,
www.nhtsa.dot.gov/airbags/pages/SABFAQ’s.htm
362
April 15, 2005
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
NHTSA: Frequently Asked Questions About Side-Impact Air Bags (SABs)
Page 3
very few cars sold in the U.S. have these types of SABs in the rear seating positions. The first
head SABs were introduced in model year 1998, but did not become widely available until
recently. NHTSA has not seen any indication that current roof-mounted head SABs pose a risk
to children. Many roof-mounted SABs now extend rearward to include the second and even the
third row seating positions.
Vehicles that meet the voluntary TWG guidelines will have an "M" for Meets requirement in the
column labeled "SAB Out of Position Testing" in the Available Features chart of each vehicle's
page at www.safercar.gov. If your vehicle does not have an "M," you should check your owner's
manual or contact the vehicle manufacturer to find out whether your car's SABs are safe for
children.
The best way to find out what type of SAB your vehicle has is to look in your owner's manual or
to check with your dealer. NHTSA also provides this information in a searchable SAB database
at www.safercar.gov. Currently only model year 2004 and 2005 information is available. Earlier
model year information, 1997-2003, will be available shortly.
This information also is available at www.safercar.gov by viewing an individual vehicle's
Available Features chart.
8. What are NHTSA's recommendations regarding child passenger safety and SABs?
All air bags (frontal or side) are supplemental safety devices and are intended to work best in
combination with safety belts. Therefore, even with SABs that meet TWG testing procedures
(see #6 above), make sure that:
• ALL children use a safety restraint appropriate for their age and size (this could be a safety
seat, booster seat or adult safety belt).
• Children aged 12 and younger are safest sitting in the rear seat properly restrained.
• NEVER place a rear-facing infant seat in the front seat of a vehicle with a front passenger air
bag.
• To minimize injury risks, NHTSA recommends that children not lean or rest against chest-only
or head/chest combination SABs.
• NHTSA has not seen any indication of risks to children from current roof-mounted head SABs.
9. What is the real world experience with children and SABs?
NHTSA crash investigators actively seek out cases where SABs have deployed in crashes. So
far, 92 cases have been investigated; of these only 6 involve children. There have been no
moderate or serious injuries to children from SAB deployments, and only one minor injury - a
skin laceration from an SAB cover. This small number of cases involves a limited number of
vehicles with SABs and may not be representative of the variety of SAB systems currently
available. NHTSA continues to closely monitor the real world performance of SABs involving
children and adults.
10. Did NHTSA issue a Consumer Advisory warning against seating children near
SABs?
Yes. In 1999, prior to the establishment of the TWG voluntary guidelines, NHTSA issued a
Consumer Advisory warning consumers not to seat children next to activated SABs. At that time
nearly all of the SABs in the rear seat were chest (torso) or head/chest combination SABs.
However, the information provided in this Web page supercedes the 1999 Consumer Advisory
and reflects the agency's most current understanding regarding the protection provided by SABs
and any potential risk to children seated near them. NHTSA is monitoring the new SAB
technologies and will continue to provide consumers with additional updates as more information
becomes available.
www.nhtsa.dot.gov/airbags/pages/SABFAQ’s.htm
Appendix
April 15, 2005
363
NHTSA: Frequently Asked Questions About Side-Impact Air Bags (SABs)
Page 4
11. What do I do if my car has pre-TWG SABs?
Consult your owner's manual or call your vehicle manufacturer for their recommendation on
where your child should be seated in your vehicle.
12. How can I contact my vehicle manufacturer for information on children and SABs?
Contact your vehicle manufacturer using the
information below:
Acura:
800-382-2238
Aston Martin:
949-349-6260
Audi:
800-822-2834
BMW:
800-831-1117
Buick:
800-521-7300
Cadillac:
800-458-8006
Chevrolet:
800-222-1020
DaimlerChrysler:
800-992-1997
Ford:
800-392-FORD / (800-392-3673)
General Motors:
800-462-8782
Hyundai:
800-633-5151
Honda:
800-999-1099
Hummer:
866-486-6376
Infiniti:
800-NISSAN1 / (800-647-7261)
Isuzu:
800-255-6727
Jaguar:
800-4JAGUAR / (800-452-4827)
Kia:
800-333-4kia / (800-333-4542)
Land Rover:
800-637-6837
Lincoln/Mercury:
800-521-4140
Mazda:
800-222-5500
Mercedes-Benz:
800-367-6372
Mini:
800-ASK-MINI / (800-275-6464)
Mitsubishi:
888-648-7820
Nissan:
800-NISSAN1 / (800-647-7261)
Oldsmobile:
800-442-6537
Pontiac:
800-762-2737
Saturn:
800-553-6000
Subaru:
800-SUBARU-3 / (800-782-2783)
Suzuki:
800-934-0934
Volvo:
800-458-1552
VW:
800-822-8987
www.nhtsa.dot.gov/airbags/pages/SABFAQ’s.htm
364
April 15, 2005
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Compilation of Child Passenger Safety Checklist Forms
•
•
•
•
Appendix
Safe Kids Worldwide Child Passenger Safety Checklist
City of Livermore Child Safety Seat Checklist
Child Passenger Checklist for use at St. John’s Hospital, Springfield
NC Child Passenger Safety Inspection Checklist
365
366
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
CHILD PASSENGER SAFETY CHECKLIST
Add your own waiver in this text box.
Appendix
367
368
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
CITY OF LIVERMORE
Child Safety Seat Checklist
Technicians: Have parent put child in seat to record restraint use before making corrections.
Location:
Date:
Make of Seat
Century
Britax
No
Cosco
Evenflo
Graco
Fisher-Price
Yes
Unk
No
No
Meets FMVSS 213?: Yes
Sliding
Latch plate: Locking
No
Convertible
5 Pt HBB
D
Mfg. Date:
Yes
N/A
No
Unk
N/A
Switchable
None
Forward Facing Child Safety Seats
5 Pt
Y N N/A
D = Driver
Other
Recall Repaired?:
Seat Involved in crash? Yes
Unk
No
Sewn on
Switchable
ALR
Retractor: ELR
Rear Facing Child Safety Seats
Rear Facing Only
Yes
Unk
Mark an "F" where found
Mark an "M" if moved
Mark an "I" where installed
New Install
Without Child
Model Name & Number:
Seat Has Advisory
Parents Informed?:
Make of Seat
Seat Recalled?
Yes
Seat Installed: With Child
Tray Shield
T-Shield
Booster Seats
High Back
Backless
Shield
Y N N/A
Y N N/A
Child within maker's height/weight range
Child within maker's height/weight range
Child within maker's height/weight range
Seat is best choice for child
Seat is best choice for child
Seat is best choice for child
Seat is in a NON air bag position
Seat is in a NON air bag position
Seat faces rear of vehicle
Seat faces forward
Seat is in a NON air bag position or
vehicle seat in full retracted position
Seat at best reclined angle for child
Seat in upright position
Carrier handle down
Seat free of added cushioning
Seat free of added cushioning
Child free of heavy clothing
Infant free of heavy clothing
Harness in upper slots or in reinforced
position above shoulders
Harness comes from at or below infant's
shoulders
Harness lies flat and is free from fraying
or tears
Lap/Shoulder belt fits child properly
Harness lies flat and is free from fraying
or tears
Shield removed from booster
Vehicle Seat Belt
Y N N/A
Child sits all the way back against the
auto seat
Harness is snug
Retainer clip is present
Child's knees bend comfortably at the
edge of the auto seat
Lap belt is as low as possible and is
touching the thighs.
Retainer clip is threaded correctly and at
armpit level
Crotch strap adjusted properly (if
adjustable)
Shoulder belt is between neck and
shoulder
Can the child stay seated like this for
the whole trip
Buckle mechanism appears to open and
lock property
Vehicle belt routed properly
Other Child Restraints
Harness complete, attached and
locked correctly (double back)
Harness is snug
Harness complete, attached and locked
correctly ( double back )
Child has head protection
Retainer clip is present
Retainer clip is threaded correctly and
at armpit level
Crotch strap adjusted properly
Buckle mechanism appears to open
and lock properly
Vehicle belt routed properly
Vehicle belt secures seat tightly
Seat belt locked properly (locking
clip, switchable retractor, etc.)
Locking clip / Lock off used correctly
Latch system used correctly
Vehicle belt secures seat tightly
Seat belt locked properly
(locking clip, switchable retractor, etc.)
Locking clip / Lock off used correctly
Y N N/A
Child within maker's height/weight range
Restraint used according to
manufacturer's instructions
Latch system used correctly
Tether strap on and anchored correctly
Britax Only
Tether strap on and anchored correctly
Technician: Check the boxes discussed with Parent/ Care giver
All corrections made, seat properly installed before leaving
Findings discussed with parents
Discussed turn around /graduation time
Information given on Air Bags and other safety issues
Materials Used
Swim noodle
Appendix
Grip liner
Locking Clip added
Replacement seat provided
Yes
No
Voucher
Technician Information
Technician's Name and Number
Make
Model
Senior Checker's Name and Number
MFG. Date
369
CITY OF LIVERMORE
CHILD PASSENGER RESTRAINT (CAR SEAT) SYSTEM
CHECK AND INSPECTION PROGRAM
WAIVER, HOLD HARMLESS AND INDEMNIFICATION AGREEMENT
Please read, sign and date
I, the undersigned, will hold harmless the City of Livermore, its officials, employees, agents and volunteers and waive any claim on my
behalf, on behalf of any child for which I am a parent or guardian, or for any child who may be in my custody or care, and on behalf of my
heirs, representatives and assigns against the City of Livermore, its officials, agents and volunteers for illness, death, injury, debts, damage
to property, or other harm arising from the City of Livermore's Child Passenger Restraint (car seat) Check and Inspection Program, and I
will assume all responsibility for the use of my Child Passenger Restraint (car seat) before, during and after the check and inspection.
(Signature)
(Print or type name)
If the person availing himself/herself of the check and inspection does not read and understand English, the waiver may be read to the
person, and verified that it is understood.
I, the undersigned, read the above waiver and indemnification agreement to the person who's name and signature appear above.
indicated to me in the affirmative that he or she understood the waiver, and agrees to its terms.
(Print or type name)
(Signature)
Please complete the following
Parent / Care Giver:
Relationship to child, if not parent:
Address:
City, State, Zip code:
Phone Number:
Child's Name:
Expectant Mom: Yes
No
Any Medical Concerns ?
ie: Breathing problems, Pre-mautre birth etc.
Child's Age and Size:
Months:
Years:
Child's Weight:
Child's Height:
Are there other children do you regularly transport?
Vehicle Information: Year:
Make:
Is the Vehicle Owner's Manuel Available ? Yes
Air Bag - Driver Side
Air Bag - Disabled:
Yes
Yes
No
No
Tether anchors: Yes
Model:
No
Latch equipped: Yes
No
No
Passenger Side Yes
On / Off Switch: Yes
No
Side Yes
No
Other
No
How did you find out about this event or service ?
For Official Use Only: Checker/Technician Comments:
Revised 3/13/03
370
National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
Instructions for using the Child Passenger Checklist deemed appropriate for
use at St. John’s Hospital, Springfield
Revised: March 20, 2006
The purposes of the Child Passenger Checklist form are to:
1)
Provide guidance to any Child Passenger Safety (CPS) Technician, regardless of experience, to insure that a
complete inspection of the child restraint device (CRD) is made and
2)
Provide a means for the CPS technician to document and, if necessary to do so at a later date, reconstruct the
services provided, including:
a)
b)
c)
d)
e)
Appendix
That all aspects of correct restraint use, including type of restraint selected, harness/shield adjustment, and
CRD installation are evaluated
That this evaluation is based on information contained in the CRD manufacturer’s instructions
That the results of this evaluation have been communicated to the parent and that the technician has taught
the care giver how to use and (as is applicable) how to install the CRD in the vehicle
That the caregiver understands the scope and intent of the services provided and that the care giver was
taught and understands how to use and install the CRD and
That the caregiver made the final decision on how to use and install the CRD.
3)
The purpose of this form is NOT to serve as an educational tool for the caregiver. Brochures, fact sheets or other
educational material or referrals to additional sources of technical information must be provided to the caregiver.
St. John’s employees must use the standardized fact sheets provided by Safe Ride News. The title of each
sheet provided must be documented.
4)
Important notes about this form are that:
a)
This form should be used to assess the restraint use for only one child. COMPLETE ONE FORM PER
CHILD and
b)
COMPLETE A FORM FOR EACH CHILD IN THE VEHICLE – even those who are in a seat belt rather than a
CRD.
c)
The use/nonuse and correct/incorrect use of restraints by all vehicle occupants should be assessed and
concerns or suggestions communicated to the driver and/or occupants as is deemed appropriate.
d)
Except for items skipped as directed, none of the items on the form should be left blank. ALL OF THE
ITEMS ON THE FORM SHOULD BE COMPLETE AS IS APPROPRIATE OR MARKED AS “UNKNOWN”
OR “NOT APPLICABLE.” This is to help assure that the CPS technician is providing a complete assessment
and to document that all pertinent aspects of the situation have been addressed. Only complete the
sections that pertain to the situation. For example, if the child is in a rear-facing infant only seat, there is no
need to provide information in any other section since this information is not applicable.
e)
Most items can be answered by checking the appropriate box. If an item is marked as “N” for incorrect use,
the technician must correct the error if possible. If the situation is not correctable due to lack of proper
equipment or materials being available, the technician must provide appropriate advice and or arrange for
alternate transportation or restraint. If the restraint is determined to be totally unsafe, another restraint
should be provided. Any St. John’s CPS technician should contact the St. John’s Trauma Prevention
Education Coordinator at the provided telephone numbers to provide another restraint or to seek a solution.
371
Instructions for using the John’s Hospital CPS Checklist
Revised: March 20, 2006
Parental/Care Giver Consent:
Sections to be filled out by the parent, driver or other caregiver are surrounded by heavy double-lined borders. These
include sections titled Driver Information, Vehicle Information, Child Information and Important Information. The area
that contains the parental/caregiver consent and information about the child and vehicle should be filled out by the
person whom you are providing the service for and whom you will be interacting with. The consent should be complete
and signed before checking the restraints in the vehicle. If the caregiver refuses to sign the consent form, do not
provide the service. Obtaining signed consent is an important part of the complete documentation needed for liability
protection.
Safety Seat Information:
1.
Check the appropriate box to indicate the type of restraint that the child is in upon arrival.
2.
Child restraint manufacturing information can be found on the FMVSS 213 required labels. Sometimes, this
information is on the back or bottom of the restraint and can not be read unless the CRD is removed. This item
can be skipped and returned to later.Do not remove the CRD to locate the model and manufacturing date
information until after you have had a chance to 1) check the positioning and snugness of the harness on
the child and 2) check the routing of the seatbelt used to install it and the snugness of the installation.
3.
Once the appropriate labels are located, record the information in the designated areas on the checklist. Please
note that if the model name cannot be found, this information is not required as long as the model number is
present.
4.
Using the information on the labels and through conversation with the participant, determine the following:
a) Is the safety seat instruction manual present?
b) Is the owner of the seat the original owner?
c) Has the seat been involved in a crash?
d) Is the seat FMVSS Certified?
e) Has the seat been recalled?
f) Was the participant informed of the recall?
Safety Seat Location:
5.
6.
Indicate, using the appropriate symbols, the location of the safety seat upon arrival and if the seat was moved to a
different seating location.
Mark the appropriate boxes to indicate the presence of airbags in the driver, passenger and side locations. If
present, the exact location of side airbags must be noted.
Safety Belt Type:
7.
8.
9.
Indicate the type of retractor present at the safety seat location. Automatic Locking Retractor is designated as
ALR, and Emergency Locking Retractor is designated as ELR. Other choices are a switchable retractor or none if
there is no retractor present.
Indicate the type of latch plate present at the safety seat location. These include Locking, Lightweight Locking,
Sliding, Fixed and Switchable.
Indicate the type of restraint system present at the safety seat location. These include lap belt, lap/shoulder belt,
LATCH and other.
2
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Instructions for using the John’s Hospital CPS Checklist
Revised: March 20, 2006
Program/Technician Information:
Use this section to record information about the event and the CPS Technician(s) responsible for the inspection as
follows. Remember that a CRS Checkup (individual or group event) is intended as an educational service, not an
installation service for families. Parents and other caregivers should be active, learning participants in the process
and leave with the knowledge and skills to use and install their own CRS for the safe transportation of their own
children.
10. Write in the date and the site of the inspection.
11. At least one Technician must print his/her name and then sign to attest to the fact that the proper installation and
proper use of the child restraint system, including seatbelts, has been taught to the parent or other care giver. A
second line is provided for a second Technician participating in the inspection or for a senior checker to attest that
he/she agrees with the assessment and parental education provided.
12. If the program provided a restraint for the participant, indicate the manufacturer, name, model number,
manufacturing date and the type of seat provided.
13. Use the “Comments” section to list in detail any problems that were encountered, corrections that were made,
and/or recommendations that were given to the parent. Be especially sure to document instances where the
parent or caregiver has chosen not to follow the advice you have provided. If additional space is needed continue
attach an addendum sheet. Take the time to document whatever needs to be documented.
Page 2 Child Passenger Checklist (continued)
Rear Facing Child Safety Seats
Using best practice guidelines provided to you in the 32 hour standardized technician curriculum manual, indicate the
type of seat the child arrived in and answer the listed questions.
x
Is the child seated near an airbag? By indicating “no”, you are indicating that the CRS is not in front of an
airbag. If you indicate “yes” immediate action must be taken to place the child and the CRS in a seating position
without an active airbag. Discuss this situation with the parents to prevent the infant from leaving in this high risk
seating position.
Forward Facing Child Safety Seats
Using best practice guidelines provided to you in the 32 hour standardized technician curriculum manual, indicate the
type of seat the child arrived in and answer the listed questions.
x
Is the child seated near an airbag? By indicating “no”, you are indicating that the CRS is not in front of an airbag
or that the seat is as far from the airbag as possible.
Belt Positioning Booster
Using best practice guidelines provided to you in the 32 hour standardized technician curriculum manual, indicate the
type of seat the child arrived in and answer the listed questions. Please note that a belt-positioning booster may only
be used with a lap AND shoulder belt system.
x
Is the child seated near an airbag? By indicating “no”, you are indicating that the CRS is not in front of an airbag
or that the seat is as far from the airbag as possible.
Vehicle Seat Belt
Using best practice guidelines provided to you in the 32 hour standardized technician curriculum manual, indicate the
type of seat the child arrived in and answer the listed questions. Please note that upper body protection (lap and
shoulder belt) is the best practice guideline for children riding in the vehicle seat belt. This may require a child to sit in
a front seating position with the seat as far from the airbag as possible.
3
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Child Passenger Checklist
Driver Information:
Relationship with Child:
Parent
Grandparent
Other Family Other
Name: ____________________________________________
Address: __________________________________________
How often is seat moved?
Once/week Once/month
Infrequently Never
__________________________________________________
Phone: (______) _________ - ___________
Is the Child:
with you today
not with you today
Vehicle Information: Year: __________ Make: _______________________ Model:_____________________
Is the vehicle instruction manual present?
yes
no
Child Information:
Name:______________________________
Age: _______ Years/months/weeks/days
(circle one)
Male
Female
OR
Unborn Expectant Parent Due Date: __________________
Height/Length:________________
Does the child have any medical concerns?
Weight:________
yes no
(i.e breathing problems, premature birth, etc) If yes, please describe:
Important Information:
I understand and agree that: the sole purpose of this program is to help reduce the incidence of the improper installation of child safety seats; that this inspection is
being provided as a free service to me; that this program cannot fully evaluate the quality, safety, or condition of the car safety seat, the car safety seat provided or
any component of my vehicle, including the seats or safety belts; and that this program cannot guarantee my child’s safety in a vehicle collision. However, I
understand that a properly used child safety seat can reduce fatal injury and that it is important to read both the vehicle and car seat instruction manuals. I understand
that this service is provided for informational purposes only, and I have the final decision on how the car seat and the child will leave this site. For these reasons, I
hereby release the organizers, sponsors, any program participants or volunteers from any present or future liability for any injuries or damages that may result from a
vehicle collision or otherwise.
Participant’s Signature: __________________________________________
PARTICIPANTS STOP HERE!
Safety Seat Information:
Type of Seat:
Infant
Convertible
Forward Facing only
High Back Booster only
Other Booster
Vest
Integrated
No seat being used
Make:__________________________________
Name: _________________________________
Model #: _______________________________
Date of Manufacture:______ / ______ / ______
Safety X = initial position
M = final position
Seat
Location: (if seat was moved)
Driver Side Front Airbag
yes no disabled
Passenger Side Front Airbag
yes no disabled
Side Airbags Present
yes no disabled
Location of side air bags:
Date: ____/____/______
DO NOT CONTINUE UNTIL WAIVER HAS BEEN SIGNED!
(month)
(day)
(year)
Is the safety seat instruction manual present?
yes
no
Is the owner of the seat the original owner?
yes
no
Has the seat been involved in a crash?
yes
no
Unknown
Is the seat FMVSS Certified?
yes
no
Unknown
Has the seat been recalled?
yes no
Was participant informed of recall?
yes no N/A
Safety Belt Type:
Driver
Type of Restraint System
Lap belt
Lap/Shoulder belt
LATCH
Other
Parent educated regarding type, function and proper use of restraint system.
On/Off switch present
Type of Retractor
ALR ELR
Switchable None
On/Off switch present
Parent educated regarding type, function and proper use of retractor
On/Off switch present
Type of Latch Plate or LATCH Attachment
Locking Lightweight Locking Sliding Fixed Switchable
push on attachment
Rigid attachment
Parent educated regarding type, function and proper use of latch plate.
Date of Inspection: ____ / ____ / ______
Site of Inspection:_____________________________________
Replacement Seat Provided? If so:
Inspected by: Name: _______________________________ Signature: __________________________ Technician # __________________
Manufacturer:________________
Senior Checker Name: ______________________________ Signature: __________________________Technician # __________________
Name:_____________________
Materials Used: swim noodle #_____ tightly rolled towel #_____ locking clip other ______________________ _
Print/Educational Materials provided: ____________________________________________________________________________________
Model #: ____________________
Mfg. Date:______________________
Circle type:
Appendix
infant
convertible
booster
375
Child Passenger Checklist (continued)
Technicians: Record restraint use as child arrived. “Y” = Yes, “N” = No, “N/A” = Not applicable, “C”= problem corrected. Record all changes made.
Rear Facing Child Safety Seats
Y
Rear facing only
Convertible
5 pt harness
3 pt harness
N N/A C
Is the child seated near an airbag?
Instructed parent to never place rear-facing infant in front of an airbag.
Child within manufacturer’s recommended weight/height range
Child seat installed rear facing
Instructed parent that infant should ride rear facing as long as possible (at least until 1 year and 20 pounds).
Child seat at appropriate angle according to manufacturer’s guidelines
Instructed parent to install seat at appropriate angle.
Auto base used
Carrier handle down per manufacturer’s instructions. Informed parent of proper handle placement during travel per manufacturer’s instructions.
Child seat free of added cushioning.
Instructed parents to avoid added cushioning in safety seat.
Infant free of heavy clothing
Instructed parent to avoid heavy clothing on child while in seat.
Harness straps come from at or below infant’s shoulders.Instructed parents regarding proper level of harness straps for rear-facing child.
Harness straps lie flat and are not twisted.
Instructed parents to avoid twisted harness straps.
Harness straps are snug.
Instructed parent to tighten harness straps so that straps are snug.
Harness is complete and attached to seat according to manufacturer’s instructions.
Harness retainer clip is present (if required)
Informed parent of purpose of retainer clip and its action in a crash.
Harness retainer clip is threaded correctly.
Informed parent of proper threading path for harness retainer clip.
Harness retainer clip is at armpit level.
Informed parent to always place retainer clip at armpit level on the infant.
Belt routed correctly
Informed parent of proper belt path for rear-facing seat.
Belt holding seat tightly in vehicle.
Instructed parent to secure seat so that it is snug at the belt path.
Belt in locking mode
Locking Clip
Switched Retractor
Locking Latch Plate
LATCH
Locking clip used correctly (if required)
Instructed parent on proper use of locking clip.
LATCH used correctly
Instructed parent on use of LATCH system.
Forward Facing Child Safety Seats
5 pt harness
T-Shield
Tray Shield
Integrated
Y
N N/A C
Child within manufacturer’s recommended weight/height range
Is the child seated near an airbag?
Instructed parent regarding vehicle manufacturer’s recommendation for airbag use.
Child Seat Installed Forward-facing
Instructed parent that child must be 1 year old and weigh 20 pounds to ride forward facing.
Child Seat Upright
Instructed parent that seat should be upright for forward facing children.
Child Seat free of added cushioning
Instructed parent to avoid added cushioning in safety seat.
Child free of heavy clothing
Instructed parent to avoid heavy clothing on child while in seat.
Harness straps come from at or above child’s shoulders Instructed parents regarding proper level of harness straps for forward facing child.
Harness straps lie flat and are not twisted
Instructed parents to avoid twisted harness straps.
Harness straps are snug.
Instructed parent to tighten harness straps so that one finger fits under the strap.
Harness is complete and attached to seat according to manufacturer’s instructions.
Harness Retainer Clip is present (if required) Informed parent of purpose of retainer clip and its action in a crash.
Harness Retainer Clip is threaded correctly
Informed parent of proper threading path according to manufacturer’s instructions.
Harness Retainer Clip is at armpit level
Informed parent to always place retainer clip at armpit level on the child.
Belt routed correctly
Informed parent of proper belt path for forward-facing seat.
Belt holding seat tightly in vehicle
Instructed parent to secure seat so that straps are snug.
Belt in locking mode
Locking Clip
Switched Retractor
locking latch plate
LATCH
Locking Clip used correctly (if needed)
Instructed parent on proper use of locking clip.
Tether used correctly (if available)
Instructed parents on purpose and use of tether according to manufacturer’s instructions
LATCH used correctly
Instructed parent on use of LATCH system.
Belt Positioning Booster
High Back Booster
N N/A C
Child NOT in front of Airbag or seat is as far from airbag as possible
Child within manufacturer’s recommended weight/height range
Safety belt routed correctly according to manufacturer’s instructions.
Lap AND shoulder belts fit child properly
If backless booster: Child has a head restraint in this seating position.
Backless Booster (without shield)
Y
Instructed parent regarding vehicle manufacturer’s recommendation for airbag use.
Instructed parent on proper use of Belt Positioning Booster.
Instructed parent of proper belt path.
Instructed parent of proper seat belt fit (across shoulder and low on the hips)
Instructed parent of importance of head restraint.
Vehicle Seat Belt
Y
N N/A C
Child NOT in front of Airbag or seat is as far from airbag as possible Instructed parent regarding vehicle manufacturer’s recommendation for airbag use.
Child sits all the way back against vehicle seat.
Child’s knee’s bend comfortably at the edge of the vehicle seat.
Lap AND shoulder belts fit child properly
Instructed parent of proper seat belt fit (across shoulder and low on the hips)
Child has a head restraint in this seating position.
Instructed parent of importance of head restraint.
