**2.2 Background**

Advisory members are expected to participate in a five-step process to ensure ongoing oversight of the education and enforcement components. Each committee is responsible for (1) assessing the level of crash-related needs and priorities within the state. Then a program component is (2) built to address the targeted need. (3) Strategic plans are developed that involve evidence-based strategies, while (4)

#### **Figure 1.** *Traffic safety injury prevention strategic planning framework (SPF).*

evidence-based prevention programs are implemented in specified areas. Finally, (5) programs are evaluated and monitored for ongoing improvement and success.

The SPF procedure resulted in two very important outcomes for the advisory committees to support. The Education Committee has targeted their prevention efforts on the development of a K-12 traffic safety component for educating children (e.g., future drivers) on the importance of following traffic safety procedures. Therefore, rules of the road, seat belt usage, and personal safety are practiced before children mature and become novice drivers, when enrolling in driver education course. Since this is a community-based model, students are involved in activities that promote traffic safety in the community. Therefore, parents and children are engaged in establishing a critical "safety" relationship, long before the child becomes a novice driver.

Since the Enforcement Advisory Committee relies on officers who are dedicated public servants, prevention is focused on implementing community-based safety initiatives to address local needs. This approach begins with the participation in extensive crash investigation training, thus enabling officers to identify potential safety risks that may be overlooked by others in the community. Specifically, the traffic safety specialist certification includes officer recognition as well as the opportunity to participate in projects that involve crash analysis and adoption of crash reduction countermeasures.

#### **2.3 Education component (EDS)**

A linear approach to traffic safety has been developed for engaging students in the traffic safety community as a passenger, pedestrian, or bicyclist. Elementary students are trained by health and physical education teachers to adopt safety practices and injury prevention behaviors. Middle school students are then instructed on the assessment and remediation of unsafe traffic conditions, while high school students focus on the role of becoming a driver and safe passenger.

#### **2.4 K-12 traffic safety program**

Implementation of the K-12 roadway safety curriculum has been in targeted areas of New Jersey, instead of on a statewide basis. The K-12 traffic safety programs include several proven resources which were selected based on their effectiveness (**Table 1**) [9]. A