Comments:_________________________________________________________________________________________________
____________________________________________________________________________________________________________
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COMPLETE ONE FORM PER CHILD
NC CHILD PASSENGER SAFETY INSPECTION CHECKLIST
REVISED: October 20, 2004
PARENTAL/CARE GIVER CONSENT: I understand and agree that the sole purpose of this program is to help reduce the incidence of the
improper installation and/or use of child restraints (CR’s) and safety belts; that this inspection is being provided as a free service to me; that this
program and/or service cannot fully evaluate the quality, safety, or condition of any CR or vehicle safety belt inspected; and that this program
cannot guarantee my child’s safety in a vehicle collision. However, I do understand that the CR installation and use assistance and
recommendations given to me by the program participants will help to reduce, but will not eliminate, the chance of my child being killed or seriously
injured in a vehicle collision. For these reasons, I choose to participate in this program and release the program and program participants from
any present or future liability for any injuries or damages that may result from a vehicle collision or otherwise.
Name:
____________________________________________________________________
Date: _______ / _______ / ______
Signature: ____________________________________________________________________ Phone: ( _____ ) _______________
Address:
______________________________________________________________________________________________________
Child: Present? vYes vNo / Age: vUnborn vYears = _______ Months = _______ v? / Weight: _____ lbs. v?
Ethnicity: vWhite/Caucasian vBlack/African American vLatino/Hispanic vNative American vOther: _________________
Vehicle: Year: _____ Make: ___________________________ Model: ___________________________ Style: _____________________
C* = Correct
I** = Incorrect and must correct error if possible or provide appropriate advice ? = Unknown, provide advice
v Rear-facing only
v Convertible
v Front-facing only with harness/shield
2. CR Mfg:
________________________________________v?
3. Mod Name: ________________________________________v?
4. Mod #:
________________________________________v?
5. Mfg Date: _______ / _______ / _______ v?
1. RESTRAINT USED:
(Skip & return to model info if
must remove CR to find label)
(Note additional errors under #41) C*
CR HARNESS USE:
9. Type harness/shield/belt best for age/size of child . vY
10. All parts present & good condition . . . . . . . . . . . . . vY
11. Straps around frame/shell & thru slots correctly . . . vY
12. Straps & harness/shield fit correctly . . . . . . . . . . . . vY
13. Retainer clip positioned correctly . . . . . . . . . . . . . . vY
14. Harness adjustment mechanism locked . . . . . . . . . vY
15. Lap and shoulder belts for BPB fit correctly . . . . . . vY
16. Harness/shield/belts for BPB snug enough . . . . . . . vY
17. All harnessing errors corrected . . . . . . . . . . . . . . . . vY
(Note additional errors under #41)
CR INSTALLATION:
18. CR installed in active front/side air bag position . . . vN
19. Overall, best seating position being used . . . . . . . . vY
20. Correct front/rear-facing position . . . . . . . . . . . . . . vY
21. Correct recline angle used . . . . . . . . . . . . . . . . . . . vY
I**
vN
vN
vN
vN
vN
vN
vN
vN
vN
vna
vna
vna
vna
vna
vna
vna
vY vna
vN
vN
vN vna
na = Not applicable
v Harness/Vest
v Lap belt only
. . . . . . . . . . [Skip to # 28]
v Shield booster
v Lap & shoulder belt only . . . . [Skip to # 28]
v Belt position booster v Other = ________________________
(Note additional errors under #41) C* I**
6. Recalled, OR >10 yrs. old, OR crash involved . . . vN vY v?
7. Full instructions & labels & registered with mfg. . . vY vN v?
8. Type of restraint best for age/size of child . . . . . . vY vN v?
22. Seat belt routed correctly . . . . . . . . . . . . . . . . . . . vY vN vna
23. Seat belt locked (“No” for BPB belt is “ok”) vOK vY vN vna
24. Lower LATCH attached correctly . . . . . . . . . . . . vY vN vna
25. Tether installed and used correctly . . . . . . . . . . . . vY vN vna
26. Installation tight enough (No more than 1") . . . . . . vY vN vna
27. All installation errors corrected . . . . . . . . . . . . . . . vY vN vna
FOR CHILDREN IN SAFETY BELTS ONLY: (Skip to#34 if in CR)
28. Child seated in active front/side air bag position . . vN vY
29. Legs bend over edge of cushion at knees . . . . . . vY vN
30. Lap belt touching thighs and snug . . . . . . . . . . . . vY vN
31. Shoulder belt properly positioned and snug . . . . . vY vN vna
32. Non-certified belt adjuster in use . . . . . . . . . . . . . vN vY
33. Fit/positioning errors corrected . . . . . . . . . . . . . . . vY vN vna
AFTERMARKET PRODUCTS:
34. Inappropriate aftermarket products in use . . . . . vN vY
CR/CHILD POSITION IN VEHICLE:
11 12 13
21 22 23
31 32 33
41 42 43
99 = Other
PROGRAM / TECHNICIAN INFORMATION:
38. Site of Inspection ________________________________________________________________
35. At arrival: #____ vna 39. Proper use of the restraint system has been demonstrated and taught to the care giver. . . vY vN
36. Moved to: #____ vna
37. Installed in: #____ vna 40. Print Name: ___________________________ Sign: ____________________________________
Print Name: ___________________________ Sign: ____________________________________
41. Other errors / Comments / Recommendations / Corrections Made: _________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
___________________________________________________________________________________________ (continue on back of this form)
CARE GIVER ACKNOWLEDGMENT: The correct use of my restraint system has been clearly explained, demonstrated and taught to me.
42. Signature: __________________________________________________________________________ Date:______ / ______ / ______
Developed by the UNC Highway Safety Research Center
Appendix
800-672-4527 (in NC) / 919-962-2202 / www.hsrc.unc.edu
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Child Passenger Safety
A PARENT’S PRIMER
When you’re an expectant mother, it’s important to always wear your seat belt to protect you and your unborn child. Wear
the lap belt across your hips and below your belly with the shoulder belt across your chest (between your breasts). Once
your baby is born, follow these important safety steps.
GROWING UP SAFE: It’s a four-step process.
As children grow, how they sit in your car, truck or SUV should change.
Save your child from injury or death by observing all four steps:
For the best possible protection keep infants in the back seat, in rear-facing child safety
seats, as long as possible up to the height or weight limit of the particular seat. At a
minimum, keep infants rear-facing until a minimum of age 1 and at least 20 pounds.
REAR-FACING
SEATS
FORWARDFACING SEATS
When children outgrow their rear-facing seats (at a minimum age 1 and at least 20
pounds) they should ride in forward-facing child safety seats, in the back seat, until they
reach the upper weight or height limit of the particular seat (usually around age 4 and
40 pounds).
BOOSTER
SEATS
Once children outgrow their forward-facing seats (usually around age 4 and 40 pounds),
they should ride in booster seats, in the back seat, until the vehicle seat belts fit properly.
Seat belts fit properly when the lap belt lays across the upper thighs and the shoulder
belt fits across the chest (usually at age 8 or when they are 4’9” tall).
When children outgrow their booster seats, (usually at age 8 or when they are 4’9” tall)
they can use the adult seat belt in the back seat, if it fits properly (lap belt lays across the
upper thighs and the shoulder belt fits across the chest).
SEAT BELTS
Get Help!
ON THE WEB
Go to www.nhtsa.gov and choose Child Safety Seat
Information from the menu or click on the child passenger
safety icon. The site includes child safety seat installation tips,
product ratings, recalls, and other useful information.
BY PHONE
For more information about child safety seats, booster seats,
inspection/fitting stations in your area, seat belts, air bags, and
other highway safety issues, call the DOT Vehicle Safety Hotline
at: 1-888-327-4236.
NEAR YOU
A certified child passenger safety technician can check your
installation and answer questions. To find a technician or an
inspection station near you, go to www.nhtsa.gov, click on
the child passenger safety icon, and then click on the Fitting/
Inspection Station link or go to www.seatcheck.org.
REMEMBER: All children under 13 should ride in the back seat.
Always read the child restraint instructions and the vehicle owner’s manual.
March 2007
Appendix
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Rear Facing Quotables:
Guiding Parents to Keep Children
Rear-facing Longer
Prepared by the National Child
Passenger Safety Board
May 2010
“Children should face the rear of the vehicle until they are at least 1 year of age and weigh at least 20
pounds to decrease risk of cervical spine injury in the event of a crash. Infants who weigh 20 pounds
before 1 year of age should ride rear facing in a convertible seat or infant seat approved for higher
weights until at least 1 year of age. If a car seat accommodates children rear facing to higher
weights, for optimal protection, the child should remain rear facing until reaching the maximum weight
for the car safety seat, as long as the top of the head is below the top of the seat back.”
- American Academy of Pediatrics, Selecting and Using the Most Appropriate Car Safety Seats
for Growing Children: Guidelines for Counseling Parents, PEDIATRICS Vol. 109 No.3 March 2002,
pp. 550-553.
--------------------“For the best possible protection keep infants in the back seat, in rear-facing child safety seats, as
long as possible up to the height or weight limit of the particular seat. At a minimum, keep infants
rear-facing until a minimum of age 1 and at least 20 pounds.”
- National Highway Traffic Safety Administration, Growing Up Safe: It’s a four step process.
(publication: 4 Steps Flyer)
--------------------“Use a rear-facing car seat to at least age 1 and 20 pounds. Use your rear-facing car seat longer if
the seat has higher weight and height limits.”
- Safe Kids Worldwide (http://www.usa.safekids.org/skbu/cps/index.html; 6-18-2009)
--------------------“Infants should ride rear-facing as long as possible until they reach the upper weight limits of their
rear-facing convertible seat, usually around 30-35 pounds. At a very minimum, they should ride rearfacing until they are one year old and 20 pounds.”
- AAA (http://www.aaa.com/carseat “Stage 1: Rear-Facing”)
--------------------“Keep your baby’s car safety seat rear facing in the back seat of your vehicle until your baby is at
least 1 year old and weighs at least 20 pounds. It is preferable to wait even longer, until the baby
reaches the highest weight or height allowed by the manufacturer of the seat.”
- Hagen JF, Shaw JS, Duncan PM, eds. 2008. Bright Futures: Guidelines for Health
Supervision of Infants, Children and Adolescents, Third Edition. Elk Grove Village, IL: American
Academy of Pediatrics.
National CPS Certification Training Program
Appendix
April, 2007 (R10/10)
380A
380B
National Child Passenger Safety Certification Training — DOT HS 810 731 April 2007 (R10/10)
AMERICAN ACADEMY OF PEDIATRICS
Committee on Injury and Poison Prevention
Selecting and Using the Most Appropriate Car Safety Seats for Growing
Children: Guidelines for Counseling Parents
ABSTRACT. Despite the existence of laws in all 50
states requiring the use of car safety seats or child restraint devices for young children, more children are still
killed as passengers in car crashes than from any other
type of injury. Pediatricians and other health care professionals need to provide up-to-date, appropriate information for parents regarding car safety seat choices and
proper use. Although the American Academy of Pediatrics is not a testing or standard-setting organization, this
policy statement discusses the Academy’s current recommendations based on the peer-reviewed literature available at the time of publication and sets forth some of the
factors that parents should consider before selecting and
using a car safety seat.
ABBREVIATIONS. AAP, American Academy of Pediatrics,
NHTSA, National Highway Traffic Safety Administration.
2.
3.
4.
INTRODUCTION
I
n 2000, 539 children younger than 5 years died
while riding in motor vehicles; almost half were
unrestrained,1 and many others were restrained
improperly.2 Many parents want to know which car
safety seat is best for their child. An appropriate car
safety seat is the right size for the child, fits the
vehicle’s seats and seat belt systems, and is easy for
parents to use properly. In addition, it must meet all
applicable federal safety standards.
Pediatricians also need to be aware that the child
occupant protection laws in their states may not
reflect the safest way to transport a child. Parents
should be counseled to follow the American Academy of Pediatrics (AAP) recommendations for best
child passenger restraint, and pediatricians should
advocate to improve their state laws to provide better child protection.
5.
6.
AAP RECOMMENDATIONS
Seat Selection
1. Children should face the rear of the vehicle until
they are at least 1 year of age and weigh at least 20
lb to decrease the risk of cervical spine injury in
the event of a crash. Infants who weigh 20 lb
before 1 year of age should ride rear facing in a
convertible seat or infant seat approved for higher
weights until at least 1 year of age.3,4 If a car safety
seat accommodates children rear facing to higher
The recommendations in this statement do not indicate an exclusive course
of treatment or serve as a standard of medical care. Variations, taking into
account individual circumstances, may be appropriate.
PEDIATRICS (ISSN 0031 4005). Copyright © 2002 by the American Academy of Pediatrics.
550
Appendix
7.
weights, for optimal protection, the child should
remain rear facing until reaching the maximum
weight for the car safety seat, as long as the top of
the head is below the top of the seat back.3
Premature and small infants should not be placed
in car safety seats with shields, abdominal pads,
or arm rests that could directly contact an infant’s
face or neck during an impact and injure the
child.5
For optimal protection, pediatricians should counsel parents of most children (those who weigh
more than 12 lb at 4 months of age) to encourage
use of a convertible car safety seat that will accommodate them rear facing at higher weights.
A convertible car safety seat is positioned semireclined and rear facing for a child until at least 1
year of age and at least 20 lb. The seat is positioned upright and forward facing for an older
and heavier child who weighs up to 40 lb and may
be used as long as the child fits well (eg, tops of
ears below the top of the car safety seat back and
shoulders below the seat strap slots).6
A forward-facing seat, a combination seat, or a
belt-positioning booster seat should be used when
the child has outgrown a convertible safety seat
but is too small to use the vehicle’s safety belts.
Vehicle safety belts should not be used until the
shoulder belt can be positioned across the chest
with the lap belt low and snug across the thighs7,8;
the child should fit against the vehicle’s seat back
with his or her feet hanging down when the legs
are bent at the knees. A belt-positioning booster
seat should be used until the vehicle safety belt
fits well.
Many new vehicles are equipped with integrated
(built-in) car safety seats that are designed for
forward-facing riders who are at least 1 year of
age and weigh at least 20 lb. All younger infants
should be positioned rear facing in separate car
safety seats until they are at least 1 year of age and
weigh at least 20 lb. When purchasing a new
vehicle, parents should consider selecting a vehicle with an optional integrated car safety seat.
Some integrated seats convert to booster seats for
older children.9
On the basis of Federal Motor Vehicle Safety Standards established by the National Highway Traffic Safety Administration (NHTSA), shield boosters have not been certified by their manufacturers
for use by children who weigh more than 40 lb.3,10
In current models, the shield can be removed and
the restraint can be used with a lap and shoulder
PEDIATRICS Vol. 109 No. 3 March 2002
381
belt as a belt-positioning booster seat for children
who are too heavy or tall to fit in a seat with a full
harness.
Children who weigh 40 lb or less are best protected in a seat with a full harness.3,11 Significant
injuries to the head, spine, abdomen, and extremities of children in shield boosters have been documented in crash investigations resulting from
ejection, excessive head excursion, and shield contact.11–14 Although boosters with shields may
meet current Federal Motor Vehicle Safety Standards for use by children who weigh 30 to 40 lb,
on the basis of current published peer-reviewed
literature, the AAP does not recommend their use.
8. A number of aftermarket add-on devices claim to
solve the problem of poorly fitting seat belts; however, these products may actually interfere with
proper lap and shoulder harness fit by positioning
the lap belt too high on the abdomen and allowing
too much slack in the shoulder harness, placing it
too low across the shoulder.15 Until performance
requirements are developed by the NHTSA for
aftermarket devices, these products should not be
used.
9. Children with special health care needs should
have access to appropriate restraint systems.16,17
Specific information is available in the AAP policy
statement “Transporting Children with Special
Health Care Needs”17 and “Safe Transportation
of Children With Special Needs: A Guide for Families.”18
Installation in Vehicle
1. A rear-facing car safety seat must not be placed in
the front passenger seat of any vehicle equipped
with an air bag on the front passenger side. Death
or serious injury to an infant can occur from the
impact of the air bag against the back of the car
safety seat.3,19
2. Parents should be advised that the rear vehicle
seat is the safest place for children of any age to
ride. Any front-seat, front-facing passengers
should ride properly restrained and positioned as
far back as possible from the front air bag on the
passenger side.19
3. Parents should be instructed to read the vehicle
owner’s manual and child restraint device instructions carefully. When the car safety seat is installed in the car, it should be tested for a safe,
snug fit in the vehicle to avoid potentially lifethreatening incompatibility problems between the
design of the car safety seat, vehicle seat, and seat
belt system.
Lower Anchors and Tethers for Children
(LATCH) is a new standardized car safety seat
attachment system that will simplify car safety
seat installation and enhance safety. Most new
vehicles and car safety seats will be equipped with
this system by September 2002.
4. Infants should ride at approximately a 45° angle
to prevent slumping and airway obstruction. If
the vehicle seat slopes so that the infant’s head
flops forward, the car safety seat should be positioned back at an approximately 45° tilt according
to the manufacturer’s instructions. Some car
safety seats have built-in features that allow adjustment of the angle. For car safety seats that do
not adjust, a firm roll of cloth, a solid-core Styrofoam roll, or a tightly-rolled newspaper can be
wedged under the car safety seat below the infant’s feet to achieve this angle.20
5. Experience with the interaction of vehicle side air
bags and car safety seats is limited. To date, no
crash studies have established that a child properly restrained in a car safety seat is at risk from
current side air bag impact.3 Laboratory simulations have indicated, however, that unrestrained
and out-of-position children are at risk of serious
injury from a deploying side air bag.21 Because
children cannot be depended on to remain in position at all times and until additional research
and experience is acquired, parents should be
counseled about the potential risks and benefits of
having side air bags. Parents should consider
placing children and car safety seats away from all
air bags, choosing a vehicle without side air bags
in the rear seat, or deactivating side air bags in
rear seats if children are transported in adjacent
positions. They may also refer to the vehicle owner’s manual for recommendations specific to their
vehicle.
Placement of Child in Seat
1. In rear-facing car safety seats for infants, shoulder
harnesses usually should be placed in the slots at
or below the infant’s shoulders, the harness
should be snug, and the car safety seat’s retainer
clip should be positioned at the level of the infant’s armpit, not on the abdomen or in the neck
area (see manufacturers’ instructions for details).
2. In forward-facing car safety seats for older children, the shoulder strap should be at or above the
child’s shoulders, the harness should be snug, and
the retainer clip should be positioned level with
the child’s armpits. This seat should be used until
the child reaches the top weight limit of the seat or
the tops of his or her ears reach the top of the car
safety seat back (see manufacturers’ instructions
for details).
3. A child should never be left unattended in a car
safety seat in or out of the car.
SUMMARY
Existing products provide effective restraint for
children riding in motor vehicles and minimize risk
of death and injury during car crashes if used appropriately. Parents look to pediatricians for up-to-date,
accurate information on selecting and properly using
car safety seats. New products that address gaps in
restraint protection are continually being developed.
Manufacturers should be encouraged to develop car
safety seats that accommodate children rear facing to
4 years of age (45 lb). It is important that pediatricians keep abreast of innovations in child passenger
safety.21 The use of the AAP materials, including
“Car Safety Seats: A Guide for Families,”9 the “OneMinute Car Seat Safety Check-Up,”23 and “Safe
Transportation of Children With Special Needs: A
AMERICAN ACADEMY OF PEDIATRICS
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Fig 1. Car safety seats: selecting the appropriate type.
552
Appendix
SELECTING AND USING THE MOST APPROPRIATE CAR SAFETY SEATS
383
Guide for Families”18 can assist the physician in providing specific advice for patients. The information
in Fig 1 in this statement will also aid in selecting the
appropriate type of restraint. Additional consultation for detailed technical information can be obtained from certified child passenger safety technicians identified by state on the NHTSA Web site
(http://www.nhtsa.dot.gov/people/injury/childps/
contacts/index.cfm). This information will help parents ensure that their children are transported as
safely as possible.
Committee on Injury and Poison Prevention,
2001–2002
Marilyn J. Bull, MD, Chairperson
Phyllis Agran, MD, MPH
Victor Garcia, MD
H. Garry Gardner, MD
Danielle Laraque, MD
Susan H. Pollack, MD
Gary A. Smith, MD, DrPH
Milton Tenenbein, MD
Joseph Wright, MD, MPH
Liaisons
Ruth A. Brenner, MD, MPH
National Institute of Child Health and Human
Development
Stephanie Bryn, MPH
Health Resources and Service
Administration/Maternal and Child Health Bureau
Richard A. Schieber, MD, MPH
Centers for Disease Control and Prevention
Alexander Sinclair
National Highway Traffic Safety Administration
Deborah Tinsworth
US Consumer Product Safety Commission
Lynn Warda, MD
Canadian Paediatric Society
Consultant
Murray L. Katcher, MD, PhD
Staff
Heather Newland
REFERENCES
1. National Highway Traffic Safety Administration, National Center for
Statistics and Analysis. Traffic Safety Facts 2000: A Compilation of Motor
Vehicle Crash Data From the Fatality Analysis Reporting System and the
General Estimates System. Washington, DC: US Department of
Transportation; 2000. DOT HS Publ. No. 809 337. Available at: http://
www.nhtsa.dot.gov/people/ncsa/. Accessed January 22, 2002
2. Decina LE, Kneobel KY. Child safety seat misuse patterns in four states.
Accid Anal Prev. 1997;29:125–132
3. Weber K. Child passenger protection. In: Nahum AM, Melvin JW, eds.
Accidental Injury: Biomechanics and Prevention. New York, NY: SpringerVerlag; 2002:523–549
4. Weber K. Rear-facing restraint for small child passengers: a medical
alert. UMTRI Res Rev. 1995;25:12–17
5. Bull MJ, Weber K, Stroup KB. Automotive restraint systems for premature infants. J Pediatr. 1988;112:385–388
6. Johnston C, Rivara FP, Soderberg R. Children in car crashes: analysis of
data for injury and use of restraints. Pediatrics. 1994;93:960 –965
7. Agran PF, Dunkle DE, Winn DG. Injuries to a sample of seatbelted
children evaluated and treated in a hospital emergency room. J Trauma.
1987;27:58 – 64
8. Winston FK, Durbin DR, Kallan MJ, Moll EK. The danger of premature
graduation to seat belts for young children. Pediatrics. 2000;105:
1179 –1183
9. American Academy of Pediatrics. Car Safety Seats: A Guide for Families.
Elk Grove Village, IL: American Academy of Pediatrics; (updated annually)
10. Federal Motor Vehicle Safety Standards and Regulations. 49 CFR
§571.213 (1998)
11. Marriner PC, Woolford JG, Baines GA, Dance DM. Abdominal shield
booster cushions in motor vehicle accidents. In: Proceedings of the Canadian Multidisciplinary Road Safety Conference IX. Montreal, Quebec,
Canada: University of Montreal; 1995:233–240
12. Whitman GR, Brown KA, Cantor A, D’Aulerio LA, Eisentraut DK,
Markushewski ML. Booster-with-shield restraint case studies. SAE
973307. Child Occupant Protection 2nd Symposium. Warrendale, PA: Society of Automotive Engineers; 1997:149 –157
13. Stalnaker RL. Spinal cord injuries to children in real world accidents.
SAE 933100. Child Occupant Protection 2nd Symposium. Warrendale, PA:
Society of Automotive Engineers; 1997:173–183
14. Slavik DH. Cervical distraction injuries to children. SAE 973306. Child
Occupant Protection 2nd Symposium. Warrendale, PA: Society of Automotive Engineers; 1997:137–148
15. Blue Ribbon Panel II. Protecting Our Older Child Passengers. Recommendations. March 15, 1999. Available at: http://carseat.org/
whatsnew/blueribbon.htm. Accessed April 9, 2001
16. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Safe transportation of newborns at hospital discharge. Pediatrics. 1999;104:986 –987
17. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Transporting children with special health care needs. Pediatrics. 1999;104:988 –992
18. American Academy of Pediatrics. Safe Transportation of Children With
Special Needs: A Guide for Families. Elk Grove Village, IL: American
Academy of Pediatrics; In press
19. Centers for Disease Control and Prevention. Warnings on interaction
between air bags and rear-facing child restraints. MMWR Morb Mortal
Wkly Rep. 1993;42:280 –282
20. American Academy of Pediatrics, Committee on Injury and Poison
Prevention and Committee on Fetus and Newborn. Safe transportation
of premature and low birth weight infants. Pediatrics. 1996;97:758 –760
21. Duma SM, Crandell JR, Pilkey WD, Seki K. Dynamic response of the
Hybrid III 3-year-old dummy head and neck during side air bag loading. In: Proceedings of the Association for the Advancement of Automotive
Medicine 42nd Conference. Barrington, IL: Association for the Advancement of Automotive Medicine; 1998:193–208
22. Bull MJ, Sheese J. Update for the pediatrician on child passenger safety:
five principles for safer travel. Pediatrics. 2000;106:1113–1116
23. American Academy of Pediatrics. One-Minute Car Seat Safety Check-Up.
Elk Grove Village, IL: American Academy of Pediatrics; 2001
AMERICAN ACADEMY OF PEDIATRICS
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National Child Passenger Safety Certification Training — DOT HS 810 731
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April 2007 (R10/10)
AMERICAN ACADEMY OF PEDIATRICS
Committee on Injury and Poison Prevention
Safe Transportation of Newborns at Hospital Discharge
ABSTRACT. All hospitals should set policies that require the discharge of every newborn in a car safety seat
that is appropriate for the infant’s maturity and medical
condition. Discharge policies for newborns should include a parent education component, regular review of
educational materials, and periodic in-service education
for responsible staff. Appropriate child restraint systems
should become a benefit of coverage by Medicaid, managed care organizations, and other third-party insurers.
ABBREVIATIONS. FMVSS, Federal Motor Vehicle Safety Standard; AAP, American Academy of Pediatrics; NHTSA, National
Highway Traffic Safety Administration.
A
ll newborns discharged from hospitals
should be transported home in car safety
seats that meet Federal Motor Vehicle Safety
Standard (FMVSS) 213 and that are selected to meet
the specific transportation needs of healthy newborns, premature infants, or infants with special
health care needs.
In 1996, 1780 children (newborns to 14 years of
age) were killed, and 305 000 were injured as occupants in motor vehicles.1 Of the fatalities, 60% were
unrestrained. The fatality rate for infants was higher
than any other age group, 4.4/100 000.2 In 1996, 653
children (newborns through 4 years of age) were
killed as occupants in motor vehicles. Of these fatalities, 52% were unrestrained.
The American Academy of Pediatrics (AAP) has
made major contributions to child passenger safety,
including contributions to the passage of legislation
in all 50 states that requires the use of car safety seats
or child restraint devices for infants and young children. Assuring that newborns are restrained properly when riding for the first time establishes the
pattern for continued compliance with a measure
that can save their lives or prevent serious injury.
Correctly used car safety seats are 71% effective in
preventing fatalities attributable to car crashes and
67% effective in preventing injury that requires hospitalization. With 100% correct use, about 53 000 injuries and 500 deaths could be prevented each year in
the United States among children from birth to 4
years of age.3
The recommendations in this statement do not indicate an exclusive course
of treatment or serve as a standard of medical care. Variations, taking into
account individual circumstances, may be appropriate.
PEDIATRICS (ISSN 0031 4005). Copyright © 1999 by the American Academy of Pediatrics.
986
Appendix
RECOMMENDATIONS
1. In conjunction with their medical staff, all hospitals with services for newborns should develop policies for the discharge of newborns in
car safety seats that are crash tested and meet
the FMVSS 213. These policies should be developed in consultation with a car seat expert who
has successfully completed the National Highway Traffic Safety Administration (NHTSA)
4-day course.4 Although the resources of hospitals and patients vary greatly, at discharge every
newborn should be properly restrained in a car
safety seat.
2. Pediatricians should work with these hospitals in
establishing hospital policies that clearly define
staff roles for each required task. Also, pediatricians should reinforce the need for compliance
with these policies with both hospital staff and
parents/guardians. Hospital policies related to
newborns should include the following:
• Methods by which expectant parents will be
informed, before delivery, of the importance of
using car safety seats and potential problems
with vehicle incompatibility. Parents should be
advised through prenatal classes, their obstetrical provider, or pediatric prenatal visits to
obtain a car safety seat, properly secure it in
their vehicle, and resolve compatibility issues
before delivery. This is especially important because physicians frequently discharge infants
after only a short hospital stay.
• Designation of an individual responsible for
implementing hospital policies and procedures related to discharge of newborns in car
safety seats that are used properly. Hospital
policy also should include designation of an
individual or team specifically trained to assess the needs of infants with special health
care needs with regard to the selection of the
most appropriate child safety seat.5– 8 Hospitals should develop a policy to ensure provision of a period of observation in a car safety
seat before hospital discharge for each infant
born at ⬍37 weeks’ gestation to monitor for
possible apnea, bradycardia, or oxygen desaturation.5 Provision for periodic in-service
education of staff responsible for parent and
guardian education on correct use of car
safety seats. Those responsible for training
other hospital staff and parents and guardians should have successfully completed the
NHTSA 4-day course.4
PEDIATRICS Vol. 104 No. 4 October 1999
385
• Provision of regular periodic review by a designated person who has completed the
NHTSA 4-day course of all materials distributed to parents and guardians of newborns
about proper car safety seat use. Hospitals
should ensure that information is current, relevant, and accurate, with date of publication
or revision noted.9
• Provisions to make available an appropriate
car safety seat by sale, short-term loan, or
donation to parents before discharge if the
parents are unable to provide their own. Hospitals should consider giving a low-cost infant car seat, which can also be used for generic instruction, to parents at discharge as a
gift.
• Assessment of the degree of compliance with
the policies and procedures on discharge in
child safety seats in routine quality assurance
surveillance by hospital staff. Hospital staffs
should take appropriate actions to correct deficiencies when present.
Admission orders for newborns should include
an order written by a physician for parent instruction about use of child safety seats. This should be
included as a part of standard admission orders to
ensure its completion before discharge.
Discharge policies for newborns should include
the following:
• Determination of the most appropriate car safety
seat for each newborn according to maturity and
medical condition by a designated hospital employee.
• Provision of information and training for parents and guardians should be presented before
discharge on the generic issues related to correct
use of car safety seats. Hands-on teaching including “return demonstration” should be a part
of this instruction. The installation of a specific
car seat in a specific car must be the parent’s
responsibility. Resources to address these issues
are available from the AAP.10,11
• A period of observation in a car safety seat before
hospital discharge should be provided to each
infant born at ⬍37 weeks’ gestation to monitor for
possible apnea, bradycardia, or oxygen desaturation.5
• Pediatricians with other child health and safety
advocates should work for coverage of appropriate child restraint systems as a benefit of coverage
by Medicaid, managed care organizations, and
other third-party insurers. Until that time, hospitals are encouraged to have a giveaway or loan
program for parents who cannot afford to purchase a car seat.
Committee on Injury and Poison Prevention,
1999 –2000
Marilyn Bull, MD, Chairperson
Phyllis Agran, MD, MPH
Danielle Laraque, MD
Susan H. Pollack, MD
Gary A. Smith, MD, DrPH
Howard R. Spivak, MD
Milton Tenenbein, MD
Susan B. Tully, MD
Liaison Representatives
Ruth A. Brenner, MD, MPH
National Institute of Child Health and Human
Development
Stephanie Bryn, MPH
Maternal and Child Health Bureau
Cheryl Neverman, MS
National Highway Traffic Safety Administration
Richard A. Schieber, MD, MPH
Centers for Disease Control and Prevention
Richard Stanwick, MD
Canadian Paediatric Society
Deborah Tinsworth
US Consumer Product Safety Commission
William P. Tully, MD
Pediatric Orthopaedic Society of North America
Section Liaison
Victor Garcia, MD
Section on Surgery
Consultant
Murray L. Katcher, MD, PhD
REFERENCES
1. US Department of Transportation, National Highway Traffic Safety
Administration. Traffic Safety Facts 1996. A Compilation of Motor Vehicle
Crash Data From the Fatal Accident Reporting System and the General
Estimates System. Washington, DC: US Department of Transportation,
National Highway Traffic Safety Administration; 1997
2. Fingerhut LA, Annest JI, Baker SP, et al. Injury mortality among children and teenagers in the United States: 1993. Inj Prev. 1996;2:93–94
3. An Evaluation of Child Passenger Safety: The Effectiveness and Benefits of
Safety Seats. Springfield, VA: National Technical Information Service;
1986. DOT report DOT MS 806890
4. National Highway Traffic Safety Administration. Standardized Child Passenger Safety Training Program. Washington, DC: National Highway
Traffic Safety Administration; 1998
5. American Academy of Pediatrics, Committee on Injury and Poison
Prevention and Committee on Fetus and Newborn. Safe transportation
of premature and low birth weight infants. Pediatrics. 1996;97:758 –760
6. American Academy of Pediatrics, Committee on Injury and Poison Prevention. Selecting and using the most appropriate car safety seats for growing children: guidelines for counseling parents. Pediatrics. 1996;97:761–763
7. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Transporting children with special health care needs. 1999;
104:988 –992
8. Summerfelt M, Spitzer A, Wallace E, et al. Kars/Special Kars. An Easter
Seals’ Model Program Training Manual. Chicago, IL: National Easter Seal
Society; 1992
9. National Highway Traffic Safety Administration. Is This Child on the
Road to Danger? Washington, DC: National Highway Traffic Safety
Administration; 1997. DOT report DOT HS 808672
10. American Academy of Pediatrics. 1999 Family Shopping Guide to Car
Seats (brochure). Elk Grove Village, IL: American Academy of
Pediatrics; 1999
11. American Academy of Pediatrics. Car Seat Shopping Guide for Children
With Speical Needs. (brochure). Elk Grove Village, IL: American Academy of Pediatrics; 1998
AMERICAN ACADEMY OF PEDIATRICS
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CLINICAL REPORT
Safe Transportation of Preterm and
Low Birth Weight Infants at
Hospital Discharge
Guidance for the Clinician in Rendering
Pediatric Care
Marilyn J. Bull, MD, William A. Engle, MD, the Committee on Injury, Violence, and Poison
Prevention and the Committee on Fetus and Newborn
ABSTRACT
Safe transportation of preterm and low birth weight infants requires special
considerations. Both physiologic immaturity and low birth weight must be taken
into account to properly position such infants. This clinical report provides guidelines for pediatricians and other caregivers who counsel parents of preterm and
low birth weight infants about car safety seats. Pediatrics 2009;123:1424–1429
www.pediatrics.org/cgi/doi/10.1542/
peds.2009-0559
doi:10.1542/peds.2009-0559
All clinical reports from the American
Academy of Pediatrics automatically expire
5 years after publication unless reaffirmed,
revised, or retired at or before that time.
INTRODUCTION
Improved survival rates and earlier discharge of preterm (⬍37 weeks’ gestation at
The guidance in this report does not
indicate an exclusive course of treatment
birth) and low birth weight (⬍2500 g at birth) infants have increased the number of
or serve as a standard of medical care.
small infants who are being transported in private vehicles. Car safety seats that are
Variations, taking into account individual
used correctly are 71% effective in preventing fatalities attributable to passenger car
circumstances, may be appropriate.
This document is copyrighted and is
crashes in infants.1 To ensure that preterm and low birth weight infants are transproperty of the American Academy of
ported safely, the proper selection and use of car safety seats or car beds are necessary.
Pediatrics and its Board of Directors. All
Federal Motor Vehicle Safety Standard (FMVSS) 213, which establishes design
authors have filed conflict-of-interest
statements with the American Academy of
and dynamic performance requirements for child-restraint systems, applies to
Pediatrics. Any conflicts have been
children weighing up to 65 lb. However, the standard has no minimum weight
resolved through a process approved by
limit and does not address the relative hypotonia and risk of airway obstruction in
the Board of Directors. The American
preterm or low birth weight infants. Most rear-facing car safety seats are desigAcademy of Pediatrics has neither solicited
nor accepted any commercial involvement
nated by the manufacturer for use by infants weighing more than 4 or 5 lb, with
in the development of the content of this
some designated for use from birth regardless of weight.
publication.
Infant dummies as small as 3.3 lb have been shown to be satisfactorily restrained
Key Words
2,3
in standard rear-facing car safety seats during crash tests. Test dummies, however,
safe transportation, preterm, premature,
cannot replicate the airway and tone variables that occur in preterm infants, and there
low birth weight, car safety seats, car beds
is no information on restraint of infants who weigh less than 3.3 lb (1.5 kg).
Abbreviation
FMVSS—Federal Motor Vehicle Safety
Rear-facing car safety seats provide the best protection in a frontal crash,
Standard
because the forces are transferred from the back of the restraint to the infant’s
PEDIATRICS (ISSN Numbers: Print, 0031-4005;
back, the strongest part of an infant’s body. The restraint also supports the infant’s
Online, 1098-4275). Copyright © 2009 by the
head. Severe tensile forces on the neck in flexion are also prevented by use of
American Academy of Pediatrics
4
rear-facing car safety seats.
The long-term experience and documented protective value of car safety seats
make them the preferred choice for travel for all infants who can maintain
cardiorespiratory stability in the semireclined position.4 A car bed that meets FMVSS 213 may be indicated for infants
who manifest apnea, bradycardia, or low oxygen saturation when positioned semireclined in a car safety seat.2,5 Of
note, some preterm and term infants positioned in car beds and car safety seats seem to have similar rates of apnea,
bradycardia, and oxygen desaturation.6,7
A car bed is designed to accommodate an infant in a fully reclined position and is oriented in the vehicle seat
perpendicular to the direction of travel. An infant is secured in the car bed with an internal harness, and the car bed is
secured to the vehicle with the vehicle’s seat belt. Car beds, like car safety seats, have specific weight requirements
designated by the manufacturer and, like car safety seats, should be used according to manufacturer recommendations.
The size of the infant, especially for those born preterm, is an important consideration when selecting a car safety
seat or car bed.2,8 Weight, length, neurologic maturation, and associated medical conditions (especially bronchopulmonary dysplasia) all influence the potential risk of respiratory compromise for infants in seating devices.6,9
Preterm infants are subject to an increased risk of oxygen desaturation, apnea, and/or bradycardia,10 especially
when placed in a semireclined position in car safety seats.5,11–13 Furthermore, frequent cardiorespiratory events and
1424
Appendix
AMERICAN ACADEMY OF PEDIATRICS
387
intermittent hypoxia may adversely affect later neurodevelopment, psychosocial behavior, and academic
achievement.14,15 In 1 study, mental development in preterm infants with 5 or more cardiorespiratory events
during 210 hours or more of cardiorespiratory monitoring was associated with a lower mental development
index on the Bayley Scales of Infant Development (95.8
vs 100.4; P ⫽ .04)14; physical developmental indices
were not different (94.4 vs 91.7; P ⫽ .37). It is unclear
whether the association of cardiorespiratory events and
lower mental development reflects an underlying abnormality or a negative consequence of the events. It is
rational, if practical, to attempt to reduce the frequency
and severity of cardiorespiratory events experienced by
preterm infants seated in car safety seats to minimize
potential neurodevelopmental sequelae. Therefore, car
safety seat monitoring in the infant’s own car safety seat
before discharge from the hospital should be considered
for all infants less than 37 weeks’ gestation at birth to
determine if physiologic maturity and stable cardiorespiratory function are present, as recommended in the
American Academy of Pediatrics publication Guidelines
for Perinatal Care.16 Because information is limited about
the severity and frequency of adverse outcomes in preterm infants who experience cardiorespiratory events,
including those events that occur while in car safety
seats, additional research is needed.17
Many infants are discharged from the hospital with
cardiac/apnea monitors, supplemental oxygen, and, occasionally, portable ventilators, suction machines, batteries,
and other equipment. These objects are heavy and could
cause injury if they were to hit the child or another vehicle occupant in the event of a sudden stop or crash.
Although there is no commercially available securement
system for portable medical equipment, restraint is recommended.18
No data are available to establish a specific age or
neurodevelopmental status at which an infant with respiratory compromise who was discharged from the hospital in a car bed can safely transition to a semireclined
car safety seat. Before discontinuing use of a car bed, the
physician can consider arranging for a follow-up study to
determine when the infant can travel semireclined without apnea, bradycardia, or oxygen desaturation. The
time to perform the test may vary depending on the rate
of growth and neurologic maturation of the infant and
the infant’s respiratory status and should be determined
by the treating physician.
Car safety seats are used frequently for positioning
infants for purposes other than travel. Potential detrimental effects of excessive use of infant seating devices,
including exacerbation of gastroesophageal reflux and
potentiation of plagiocephaly, have been documented.19,20
Use of car safety seats for purposes other than travel also
may increase the risk of adverse cardiorespiratory and
other adverse medical events.
CLINICAL IMPLICATIONS
Several important considerations for transportation of preterm and low birth weight infants at risk for recurrent
oxygen desaturation, apnea, or bradycardia include the
following.
1. The increased frequency of oxygen desaturation and
episodes of apnea or bradycardia while sitting in car
safety seats suggests that preterm infants should
have a period of observation in a car safety seat,
preferably their own, before hospital discharge. This
period of observation should be performed with the
infant carefully positioned for optimal restraint and
the car safety seat placed at an angle that is approved
for use in the vehicle. A period of observation for a
minimum of 90 to 120 minutes or the duration of
travel, whichever is longer, is suggested.5,6,11,21
2. Hospital staff who are trained in positioning infants
properly in the car safety seat and in detecting apnea, bradycardia, and oxygen desaturation should
conduct the car safety seat observation.
3. Hospitals should develop protocols to include car
safety seat observation before discharge for infants
born at less than 37 weeks’ gestation.22 Some hospital protocols include car safety seat observations
for infants at risk of obstructive apnea, bradycardia,
or oxygen desaturation other than those born at less
than 37 weeks’ gestation. Examples include infants
with hypotonia (eg, Down syndrome or congenital
neuromuscular disorders), infants with micrognathia (Pierre Robin sequence), and infants who have
undergone congenital heart surgery.9
4. Families should be taught by trained hospital staff
how to position the infant properly in the car safety
seat.
5. The duration of time the infant is seated in a car
safety seat should be minimized. Parents should be
advised that car safety seats should be used only for
travel.
6. A conventional car safety seat that allows for proper
positioning of the preterm infant should be selected
if a semiupright position can be maintained safely by
the infant. Better observation of the infant may be
possible when the child is in a rear-facing car safety
seat adjacent to an adult rather than in a car bed. In
addition, the protection provided by a rear-facing
car safety seat is better documented than the protection provided by car beds.4
7. If events documented on cardiorespiratory monitoring in a car safety seat are deemed significant by the
treating physician or the hospital policy, interventions to reduce the frequency of desaturation and
episodes of apnea and bradycardia are recommended (eg, use of car bed; supplemental oxygen;
continued hospitalization or further medical assessment). If a car bed is considered, a similar period of
cardiorespiratory monitoring while the infant is in
the car bed should be performed before discharge.
8. Infants with documented oxygen desaturation, apnea, or bradycardia in a semiupright position should
travel in a supine or prone position in an FMVSS
213–approved car bed after an observation period
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that is free of such events as described in point 1
above. This may need to be revised as new evidence
becomes available from future research. Specific information regarding currently available car beds can
be obtained from several resources.23
9. Before transitioning from a car bed, a period of
observation of an infant for apnea, bradycardia, and
oxygen desaturation in the infant’s own semireclined car safety seat should be considered. The
study can be performed as a home oxypneumocardiogram, as an outpatient polysomnogram, or as an
observed outpatient clinical evaluation performed
similarly to that described in point 1 above.
10. Infants at risk of respiratory compromise in car
safety seats may be at similar risk with use of other
upright equipment, including infant swings, infant
seats, backpacks, slings, and infant carriers. Consideration should also be given to limiting the use of
these devices until the child’s respiratory status in a
semireclined position is stable.24
11. Infants for whom home cardiac and apnea monitors
are prescribed should use this monitoring equipment during travel and have portable, self-contained power available for at least twice the duration
of the expected transport time.
12. Commercially available securement systems for portable medical equipment such as monitors are not
available; therefore, this equipment should be
wedged on the floor or under the vehicle seat to
minimize the risk of it becoming a dangerous projectile in the event of a crash or sudden stop.2,8
Proper positioning of preterm and low birth weight infants
in car safety seats is important for minimizing the risk of
respiratory compromise. Specific national guidance for selecting car safety seats and positioning preterm and low
birth weight infants includes the following.
1. Infants should ride facing the rear as long as possible
and to the highest weight and length allowed by the
manufacturer of the seat for greatest protection.25-27 By
the time infants weigh 20 lb or reach the top length
allowed by the manufacturer of the seat, they should
ride facing the rear in infant seats or convertible car
safety seats approved for rear-facing use at higher
weights and lengths. Most convertible car safety seats
are approved for rear-facing use up to 30 to 35 lb and 36
in. Parents of infants born preterm may benefit from
specific counseling about this concept.
the potential for the infant to slip forward feet-first
under the harness (ie, “submarining”). Some car safety
seats have crotch-to-seat back distances as short as 5.5
in, which may accommodate some preterm or low birth
weight infants well. A small rolled diaper or blanket
between the crotch strap and the infant may be added
to reduce the risk of submarining (Fig 1) in smaller
infants. A car safety seat with multiple harness-strap
slots provides more choice and may be more suitable for
small but rapidly growing infants. Ideally, car safety
seats with harness straps that can be positioned at or
below the shoulders should be selected.21
4. The infant should be properly positioned in the car
safety seat, with buttocks and back flat against the
back of the car safety seat. The harness must be snug,
and the car safety seat’s retainer clip should be positioned at the midpoint of the infant’s chest, not on
the abdomen or in front of the neck (Fig 1).
2. Infant-only car safety seats with 3-point or 5-point
harness systems or convertible car safety seats with
5-point harness systems provide optimum comfort,
fit, and positioning for the preterm or low birth
weight infant. A small infant should not be placed in
a car safety seat with a shield, abdominal pad, or arm
rest because of potential breathing difficulty behind
the shield or injury to an infant’s face and neck
during a sudden stop or crash.2,21
5. Some car safety seats come with head-support systems as standard equipment. Many head-support systems, however, are sold as aftermarket products and
may decrease the safety provided by the seat and
harness system, because they introduce slack into
harness straps. Only products that come with the seat
or are sold by the manufacturer for use with their
specific seat should be used. Most very small infants
require positioning support in addition to the head
support that comes with the seat. Blanket rolls may
be placed on both sides of the infant to provide lateral
support for the head and trunk (Fig 1).
3. Car safety seats with the shortest distances from the
crotch strap to the seat back should be selected to reduce
6. The rear-facing car safety seat should be reclined
approximately 45° or as directed by the instructions
1426
Appendix
FIGURE 1
Car safety seat with a small cloth between crotch strap and infant, retainer clip positioned
at the midpoint of the infant’s chest, and blanket rolls on both sides of the infant.
AMERICAN ACADEMY OF PEDIATRICS
389
2. Studies need to be conducted to determine the risk
factors associated with cardiorespiratory events
among preterm and low birth weight infants and
criteria that indicate neurodevelopmental and physiologic maturity required for an infant to be positioned
upright without respiratory compromise.
3. Studies should be designed to assess the correlation of
car safety seat monitoring performed in the hospital,
while stationary in the car, and while traveling.
4. Methods should be developed to better determine the
relative protection provided by rear-facing car safety
seats and car beds.
5. Design of car safety seats should be encouraged to
specifically meet the positioning and transportation
needs of preterm and low birth weight infants.
6. Methods should be developed to better secure heavy
medical equipment, such as monitors and oxygen, in
vehicles.
7. The efficacy of various protocols for car safety seat
monitoring and car safety seats for different patient
populations of at-risk infants needs to be determined.
FIGURE 2
Seat with tightly rolled towel to recline seat halfway back at a 45° angle.
provided with the car safety seat. If the vehicle seat
slopes and the seat is too upright, the infant’s head
may fall forward. A lightweight, noncompressible object, such as a tightly rolled blanket or pool “noodle,”
may be placed under the car safety seat to achieve the
appropriate angle. Some car safety seats have built-in
angle indicators and angle adjusters to assist with
achieving the proper angle (Fig 2).
7. A rear-facing car safety seat should never be placed in
the front passenger seat of any vehicle equipped with
a passenger-side front air bag because of risk of death
or serious injury from the impact of the air bag. In
some vehicles without rear seating positions, the air
bag can be deactivated when the front seat is used for
a child passenger. The back seat is the safest place for
all children to travel.28,29
8. Infants riding in the rear seat may be more difficult to
observe, and whenever possible, parents should arrange for an adult to be seated in the rear seat adjacent to the infant. In the event of a monitor alarm, if
a second caregiver is not available, the driver may
need to come safely to a stop and assess the infant.
9. An infant should never be left unattended in a car
safety seat inside or out of the car.
RESEARCH IMPLICATIONS
1. Studies are needed to gather more information on the
severity and frequency of adverse outcomes in preterm
infants who experience cardiorespiratory events, including those events that occur while in car safety seats.
SUMMARY
Proper selection and use of car safety seats or car beds
are important for ensuring that preterm and low birth
weight infants are transported as safely as possible.
The increased frequency of oxygen desaturation or
episodes of apnea or bradycardia experienced by preterm
and low birth weight infants positioned semireclined in
car safety seats may expose them to increased risk of
cardiorespiratory events and adverse neurodevelopmental outcomes.
It is suggested that preterm infants should have a
period of observation of 90 to 120 minutes (or longer, if
time for travel home will exceed this amount) in a car
safety seat before hospital discharge. Educating parents
about the proper positioning of preterm and low birth
weight infants in car safety seats is important for minimizing the risk of respiratory compromise. Providing
observation and avoiding extended periods in car safety
seats for vulnerable infants and using car seats only for
travel should also minimize risk of adverse events.
COMMITTEE ON INJURY, VIOLENCE AND POISON PREVENTION, 2006 –2007
Gary A. Smith, MD, DrPH, Chairperson
Carl R. Baum, MD
M. Denise Dowd, MD, MPH
Dennis R. Durbin, MD, MSCE
Kyran P. Quinlan, MD, MPH
Robert D. Sege, MD, PhD
Michael S. Turner, MD
Jeffrey C. Weiss, MD
Joseph L. Wright, MD, MPH
LIAISONS
Julie Gilchrist, MD
Centers for Disease Control and Prevention
PEDIATRICS Volume 123, Number 5, May 2009
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April 2007 (R10/10)
Lynne Haverkos, MD, MPH
Eunice Kennedy Shriver National Institute of Child
Health and Human Development
Jonathan D. Midgett, PhD
Consumer Product Safety Commission
Lori Roche
Health Resources and Services Administration
Alexander “Sandy” Sinclair
National Highway Traffic Safety Administration
Lynne J. Warda, MD
Canadian Paediatric Society
7.
8.
9.
10.
STAFF
Bonnie Kozial
11.
COMMITTEE ON FETUS AND NEWBORN, 2006 –2007
Ann R. Stark, MD, Chairperson
David H. Adamkin, MD
Daniel G. Batton, MD
Edward F. Bell, MD
Vinod K. Bhutani, MD
Susan E. Denson, MD
Gilbert I. Martin, MD
Kristi L. Watterberg, MD
12.
13.
14.
LIAISONS
Keith J. Barrington, MD
Canadian Paediatric Society
Gary D. V. Hankins, MD
American College of Obstetrics and Gynecology
Tonse N. K. Raju, MD
National Institutes of Health
Kay M. Tomashek, MD
Centers for Disease Control and Prevention
Carol Wallman, MSN, RNC, NNP
National Association of Neonatal Nurses and
Association of Women’s Health, Obstetric and
Neonatal Nurses
15.
16.
17.
18.
19.
STAFF
Jim Couto, MA
20.
REFERENCES
21.
1. National Highway Traffic Administration. Research Note: Revised
Estimates of Child Restraint Effectiveness. Washington, DC: US Department of Transportation, National Center for Statistics and Analysis; 1996. Available at: www.nhtsa.dot.gov/portal/site/nhtsa/
menuitem.e649cd1b2b018c7d8eca01046108a0c/. Accessed March
10, 2008
2. Bull M, Weber K, Stroup K. Automotive restraint systems for
premature infants. J Pediatr. 1988;112(3):385–388
3. National Center for Safe Transportation of Children With Special Needs. Child Restraint System Test Results. Available at:
www.preventinjury.org/uploads/researchinfo/ResearchInfo_
11.pdf. Accessed April 9, 2009
4. Weber K. Crash protection for child passengers: a review of
best practice. UMTRI Res Rev. 2000;31(3):1–28
5. Willett LD, Leuschen MP, Nelson LS, Nelson RM Jr. Risk of
hypoventilation in premature infants in car seats. J Pediatr.
1986;109(2):245–248
6. Salhab WA, Khattak A, Tyson JE, et al. Car seat or car bed for
1428
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22.
23.
24.
25.
very low birth weight infants at discharge home. J Pediatr.
2007;150(3):224 –228
Kinane TB, Murphy J, Bass JL, Corwin MJ. Comparison of
respiratory physiologic features when infants are placed in car
safety seats or car beds [published correction appears in Pediatrics. 2006;118(5):2270]. Pediatrics. 2006;118(2):522–527
Bull MJ, Stroup KB. Premature infants in car seats. Pediatrics.
1985;75(2):336 –339
Simsic JM, Masterson K, Kogon BE, Kirshbom PM, Kanter K.
Pre-hospital discharge car safety seat testing in infants after
congenital heart surgery. Pediatr Cardiol. 2008;29(1):142–145
Ramanathan R, Corwin MJ, Hunt CE, et al. Cardiorespiratory
events recorded on home monitors: comparison of healthy
infants with those at increased risk for SIDS. JAMA. 2001;
285(17):2199 –2207
Willett LD, Leuschen MP, Nelson LS, Nelson RM Jr. Ventilatory
changes in convalescent infants positioned in car seats. J Pediatr. 1989;115(3):451– 455
Merchant JR, Worwa C, Porter S, Coleman JM, deRegnier
RA. Respiratory instability of term and near-term healthy
newborn infants in car safety seats. Pediatrics. 2001;108(3):
647– 652
Bass JL, Mehta KA, Camara J. Monitoring premature infants in
car seats: implementing the American Academy of Pediatrics policy in a community hospital. Pediatrics. 1993;91(6):1137–1141
Hunt CE, Corwin MJ, Baird T, et al. Cardiorespiratory events
detected by home memory monitoring and one-year neurodevelopmental outcome. J Pediatr. 2004;145(4):465– 471
Bass JL, Corwin M, Gozal D, et al. The effect of chronic or
intermittent hypoxia on cognition in childhood: a review of the
evidence. Pediatrics. 2004;114(3):805– 816
American Academy of Pediatrics; American College of Obstetricians and Gynecologists. Neonatal complications. In: Guidelines for Perinatal Care. 6th ed. Washington DC: American College of Obstetricians and Gynecologists; 2007:251–301
Côté A, Bairam A, Deschenes M, Hatzakis G. Sudden infant
deaths in sitting devices. Arch Dis Child. 2008;93(5):384 –389
American Academy of Pediatrics, Committee on Injury and
Poison Prevention. Transporting children with special health
care needs. Pediatrics. 1999;104(4 pt 1):988 –992
Callahan CW. Increased gastroesophageal reflux in infants: can
history provide an explanation? Acta Paediatr. 1998;87(12):
1219 –1223
Orenstein SR, Whittington PF, Orenstein DM. The infant seat
as treatment for gastroesophageal reflux. N Engl J Med. 1983;
309(13):760 –763
National Highway Traffic Safety Administration. National
Standardized Child Passenger Safety Training Program. Available at: www.safekids.org/certification/index.html. Accessed
March 12, 2008
American Academy of Pediatrics, Committee on Injury and
Poison Prevention. Safe transportation of newborns at hospital
discharge. Pediatrics. 1999;104(4 pt 1):986 –987
National Center for Safe Transportation of Children With Special Needs. Special Needs Transportation: Restraints. Available
at: www.preventinjury.org/SNTrestraints.asp. Accessed March
12, 2008
Stening W, Nitsch P, Wassmer G, Roth B. Cardiorespiratory
stability of premature and term infants carried in infant slings.
Pediatrics. 2002;110(5):879 – 883
American Academy of Pediatrics, Committee on Injury and
Poison Prevention. Selecting and using the most appropriate
car safety seats for growing children: guidelines for counseling
parents. Pediatrics. 2002;109(3):550 –553
AMERICAN ACADEMY OF PEDIATRICS
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26. Henary B, Sherwood C, Crandall J, et al. Car safety seats for
children: rear facing for best protection. Inj Prev. 2007;13(6):
398–402
27. National Highway Traffic Safety Administration. Child Passenger Safety: A Parent’s Primer. Available at: www.nhtsa.gov/
staticfiles/DOT/NHTSA/Traffic%20Injury%20Control/Articles/
Associated%20Files/4StepsFlyer.pdf. Accessed April 9, 2009
28. Braver ER, Whitifield R, Ferguson SA. Seating positions and
children’s risk of dying in motor vehicle crashes. Inj Prev.
1998;4(3):181–187
29. Durbin D, Chen I, Smith R, Elliott M, Winston F. Effects of seating
position and appropriate restraint use on the risk of injury to
children in motor vehicle crashes. Pediatrics. 2005;115(3). Available at: www.pediatrics.org/cgi/content/full/115/3/e305
PEDIATRICS Volume 123, Number 5, May 2009
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James Whitcomb Riley Hospital
For Children
HOSPITAL DISCHARGE PROTOCOL ESSENTIALS
PURPOSE
Promote safe transportation of high-risk infants.
INCLUSION CRITERIA
1. Discharge/transfer in a child safety seat and
2. High-risk infants:
a. Less than 37 weeks gestational age at birth, or
b. Other medical conditions which place the infant at high risk for apnea
or oxygen desaturation.
INSTRUCTION
1. Medical personnel should discuss child safety seat choices with the family and recommend
guidelines regarding distances from the crotch strap to seat back (5 ½ inches) and from lower
harness strap to seat bottom (10 inches). Examples of appropriate child safety seats for infants
should also be communicated (see AAP Family Shopping Guide and information sheet). Medical
personnel should discuss and demonstrate additions of rolls along the torso of the infant and
behind the crotch strap. In addition, a small roll under the child safety seat base may be needed to
provide optimal positioning of the seat to minimize forward slumping of the infant.
2. When an infant is to be discharged within the next seven days, an observation period in the
INFANT’S PERSONAL child safety seat should be performed to monitor for possible apnea,
bradycardia or oxygen desaturation. This will require the family to bring in their infant’s safety
seat and placement of the child in the safety seat while continuous apnea, bradycardia and
oxygen saturation monitoring are used. In the event that a personal car seat is not available,
monitoring in an approved car safety seat is acceptable.
3. It would be optimal to perform the observation period 1 to 7 days prior to discharge/transfer.
4. The observation period should begin after a greater than 1 hour interval from the last feeding.
Duration of observation period: 60 minutes or estimated travel time, whichever is the longer
period of time.
INTERPRETATION GUIDELINES
1. No apnea (>20 second cessation of respiratory effort), bradycardia (<80 beats per minute) or
oxygen desaturation (Sa02 < 88%) during the observation period is considered a PASS.
2. If the infant develops apnea, bradycardia or oxygen desaturation (as defined in 1 above) the
observation is considered a FAILURE.
3. In the event of apnea, bradycardia, and/or oxygen desaturation, clinical stimulation,
repositioning, oxygen and other appropriate interventions should be performed and documented
on the CAR SEAT MONITORING DATA FORM (to be placed in the chart). Verbal
Appendix
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Riley Hospital For Children
Hospital Discharge Protocol Essentials
communication of significant events are to be reported to the attending neonatal faculty or
fellow.
CLINICAL RESPONSE GUIDELINES
1. If the patient fails the observation period, the following response may be considered:
Retesting in a completely supine or prone position in a car bed that meets or exceeds
federal safety standards.
2. If the patient fails in a supine positioning or prone positioning, consideration should be given
to other medical evaluation and intervention (i.e. Oxypneumocardiogram, polysomnogram,
oxygen, methylxanthines, cisapride, etc.).
3. If the patient fails the observation period, the parents should be counseled to avoid the use of
other upright positioning equipment including infant swings, infant seats, and infant carriers.
4. These are guidelines for child safety seat use; the recommendation of the physician may vary
from these guidelines depending on individual circumstances and the physician’s discretion.
DOCUMENTATION
Documentation of PASS or FAIL should be made in chart and reported to the physician.
CAR SEAT MONITORING-GUIDELINES FOR PHYSICIANS
Indications for car seat monitoring:
1. <37 weeks gestational age at birth
2. Infants at risk of apnea or oxygen desaturation
MD responsibilities:
1. Identify patient for monitoring prior to discharge (preferably 1-2 week prior)
2. Explain monitoring to families and request they bring in their baby’s personal car seat
or give permission to order car seat from hospital
3. Write order fro car seat monitoring
*Nurses will contact families by letter, at bedside, or phone. Will need MD
support so patient discharges are not delayed.
4. Interpret results of monitoring, make recommendations, and sign Car Seat
Monitoring Data Form in bedside chart (Discharge Planning Section).
*Marilyn Bull, M.D. and William Engle, M.D. are consultants if questions arise.
5. Parents may wish to forego car seat monitoring or go home in a car seat other than the
one in which the baby was tested. If this occurs, this decision should be documented in
the chart.
FOLLOW UP FOR INFANTS WHO REQUIRE FLAT POSITIONING
Physicians may wish to consider scheduling a follow up home oxypneumocardiagram to be
performed within several months with the infant positioned in the family’s upright car seat to
determine if it is no longer necessary for the infant to be positioned flat.
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Riley Hospital For Children
Hospital Discharge Protocol Essentials
FOR MORE INFORMATION, CONTACT:
1. Marilyn J. Bull, M.D., Medical Director, Automotive Safety for Children, Riley Hospital for
Children, 702 Barnhill Drive, Room 1603, Indianapolis, IN 46202-5225, (317) 274-4955 OR
(317) 274-2977 (regarding use of car safety seats, development of hospital systems to provide
car safety seats)
2. William A. Engle, M.D., Associate Professor of Pediatrics, Section of Neonatal/Perinatal
Medicine, Riley Research 208, 702 Barnhill Drive, Indianapolis, IN 46202-5225, (317) 274-4719
(regarding technical questions relating to monitoring of infants)
Reproduced by permission
Appendix
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AMERICAN ACADEMY OF PEDIATRICS
Committee on Injury and Poison Prevention
Transporting Children With Special Health Care Needs
ABSTRACT. Children with special health care needs
should have access to proper resources for safe transportation. This statement reviews important considerations
for transporting children with special health care needs
and provides current guidelines for the protection of
children with specific health care needs, including those
with a tracheostomy, a spica cast, challenging behaviors,
or muscle tone abnormalities as well as those transported
in wheelchairs.
ABBREVIATION. FMVSS, Federal Motor Vehicle Safety Standard.
A
ll children, including those with special
health care needs, should have access to
proper resources for safe transportation.
Families and health care professionals should be informed of basic guidelines for selecting restraints,
positioning children into them, and securing these
restraints in all types of vehicles, primarily the family
vehicle and school bus.1 Parents should be informed
of the resources available for proper restraint of children with special health care needs during travel2
and thereby avoid use of substandard products,
makeshift restraint systems, or unsafe methods of
securement in motor vehicles.
Federal Motor Vehicle Safety Standard (FMVSS)
213, which regulates design and performance of
child restraint systems, does not recognize that children with special needs may require the use of special occupant restraint systems.3 The standard also
does not regulate specific design and performance
criteria for occupant protection devices that can provide safe seating for children with disabilities. Crash
testing of car safety seats that meet FMVSS 213 has
been done with test dummies representing children
without special medical problems that would affect
restraint use in motor vehicles. The biomechanical
effects of a crash on test dummies representative of
children with special medical needs in any restraint
system have not been studied. Further research is
needed, including development of such test dummies by the National Highway Traffic Safety Administration to address these concerns.
Children with special needs should not be exempt
from the requirements of each state’s laws regarding
child restraint and seat belt use. Pediatricians can
serve as resources for information to legislators, policy makers, and law enforcement professionals, as
The recommendations in this statement do not indicate an exclusive course
of treatment or serve as a standard of medical care. Variations, taking into
account individual circumstances, may be appropriate.
PEDIATRICS (ISSN 0031 4005). Copyright © 1999 by the American Academy of Pediatrics.
988
Appendix
well as school officials who may be unaware of the
importance and availability of occupant protection
systems for children with special needs.
IMPORTANT CONSIDERATIONS
1. The rear seat is the safest place for all children,
and rear-facing car safety seats must never be
placed in the front seat of a vehicle that has a front
passenger air bag. The impact of a deploying air
bag can severely injure or kill an infant or small
child. Children may also be at risk of injury if they
are out of position or lie against the door of a
vehicle with a side air bag.
2. For a child with special health care needs who
requires frequent observation during travel and
for whom no adult is available to accompany the
child in the back seat, an air bag on/off switch
should be considered for the vehicle.
3. Instructions provided by the manufacturer of the
vehicle and the manufacturer of the car safety seat
must be followed.
4. Plans for procurement of the most appropriate
restraint and training for the proper use of the
device and its installation in the vehicle should be
incorporated into hospital discharge planning for
all children with special needs.4 Any child with a
medical problem should have a special care plan
that includes what to do during transport if a
medical emergency occurs.
5. Parents, health care professionals, and educators
should be encouraged to incorporate a child’s special transportation needs into the individual education plan developed with the school.
6. There have been rapid changes in development
and availability of resources for safer transportation of children with special needs. The current
version of the American Academy of Pediatrics’
“Car Seat Shopping Guide for Children With Special
Needs” should be a helpful reference for health
care professionals, parents, and school transportation providers.5
7. For additional information on transporting newborns or premature infants and children with special needs on school buses, refer to the appropriate
policy statements by the American Academy of
Pediatrics.6,7
GUIDELINES FOR PROTECTION
Although research has been limited, current information suggests the following guidelines be adhered
to when selecting an appropriate occupant protection system and positioning a child with special
needs properly.
PEDIATRICS Vol. 104 No. 4 October 1999
395
General: Infants and Young Children
General: Older Children and Adolescents
1. The child restraint system should meet FMVSS
213.3 Standard child restraint devices may be used
for many children with special health care needs,
and, whenever possible, a standard child restraint
is the preferable choice. Use of a “special” child
restraint system for a child with health care needs
often may be postponed until a child exceeds the
physical limitations of a car safety seat.
2. Car restraint systems should not be modified or
used in a manner other than that specified by the
manufacturer unless the modified restraint system has been crash tested and has met all applicable Federal Motor Vehicle Safety Standards approved by the National Highway Traffic Safety
Administration.
3. Infant-only car safety seats with capacity to recline
are useful for infants with many medical problems, especially respiratory conditions. Some convertible car safety seats also can be used in the
rear-facing position for children up to a weight of
13.5 kg (30 lb). These restraints may be especially
useful for children with poor head and neck control.
4. If the child’s head drops forward while in a rearfacing car safety seat because the position of the
seat is too upright, a roll of cloth can be wedged in
the vehicle seat crease and under the car safety
seat base at the child’s feet, so that the child reclines at no more than a 45° angle or as specified
in the manufacturer’s instructions (Fig 1).
5. Premature and small infants should not be placed
in car safety seats with a harness-tray/shield combination or an armrest that could directly contact
the infant’s neck or face during an impact.4,7,8
6. Car safety seats with five-point harnesses anchored at both shoulders, both hips, and between
the legs, can be adjusted to provide good upper
torso support for many children with special
needs.
1. When a child has outgrown a car safety seat, other
choices are available for proper and secure occupant restraint. Some systems provide for full support for the child’s head, neck, and back and accommodate children up to 47.2 kg (105 lb). Others,
such as the conventional E-Z-On Vest (E-Z-On
Products, Jupiter, FL), can be used to provide
additional trunk support for a child who already
has stable neck control. Tethers, additional lap
seat belts, or appropriate tie-down systems are
required for some of these devices and should be a
consideration for selection and proper use (Fig 2).
2. Some older children with disabilities can be transported in a special needs belt-positioning booster
or a conventional belt-positioning booster for
trunk support. The booster seats help to position
the shoulder and lap belt across the child’s chest
and pelvis.
3. Conventional lap-shoulder belt systems may also
be useful in providing for chest restraint of some
children with special needs. Lap-shoulder belts
should be used properly. Lap belts should be low
and flat across the child’s hips, and the shoulder
belt should be snug across the chest. If a lap belt
lies on the child’s abdomen or if a shoulder belt
rests on a child’s neck, use of a belt-positioning
booster seat will help assure proper placement of
the belts. The shoulder belt should never be
placed underneath the child’s arm(s) or behind
the child’s back.
Fig 1. Rear-facing seat with wedge to recline seat at a 45° tilt.
TRACHEOSTOMIES
Infants and children with a tracheostomy should
not use child restraint systems with a harness-tray/
shield combination or an armrest. On sudden impact, the child could fall forward causing the tracheostomy to contact the shield or armrest, possibly
resulting in injury and a blocked airway.9 A rearfacing car safety seat with a three-point harness or a
Fig 2. Large child forward-facing safety seat with tether anchored
to vehicle.
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car safety seat with a five-point harness should be
selected for children with a tracheostomy.
MUSCLE TONE ABNORMALITIES
1. For toddlers with poor head control, a convertible
car safety seat approved by the manufacturer for
use in a semireclining position when facing forward may be beneficial.
2. Crotch rolls, made with a rolled towel or a diaper,
may be added between the child’s legs and the
crotch strap to keep the hips against the back of
the seat and prevent the child from slumping
forward in the seat. This modification should be
used for any child who cannot maintain appropriate posture.
3. Lateral support may be provided with rolled blankets, towels, or foam rolls (Fig 3).
4. Soft padding that does not alter the function of the
harness may be positioned behind the neck and
on either side of the head to promote anatomic
alignment. However, padding should never be
placed behind or under the child in the seat.10 Soft
padding (such as blankets, pillows, or soft foam)
compresses on impact and can prevent harness
straps from maintaining a secure, tight fit on a
child’s body (Fig 3).
5. A foam roll or rolled blanket may be placed under
a child’s knees to inhibit hypertonicity or opisthotonic posturing (Fig 3).
PRONE AND SUPINE POSITIONING OF INFANTS
Infants who must lie prone after surgical repair of
myelomeningocele or infants who must lie prone to
maintain an open airway, such as those with Pierre
Robin sequence, may require a restraint that allows
prone positioning.5,11,12
SPICA CASTS
1. For children with spica casts, a specially modified
convertible car safety seat, the Spelcast (Snug Seat,
Inc, Matthews, NC), has cut-away sides and seat
Fig 4. Child with spica cast seated in modified seat with cut-away
sides and seat bottom.
bottom that provide room for a comfortable and
snug fit into the restraint system (Fig 4). This seat
fits infants up to a weight of 9.0 kg (20 lb) (rearfacing position) and toddlers who weigh up to
18.0 kg (40 lb) (front-facing position).
2. Many older toddlers and preschool and schoolaged children in body or hip spica casts have
limited resources available for safe transport in
motor vehicles. One resource, the modified
E-Z-On Vest, has performed satisfactorily during
dynamic crash testing with a test dummy
weighted to 47.2 kg (105 lb) and is available commercially. Two sets of seat belts routed through
the vest are used to secure the child at the child’s
side against the vehicle seat. An ancillary belt
loops around the casted leg or legs at the knees
and is routed through the other seat belt (Fig 5).
When it is not possible to fit a child onto a vehicle
seat, use of an ambulance for transport is recommended. For lateral positioning on the vehicle seat
(eg, as required by a car bed restraint or the modified E-Z-On Vest), position the child’s head as far
as possible from the side of the vehicle (Fig 6).
CHALLENGING BEHAVIOR
1. Older children with hyperactivity, autism, or
emotional problems may require a safety restraint
Fig 3. Child in convertible car seat with soft padding behind the
neck, on either side of the head and along the sides to promote
anatomic alignment. Foam roll or rolled blanket may be placed
under knees to inhibit hypertonicity.
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Fig 5. Child with modified E-Z-On Vest (E-Z-On Products, Inc,
Jupiter, FL).
TRANSPORTING CHILDREN WITH SPECIAL HEALTH CARE NEEDS
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secured on the vehicle floor; underneath a vehicle
seat or wheelchair; or to the bus seat, bus floor, or
bus wall below the window line so that they do
not become a projectile during a crash and strike
an occupant.
2. Electrical equipment for use during transit should
have portable self-contained power for twice the
expected duration of the trip. For improved
safety, lead acid batteries or electrically powered
wheelchairs or other mobile seating devices and
respiratory systems should be converted, when
possible, to gel-cell or dry-cell batteries. To house
and protect batteries during everyday use, transportation, and collision, the use of external battery
boxes is recommended.
RESOURCE AVAILABILITY
Fig 6. Infant positioned supine in the Ultra Dream Ride car bed
(Cosco, Columbus, IN).
that is less likely to be unbuckled by the child.
High back booster seats with internal harnesses
that have seat belts routed underneath the seat
base may be helpful in reducing the child’s likelihood of unbuckling the restraint during travel.
Large child car safety seats with a 5-point harness
may be required for children weighing over 40 lb
who cannot be restrained in a belt positioning
booster seat with only a lap/shoulder harness.
2. Vests with rear back closure also may be helpful
for use with children who have behavioral problems that may interfere with safe travel.5
WHEELCHAIR TRANSPORTATION
Any child who can assist with transfer or be “reasonably” moved from a wheelchair, stroller, or special seating device to the original manufacturer’s
forward-facing vehicle seat equipped with dynamically-tested occupant restraints or be “reasonably”
moved to a child restraint system complying with
FMVSS 213 requirement should be so transferred for
transportation. The unoccupied wheelchair also
should be secured adequately in the vehicle to prevent it from becoming a dangerous projectile in the
event of a sudden stop or crash.13
Occupied wheelchair(s) should be secured in a
forward-facing position. Any occupied wheelchair
should be secured with four-point tie-down devices.
Lap boards or metal or plastic trays attached to the
wheelchair or to adaptive equipment should be removed and secured separately for transport. An occupant restraint system that has been tested at 30
mph and 20G force conditions and that includes
upper torso restraint (ie, shoulder harness) and
lower torso restraint (ie, a lap belt over the pelvis)
should be provided for each wheelchair-seated occupant.14 Head bands should not be used to restrain the
child’s head separately from the torso.
EQUIPMENT TRANSPORTATION
1. When a child with special needs is in transit,
ancillary pieces of medical equipment (eg, walkers, crutches, oxygen tanks, monitors) should be
The National Easter Seal Society (800 –221-6827)
can assist identifying local community resources for
procurement of specific restraint systems.5
Committee on Injury and Poison Prevention,
1999 –2000
Marilyn Bull, MD, Chairperson
Phyllis Agran, MD, MPH
Danielle Laraque, MD
Susan H. Pollack, MD
Gary A. Smith, MD, DrPH
Howard R. Spivak, MD
Milton Tenenbein, MD
Susan B. Tully, MD
Liaison Representatives
Ruth A. Brenner, MD, MPH
National Institute of Child Health and Human
Development
Stephanie Bryn, MPH
Maternal and Child Health Bureau
Cheryl Neverman, MS
National Highway Traffic Safety Administration
Richard A. Schieber, MD, MPH
Centers for Disease Control and Prevention
Richard Stanwick, MD
Canadian Paediatric Society
Deborah Tinsworth
US Consumer Product Safety Commission
William P. Tully, MD
Pediatric Orthopaedic Society of North America
Section Liaison
Victor Garcia, MD
Section on Surgery
Consultant
Murray L. Katcher, MD, PhD
REFERENCES
1. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Selecting and using the most appropriate car safety seats for
growing children: guidelines for counseling parents. Pediatrics. 1996;97:
761–763
2. Stout JD, Bull MJ, Stroup KB. Safe transportation for children with
disabilities. Am J Occup Ther. 1989;43:31–36
3. National Highway Traffic Safety Administration: Federal Motor Vehicle
Safety Standards; child restraint systems; child restraint anchorage systems. Federal Register. 2127(1999)
4. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Safe transportation of newborns at hospital discharge. 1999;
104;986 –987
5. American Academy of Pediatrics. Car Seat Shopping Guide for Children
AMERICAN ACADEMY OF PEDIATRICS
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With Special Needs (brochure). Elk Grove Village, IL: American Academy
of Pediatrics; 1998
6. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. School bus transportation of children with special needs.
Pediatrics. 1994;93:129 –130
7. American Academy of Pediatrics, Committee on Injury and Poison
Prevention and Committee on Fetus and Newborn. Safe transportation
of premature and low birth weight infants. Pediatrics. 1996;97:758 –760
8. Weber K. Rear-facing restraint for small child passenger: a medical
alert. University of Michigan Transportation Res Inst Res. 1995;25:12–17
9. Stroup KB, Wylie P, Bull MJ. Car seats for children with mechanically
assisted ventilation. Pediatrics. 1987;80:290 –292
10. Bull MJ, Stroup KB, Stout J, Doll JP, Jones J, Feller N. Establishing a
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special needs car seat loan program. Pediatrics. 1990;85:540 –547
11. Stroup KB, Weber K, Bull MJ. Safe Transportation Solutions for Children
With Special Needs. In: 31st Proceedings of the American Association for
Automotive Medicine; September 28 –30, 1987; New Orleans, LA. Pages
297–307
12. Bull MJ, Stroup KB, Everly JS, Weber K, Doll J. Child safety seat use for
infants with Pierre Robin sequence. Arch Pediatr Adolesc Med. 1994;148:
301–305
13. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. School transportation safety. Pediatrics. 1996;97:754 –757
14. National Safety Council. National Standards for School Buses and School
Bus Operations. Revised ed. Warrensburg, MO: Missouri Safety Center,
Central Missouri State University; 1995
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Guideline for the Safe Transportation of
Pre-school Age Children in School Buses
National Highway Traffic Safety Administration
February 1999
Introduction
School age children transported in school buses are safer than children transported in motor
vehicles of any other type. Large school buses provide protection because of their size and
weight. Further, they must meet minimum Federal motor vehicle safety standards (FMVSSs)
mandating compartmentalized seating, improved emergency exits, stronger roof structures and
fuel systems, and better bus body joint strength.
As more pre-school age children are transported to school programs, often in school buses, the
public is increasingly asking the National Highway Traffic Safety Administration (NHTSA)
about how to safely transport them. To help answer these questions, NHTSA conducted crash
testing of pre-school age size dummies in school bus seats. The test results showed that preschool age children in school buses are safest when transported in child safety restraint systems
(CSRSs) that meets FMVSS 213, Child Restraint Systems, and are correctly attached to the
seats.
Based on its research, NHTSA recommends pre-school age children transported in school buses
always be transported in properly secured CSRSs. In partial response to questions from school
(and child care) transportation offices, this Guideline seeks to assist school and other
transportation managers in developing and implementing policies and procedures for the
transportation of pre-school age children in school buses.
Note: The proper installation of CSRSs necessitates that a school bus seat have safety belts or
other means of securing the CSRS to the seat. NHTSA recommends that lap belts or anchorages
designed to meet FMVSS 225, Tether Anchorages and Child Restraint Anchorage Systems, be
voluntarily installed to secure CSRSs in large school buses.
RECOMMENDATIONS FOR THE TRANSPORTATION OF PRE-SCHOOL AGE
CHILDREN IN SCHOOL BUSES
When pre-school age children are transported in a school bus, NHTSA recommends these
guidelines be followed:
(1) Each child should be transported in a Child Safety Restraint System (suitable for the child's
weight and age) that meets applicable Federal Motor Vehicle Safety Standards (FMVSSs).
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(2) Each child should be properly secured in the Child Safety Restraint System.
(3) The Child Safety Restraint System should be properly secured to the school bus seat, using
anchorages that meet FMVSSs.
Child Safety Restraint System Defined
A Child Safety Restraint System is any device (except a passenger system lap seat belt or
lap/shoulder seat belt), designed for use in a motor vehicle to restrain, seat, or position a child
who weighs less than 50 pounds.
Child Safety Restraint Systems Guideline
1. Child Safety Restraint System Specifications
The provider of the CSRS should ensure:
Each pre-school age child to be transported has a CSRS appropriate for the child=s weight,
height, and age.
Each CSRS meets all applicable FMVSSs (look for the manufacturer=s certification on the label
attached to the system).
Each CSRS has been registered with the CSRS's manufacturer to facilitate any recalls the
manufacturer might conduct.
If the CSRS is the subject of a recall, any necessary repairs or modifications have been made to
the manufacturer's specifications.
Each CSRS is maintained as recommended by its manufacturer, including disposal of any CSRS
that has been involved in a crash.
2. Proper Securement
The transportation provider should ensure:
The CSRS is used and secured correctly in the school bus.
Each child is secured in CSRSs according to manufacturer=s instructions.
All CSRS attachment hardware and anchorage systems meet FMVSS 210, Seat Belt Assembly
Anchorages or FMVSS 225, Tether Anchorages and Child Restraint Anchorage Systems.
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School bus seats designated for CSRSs meet FMVSS 225, or include lap belts that meet FMVSS
209, Seat Belt Assemblies, and anchors that meet FMVSS 210 (designed to secure adult
passengers or CSRS).
Personnel responsible for securing CSRSs onto school bus seats and children into CSRSs are
properly trained and all personnel involved with CSRSs are provided up-to-date information and
training.
When transported in the school bus, pre-school age children are supervised according to their
developmental and functioning level.
3. School Bus Seats Designated for Child Safety Restraint Systems
The transportation provider should ensure:
School-bus seats designated for CSRSs are located starting at the front of the vehicle to provide
drivers with quick access to and a clear view of the CSRS occupants.
CSRS anchorages on school bus seats should meet all applicable FMVSSs.
When ordering new school buses, the maximum spacing specified under FMVSS No. 222,
School Bus Passenger Seating and Crash Protection, (within 24 inches from the seating reference
point) is recommended for seats designated for CSRSs to provide adequate space for the CSRSs.
The combined width of CSRS and/or other passengers on a single seat does not exceed the width
of the seat.
If other students share seats with the CSRSs, the CSRSs are placed in window seating position.
4. Retrofitting School Buses
The transportation provider should ensure:
Existing school bus seats should only be retrofitted with lap belts or child restraint anchorages as
instructed by the school bus manufacturer.
When a school bus is retrofitted with a seat to allow for proper securement of a CSRS,
instructions obtained from the school bus or seat manufacturer on how to install the seat and
restraint systems should be followed.
When a school bus is retrofitted, the bus owner should ensure that seat spacing is sufficient for
the CSRS to be used.
5. Evacuation
The transportation provider should ensure:
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The establishment of a written plan on evacuating pre-school age children and other passengers
in CSRSs in the event of an emergency. This written plan should be provided to drivers,
monitors, and emergency response personnel. The plan should explicitly state how children (both
in and out of the CSRS) should be evacuated from the school bus.
Evacuation drills are practiced on a scheduled basis, at least as often as that required for the
school system=s school-aged children.
All personnel involved in transporting children are trained in evacuation and emergency
procedures, including those in the written school bus evacuation plan.
All school buses carrying children in CSRSs carry safety belt cutters that are accessible only to
the driver and any monitors.
CSRSs are not placed in school bus seats adjacent to emergency exits.
Local emergency response teams are provided copies of the written school bus evacuation plan,
including evacuation of pre-school age children. Emergency response personnel should be
invited to participate in evacuation drills.
6. Other Recommendations
The school transportation provider should establish a policy on whether they or the child=s
guardian must supply a CSRS to be used on a school bus.school bus purchases should be based
on the needs of a projected student population, taking into consideration projected ages, sizes,
and other characteristics of the students, including any special needs, and whether pre-school age
children or medically fragile students will be transported.
Specified procedures should be established for loading and unloading children in CSRSs.
Procedures should be established for the periodic maintenance, cleaning, and inspection for
damage of CSRSs. Procedures should be established to train personnel involved in direct service
delivery of infants, toddlers, and pre-school children on the physical day-to-day handling of
these young children and means to handle potential exposure to contagious and communicable
diseases.
When school bus procedures are established, it should be noted that some children in CSRSs
may have special needs, including medical fragility, that must be addressed on a child-by-child
basis.
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AMERICAN ACADEMY OF PEDIATRICS
Committee on Injury and Poison Prevention
Restraint Use on Aircraft
ABSTRACT. Occupant protection policies for children
younger than 2 years on aircraft are inconsistent with all
other national policies on safe transportation. Children
younger than 2 years are not required to be restrained or
secured on aircraft during takeoff, landing, and conditions of turbulence. They are permitted to be held on the
lap of an adult. Preventable injuries and deaths have
occurred in children younger than 2 years who were
unrestrained in aircraft during survivable crashes and
conditions of turbulence. The American Academy of Pediatrics recommends a mandatory federal requirement
for restraint use for children on aircraft. The Academy
further recommends that parents ensure that a seat is
available for all children during aircraft transport and
follow current recommendations for restraint use for all
children. Physicians play a significant role in counseling
families, advocating for public policy mandates, and encouraging technologic research that will improve protection of children in aircraft.
ABBREVIATIONS. AAP, American Academy of Pediatrics; CSSs,
child safety seats; FAA, Federal Aviation Administration; NTSB,
National Transportation Safety Board; CFR, Code of Federal Regulations; CAMI, Civil Aeromedical Institute; SAE, Society of Automotive Engineers.
States, the White House Commission on Aviation
Safety and Security stated that it is inappropriate for
infants to be afforded a lesser degree of protection
than that for older passengers.2 The Commission
recommended that the FAA revise its regulations to
require that all occupants be restrained in aircraft
during takeoff, landing, and conditions of turbulence
and that all infants and small children whose weight
is less than 40 lb and whose height is less than 40 in
be restrained in an aircraft-approved CSS. The Association of Flight Attendants and the National Transportation Safety Board (NTSB) have called for federal
regulation requiring appropriate restraint use.3–5 The
NTSB has also called for the FAA to develop standards for CSS use in aircraft. The FAA has argued
that a mandatory requirement for CSS use on aircraft
will result in more injuries and deaths to infants and
toddlers because parents would not be willing to buy
a ticket to reserve a seat for the infant and would opt
to travel by car instead6; however, no data support
this argument.
CURRENT POLICY FOR CHILDREN
INTRODUCTION
C
hildren younger than 2 years are the only
occupants who, under current federal regulation, are not required to be restrained or secured on aircraft during takeoff, landing, and conditions of turbulence; even items such as coffee pots
must be secured. This practice relating to nonrestraint of children on airplanes is inconsistent with
all occupant protection recommendations of the
American Academy of Pediatrics (AAP) in which
priority has been placed on safe transportation of
children. Many child safety seats (CSSs) used in motor vehicles are also approved for use on aircraft. The
Federal Aviation Administration (FAA) has stated
that proper use of an approved CSS for aircraft enhances child safety in the event of turbulence or a
crash, and the FAA informs parents that a “safety
seat can be the most important carry-on item of all.”1
The FAA strongly recommends but has not yet mandated that all children who fly, regardless of age,
should be restrained in the appropriate CSS for their
weight and size used in conjunction with the aircraft
seat belt.
In a 1996 report to the President of the United
The recommendations in this statement do not indicate an exclusive course
of treatment or serve as a standard of medical care. Variations, taking into
account individual circumstances, may be appropriate.
PEDIATRICS (ISSN 0031 4005). Copyright © 2001 by the American Academy of Pediatrics.
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Children younger than 2 years are currently allowed to be held in an adult’s lap throughout a
commercial aircraft flight, as stipulated by the US
Code of Federal Regulations (CFR).7 Alternatively,
parents may choose to use a CSS certified under the
Federal Motor Vehicle Safety Standards and Regulations for travel in aircraft and motor vehicles.8 Airlines are required to accommodate the use of approved CSSs for young children with tickets;
however, the child must occupy a window seat in a
nonexit row. Although many airlines offer discounted rates for children younger than 2 years,
these rates are often not advertised, and parents
must ask to receive a reduced-rate ticket. If parents
want to ensure that the child has a passenger seat in
which the CSS can be used, they must purchase a
ticket. If the child is held on the lap of an adult, no
fare is charged for the child. Children 2 years and
older are required to sit in their own passenger seat
under the same regulations that apply to all other
passengers.
In 1995, in the aftermath of serious and sometimes
unexpected events of turbulence, the FAA issued a
public advisory to airlines urging the use of seat belts
at all times when passengers are seated.6 Some airlines now comply, but the requirement does not
apply to children younger than 2 years because they
are not required to be restrained at any time during
the flight.
PEDIATRICS Vol. 108 No. 5 November 2001
409
BACKGROUND
Approximately 25 000 commercial flights depart
from and arrive at US airports daily.9 Although it is
estimated that 4.6 million children younger than 2
years fly on US domestic airlines annually, inaccuracies in the passenger manifest, which contains the
names of all passengers as required by the US CFR,
make it difficult to obtain precise numbers. The
NTSB has issued safety recommendations that require standardized reporting of all passengers.10
The risk of death or serious injury in an aircraft is
exceedingly small. Using data from 1990 forward not
controlled for age, the risk of death was calculated at
1 in 8 million.11 During 1996, there were 319 passenger fatalities and 77 serious injuries on US air carriers
operating under the CFR. These data are not provided by year of age of passenger but include all
scheduled and nonscheduled services on commercial
and cargo carriers.12 Analysis of aircraft crashes from
1976 through 1979 in which there were fatalities and
survivors revealed that unrestrained infant passengers had a relative mortality risk of 5.9 (United
States) and 9.6 (worldwide), compared with restrained adult passengers. It could not be determined
whether the higher risk of mortality for infants was
attributable to lack of restraint use, fragility of infants, or both.13
In a study comparing persons fatally injured in
aircraft in 1980 and 1990, blunt injury (in particular,
head injury) from deceleration forces was the most
important threat to survival. Head injuries were
listed as the immediate cause of death in 33% of
those younger than 15 years.14 As with other forms
of transportation, effective restraint systems decrease
the probability of head injury.
Turbulence is the leading cause of nonfatal injuries
to aircraft passengers and flight attendants. From
1981 through 1997, there were 342 reports of turbulence affecting major airlines. Three passengers died,
80 had serious injuries, and 769 had minor injuries.15
A child on the lap of an adult cannot be effectively
restrained in a motor vehicle or aircraft crash. A child
who travels on the lap of another occupant or unrestrained in a motor vehicle has a substantially greater
risk of injury and death, compared with a restrained
child.16 –18 Hazards associated with the on-lap position are also well documented in aircraft crash investigations. Three children on the laps of adults were
fatally injured and others nonfatally injured in the
1987 crash in Denver, CO, the 1989 crash in Sioux
City, IA, and the 1994 crash in Charlotte, NC—which
were all caused by turbulence.19 –21 The NTSB has
reported 2 crashes in which CSSs were used and
provided protection to children.3
than 1000, which is the threshold for serious head
impact in adults. Difficulty was encountered in securing some of the forward-facing CSSs to the aircraft seats. Moving the anchor points rearward resulted in improved performance of many CSSs;
however, most aircraft have seats with poor belt
anchor geometry.22
Certain restraints that are approved for use in
motor vehicles are prohibited for use in aircraft (14
CFR 121.311).7 When tested, vest and harness type
systems allowed excessive forward body excursion,
causing the test dummy to slide off of the front of the
seat, potentially impacting the seat in front and resulting in injuries.22,23 Shield type booster seats are
incompatible with aircraft seats because of the seatback breakover feature common on airplanes.
POTENTIAL NEW TECHNOLOGY
Testing has shown that aircraft seat belts alone do
not adequately protect a child younger than 3
years.22,23 The CAMI has developed and fully tested
a prototype aircraft seat insertion platform, which
can be inserted under the CSS and secured to the
aircraft seat with the seat belt. Seat belts attached to
the platform are used to secure the CSS. The platform
improves ease of installation and decreases the forward excursion of the CSS. A CSS designed for use in
aircraft that could be used forward or rear facing is a
second alternative. One such device is already approved and is being sold. A third alternative is modifying a certain number of passenger seats on each
aircraft to accommodate and ensure adequate performance of CSSs. A relatively simple and low-cost
modification has been successfully demonstrated at
CAMI. The Society of Automotive Engineers (SAE)
has recently adopted a performance standard for
CSSs installed on airplane passenger seats.24 The
objective of this standard is to establish performance
criteria for CSSs when installed in airplane seats. The
methods of meeting the SAE standard and the pass/
fail criteria are similar to those already imposed on
CSSs by automotive regulations (49 CFR 571.213).
Inclusion of the SAE standard in automotive regulations for CSSs should be considered.
A national symposium was held by the NTSB in
1999 to explore operation, design, regulations, and
experience with CSSs nationally and internationally.25 At this meeting, FAA Administrator Jane
Garvey announced “. . . We [FAA] are committed to
2 things—mandating the use of child restraint systems in aircraft and assuring that children are accorded the same level of safety as are adults.” This
statement clearly implies the FAA plans to move
forward with regulatory actions mandating the use
of effective CSSs in airplanes.
CERTIFICATION OF CSSS FOR USE ON AIRCRAFT
The FAA’s Civil Aeromedical Institute (CAMI) has
conducted studies on CSSs for use with aircraft seats.
Crash testing of CSSs using child dummies in 1993
revealed that rear-facing CSSs performed well and
could be installed with contemporary aircraft seat
belts. However, 6 of the 8 tests with forward-facing
CSSs resulted in Head Impact Criteria values of more
ENFORCEMENT OF EXISTING RESTRAINT
REQUIREMENTS FOR CHILDREN
The NTSB has documented events in which children 2 years and older have been transported on the
lap of an adult. The NTSB has been concerned about
the inadequacy and lack of enforcement of passenger
protection regulations and has recommended that
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the FAA implement measures for enforcing restraint
regulation for children 2 years and older.26
RECOMMENDATIONS
Consistent with national policies requiring restraint use in all vehicles, the AAP recommends that
regulations be promulgated to ensure that all passengers, including those younger than 2 years, are
afforded optimal protection during all phases of
commercial and general aircraft flights. The AAP
believes that children should be afforded the same
protection as other passengers and that restraint use
in aircraft for children younger than 2 years should
be mandatory during takeoff, landing, and conditions of turbulence and should be recommended as
much as feasible during flight as it is for all other
passengers.
Pediatricians, federal agencies, and airlines are encouraged to work together to accomplish the following:
1. Implement mandatory restraint use requirements
using aircraft-approved restraint systems and discontinue the policy of allowing children younger
than 2 years to be held on the lap of an adult on
aircraft.
2. Enforce current requirements for children older
than 2 years, some of whom travel unrestrained
and without tickets.
3. Establish standards for appropriate restraint use
in aircraft for all children. Amend the CFR7 by
adding a section on child restraint requirements
on aircraft providing intrastate, interstate, or overseas transportation. Establish age and weight recommendations for use of CSSs similar to those for
motor vehicles.
4. Provide information on current recommendations
for the restraint of children younger than 4 years
similar to AAP recommendations for restraint use
in motor vehicles as follows27:
• Children should be placed in a rear-facing CSS
that is properly secured and installed until they
are at least 1 year old and at least 20 lb in body
weight.
• A forward-facing seat labeled for use on aircraft
should be used for children at least 1 year old
and 20 to 40 lb in body weight. The AAP is
aware of the problems found by the CAMI
study with forward-facing seats but believes
that these seats afford more protection to children than do seat belts alone, no restraint use,
or being held on a lap. The CSS manufacturers
label seats that fit and can be satisfactorily restrained to an aircraft seat.
• According to the FAA, CSSs should not exceed
16 in wide for best fit in aircraft seats; this is
especially important in small commuter aircraft.
• Children who weigh more than 40 lb can be
secured in the aircraft seat belt.28
5. Establish international standards through the International Civil Aviation Organization requiring
that passengers on civil aircraft be restrained during takeoff and landing and when directed by the
captain of the aircraft.
1220
Appendix
6. On all types of passenger aircraft, pursue technologic solutions for improving restraint systems for
children who are inadequately protected by existing child restraints or seat belt systems.
7. Educate all airline personnel who have contact
with families regarding the importance of, and the
requirements for, age-appropriate restraint use on
aircraft. This includes travel agents, reservation/
gate agents, and cabin crew.
8. The airlines should make available to families
CSSs that are compatible and effective in aircraft.
9. Encourage airlines to offer a discounted fare (or a
rebate) for restrained children.
Pediatricians should convey the following information to parents:
1. All children should travel properly restrained on
aircraft.
2. Similar to travel in motor vehicles, a child is best
protected when properly restrained in a CSS appropriate for the age, weight, and height of the
child, meeting standards for aircraft until the child
weighs more than 40 lb and can use the aircraft
seat belt. Child safety seat systems manufactured
to US standards for aircraft use after February 26,
1985, bear the label: “This restraint is certified for
use in motor vehicles and aircraft” in red letters.28
3. Families should explore options for ensuring that
each child has an aircraft seat. Currently, to ensure
that a child has a seat for the CSS, families must
purchase a ticket and should specify a window
seat next to the parent in a nonexit row for the
CSS. However, it is suggested that parents ask the
airline whether the purchase of a seat is required
to use a CSS and consider asking for the information in writing. Parents should also ask and be
advised about discounted fares and compare the
benefits of various airlines. If no discounted or
free fare is offered by any airline and it is not
feasible to purchase a ticket, parents should select
flights that are likely to have empty seats. Parents
should inquire about the carrier’s policy regarding use of empty seats. Parents who are traveling
with CSSs should be reminded that they can request assistance from the airlines between connecting flights.
4. Parents can obtain additional information on safe
air travel for children from the FAA (1-800-FAASURE and http://www.faa.gov/).
There is a need for accurate exposure data. Accurate passenger manifests should be generated to include all passengers on all flights. Standard reporting
for all passenger injuries should be established and
made available by age of passenger and restraint use.
Epidemiologic studies and the evaluation of preventive measures may thus be conducted.
Committee on Injury and Poison Prevention,
2001–2002
Marilyn J. Bull, MD, Chairperson
Phyllis F. Agran, MD, MPH
H. Garry Gardner, MD
Danielle Laraque, MD
Susan H. Pollack, MD
PREVENTION RESTRAINT USE ON AIRCRAFT
411
Gary A. Smith, MD, DrPH
Milton Tenenbein, MD
Joseph Wright, MD, MPH
Liaisons
Ruth A. Brenner, MD, MPH
National Institute of Child Health and Human
Development
Stephanie Bryn, MPH
Health Resources and Service
Administration/Maternal and Child Health
Bureau
Alexander Sinclair
National Highway Traffic Safety
Administration
Richard A. Schieber, MD, MPH
Centers for Disease Control and Prevention
Lynn Warda, MD
Canadian Paediatric Society
Deborah Tinsworth
US Consumer Product Safety Commission
Consultants
Murray L. Katcher, MD, PhD
Van Gowdy
Howard R. Spivak, MD
Staff
Heather Newland
REFERENCES
1. US Department of Transportation, Federal Aviation Administration.
Are You Sure You Have Everything Baby Needs for the Flight? Washington,
DC: Federal Aviation Administration. Pamphlet available from the FAA
Consumer Hotline at 1-800-322-7873
2. White House Commission on Aviation Safety and Security. Final Report
to President Clinton. Washington, DC: White House Commission on
Aviation Safety and Security; February 12, 1997
3. Legislation to Require the Use of Child Safety Restraint Systems Aboard
Aircraft. Hearings before the Subcommittee on Aviation of the Senate
Committee on Transportation and Infrastructure, 104th Congress, 2nd
Session (1996) (testimony of Barry Sweedler, Director, Office of Safety,
Recommendations)
4. Hall J. Safety recommendation. [Letter to the Federal Aviation Administration]. Washington, DC: National Transportation Safety Board; May
16, 1995
5. Association of Flight Attendants. Position on Child Restraint Seats. Washington, DC: Association of Flight Attendants; 1997
6. National Transportation Safety Board. NTSB recommendations to the
FAA with FAA responses 4/24/98. Washington, DC: Federal Aviation
Administration, Office of System Safety; 1998
7. 14 CFR §121 (2000)
8. Federal Motor Vehicle Safety Standards and Regulations. 49 CFR
§571.213 (1998)
9. Air Transportation Association. Year 2000 Annual Report. Washington,
DC: Air Transportation Association; 2000
10. Barksdale BC. Child safety restraints: a controversy over safe infant air
travel. J Air Law Commerc. 1991;57:201–255
11. US Department of Transportation, Federal Aviation Administration.
Aviation safety data [database]. Available at: http://nasdac.faa.gov/
internet/. Accessed October 1, 2001
12. US Department of Transportation, Bureau of Transportation Statistics.
Aviation safety data [database]. Available at: http://www/bts.gov/
ntda/sdfaa/. Accessed October 1, 2001
13. Fife D, Rosner B, McKibben W. Relative mortality of unbelted infant
passengers and belted non-infant passengers in air accidents with survivors. Am J Public Health. 1981;71:1242–1246
14. Li G, Baker SP. Injury patterns in aviation-related fatalities. Implications
for preventive strategies. Am J Forens Med Pathol. 1997;18:265–270
15. Federal Aviation Administration. Facts about turbulence. Available at:
http://www.faa.gov/apa/TURB/Facts/fact.htm. Accessed August 8,
2001
16. Mohan D, Schneider LW. An evaluation of adult clasping strength for
restraining lap-held infants. Hum Factors. 1979;21:635– 645
17. Agran PF, Winn DG, Castillo DN. On-lap travel: still a problem in motor
vehicles. Pediatrics. 1992;90:27–29
18. Agran PF, Anderson CL, Winn DG. Factors associated with restraint use
of children in fatal crashes. Pediatrics. 1998;102(3). Available at: http://
www.pediatrics.org/cgi/content/full/102/3/e39
19. National Transportation Safety Board. Continental Airlines Flight 1713,
McDonnell Douglas DC-9-14, Stapleton International Airport, Denver,
Colorado, November 15, 1987. Washington, DC: NTSB Report No.
AAR-88-09; September 27, 1988
20. National Transportation Safety Board. United Airlines Flight 232, McDonnell Douglas DC-10-10, Sioux Gateway Airport, Sioux City, Iowa,
July 19, 1989. Washington, DC: NTSB Report No. AAR-90-06; November 1, 1990
21. National Transportation Safety Board. Flight into terrain during missed
approach, US Air Flight 1016, DC-9-31, N954VJ, Charlotte/Douglas
International Airport, Charlotte, North Carolina, July 2, 1994. Washington, DC: NTSB Report No. AAR-95-03; April 4, 1995
22. US Department of Transportation, Federal Aviation Administration,
Office of Aviation Medicine, Civil Aeromedical Institute. The Performance of Child Restraint Devices in Transport Airplane Passenger Seats.
Washington, DC: Civil Aeromedical Institute; 1994
23. US Department of Transportation, Federal Aviation Administration,
Office of Aviation Medicine, Civil Aeromedical Institute. Final Report to
Congress on CSR Performance and Cost Effectiveness. Washington, DC:
Civil Aeromedical Institute; 1995
24. Society of Automotive Engineers. Aerospace Standard 5276/1. Warrendale, PA: Society of Automotive Engineers; November 2000
25. Federal Aviation Administration. Child Restraint Roundtable. Arlington,
VA; December 15–16, 1999. Available at: http://www.faa.gov/apa/
speeches/1215spjg.htm. Accessed September 25, 2001
26. National Transportation Safety Board. Uncontained Engine Failure/
Fire, Valujet Airlines Flight 597, Douglas DC-9-32, N908VJ, Atlanta,
Georgia, June 8, 1995. Washington, DC: NTSB Report No. AAR-96-03;
July 30, 1996
27. American Academy of Pediatrics, Committee on Injury and Poison
Prevention. Selecting and using the most appropriate car safety seats for
growing children: guidelines for counseling parents. Pediatrics. 1996;97:
761–763
28. US Department of Transportation, Federal Aviation Administration.
Tips for Safe Air Travel with Children. Washington, DC: Federal Aviation
Administration. Pamphlet available from the FAA Consumer Hotline at
1-800-322-7873 or at http://www.faa.gov/apa/TURB/CRSTips/
FRCRS. Accessed August 8, 2001
ERRATUM
In the policy statement “Human Embryo Research,” published in the September
issue of Pediatrics (2001;108:813– 816), 2 errors occurred. In the first paragraph
under “Introduction,” the second sentence should read:
“Pluripotent stem cells are a specialized subpopulation of cells capable of
developing into most (ectoderm, mesoderm, and endoderm), but not all,
human tissue and may be derived from human embryos.”
On the roster for the Committee on Bioethics, one of the liaison’s credentials
were listed erroneously. His name should read “Ernest F. Krug III, MDiv, MD,
American Board of Pediatrics.”
AMERICAN ACADEMY OF PEDIATRICS
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For Immediate Release
Release No. AOC 26-06, September 6, 2006, Contact: Alison Duquette, Phone: (202) 267-3883
FAA Approves New Child Safety Device
Government Gives Parents More Options for Safe Air Travel with Children
WASHINGTON, DC – Air travelers have a new option for securing their children
on commercial flights now that the U.S. Department of Transportation’s Federal
Aviation Administration (FAA) has approved a new type of child safety device, the
AmSafe Aviation CARES.
CARES uses an additional belt and shoulder harness that goes around the seat back
and attaches to the passenger lap belt to provide restraint for the upper part of the
body. It is designed for children weighing between 22 and 44 pounds. The device
provides a smaller and lighter alternative to using forward-facing child safety seats.
CARES is not approved for use in motor vehicles.
“We want to provide parents with options so they can make the right decision for
their children when they travel by air,” said FAA Administrator Marion C. Blakey.
“We’re encouraging child seat manufacturers to design new types of devices that
meet the FAA’s stringent standards.”
Unlike hard-backed child safety seats that are approved for use in airplanes and
motor vehicles, CARES is designed and tested specifically for safe use in airplanes
only. Previously, the FAA had allowed only airlines to provide these types of
additional child safety devices, but no U.S. airlines presently provide them.
According to the FAA, the safest place for a child on an airplane is in an approved
child safety device, not on a parents lap. The agency encourages but does not
mandate the use of child safety devices on airplanes because of the increased safety
risk to families who, if forced to purchase an extra airline ticket, might choose to
drive. The risk to families is significantly greater on the roads than in airplanes,
according to FAA and National Highway Traffic Safety Administration (NHTSA)
statistics.
For additional information go to www.faa.gov/passengers/fly_children.
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THE DO’S
CHILDREN
AND DON’TS OF TRANSPORTING
IN AN AMBULANCE
Approximately six
million children are
transported by emergency medical services
(EMS) vehicles each
year in the United
States. There are risks
of injury associated
with transport that can
be minimized. An
ambulance is NOT a standard passenger vehicle. Unlike the well-developed and publicized
child passenger safety standards and guidelines, specifications for the safe transport of ill
and injured children in ambulances are still
under development. Standard automotive safety practices and techniques cannot be applied
directly to EMS vehicle environments due to
biomechanical and practical differences. Caution is encouraged in the application of passenger vehicle principles to ambulances and in the
utilization of new and unproven products.
The Emergency Medical Services for Children
(EMSC) Program supports efforts to improve
the safety of pediatric patients being transported in EMS vehicles. Through an EMSC
grant, the Division of Pediatric Emergency
Medicine at Johns Hopkins Children’s Center
is working to fill critical knowledge gaps and
developing standards for pediatric EMS transport safety. Project results should be available
in the year 2000.
A national consensus committee, sponsored
by the EMSC Program, is reviewing current
EMS child transportation safety practices.
The group, which includes representatives
from EMS national organizations, Federal
government agencies, and transportation
safety engineers, is developing preliminary
recommendations for EMS providers until
scientific research is completed.
There are certain practices that can significantly decrease the likelihood of a crash, and in
the event of a crash or near collision, can
significantly decrease the potential for injury.
These practices are listed below. Importantly, as is
mandated in several states, the NHTSA Emergency
Vehicle Operating Course (EVOC), National
Standard Curriculum or its equivalent is an integral
part of this transport safety enhancement.
Pending research and consensus outcomes, the following guidelines for good practice should be observed when transporting children in EMS vehicles.
DO’S
✓ DO drive cautiously at safe speeds
observing traffic laws.
✓ DO tightly secure all monitoring devices
and other equipment.
✓ DO ensure available restraint systems
are used by EMTs and other occupants,
including the patient.
✓ DO transport children who are not
patients, properly restrained, in an alternate
passenger vehicle, whenever possible.
✓ DO encourage utilization of the DOT NHTSA
Emergency Vehicle Operating Course (EVOC),
National Standard Curriculum.
DON’TS
✘ DO NOT drive at unsafe high speeds
with rapid acceleration, decelerations,
and turns.
✘ DO NOT leave monitoring devices and
other equipment unsecured in moving
EMS vehicles.
✘ DO NOT
allow parents, caregivers,
EMTs or other passengers to be
unrestrained during transport.
✘ DO NOT
have the child/infant held in
the parent, caregiver, or EMT’s arms or
lap during transport.
✘ DO NOT allow emergency vehicles to
be operated by persons who have not
completed the DOT EVOC or equivalent.
May 23, 2000
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CRASH PROTECTION FOR CHILDREN IN AMBULANCES
Recommendations and Procedures*
Marilyn J. Bull, M.D., Kathleen Weber, Judith Talty, Miriam Manary
A joint project of the Indiana University School of Medicine and
the University of Michigan Medical School and Transportation Research Institute
Safe transportation of children in ambulances presents special challenges for
emergency medical service providers and child passenger safety advocates. Effective
restraint is dependent not only on the child restraint equipment used but also on the
platform to which it is attached. Although research concerning the ambulance crash
environment is limited, fundamental principles of occupant restraint can still be used to
develop useful and effective procedures in the field.
The federally funded Emergency Medical Services for Children (EMSC) Program
acknowledges the special circumstances of ambulance transport and the gap that exists
between occupant restraint practices in ambulances vs. other highway vehicles. In the
near term, they have concentrated on crash prevention and the general concept of
restraint of all occupants and equipment to minimize the risk of injury. They also
recommend that children who are not ill or injured be transported in a vehicle other than
the ambulance whenever possible.
Restraint Considerations in Ambulances
Providing effective restraint for children in ambulances is a complex problem with
many unique and unresolved issues. The occupant requiring transport may be acutely ill
or injured, the vehicle has special characteristics for its function, and the crash
environment and exposure are different from that of a family car. The ambulance
environment is specifically designed for emergency treatment of passengers. Although
there are variations in design, the patient compartment is typically equipped with a
captain's chair that faces the rear of the ambulance, bench seats along one side of the
ambulance, a cot, and storage for equipment and medical supplies. There are no forwardfacing vehicle seats in the patient compartment upon which child restraints can be
installed according to the manufacturers’ instructions.
When determining the best restraint of a child in an ambulance, consideration must
be given to the reason the child is being transported (patient vs. accompanying
passenger), the medical stability of the patient, and the available locations where the
child can be restrained. If not ill or injured, the child should be transported in another
vehicle if at all possible, as recommended by EMSC. A police vehicle, however, is not
usually a good alternative, because of the presence of prisoner screens, plastic seats, and
special equipment that may compromise child restraint performance.
When transporting a child with an acute medical problem that requires constant
monitoring, a current practice is to restrain the child directly to the cot with chest and hip
* The complete research paper is published in Association for the Advancement of Automotive Medicine,
45th Annual Proceedings, pp. 353-367. Barrington, IL, AAAM, 2001.
1
Appendix
417
belts, even though this provides virtually no crash restraint, especially in the forward
direction. Whenever possible, a restraint system designed specifically for a child should
be used, but the difficult problem is determining the most appropriate restraint location
and method of securement in the ambulance.
Rear-facing captain’s chairs, or technician seats, can provide a good platform for
some types of child restraints, and special instructions can be obtained from some child
restraint manufacturers for installation of their convertible models (normal installation
being either rear- or forward-facing) on an ambulance captain’s chair. It is also becoming
increasingly common to equip these technician seats with a built-in child restraint,
suitable for use with an accompanying child or a less critical patient, but not a small
infant. Use of this seat by a child, however, in either a portable or a built-in child
restraint, precludes use of the captain’s chair by an EMS technician.
Placement of a child restraint on a side bench seat is not recommended, because this
usage applies the severity of a frontal impact to the less protected side-facing child. Such
installations are specifically prohibited, with good reason, by all child restraint
manufacturers.
Some types of child restraint systems can be attached to the ambulance cot. At
present, most cots used in the field are anchored to the ambulance floor with a three-point
“antler” positioning system along with a single friction clamp at the foot end that allows
quick and easy loading of the patient. These cots do not have positive lock-in
mechanisms, and they need only meet static loading requirements.
Research Methods and Results
The objectives of this study were to determine the most effective and reliable means
of restraining children on an ambulance cot and to develop recommended field
procedures for emergency medical service providers. A series of crash tests at 30 mph
was conducted using convertible child restraints, car beds, and harness systems tested
with 3-year, infant, and 6-year size dummies. Belt configuration and backrest position
were varied, and it was determined that a two-belt attachment with elevated cot backrest
was the method with the least performance variability for securing either a convertible
child restraint or a car bed. In addition, a new cot and slide-in track fastener system
significantly improved restraint performance over the older antler systems previously
tested.
The test sequences in Figures 1 and 2 illustrate acceptable crash performance for a
convertible child restraint and a car bed. Each restraint is held to the cot by two pairs of
belts, and the elevated backrest provides additional support. Installation details are
provided under Recommendations.
Unfortunately, none of the harness configurations tested proved to be satisfactory
for both ease of use and effective restraint. The test sequence in Figure 3 illustrates the
excessive ramping, or the movement of the dummy up the backrest in the direction of the
impact, observed in most tests. A confounding factor was the thick, soft, and loose cot
cushion that compressed and shifted during impact, making the job of the harness all the
more difficult. Guidelines for designing better harness systems are given under
Recommendations.
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Using Your New Skills
Prepared by the National Child
Passenger Safety Board
March 30, 2007
Congratulations on completing the CPS certification course!
Your journey has just begun!
Role After Class
• Do NOT go beyond what you have learned
• Improve your know-how by working with skilled technicians
• Recruit new technicians
• Keep updated
• It is better to work with a partner with more experience when possible.
• Keep updated on new CPS changes.
• Go to the CPS Certification Web site (www.safekids.org/certification).
Stay Updated in CPS
• Use national resources
• Learn about State/local CPS committees/ groups
• Read and discuss newsletters and studies
• Attend CPS workshops and activities
• Browse stores to become familiar with different seats, products, and equipment
• Ask your State CPS contact, instructor, and other technicians for new information
• Log into your CPS online profile to check your certification status, update your contact
information, enter information needed for recertification, and place your information on
the FIND A TECHNICIAN/INSTRUCTOR search engine.
• If you do not have your username or password, please contact CPS Customer
Service at 877-366-8154 or cps.certification@safekids.org.
• If you are interested in becoming an instructor, please review “What Makes A Good
Instructor and Mentor” in the Appendix and the Instructor Candidacy section at
www.safekids.org/certification.
Be Active and Educate Your Community
• Answer questions and make referrals
• Develop and provide community presentations
• Participate in health and safety fairs
• Provide current, culturally sensitive materials/information
• Set up an inspection station
• Hold a checkup event
Appendix
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Using Your New Skills
Page 2
Getting Started
• You don’t need much to get started! This is your toolkit. In the future, you may choose
to have a full-scale CRS checkup event. You may need more materials.
• NHTSA’s “A Guide to Implementing Child Passenger Safety Inspection Stations” is
available at http://www.nhtsa.dot.gov/people/injury/childps/CPSInspectionStation/.
• Start off learning how other technicians set up and run their events (e.g. scheduling,
materials, traffic flow).\
• Basic supplies
• Child restraint instructions
• Tether manual
• Manufacturer contact information
• CPS Workbook
• Standard checklist
• Updated recall list
• Good communication skills
• The tether manual is available from Safe Ride News (www.saferidenews.com).
• CRS Manufacturer’s Instruction CD is available from Safety Belt Safe
(carseatsafety.org).
Online Resources*
• American Automobile Association: www.aaa.com/.
• American Academy of Pediatrics: http://www.aap.org/.
• CPS Certification Program: www.safekids.org/certification.
• Child restraint manufacturers:
http://www.nhtsa.dot.gov/people/injury/childps/csr2001/csrhtml/csManufacturers.html.
• Children’s Hospital of Philadelphia: http://www.chop.edu/.
• Insurance Institute for Highway Safety: www.iihs.org.
• National Center for Safe Transportation of Children With Special Needs:
http://www.preventinjury.org/index.asp.
• National CPS Board: www.cpsboard.org.
• National Highway Traffic Safety Administration: http://www.nhtsa.dot.gov/.
• State CPS contacts: http://www.nhtsa.dot.gov/CPS/Training/ContactList.cfm.
• Safe Kids Worldwide: www.usa.safekids.org.
• Safe Ride News: www.saferidenews.com.
• SafetyBeltSafe: www.carseat.org.
• Vehicle manufacturers: http://www.indexoftheweb.com/Automobile/Manufacturers.htm.
*This list is not meant to be exhaustive. Refer to the websites and publications listed here
for referral to additional sources of reliable information.
Children with Special Healthcare Needs and CRS
• All children deserve to ride safely. Some children with certain medical conditions
require special support for safe transportation. You need to know where to go to get more
information if needed.
• National Center for the Safe Transportation of Children With Special Healthcare
Needs (575 West Drive, Room 004; Indianapolis, IN 46202)
1-800-755-0912 Fax: 317-278-0399 www.preventinjury.org/index.asp
National CPS Board
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Using Your New Skills
•
•
Page 3
Safe Travel for All Children curriculum (2-day)
Database of technicians who have taken a course on special needs
transportation.
Additional Training
• Special needs: National Center for the Safe Transportation of Children With Special
Healthcare Needs: http://www.preventinjury.org/index.asp.
• School buses: Contact your local school district for your pupil transportation director or
State CPS training contact.
• Safe Native American Passengers (SNAP) training for transporting children:
http://www.nhtsa.dot.gov/CPS/Training/CPSCourses/pages/SNAP.html.
• Child care provider: Course information available from your State CPS training contact.
• State CPS training contact: http://www.nhtsa.dot.gov/CPS/Training/ContactList.cfm.
• Tech Update: e-mailed to CPS-certified individuals and available at www.cpsboard.org.
• CPS Express: e-mailed to CPS-certified individuals and available at
www.safekids.org/certification (Resources).
• National CPS Board: www.cpsboard.org
• National Association of State Directors of Pupil Transportation Services:
www.nasdpts.org.
• Lifesavers annual traffic safety conference: www.Lifesaversconference.org.
National Certification And Liability
• No cases have brought a CPST before a judge.
• As a CPST, you may have increased protection supported by “good Samaritan” or other
liability protection laws in place in some jurisdictions.
• If a legal challenge occurs and you are practicing within the requirements of the
certification, the CPST community will support you.
• It is important to use a checklist form correctly.
• You may buy individual liability insurance. Contact your homeowner or renter policy
insurance provider for information.
National CPS Board
Appendix
March 30, 2007
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CPS INSPECTIONS AND
CHECK UP EVENTS
Prepared by the National Child
Passenger Safety Board
April 20071
Introduction
Child passenger safety (CPS) inspection stations (also known as “fitting stations”) are appearing
in communities all across the United States. Although the concept of an inspection station for
child safety seats is relatively new to this country, CPS professionals have been conducting such
inspections for many years: every time a child safety seat is ‘checked’ by a CPS professional, a
“CPS inspection” has occurred. The hard work and years of dedication by many CPS
professionals has lead to the successful expansion of CPS inspection stations in communities
throughout the United States.
Setting The Stage
Whether the inspection station is held at an indoor or outdoor setting, it is important to remember
that safety is the number one priority for staff and participants. And to the extent possible, all
CPS inspection station facilities should be accessible to individuals with disabilities in
accordance with the Americans with Disabilities Act (ADA).
Indoor Setting
An indoor setting provides many benefits, especially protection from the weather - rain, snow,
sleet, wind, and hot and cold temperatures. However, there are still precautions that must be
taken when setting up an indoor CPS inspection station:
•
Designate where the vehicle(s) will wait in line prior to the inspection. Be sure to have the
driver turn the engine off to prevent any accidental acceleration of the car. Have a clearly
designated path for the vehicle to follow at the conclusion of the inspection - ideally the
vehicles will enter in one side of the facility and exit from the other side to avoid driving in
reverse.
•
Check that there are no safety hazards anywhere in the vicinity.
•
Make certain the location is safe for families. A designated waiting area should be made
available for other family members/young children while the inspection takes place. Staff or
a responsible volunteer should be assigned to the waiting area to insure that no child is lost or
injured. If possible, clean, age-appropriate toys in good condition should be made available
to occupy young children.
1
Adapted from “A Guide to Implementing CPS Inspection Stations” National Highway Safety Administration, DOT
HS 809 627, December 2003. www.nhtsa.dot.gov/people/injury/childps/CPSInspectionStation/index.html
Appendix
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CPS Inspections And Check Up Events
Page 2
•
Keep the area as clean as possible.
•
Bathrooms should be easily accessible to the waiting area. Be sure they are clean and
operational before each scheduled inspection event.
•
Designate an area to keep equipment and a place where unsafe seats can be stored prior to
destruction or other appropriate disposal.
•
If the inspection locations is at a dealership, fire department or auto repair shop, be certain
that ALL employees are notified that children will be in the area at various times.
•
Have clearly written signs set up as appropriate.
Outdoor Setting
An outdoor setting provides unique advantages (usually more space) and disadvantages (i.e.
traffic and weather considerations), for the operation of a CPS inspection station. In addition to
the above safety considerations, the following precautions should be taken when hosting an
outdoor inspection station:
•
Be sure the inspection area can be set up out of the flow of routine traffic.
•
Have clear Enter and Exit areas designated by signs and traffic cones.
•
If there is not an indoor waiting area available, create a clearly defined 'safe area' with rope,
tape and/or traffic cones.
•
Be sure to have a traffic coordinator available to direct waiting vehicles safely in and out of
the inspection site.
•
The inspection teams should be set up at well-spaced and clearly marked designations.
•
Be sure to have sufficient equipment available to staff at each inspection area in order to
minimize the amount of foot-traffic around the inspection site.
Staffing The CPS Inspection Station
The experienced and certified CPS technician has a central role in conducting child safety seat
inspections. However, there are other duties and responsibilities that are very important to the
successful operation of an inspection station and must be handled efficiently and professionally.
In an ideal situation, people would be assigned separate roles in operating the CPS inspection
station, but in most cases, one person may have several roles to play.
Coordinator
The Coordinator is responsible for all the administrative needs essential to the smooth, efficient
operation of a CPS inspection station. The duties of the Coordinator may include responding to
calls from the public, scheduling and confirming inspection appointments, securing experienced
and certified CPS technicians, ordering supplies, gathering the data collected from the inspection
forms, filing the inspection forms, maintaining current education materials and a current child
safety seat recall list. The Coordinator should always have access to the inspection station’s
written operating policies. The Coordinator may also be responsible for many of the marketing
and publicity activities. The Coordinator does not have to be a certified CPS technician, but
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should have some formal CPS training, be knowledgeable about current CPS issues and display a
sincere commitment to promoting CPS initiatives within the community.
Greeter
Depending upon the level of activity at an inspection station, the coordinator may also serve as
the “Greeter.” The Greeter helps to ensure the smooth operation of the inspection station. If there
is waiting time involved, the Greeter can provide general CPS information, talk to the
parent/caregiver about the inspection process, distribute the inspection form and direct vehicles
to the next available CPS technicians.
Scribe/Recorder
Using the inspection station’s approved data collection form, the Scribe gathers information
about the vehicle and its passengers from the vehicle driver, checks for child safety seat recalls,
records information regarding seating positions, misuse, corrections made, seats installed and
education information provided to the driver by the certified CPS technician. The Scribe insures
that all forms are signed and dated by the driver, the certified CPS technician and the lead CPS
technician, and deposits the completed form in the designated location. If a new child safety seat
is installed, the Scribe also insures that the driver completes the manufacturer’s recall
information card. (The coordinator may choose to mail the completed cards on behalf of the
parents to insure that the cards reach the child safety seat manufacturers.)
Certified CPS Technician
It is recommended that experienced and certified CPS Technicians perform the actual seat
inspections and installations. Certifications for all participating CPS Technicians must be
current.
The Technician’s main role is as an educator. The Technician is responsible for the inspection of
the child safety seat, demonstrating to the parent or caregiver how to properly install the seat and
secure the child, and deciding whether or not to replace a seat. In addition, the Technician should
also insure that any replaced seats are properly disposed of so as to prevent further use (unless
used in a training course).
It is generally considered to be a good idea to identify additional certified CPS technicians and/or
instructors who can serve as a “second pair of eyes” for reviewing the installation of child safety
seats before the parent or caregiver leaves the inspection station and assure that the CPS
checklist form is correctly completed.
Traffic Coordinator
Traffic Coordinators are typically law enforcement officials, as they usually have the expertise
directing vehicles and insuring the public’s safety. This position is most appropriate to inspection
stations held at outside locations. However, depending upon the volume of traffic, it could be
necessary to have a traffic coordinator at any CPS inspection site.
Role of the Parent/Caregiver
Important Reminder: Although many people play significant roles in the operation of a CPS
inspection station, the most critical role is that of the parent/caregiver. The knowledge gained
from the CPS inspection experience is meant to empower the parent/caregiver to properly install
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and use an appropriate child safety seat for his or her child. For this reason, the parent/caregiver
should always have a “hands-on” role in the inspection process and should always be the last
person to touch the child safety seat before the vehicle leaves the CPS inspection station.
Outfitting The CPS Inspection Station
Equipment/Materials
The following are basic supplies used to operate a CPS inspection station. Items marked with an
asterisk* are primarily used for outdoor settings.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Current recall list
Child safety seats for use as loaners or give-a-ways in the event that a seat must be replaced
Manufacturers’ instructions
CPS education materials
List of nearby stores where new seats can be purchased if necessary
Inspection forms
Locking clips (regular and belt shortening)
Clipboards
Pens and pencils
Foam swim ‘noodles,’ thin towels, slip guard (i.e. rubber shelf liner)
Latex gloves
First aid kits
Anti-bacterial soap/lotion
Waste receptacles
Demo dolls for use when the child is not present to show correct use
Tape
Storage bins
Traffic cones*
Barricades*
Chalk to mark lanes*
Tents*
A Note About Liability Concerns
The following considerations may provide some assistance in crafting a liability prevention
protocol for the CPS inspection station. However, it is advisable to consult with an attorney
and insurance carrier knowledgeable and experienced in liability/risk-reduction issues for
specific guidance. If the CPS inspection station is part of a larger network of inspection stations,
be sure that every station is following the same written procedures.
•
Provide Accurate and Current Information: All information distributed at CPS inspection
stations should come from credible sources and reflect current traffic safety issues and
technologies. Contact the state occupant protection coordinator to determine what materials
are recommended for distribution. There are also tools available to review and evaluate CPS
materials:
NHTSA and the National Safety Belt Coalition (1997; revision in progress) – Is this
child on the road to danger? Child passenger safety materials review and evaluation
tool. Washington, DC: NHTSA. [Contact the NHTSA Regional Office, Appendix C]
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AAA Foundation for Traffic Safety (2002) – Seated for Safety Evaluation Tool.
Newton, MA: Education Development Center, Inc., as prepared for AAA Foundation
for Traffic Safety (www.aaafoundation.org).
•
Teach Correct Installation and Use of Child Restraint Systems: The most critical role at a
CPS inspection is played by the parent/caregiver. Parents and caregivers that attend an
inspection event want to be sure that their children are properly restrained and well protected.
The objective of every CPS inspection service should be to teach parents and caregivers how
to safely transport their children using the appropriate child safety seat or safety belt
correctly. The inspection should include a one-on-one tutorial by a certified CPS technician
that provides hands-on instruction on the proper us and installation of child restraints. The
parent/caregiver should always be the last person to touch the child safety seat before
the vehicle leaves the CPS inspection station.
•
Certified CPS technicians should encourage parents to consult their vehicle owner’s manual
and the child safety seat instructions to help answer specific questions. Technicians should
check each seat for possible recalls using the most current recall list available. An updated
recall list can always be downloaded from the NHTSA website www.nhtsa.dot.gov.
Technical questions can also be referred to the Department of Transportation’s Auto Safety
Hotline (1-888-DASH-2-DOT, or 1-888-327-4236).
•
Be Consistent with All Inspection Procedures: Inspection station staff should be clear
about their roles prior to each inspection event. The coordinator will insure that all roles are
covered and that all necessary materials and equipment are readily accessible. When
possible, a lead CPS technician should be responsible for quality control of the inspections
conducted. The lead CPS technician should check each seat and review and approve each
data collection form before a family leaves the inspection station. Consistent use of a
standardized CPS checklist will help insure the quality of every CPS inspection. Most
standardized checklists require that the parent/caregiver sign the form to acknowledge the
advice, education and information they have received. Most standardized forms include a
waiver/release of liability that has been carefully crafted by a knowledgeable attorney.
Completed forms should be collected and retained by the coordinator.
•
Have a Clear Written Policy About Replacement Seats: All staff should be aware of the
written policy for replacing child safety seats and disposing of old, damaged or recalled seats.
The policy should specify whether replacement seats would be provided without charge, with
a requested donation or for a purchase price, and describe the process for disposing of
damaged or unsafe seats. The coordinator should insure that there are a variety of child safety
seats available as replacement seats. If a replacement seat is provided, the parent or caregiver
should complete the product recall registration card before leaving the inspection station. The
coordinator should mail all completed cards immediately so that, in the event of a recall, the
child safety seat manufacturer can notify the parent or caregiver. If replacement seats are not
supplied, it is advisable to provide an accurate list of community resources that offer child
safety seats for families in need.
•
Make Safety a Priority: The traffic coordinator should ensure that vehicles and people are
able to move safely in and around the CPS inspection station. The safety of young children
should be a top priority.
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The sponsoring organization or site host may have additional considerations to insure that CPS
inspections are conducted in a safe, consistent and professional manner. Be sure to communicate
all requirements and procedures to every staff member (paid and volunteer) participating in CPS
inspection activities.
Liability Coverage: There are several options for obtaining liability insurance to cover CPS
inspection stations. Again, it is advisable to first consult the sponsoring organization to
determine how liability protection will be addressed. The following are the most common types
of coverage used by CPS inspection stations:
•
State Law: Many states have a “Good Samaritan” law that may cover the type of services
provided by the CPS inspection station. In addition, several states have enacted “CPS
services immunity” laws to specifically cover certified CPS Technicians. Consult the state
occupant protection coordinator to determine whether such laws exist in your state.
•
General Policy: The activities of the CPS inspection station may be covered under the
general insurance policy (or through an additional rider) of the sponsoring organization.
Consult with the sponsoring organization about specific terms and conditions.
•
Special Policies for National Organizations: Some national organizations that conduct a
large amount of CPS inspections have secured special liability coverage for their members. If
the CPS inspection station is being sponsored by a national organization, it may have liability
protection under such a policy. Consult with the sponsoring organization about specific terms
and conditions.
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MAP IT OUT
CPS CHECK UP EVENTS
Prepared by the National Child
Passenger Safety Board
August 2010
Design your safe checkup event by use a grid (such as the one included below) to
draw a map of the physical environment to be sure you can fit it all in the space
available and so you can explain it to your event volunteers.
Draw the event location and the safety needs that must be in place for technicians,
children and parent/caregivers. Personalize it to include:
y
Entrance and exit
y
Directional arrows to show traffic flow
y
Median curbs
y
Checkup lanes - you do not need to stay within the white lines at a shopping
center, but be sure to have plenty of traffic cones to manage your traffic flow - put
a circle for each traffic cone
y
Materials table
y
Registration location
y
Businesses (stores, gas stations, restaurants) relative to the event
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“Map It Out” Sample Grid
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Child Passenger Safety
Glossary of Terms
Active Protection: Protection features that require action by the occupant. These features
include lap belts, lap and shoulder belts, and child restraint systems.
Anchor: A common short alternative for anchorage; often used to refer specifically to the
hardware installed at the anchorage, either factory-installed or in a retrofit shoulder-belt or
tether kit.
Anchorages: See anchor.
Anti-Rebound Bar: Bars help control rebound and decrease the possibility of head contact.
Rebound is the “bounce” after initial impact has occurred.
Shield Booster: A type of booster, as defined by FMVSS 213, that has a seating platform and
a structure in front of the child for restraint, but which is subject to crash testing using only a
lap belt and to the head excursion limit of only 813 mm.
Belt-positioning booster seat (BPB): A crash-tested device that raises the child so that
the required lap and shoulder belts fit correctly. All BPBs act as pre-crash positioning
devices and must be used with lap and shoulder belts. BPB models may have high backs,
or be backless.
Belt sensitive: Refers to a type of emergency locking retractor, which locks when the belt is
pulled quickly.
Belt path: The path that the manufacturer is required to create so that the safety belt passes
around or through the CR. Some seats have multiple belt paths. For example, convertible car
seats have one belt path for rear-facing use and a separate one for forward-facing use.
Belt shortening clip: A heavy duty clip intended for use to shorten lap belts around a child
restraint. Not to be confused with the standard locking clip that comes with a child safety seat.
Must be purchased or ordered from vehicle manufacturer.
Buckle: The locking mechanism of the vehicle belt or child safety seat. The latchplate fits
(clicks) into the buckle, which must have a red button.
Caregiver: A person responsible for a child’s well-being and safety.
CPS: Child passenger safety
Car bed: a restraint, usually for small, premature, or medically fragile infants who should ride
prone or supine. In most cases, the infant lies flat. The vehicle seat belt is used to anchor the
car bed perpendicular to the direction of travel. The infant’s head is placed toward the center of
the vehicle and not next to the door. An internal harness secures the child in the car bed. Read
instructions as there may be other methods of securing allowed for certain car beds.
Car seat: See Child Restraint
Child restraint (CR), child restraint system (CRS), child restraint device (CRD): A crashtested device or system that is specially designed to provide infant/child crash protection. General
term for systems including child safety seats, boosters, vests or car beds that meet FMVSS 213.
Children with special transportation needs: Children whose physical or behavioral
conditions makes the use of particular, often specially designed, restraint systems necessary.
Combination seat: A type of forward-facing child restraint that is used with an internal
harness system to secure a child. With removal of the internal harness, it is used as a beltpositioning booster (BPB).
Compartmentalization: Refers to the type of passive occupant protection seen in school
buses, due to the narrow seat spacing and energy absorbent high back seats.
CR: See Child Restraint
Convertible seat: A child restraint that “converts” from rear-facing for infants and smaller
children to forward-facing for older and larger children.
Crash Dummies: Full-scale replicas of human beings, weighted and articulated to simulate
the behavior of a human body in a vehicle mishap, and instrumented to record as much data as
possible on numerous variables during a collision.
Crumple Zone: The zone of a car that absorbs energy upon impact. The purpose of a
crumple zone is to increase the amount of time it takes the car to come to a complete stop in
comparison to object the car hits. By increasing the time it takes for the car to come to a stop
after hitting an object, the force is spread over a longer period of time.
Dead Zone: This occurs when an automatic locking retractor does not lock until the belt is extended
a certain length. Locking will not occur in the dead zones until this length has been reached.
Detachable Base: A separate base for a child restraint system that can be installed in
the vehicle. The restraint (car seat) portion can be removed from the base, and used as an
infant carrier.
Emergency locking retractor (ELR): A retractor on a safety belt system that locks in response
to rapid deceleration of the vehicle. ELRs respond to rapid extraction of the belt or the sudden
deceleration of the vehicle or both.
Excursion: The distance traveled by an occupant or test dummy in the direction of impact
during a crash.
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Forward-facing: A restraint that is intended for use only in the forward-facing position
for a child at least age one and at least 20 pounds up to the specified limits of the seat, set
by the manufacturer.
Harness: A system of straps that keep the child within the shell, distributes crash forces, and
helps the child “ride down” the crash.
Harness retainer clip: A plastic tie or clasp that holds the shoulder straps together over the
child’s chest at armpit level; a pre-crash positioning device intended to keep harness straps in
position on the shoulders. It can also be referred to as a “chest clip.”
Harness adjuster: Used to tighten or loosen the harness the internal harness of a child
restraint system.
Harness slots: The part of the CR where the harnesses pass through from the front to the back
of the restraint. Seats come with at least one and as many as four sets of slots
High Back Booster Seats: see Belt Positioning Booster
Infant-only seat: A child restraint system designed for use only by a baby in a semi-reclined
rear-facing position.
Inspection Station: A dedicated location staffed and stocked with equipment needed to
regularly perform child restrain checks and installations.
Integrated child seat: A child-sized forward-facing restraint and/or BPB built into a vehicle
seat. Some have a full harness. Others are belt-positioning boosters for use with lap and
shoulder belts.
Labels: These are located on the seat, and indicate the following: 1) NHTSA certification
of conformation to all applicable FMVSS 2) Weight and height guidelines for the specific
seat 3) Basic outline of the installation procedures 4) Manufacturing data, including data of
manufacture, the manufacturers name and address, and a model number 5) Air bag warning
and 6) FAA certification for use in an aircraft.
Learn, Practice, Explain: The philosophy of the CPS curriculum promotes learning the latest in
CPS, staying updated and active in the field, and teaching people how to safely transport children.
LATCH: Lower Anchors and Tethers for CHildren.
Latch plate: The part of the buckle mechanism that locks or connects into the buckle.
Level Indicator: Helps parents and caregivers identify the manufacturer’s recommended
correct angle for rear-facing restraints.
Lockability: Refers to the ability of the latch plate to prevent the webbing to slide back
through the latch plate, causing the belt to loosen.
Lock-off: A built-in belt-locking feature on the child restraint system that works with certain
types of safety belts in a similar fashion as locking clips.
Child Passenger Safety Glossary of Terms
431
Locking clip: A flat H-shaped metal item intended to clip lap and shoulder belt webbing
together at a free-sliding latch plate in order to prevent the webbing from sliding through. A
pre-crash positioning device only. Not to be used as a belt shortening clip.
Lower anchorage attachments: A piece of belt webbing that anchors to the lower anchorage
on the vehicle structure. It secures the CR to the vehicle. These attachments are used in place
of the vehicle safety belt.
Passive occupant protection: Features of the vehicle that lessen the injury to the occupant
without any action taken by the occupant.
Rebound: Reactive motion in the opposite direction after initial impact has occurred.
Rear-facing: Refers to the position where the child’s child restraint is turned to face the rear
of the vehicle. The rear-facing position supports the entire head, neck, and back; cradles and
moves with the child to reduce stress to the neck and spinal cord in a crash.
Recalls: Voluntary or required actions taken to correct problems or deficiencies once products
have been distributed or sold. Manufacturers must offer free repairs or replacement for
products recalled for violations of safety standards.
Recline Adjustor: Allows convertible restraints to be reclined for rear-facing and semi-reclined
or upright for forward-facing use.
Registration card: A postage-paid return card that comes with every child restraint; should be
returned to the manufacturer so owners can be notified of any recalls.
Retractor: A mechanism that rolls up the webbing of the safety belt when it is not in use and
takes up slack around the user.
Retrofitted: Installing, fitting, or adapting a device or system for use with something older.
An example of this would be to retrofit seatbelts to a school bus without them.
Ride Down: Ride down is the extension of time when the forces are felt by the occupant
during a crash. A quick change in speed is what causes injury.
Safety belt: The webbing, anchor, and buckle system that restrains the occupant in the vehicle.
Also known as a seat belt.
Seat Belt Syndrome: Separation of the lumbar vertebrae and associated paralysis, due to the
effects of a crash where only a lap belt was used.
Seat bight: The intersection between the bottom vehicle seat cushion and the back cushion.
Seat Padding: The cushioning attached to a child restraint, on which the child sits.
Shell/frame: The molded plastic structure of the CR. In some models, the shell is attached to
or reinforced by a metal frame.
“Smart” Air Bags: An air bag system that will detect when a child is present and
automatically deactivate the air bag or enable it to deploy safely. Manufacturers who do not
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provide a qualifying smart system would be required to have new and more prominent air bag
warning labels inside the vehicle. They would also be permitted to install cutoff switches so
parents can deactivate the passenger-side air bag when a child is seated in front of it
Snug safety belt or lower anchors: Tight enough that the child restraint cannot move more
than 1 inch in any direction from the belt path.
Snug harness: Harness straps do not allow any slack; It lies in a relatively straight line without
sagging yet does not press into the child’s shoulders making an indentation. You should not be
able to pinch the webbing vertically.
Special Needs: Refers to children with medical or physical conditions that prevent them from
traveling normally in a standard child restraint. Alternative options for a safe ride are available
for children with special needs.
Splitter Plate: Metal plate that connects the two ends of the shoulder harnesses to a single
piece of webbing used for adjustment.
Technician: A person who successfully completes the National Highway Traffic Safety
Administration’s (NHTSA) standardized child passenger safety certification program.
Tether: See Tether Strap
Tether anchor: The kit or installed hardware bracket used to secure the tether hook and strap
at the designated anchor point in the vehicle. The tether strap and hook attach directly to the
anchor bracket.
Tether strap: A piece of belt webbing that anchors the top of the CR to the vehicle structure.
It keeps the restraint from tipping forward on impact and can provide an extra margin of
protection. Can be optional or factory installed.
Webbing: The fabric of the safety belt that holds the occupant or a CR in place.
Child Passenger Safety Glossary of Terms
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Child Passenger Safety
English-Spanish
Translation of Terms
English
Spanish
4 Steps for Kids
4 Pasos para niños
Active protection
Protección activa
Acute exposure
Transferencia aguda
Additional Padding
Relleno adicional
Advanced air bag
Bolsa de aire moderna
Advocates
Defensores, Activistas
Advocacy skills
Destrezas de abogacía
Affordability
Cuando el precio está dentro de los medios del comprador,
con el precio que usted puede pagar
After market products
Accesorios adicionales
Agreement form
Forma de común acuerdo
Air bags, “smart” air bags
Bolsas de aire, bolsas de aire “inteligentes”, bolsas de aire
modernas
Air bag on-off switches
Interruptores para activar y desactivar las bolsas de aire
Air bag deployment
Despliegue de la bolsa de aire, cuando la bolsa de aire se infla
Aircraft
Avión
Aircraft safety issues
Asuntos sobre la seguridad de los aviones
Airway
Vía respiratoria
Anchor
Ancla
Anchor bracket
Soporte para el ancla
Anchor point
Punto de anclaje
Anchor strap
Correa del anclaje
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Spanish
Anchorage system
Sistema de anclaje
Armpit level
Al nivel de la axila
Armrest
Apoyo para el brazo
As tightly as possible
Lo más apretado posible
Assessment tool
Instrumento de evaluación
Auto safety
Seguridad del auto
Auto Safety Hot Line
Línea de Información Sobre la Seguridad del Auto
Automatic Locking Retractor (ALR)
Retractor que se inmoviliza automáticamente
Automatic restraint system
Sistema de seguridad automático
Automobile manufacturer
Autoturer Fabricante de vehículos
Back support
Espaldar, apoyo para la espalda, respaldo
Backless booster
Asiento elevado “booster” sin espaldar, respaldo
Being thrown out of the car
Ser expulsado del vehículo
Belt path
Ruta o trayectoria del cinturón de seguridad
Belt-positioning “booster” seat, (BPB)
Asiento elevado “booster” con ajuste para el cinturón de
seguridad
Belt pretensioner
Cinturón de seguridad con carrete retractable
Belt shortening clip
Sujetador (broche) para acortar el tejido del cinturón de
seguridad
Bench seat
Asiento del vehículo tipo banco
Best practices
Practicas modelo, criterio que se usa para hacer las cosas de
una manera mejor
Bight
Donde se une el respaldo y el asiento
Blanket
Manta, frazada
Booster seat
Asiento elevado “booster”, asiento que eleva al niño
Bounty program
Programa de subvención
Brain injury
Lesión cerebral
Bucket seat
Asiento del vehículo tipo deportivo
Buckle
Hebilla
Buckle up
Abrocharse el cinturón
Built-in lock-off locking clips
Sujetadores (broches) incorporados sin cierre
Built-in locking clips
Sujetadores (broches) incorporados
Built into
Incorporado mobile manufac
Bumper
Parachoques, defensa amortiguador de choques
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C-Spine
Espina dorsal
Car bed
Asiento de seguridad tipo cama para infantes
Caregivers
Personas que cuidan niños
Cargo areas
Zonas de carga
Center front seat position
Posición central del asiento delantero
Check–up event
Evento en donde se revisan los asientos de seguridad para
niños
Child Passenger Safety (CPS)
Seguridad del Niño Pasajero
Child Passenger Safety Programs
Programas sobre la Seguridad del Niño Pasajero
Child Passenger Safety Technician
Técnico en la Seguridad del Niño Pasajero
Child restraints, (CR)
Asientos de seguridad para niños, sistemas de seguridad para
niños
Child Restraint (CR) anchorage
Sistema de anclaje para el asiento de seguridad
Child restraint crash tests
Pruebas de choque del asiento de seguridad para niños
Child restraint harness straps
Correas del arnés del asiento de seguridad para niños
Child restraint industry
Industria de asientos de seguridad para niños
Child restraint label
Etiqueta del asiento de seguridad para niños
Child restraint lower attachments
Conectadores inferiores del asiento de seguridad
Child restraint manual
Manual para el uso del propietario del asiento de seguridad
para niños
Child restraint systems (CRS)
Sistemas o asientos de seguridad para niños, sistemas de
protección para niños
Child restraint system (CRS)
checkups
Revisiones de los asientos de seguridad para niños
Child restraint system (CRS)
checkups event
Evento en donde se revisan los asientos de seguridad para
niños
Child safety
Seguridad del niño
Childhood injury
Lesión sostenida durante la niñez
Children with Special Health Needs
Niños con necesidades especiales de salud
Cinching
Ajustar, apretar
Collapsible steering columns
Columnas del volante plegables
Collar bone
Clavícula
Collision/collisions
Colisión, choque
Consumer Products Safety
Commission
Comisión de Seguridad para Productos de Consumo
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437
English
Spanish
Compartmentalization
Compartamentalización
Compatibility Issues
Asuntos sobre la compatibilidad
Compliance testing
Pruebas de cumplimiento
Community Outreach
Alcance Comunitario
Continuous loop belt
Cinturón que usa un sólo pedazo de tejido continúo para el
cinturon de hombro y regazo/falda. Empieza en el punto de
anclaje y el otro extremo termina en el retractor.
Conventional Child Restraint
Asiento de seguridad convencional para niños
Convertible restraints
Asientos de seguridad convertibles
Course overview
Resumen del curso
CPS
Seguridad del Niño Pasajero
Cracks
Rajaduras
Crash
Choque
Crash dynamics
Dinámica de choques
Crash forces
Fuerzas del choque
Crash phase
Etapa durante el choque
Crash sensor
Sensor de choques
Crash testing
Pruebas de choque simulado
Crushable frame
Estructura o, marco comprimible
Dashboard
Panel o, tablero de instrumentos
Dealerships
Distribuidores, concesionarios
Deceleration
Disminución de la velocidad, deceleración
Defect investigation form
Formulario para la investigación de defectos
Defect monitoring
Control de defectos
Department of Motor Vehicles
(DMV)
Departamento de Vehículos de Motor
Department of Transportation (DOT) Departamento de Transporte
Detachable base
Base removible
Devices
Mecanismos, aparatos
Dissecting Child Restraint Systems
(CRS)
Analizar minuciosamente y desmontar (desarmar) los
asientos de seguridad para niños
Driver
Conductor
Driver’s air bag module
Módulo de la bolsa de aire para el conductor
Dual-stage air bag
Bolsa de aire con dos etapas de despliegue/inflado
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Dummy
Maniquí
Easter Seal Program: “Kids are Riding
Programa de Easter Seal “Los niños viajan seguros”
Safe Program” (KARS)
Enforcement
Aplicación de la ley
Ejection
Expulsión
Emergency Medical Service (EMS)
Servicios de Emergencias Médicas
Emergency braking
Frenar de emergencia
Emergency locking retractor (ELR)
Retractor de cierre de emergencia
Energy management loops
Procedimiento utilizado en la manufacturación del tejido del
cinturón para reforzar y controlar la energía
Energy management retractor
Retractor para controlar la energía
Environmental conditions
Condiciones ambientales
E-Z-On Vest
Chaleco “E-Z-On” (Fácil de Ponerse)
Fatal Analysis Reporting System
(FARS)
Sistema de información de análisis fatales
Features
Accesorios o rasgos distintivos, características o accesorios
adicionales
Federal Aviation Administration
(FAA)
Administración Federal de Aviación
Federal Motor Vehicle Safety
Standards (FMVSS)
Normas Federales de Seguridad para Vehículos de Motor
Federal Role
Función del gobierno federal
5 - Point harness
Arnés de 5 puntos
Flame retardant padding
Relleno resistente al fuego, relleno que retarda el fuego
Flexible latch system seat
Asiento de seguridad con sistema de anclaje flexible
Flexible 2-point lower attachment
Conexión inferior flexible de dos puntos
Forward-facing child restraint
Asiento de seguridad que se instala mirando hacia el frente
Forward-facing only child restraint
Asiento de seguridad que solamente se instala mirando hacia
el frente
Frame
Estructura, marco
Fray
Deshilachar
Free-sliding latch plate
Placa de cierre deslizable
Friendly interior
Interior que provee protección adicional
Front air bags
Bolsas de aire delanteras
Front seat
Asiento delantero
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Front passenger seat
Asiento delantero del pasajero
Frontal crash
Choque frontal
Fuel system
Sistema de combustible
Guard rails
Barandas, rieles, barreras de seguridad
Guidelines
Guías, pautas, principios
Hand-me down seat
Asiento de segunda mano
Handouts
Materiales impresos, comunicados, folletos
Hands-on exercises
Ejercicios prácticos
Hardware
Piezas, partes, materiales
Harness
Arnés
Harness Adjuster Bar
Varilla para ajustar el arnés
Harness retainer clip
Retenedor del arnés, broche retentivo del arnés
Harness slots
Ranuras para el arnés
Harness snug
Arnés ajustado
Harness straps
Correas del arnés
Harness system
Sistema de arnés
Head excursion
Movimiento de la cabeza
Head Injury Criterion (HIC)
Criterios sobre lesión cerebral, criterios de traumatismo
cerebral
Head restraint
Cabecera, respaldo para la cabeza
Heavy duty tape
Cinta engomada extra fuerte
High back booster seat
Asiento elevado “booster” con espaldar, respaldo
Highway
Carretera, autopista
Highway safety
Seguridad en las carreteras
Host variables
Variables humanas
Hot Line
Ver “Auto Safety Hot Line”, Línea Telefónica Gratuita
Household carrier
Portador para bebés de uso doméstico
Human collision
Colisión del cuerpo
Human error
Error humano
Improper installation in vehicles
Instalación incorrecta en los vehículos
Incompatibility
Incompatibilidad
Infants
Infantes, bebés
Inflatable curtain (IC)
Cortina inflable
Inflatable tubular air bags Injury
Bolsa de aire inflativa en forma de tubo Lesión
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Injury facts
Datos sobre las lesiones
Injury outcome
Consecuencias de las lesiones
Injury prevention
Prevención de lesiones
Integrated seat
Asiento integrado
Integrated child restraint
Asiento de seguridad integrado al asiento del vehículo
Intentional injuries,
Lesión intencional
Interactive discussion
Conversaciones interactiva
Interactive questioning
Interrogatorio interactivo, platica, diálogo
Internal harness
Arnés interno
Issues
Situaciones, asuntos, problemas
Jump seat
Asiento plegable
Juvenile Products Manufacturers
Association (JPMA)
Asociación de Fabricantes de Productos para Niños
Knee bolster
Soporte para la rodilla
Knee excursion
Movimiento de la rodilla
Lap/Shoulder belt (L/S belt)
Cinturón de regazo y hombro
Label
Etiqueta
Lap belts
Cinturones de regazo/falda
Lap only belts
Cinturones de regazo solamente
Label requirements
Requisitos de la etiqueta
LATCH, Lower Anchors and Tethers
for Children
Sistema de anclaje inferior superior LATCH
LATCH attachments
Conexiones para el sistema de anclaje LATCH
Latch plate
Placa de cierre
LATCH System
Sistema de anclaje LATCH
Lateral crash
Choque lateral
Law enforcement vehicle (LE vehicle)
Vehículo de la policía, patrulla de seguridad
Liability
Responsabilidad legal por daños y perjuicios, obligación legal
Light pickup truck
Camioneta de carga ligera, carga liviana
Lightweight locking latch plate
Placa de cierre de agarre liviano
Load limiter
Limitador de carga
Lobby
Procurar, promover la aprobación de una ley, cabildear
Locking bar
Barra de agarre
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Locking clip
Sujetador (broche) que se usa para fijar el cinturón de
seguridad
Locking latch plate
Placa de cierre con agarre
Log sheet
Hoja de registro
Long-term disability
Discapacidad prolongada
Lower anchors
Anclas de la parte inferior
Manual adjusting lap belt
Cinturón de seguridad con ajuste manual
Manual lap belt
Cinturón de regazo manual
Manufacturer
Fabricante, manufacturador
Manufacturer’s labels
Etiquetas del fabricante
Minivan
Mini-autobús “minivan”
Misuse
Uso incorrecto
Module Content
Contenido del Módulo
Motor vehicle crash (MVC)
Choque de vehículo motorizado
Motorized shoulder belt
Cinturón de hombro automático
National Academy of Sciences, (NAS)
Academia Nacional de las Ciencias Junta Directiva
National Child Passenger Safety
Board (NCPSB)
Nacional de Seguridad del Niño Pasajero
National Highway Traffic Safety
Administration (NHTSA)
Administración Nacional de Seguridad del Tráfico en las
Carreteras
National Safety Council (NSC)
Consejo Nacional de Seguridad
Newborn
Recién nacido
Newton’s Law of Motion
Ley del Movimiento de Newton
Occupant ejections
Expulsión de los ocupantes
Occupant protection
Protección del ocupante
Occupant Protection Programs
Programas de Protección al Ocupante
Occupant Protection System (OPS)
Sistema de seguridad para el ocupante
On/off switch
Interruptor para activar o desactivar
Outboard position
Posición lateral en la parte trasera del vehículo (al lado de la
puerta)
Outboard passenger seat
Asiento lateral para el pasajero en la parte trasera del vehículo
Outside force
Fuerza externa
Overhead infrared sensors
Sensores de rayos infrarrojos de techo
Overhead ultrasound sensors
Sensores de ultrasonido del techo
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Padding
Relleno
Parts
Partes, piezas
Passenger air bag
Bolsa de aire para el pasajero
Passenger vehicles
Vehículos de pasajeros
Passive protection
Protección pasiva
Pedestrian
Peatón
Peer
Individuo semejante, compañero
Performance standards
Normas de funcionamiento
Phases of a crash
Etapas (fases) de un choque
Physical environment variables
Variables del ambiente físico
Pickup truck
Camioneta, camioneta de carga, camioneta extendida,
camion tipo “pick up”
Post-crash phase
Etapa/fase después del choque
Pre-crash phase
Fase antes del choque
Pre-crash speed
Velocidad antes del choque
Pretentioner
Carrete retractable
Product life
Vida útil del producto
Prone
Acostado boca abajo
Ratchet
Mecanismo de engranaje, trinquete
Rear bench seats
Asientos traseros tipo banco
Rear- end crash
Choque trasero
Rear facing CR
Asiento de seguridad que se instala mirando hacia atrás
Rear seat position
Posición en el asiento trasero
Rear window
Ventana trasera
Rear-end collisions
Choques traseros
Rear-end impacts
Impactos traseros
Recalls
Productos con avisos de retiro del mercado a causa de
defectos
Recline adjustment mechanism
Ajustador de reclinación
Recline angle
Angulo de reclinación
Recline indicator
Indicador de reclinación
Reclined position
Posición reclinada
Registration card
Tarjeta de inscripción, registro
Regular locking clip
Sujetador regular de metal
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Retainer
Retenedor
Retainer clip
Broche retenedor del arnés
Retainer snug
Arnés bien ajustado
Rescue workers
Personal de rescate
Research
Investigación, análisis
Restrained
Asegurado al sistema de seguridad
Restraint base
Base del asiento de seguridad
Restraining force
Fuerza limitadora
Restraining straps
Correas del sistema de seguridad
Restraint systems
Sistemas de seguridad
Retractor
Retractor
Retrofit lap belts
Cinturones de seguridad que se han añadido después
“Ride down”
Disminución de las fuerzas del choque, disminuir/amortiguar
el impacto del choque
Rigid attachments
Conexiones rígidas, conectadores rígidos
Rigid Latch System Seat
Asiento de seguridad con sistema de anclaje rígido
Role
Papel, función
Role play exercises
Ejercicios de ensayo improvisados
Rollover
Vuelco, volcarse
Rotation
Vueltas
Routing
Ruta
Rubber mat
Tapete o alfombra de goma, hule, caucho
Safety
Seguridad
Safety belt
Cinturón de seguridad
Safety issues
Problemas de seguridad
Safety rationale
Fundamento de seguridad
Safety seat harness
Arnés del asiento de seguridad
Safety standards
Normas de seguridad
School bus seats
Asientos del autobús escolar
School buses
Autobuses escolares
Scribes
Escribientes, redactores
Seat
Asiento
Seat back
Respaldo/espaldar del asiento
Seat belt
Cinturón de seguridad
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Seat belt configuration
Tipo de cinturón de seguridad
Seat belt features
Atributos distintivos del cinturón de seguridad
Seat belt pretensioner
Carrete retractable del cinturón de seguridad
Seat belt system
Sistema de cinturones de seguridad
Seat bight
Recodo del asiento
Seat cushion contour
Contorno del asiento
Seat frame
Estructura, marco del asiento
Seat’s padding
Relleno del asiento
Seat slope
Inclinación del asiento
Seat weight sensor
Sensor de peso dentro del asiento
Second hand child seat
Asiento de seguridad de segunda mano
Self-certify
Auto-certificar
Self-study module
Módulo de estudio independiente
Service Station
Estación de servicio
Sewn – on latch plate
Placa de cierre cosida
Shell
Armazón
Shield booster seat
Asiento elevado “booster” con escudo protector
Shoulder belt positioners Shoulder
belts
Ajustadores para el cinturón de hombro Cinturones de
hombro
Shoulder restraint
Cinturón de hombro
Side-facing jump seat
Asiento plegable lateral que mira hacia el interior del vehículo
Side-facing seat
Asiento plegable que miran hacia el lado
Side impact air bag (SIAB)
Bolsa de aire contra impacto lateral
Side impact crash
Choque lateral, con impacto por el lado
Side impact protection system (SIPS)
Sistema de seguridad contra impacto lateral
Side window
Ventana lateral
Skid
Patinazo
Slack in the seat belt
Cinturón de seguridad flojo
Sled testing
Prueba de trineo, mecanismo que se utiliza en pruebas de
choques
Sliding latch plate
Placa de cierre deslizable o corrediza
Slight indentation
Hundimiento leve
Snugly
Bien ajustado
Special needs CRS
Sistema de seguridad para niños con necesidades especiales
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Spinal cord
Médula espinal, espina dorsal
Spine
Columna vertebral
Spins
Dar vueltas, girar
Splitter plate
Placa de separación
Standardization
Uniformación, normalización, estandarización
Standardized bench seat
Asiento estándar tipo banco
Standardized Child Passenger Safety
Training Program
Programa Nacional Uniforme de Adiestramiento en Sistemas
de Seguridad del Niño Pasajero
Standardized CR anchorage
Anclaje uniforme para el asiento de seguridad
Steering wheel
Volante, timón
Sun visor
Parasol, visera
Supine
Inclinado
Supplemental Inflatable Restraint
(SIR)
Sistema de Seguridad Inflamable Suplementario
Supplemental Restraint System (SRS)
Sistema de Seguridad Suplementario
Swerves
Desviarse bruscamente de lado a lado
Switchable
Intercambiable
Switchable latch plates
Placas de cierre intercambiable
Switchable retractor
Retractor intercambiable
T-Shield
Escudo en forma de T
Test Criteria
Criterio de prueba
Tether
Correa de sujeción del sistema de anclaje LATCH
Tether anchor
Punto de conexión para la correa anclaje
Tether anchor strap
Correa del anclaje
Tether hook
Ganchos para la correa del sistema de LATCH
Tether strap kit
Conjunto de correas de sujeción para el sistema de anclaje
LATCH
The retractor locks
El retractor se cierra, se agarra
Thread it through
Pasar a través
Three-point restraint
Cinturón de seguridad de tres puntos
To record
Anotar, documentar
Toddler
Niño pequeño
Top tether
Correa de sujeción en la parte superior del sistema de anclaje
Tough choices
Decisiónes difíciles
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Traffic crashes
Choques automovilísticos
Traffic Injury Control
Programas de Control de Lesiones de Programs Tráfico
Trapped
Atrapado
Tray Shield
Protector tipo bandeja/charola
“TREAD Act”, Transportation Recall
Enhancement, Accountability and
Documentation Act
Acta de Documentación, Responsabilidad y Realce de
Productos de Transportación con Aviso de Retiro del
Mercado
Two-point seat belt
Cinturón de seguridad de dos puntos
Unintentional damage/injuries
Lesiónes no - intencionales
Unrestrained occupants
Pasajeros que no utilizan el cinturón de seguridad
Unsurvivable crashes
Choques sin sobrevivientes
Up-to-date information
Información al día, actualizada
Upper tether anchorage
Anclaje de la parte superior
Upper thighs
Parte de arriba de los muslos
Upright forward-facing position
Posición vertical orientada hacia el frente
Upright position
Posición vertical, posición erguida
Upward
Hacia arriba
Vaults
Volteretas
Vehicle anchoring system
Sistema de anclaje del vehículo
Vehicle compatibility
Compatibilidad del vehículo
Vehicle design
Diseño del vehículo
Vehicle features
Características o accesorios distintivos del vehículo
Vehicle occupant protection system
Sistema de seguridad para los ocupantes del vehículo
Vehicle owner’s manual
Manual del vehículo para el propietario
Vehicle restraint systems
Sistemas de seguridad en los vehículos
Vehicle seat bight
Recodo del asiento del vehículo
Vehicle systems ID
Sistemas de identificación en los vehículos
Vouchers
Comprobantes
Waiver of liability of claim
Declaración de renuncia al derecho de reclamo
Warning labels
Etiquetas de advertencia, etiquetas con avisos
Warning lights
Luces de advertencia de emergencia
Warning systems
Sistemas de advertencia
Web site address
Dirección del sitio web
Webbing
Tejido del cinturón de seguridad
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Weight of the object struck
Peso del objeto golpeado
Weight of the occupant
Peso del ocupante
Whiplash
Lesión de Latigazo en el cuello
Windshield
Parabrisas
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Sobre la Seguridad del
Niño Pasajero
Español
English
4 Pasos para niños
4 Steps for Kids
Abrocharse el cinturón
Buckle up
Academia Nacional de las Ciencias
National Academy of
Sciences, (NAS)
Accesorios adicionales
After market products
Accesorios o rasgos distintivos, características accesorios adicionales
Features
Acostado boca abajo
Prone
Acta de Documentación, Responsabilidad y Realce de Productos de
Transportación con Aviso de Retiro del Mercado
“TREAD Act”,
Transportation
Recall Enhancement,
Accountability and
Documentation Act
Administración Federal de Aviación
Federal Aviation
Administration (FAA)
Administración Nacional de Seguridad del Tráfico en las Carreteras
National Highway
Traffic Safety
Administration
(NHTSA)
Ajustador de reclinación
Recline adjustment
mechanism
Ajustadores para el cinturón de hombro
Shoulder belt
positioners
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Ajustar, apretar
Cinching
Al nivel de la axila
Armpit level
Alcance Comunitario Community
Outreach
Analizar minuciosamente y desmontar (desarmar) los asientos de seguridad Dissecting Child
para niños
Restraint Systems (CRS)
Ancla
Anchor
Anclaje de la parte superior
Upper tether anchorage
Anclaje uniforme para el asiento de seguridad
Standardized CR
anchorage
Anclas de la parte inferior
Lower anchors
Angulo de reclinación
Recline angle
Anotar, documentar
To record
Aplicación de la ley
Enforcement
Apoyo para el brazo
Armrest
Armazón
Shell
Arnés
Harness
Arnés ajustado
Harness snug
Arnés bien ajustado
Retainer snug
Arnés de 5 puntos
5 - Point harness
Arnés del asiento de seguridad
Safety seat harness
Arnés interno
Internal harness
Asegurado al sistema de seguridad
Restrained
Asiento
Seat
Asiento de seguridad con sistema de anclaje flexible
Flexible latch system seat
Asiento de seguridad con sistema de anclaje rígido
Rigid Latch System Seat
Asiento de seguridad convencional para niños
Conventional Child
Restraint
Asiento de seguridad de segunda mano
Second hand child seat
Asiento de seguridad integrado al asiento del vehículo
Integrated child restraint
Asiento de seguridad que se instala mirando hacia atrás
Rear facing CR
Asiento de seguridad que se instala mirando hacia el frente
Forward-facing child
restraint
Asiento de seguridad que solamente se instala mirando hacia el frente
Forward-facing only
child restraint
Asiento de seguridad tipo cama para infantes
Car bed
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Asiento del vehículo tipo banco
Bench seat
Asiento del vehículo tipo deportivo
Bucket seat
Asiento delantero
Front seat
Asiento delantero del pasajero
Front passenger seat
Asiento elevado “booster” con ajuste para el cinturón de seguridad
Belt-positioning
“booster” seat, (BPB)
Asiento elevado “booster” con escudo protector
Shield booster seat
Asiento elevado “booster” con espaldar, respaldo
High back booster seat
Asiento elevado “booster” sin espaldar, respaldo
Backless booster
Asiento elevado “booster”, asiento que eleva al niño
Booster seat
Asiento estándar tipo banco
Standardized bench seat
Asiento integrado
Integrated seat
Asiento lateral para el pasajero en la parte trasera del vehículo
Outboard passenger seat
Asiento plegable
Jump seat
Asiento plegable lateral que mira hacia el interior del vehículo
Side-facing jump seat
Asiento plegable que miran hacia el lado
Side-facing seat
Asientos de seguridad convertibles
Convertible restraints
Asientos de seguridad para niños, sistemas de seguridad para niños
Child restraints, (CR)
Asientos del autobús escolar
School bus seats
Asientos traseros tipo banco
Rear bench seats
Asociación de Fabricantes de Productos para Niños
Juvenile Products
Manufacturers
Association (JPMA)
Asuntos sobre la compatibilidad
Compatibility issues
Asuntos sobre la seguridad de los aviones
Aircraft safety issues
Atrapado
Trapped
Atributos distintivos del cinturón de seguridad
Seat belt features
Autobuses escolares
School buses
Auto-certificar
Self-certify
Avión
Aircraft
Barandas, rieles, barreras de seguridad
Guard rails
Barra de agarre
Locking bar
Base del asiento de seguridad
Restraint base
Base removible
Detachable base
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Bien ajustado
Snugly
Bolsa de aire con dos etapas de despliegue/inflado
Dual-stage air bag
Bolsa de aire contra impacto lateral
Side impact air bag
(SIAB)
Bolsa de aire inflativa en forma de tubo
Inflatable tubular air
bags
Bolsa de aire moderna
Advanced air bag
Bolsa de aire para el pasajero
Passenger air bag
Bolsas de aire delanteras
Front air bags
Bolsas de aire, bolsas de aire “inteligentes”, bolsas de aire modernas
Air bags, “smart” air
bags
Broche retenedor del arnés
Retainer clip
Cabecera, respaldo para la cabeza
Head restraint
Camioneta de carga ligera, carga liviana
Light pickup truck
Camioneta, camioneta de carga, camioneta extendida, camion tipo “pick
up”
Pickup truck
Características o accesorios distintivos del vehículo
Vehicle features
Carrete retractable
Pretentioner
Carrete retractable del cinturón de seguridad
Seat belt pretensioner
Carretera, autopista
Highway
Cinta engomada extra fuerte
Heavy duty tape
Cinturón de hombro
Shoulder restraint
Cinturón de hombro automático
Motorized shoulder belt
Cinturón de regazo manual
Manual lap belt
Cinturón de regazo y hombro
Lap/Shoulder belt (L/S
belt)
Cinturón de seguridad
Safety belt
Cinturón de seguridad
Seat belt
Cinturón de seguridad con ajuste manual
Manual adjusting lap
belt
Cinturón de seguridad con carrete retractable
Belt pretensioner
Cinturón de seguridad de dos puntos
Two-point seat belt
Cinturón de seguridad de tres puntos
Three-point restraint
Cinturón de seguridad flojo
Slack in the seat belt
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Cinturón que usa un sólo pedazo de tejido continúo para el cinturon de
hombro y regazo/falda. Empieza en el punto de anclaje y el otro extremo
termina en el retractor.
Continuous loop belt
Cinturones de hombro
Shoulder belts
Cinturones de regazo solamente
Lap only belts
Cinturones de regazo/falda
Lap belts
Cinturones de seguridad que se han añadido después
Retrofit lap belts
Clavícula
Collar bone
Colisión del cuerpo
Human collision
Colisión, choques
Collision/collisions
Columna vertebral
Spine
Columnas del volante plegables
Collapsible steering
columns
Comisión de Seguridad para Productos de Consumo
Consumer Products
Safety Commission
Compatibilidad del vehículo
Vehicle compatibility
Comprobantes
Vouchers
Condiciones ambientales
Environmental
conditions
Conductor
Driver
Conectadores inferiores del asiento de seguridad
Child restraint lower
attachments
Conexión inferior flexible de dos puntos
Flexible 2-point lower
attachment
Conexiones para el sistema de anclaje LATCH
LATCH attachments
Conexiones rígidas, conectadores rígidos
Rigid attachments
Conjunto de correas de sujeción para el sistema de anclaje LATCH
Tether strap kit
Consecuencias de las lesiones
Injury outcome
Consejo Nacional de Seguridad
National Safety Council
(NSC)
Contenido del Módulo
Module Content
Contorno del asiento
Seat cushion contour
Control de defectos
Defect monitoring
Conversaciones interactiva
Interactive discussion
Correa de sujeción del sistema de anclaje LATCH
Tether
Correa de sujeción en la parte superior del sistema de anclaje
Top tether
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Correa del anclaje
Anchor strap
Correa del anclaje
Tether anchor strap
Correas del arnés
Harness straps
Correas del arnés del asiento de seguridad para niños
Child restraint harness
straps
Correas del sistema de seguridad
Restraining straps
Cortina inflable
Inflatable curtain (IC)
Criterio de prueba
Test Criteria
Criterios sobre lesión cerebral, criterios de traumatismo cerebral
Head Injury Criterion
(HIC)
Cuando el precio está dentro de los medios del comprador, con el precio
que usted puede pagar
Affordability
Chaleco “E-Z-On” (Fácil de Ponerse)
E-Z-On Vest
Choque
Crash
Choque de vehículo motorizado
Motor vehicle crash
(MVC)
Choque frontal
Frontal crash
Choque lateral
Lateral crash
Choque lateral, con impacto por el lado
Side impact crash
Choque trasero
Rear- end crash
Choques automovilísticos
Traffic crashes
Choques sin sobrevivientes
Unsurvivable crashes
Choques traseros
Rear-end collisions
Dar vueltas, girar
Spins
Datos sobre las lesiones
Injury facts
Decisiónes difíciles
Tough choices
Declaración de renuncia al derecho de reclamo
Waiver of liability of
claim
Defensores, Activistas
Advocates
Departamento de Transporte
Department of
Transportation (DOT)
Departamento de Vehículos de Motor Deshilachar
Department of Motor
Vehicles (DMV)
Fray Despliegue de la bolsa de aire, cuando la bolsa de aire se infla
Air bag deployment
Destrezas de abogacía
Advocacy skills
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Español
English
Desviarse bruscamente de lado a lado
Swerves
Dinámica de choques
Crash dynamics
Dirección del sitio web
Web site address
Discapacidad prolongada
Long-term disability
Diseño del vehículo
Vehicle design
Disminución de la velocidad, deceleración
Deceleration
Disminución de las fuerzas del choque, disminuir/amortiguar el impacto
del choque
“Ride down”
Distribuidores, concesionarios
Dealerships
Donde se une el respaldo y el asiento
Bight
Ejercicios de ensayo improvisados
Role play exercises
Ejercicios prácticos
Hands-on exercises
El retractor se cierra, se agarra
The retractor locks
Error humano
Human error
Escribientes, redactores
Scribes
Escudo en forma de T
T-Shield
Espaldar, apoyo para la espalda, respaldo
Back support
Espina dorsal
C-Spine
Estación de servicio
Service station
Estructura o, marco comprimible
Crushable frame
Estructura, marco
Frame
Estructura, marco del asiento
Seat frame
Etapa durante el choque
Crash phase
Etapa/fase después del choque
Post-crash phase
Etapas (fases) de un choque
Phases of a crash
Etiqueta
Label
Etiqueta del asiento de seguridad para niños
Child restraint label
Etiquetas de advertencia, etiquetas con avisos
Warning labels
Etiquetas del fabricante
Manufacturer’s labels
Evento en donde se revisan los asientos de seguridad para niños
Check–up event
Evento en donde se revisan los asientos de seguridad para niños
Child restraint system
(CRS) checkups event
Expulsión
Ejection
Expulsión de los ocupantes
Occupant ejections
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Español
English
Fabricante de vehículos
Automobile
manufacturer
Fabricante, manufacturador
Manufacturer
Fase antes del choque
Pre-crash phase
Forma de común acuerdo
Agreement form
Formulario para la investigación de defectos
Defect investigation
form
Frenar de emergencia
Emergency braking
Fuerza externa
Outside force
Fuerza limitadora
Restraining force
Fuerzas del choque
Crash forces
Función del gobierno federal
Federal Role
Fundamento de seguridad
Safety rationale
Ganchos para la correa del sistema de LATCH
Tether hook
Guías, pautas, principios
Guidelines
Hacia arriba
Upward
Hebilla
Buckle
Hoja de registro
Log sheet
Hundimiento leve
Slight indentation
Impactos traseros
Rear-end impacts
Inclinación del asiento
Seat slope
Inclinado
Supine
Incompatibilidad
Incompatibility
Incorporado
Built into
Indicador de reclinación
Recline indicator
Individuo semejante, compañero
Peer
Industria de asientos de seguridad para niños
Child restraint industry
Infantes, bebés
Infants
Información al día, actualizada
Up-to-date information
Instalación incorrecta en los vehículos
Improper installation in
vehicles
Instrumento de evaluación
Assessment tool
Intercambiable
Switchable
Interior que provee protección adicional
Friendly interior
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English
Interrogatorio interactivo, platica, diálogo
Interactive questioning
Interruptor para activar o desactivar
On/off switch
Interruptores para activar y desactivar las bolsas de aire
Air bag on-off switches
Investigación, análisis
Research
Junta Directiva Nacional de Seguridad del Niño Pasajero
National Child
Passenger Safety Board
(NCPSB)
Lesión
Injury
Lesión cerebral
Brain injury
Lesión de Latigazo en el cuello
Whiplash
Lesión intencional
Intentional injuries,
Lesión sostenida durante la niñez
Childhood injury
Lesiónes no - intencionales
Unintentional damage/
injuries
Ley del Movimiento de Newton
Newton’s Law of Motion
Limitador de carga
Load limiter
Línea de Información Sobre la Seguridad del Auto
Auto Safety Hot Line
Lo más apretado posible
As tightly as possible
Luces de advertencia de emergencia
Warning lights
Maniquí
Dummy
Manta, frazada
Blanket
Manual del vehículo para el propietario
Vehicle owner’s manual
Manual para el uso del propietario del asiento de seguridad para niños
Child restraint manual
Materiales impresos, comunicados, folletos
Handouts
Mecanismo de engranaje, trinquete
Ratchet
Mecanismos, aparatos
Devices
Médula espinal, espina dorsal
Spinal cord
Mini-autobús “minivan”
Minivan
Módulo de estudio independiente
Self-study module
Módulo de la bolsa de aire para el conductor
Driver’s air bag module
Movimiento de la cabeza
Head excursion
Movimiento de la rodilla
Knee excursion
Niño pequeño
Toddler
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Niños con necesidades especiales de salud
Children with special
health needs
Normas de funcionamiento
Performance standards
Normas de seguridad
Safety standards
Normas Federales de Seguridad para Vehículos de Motor
Federal Motor Vehicle
Safety Standards
(FMVSS)
Panel o, tablero de instrumentos
Dashboard
Papel, función
Role
Parabrisas
Windshield
Parachoques, defensa amortiguador de choques
Bumper
Parasol, visera
Sun visor
Parte de arriba de los muslos
Upper thighs
Partes, piezas
Parts
Pasajeros que no utilizan el cinturón de seguridad
Unrestrained occupants
Pasar a través
Thread it through
Patinazo
Skid
Peatón
Pedestrian
Personal de rescate
Rescue workers
Personas que cuidan niños
Caregivers
Peso del objeto golpeado
Weight of the object
struck
Peso del ocupante
Weight of the occupant
Piezas, partes, materiales
Hardware
Placa de cierre
Latch plate
Placa de cierre con agarre
Locking latch plate
Placa de cierre cosida
Sewn – on latch plate
Placa de cierre de agarre liviano
Lightweight locking
latch plate
Placa de cierre deslizable
Free-sliding latch plate
Placa de cierre deslizable o corrediza
Sliding latch plate
Placa de separación
Splitter plate
Placas de cierre intercambiable
Switchable latch plates
Portador para bebés de uso doméstico
Household carrier
Posición central del asiento delantero
Center front seat position
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English
Posición en el asiento trasero
Rear seat position
Posición lateral en la parte trasera del vehículo (al lado de la puerta)
Outboard position
Posición reclinada
Reclined position
Posición vertical orientada hacia el frente
Upright forward-facing
position
Posición vertical, posición erguida
Upright position
Practicas modelo, criterio que se usa para hacer las cosas de una manera
mejor
Best practices
Prevención de lesiones
Injury prevention
Problemas de seguridad
Safety issues
Procedimiento utilizado en la manufacturación del tejido del cinturón para
reforzar y controlar la energía
Energy management
loops
Procurar, promover la aprobación de una ley, cabildear
Lobby
Productos con avisos de retiro del mercado a causa de defectos
Recalls
Programa de Easter Seal “Los niños viajan seguros”
Easter Seal Program:
“Kids are Riding Safe
Program” (KARS)
Programa de subvención
Bounty program
Programa Nacional Uniforme de Adiestramiento en Sistemas de
Seguridad del Niño Pasajero
Standardized Child
Passenger Safety
Training Program
Programas de Control de Lesiones de Tráfico
Traffic Injury Control
Programs
Programas de Protección al Ocupante
Occupant Protection
Programs
Programas sobre la Seguridad del Niño Pasajero
Child Passenger Safety
Programs
Protección activa
Active protection
Protección del ocupante
Occupant protection
Protección pasiva
Passive protection
Protector tipo bandeja/charola
Tray Shield
Prueba de trineo, mecanismo que se utiliza en pruebas de choques
Sled testing
Pruebas de cumplimiento
Compliance testing
Pruebas de choque del asiento de seguridad para niños
Child restraint crash
tests
Pruebas de choque simulado
Crash testing
Punto de anclaje
Anchor point
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Punto de conexión para la correa anclaje
Tether anchor
Rajaduras
Cracks
Ranuras para el arnés
Harness slots
Recién nacido
Newborn
Recodo del asiento
Seat bight
Recodo del asiento del vehículo
Vehicle seat bight
Relleno
Padding
Relleno adicional
Additional Padding
Relleno del asiento
Seat’s padding
Relleno resistente al fuego, relleno que retarda el fuego
Flame retardant padding
Requisitos de la etiqueta
Label requirements
Respaldo/espaldar del asiento
Seat back
Responsabilidad legal por daños y perjuicios, obligación legal
Liability
Resumen del curso
Course overview
Retenedor
Retainer
Retainer Retenedor del arnés, broche retentivo del arnés
Harness retainer clip
Retractor
Retractor
Retractor de cierre de emergencia
Emergency locking
retractor (ELR)
Retractor intercambiable
Switchable retractor
Retractor para controlar la energía
Energy management
retractor
Retractor que se inmoviliza automáticamente
Automatic Locking
Retractor (ALR)
Revisiones de los asientos de seguridad para niños
Child restraint system
(CRS) checkups
Ruta
Routing
Ruta o trayectoria del cinturón de seguridad
Belt path
Seguridad
Safety
Seguridad del auto
Auto safety
Seguridad del niño
Child safety
Seguridad del Niño Pasajero
Child Passenger Safety
(CPS)
Seguridad del Niño Pasajero
CPS
Seguridad en las carreteras
Highway safety
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National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
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English
Sensor de choques
Crash sensor
Sensor de peso dentro del asiento
Seat weight sensor
Sensores de rayos infrarrojos de techo
Overhead infrared
sensors
Sensores de ultrasonido del techo
Overhead ultrasound
sensors
Ser expulsado del vehículo
Being thrown out of the
car
Servicios de Emergencias Médicas
Emergency Medical
Service (EMS)
Sistema de anclaje
Anchorage system
Sistema de anclaje del vehículo
Vehicle anchoring system
Sistema de anclaje inferior superior LATCH
LATCH, Lower
Anchors and Tethers for
Children
Sistema de anclaje LATCH
LATCH System
Sistema de anclaje para el asiento de seguridad
Child Restraint (CR)
anchorage
Sistema de arnés
Harness system
Sistema de cinturones de seguridad
Seat belt system
Sistema de combustible
Fuel system
Sistema de información de análisis fatales
Fatal Analysis Reporting
System (FARS)
Sistema de seguridad automático
Automatic restraint
system
Sistema de seguridad contra impacto lateral
Side impact protection
system (SIPS)
Sistema de Seguridad Inflamable Suplementario
Supplemental Inflatable
Restraint (SIR)
Sistema de seguridad para el ocupante
Occupant Protection
System (OPS)
Sistema de seguridad para los ocupantes del vehículo
Vehicle occupant
protection system
Sistema de seguridad para niños con necesidades especiales
Special needs CRS
Sistema de Seguridad Suplementario
Supplemental Restraint
System (SRS)
Sistemas de advertencia
Warning systems
Sistemas de identificación en los vehículos
Vehicle systems ID
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Sistemas de seguridad
Restraint systems
Sistemas de seguridad en los vehículos
Vehicle restraint systems
Sistemas o asientos de seguridad para niños, sistemas de protección para
niños
Child restraint systems
(CRS)
Situaciones, asuntos, problemas
Issues
Soporte para el ancla
Anchor bracket
Soporte para la rodilla
Knee bolster
Sujetador (broche) para acortar el tejido del cinturón de seguridad
Belt shortening clip
Sujetador (broche) que se usa para fijar el cinturón de seguridad
Locking clip
Sujetador regular de clip metal
Regular locking
Sujetadores (broches) incorporados
Built-in locking clips
Sujetadores (broches) incorporados sin cierre
Built-in lock-off locking
clips
Tapete o alfombra de goma, hule, caucho
Rubber mat
Tarjeta de inscripción, registro
Registration card
Técnico en la Seguridad del Niño Pasajero
Child Passenger Safety
Technician
Tejido del cinturón de seguridad
Webbing
Tipo de cinturón de seguridad
Seat belt configuration
Transferencia aguda
Acute exposure
Uniformación, normalización, estandarización
Standardization
Uso incorrecto
Misuse
Variables del ambiente físico
Physical environment
variables
Variables humanas
Host variables
Varilla para ajustar el arnés
Harness Adjuster Bar
Vehículo de la policía, patrulla de seguridad
Law enforcement vehicle
(LE vehicle)
Vehículos de pasajeros
Passenger vehicles
Velocidad antes del choque
Pre-crash speed
Ventana lateral
Side window
Ventana trasera
Rear window
Vía respiratoria
Airway
Vida útil del producto
Product life
Volante, timón
Steering wheel
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National Child Passenger Safety Certification Training — DOT HS 810 731
April 2007 (R10/10)
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English
Volteretas
Vaults
Vuelco, volcarse
Rollover
Vueltas
Rotation
Zonas de carga
Cargo areas
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Index
#
4 Steps for Kids,, 149
Buckle, 24, 41, 49, 61 – 69, 73 – 75, 83 – 85,
91 – 95, 100 – 108, 111 – 112, 137 – 139, 155, 160,
186, 198, 200, 242, 248, 257, 265, 281
Buckle release pressure, 49
A
Active protection, 135 – 136
C
Adjustable base, 197
Car beds, 213 – 214
Aftermarket products, 52, 55, 217
Cargo area, 299
Air bags, 5, 40, 46 – 49, 133 – 135, 139 – 145, 194,
224, 225, 291, 299
Carrying handle, 47, 175, 206, 207
labels, 143, 184
Certification, 6, 9 – 10
on-off switch, 133, 145, 194, 299
Children with special needs, 176, 210 – 214, 225,
231 – 234, 249 – 251, 305, 309
side, 139
Cleaning CRs, 174
Ambulance, 297, 308
Anchor, 49, 61, 75, 117 – 131, 162, 165, 170, 177,
195, 198 – 200, 206 – 208, 213, 217, 222
Anchorages, 49, 198
Anti-rebound bar, 168
Armrest, 160
Collisions, 31 – 38, 294
frontal, 34, 49, 51, 139, 245
human, 31
internal, 31
rear-end, 36
side impact, 31, 35, 51, 140
vault, 37
B
Belt sensitive, 88
Belt shortening clip, 81, 98 – 99, 102 – 103, 110
Best practice, 16 – 17, 20, 106, 141, 177 – 180,
217 – 218, 227, 235, 256, 279, 285, 295
Bight, 49, 121, 197, 200
Booster, 16 – 17, 52, 157, 176, 202, 235 – 239,
254 – 256, 261, 269 – 270
backless, 277, 281
belt positioning, 274 – 276, 282, 290, 312
shield, 279
vehicle, 31, 239
Compartmentalization, 301 – 302
Compliance tests, 46
Convertible CR, 177, 183 – 185, 190 – 191, 200,
208 – 209, 224 – 225
Crash Dummies, 51
Crash dynamics, 22
Crash forces, 32, 39, 42, 119, 144, 161, 176, 182,
293, 300
D
L
Detachable base, 166, 183, 190
LATCH, 49 – 50, 115 – 131
incorrect use, 206
E
Latch plate, 59, 101, 113
Ejection, 38, 184
locking, 57 – 58, 61 – 64, 68, 83 – 90,
102 – 103, 106
Emergency vehicles, 309
sewn, 102
Ease-of-use rating, 190
sliding, 80 – 83, 86 – 88, 91 – 93, 102 – 103,
108
F
FAA recommendations, 297, 306 – 307
FMVSS 208, 49, 55
switchable, 65, 68
Learn, Practice, Explain, 1, 8, 18, 81
Level Indicator, 166
FMVSS 213, 49 – 51, 55
Liability, 16
FMVSS 225, 49 – 51, 55
Locking clip, 79 – 80, 95 – 98, 108, 161 – 164,
201, 260, 265
Frame, 161, 288
built-in (lock offs), 161
H
incorrect placement, 91
Harness, 31, 39, 120, 128 – 129, 160 – 164,
174 – 176
adjuster, 161, 177, 191, 204, 227, 228, 243
pre-crash positioning, 164
slots, 161, 186, 204, 224, 242 – 243, 269
Head excursion, 119, 131, 278
Head restraint, 36, 130, 276, 281
Head Start Transportation, 304
I
IEP (Individual Education Plan), 305
IFSP, 305
IIHS (Insurance Institute of Highway Safety),
25, 28
integrated seat, 228, 239
M
Myths, 39, 41
N
Newton’s Theory, 30
NHTSA, 10 – 11, 25 – 28, 43 – 46, 86, 100, 117,
133 – 134, 145, 149, 154, 159, 170 – 173, 175 – 178,
190, 212, 218, 228, 235, 274, 291, 300, 303, 306,
308
Noodles, 178, 197, 248, 265
P
Premature infants, 216
R
J
Rebound, 168
JPMA, 171, 202
Recall, 10, 46 – 47, 55 – 56
jump seats, 299
Recline adjuster, 162, 166
Recline angle, 166, 195 – 198, 206, 248, 299
Registration card, 159
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Reinforcement, 235, 241
U
Replacing CRs, 239
Upright, 139, 162, 196, 200, 219, 234, 246, 269
Retractor, 57 – 60, 69 – 76
Used CRs, 202
automatic Locking (ALR), 69, 72 – 78
emergency Locking (ELR), 80, 86 – 93, 98,
100 – 103, 108 – 113
switchable, 73 – 75, 86, 103, 137, 201
Retrofit, 121 – 122, 129, 303
Used seats, 143
V
Vehicle Manufacturer Contacts, 2, 9, 149
Rule of thumb, 197
W
S
Wheelchair, 304 – 305
Seat belt parts, 61, 95
windshield, 32
Seat belt syndrome, 294
Seat belt tightening tools, 52, 56
Seat Padding, 161
Second hand CRs, 202
Shell, 160 – 161, 182 – 184, 192 – 194, 204, 220,
232 – 235
Shoulder belt behind back, 293
Shoulder belt positioners, 276 – 277
Special needs, 176, 210 – 214, 225, 249 – 251,
305, 309
Splitter plate, 161 – 162, 204
Switchable, 65, 68, 73 – 75, 86, 103, 137, 201,
261
Symbols, 121, 125
T
T-shield, 160, 183, 216
Tether, 49, 61 – 62, 75, 115 – 119, 165, 170,
178, 199, 206, 218, 228, 245, 246 – 248, 257,
269 – 270, 301 – 303
Tethering, 257
tough choices, 16 – 20, 177, 217 – 218
Tray shield, 160, 183, 216
Twists in belts, 107
Index
467
DOT HS 810 731
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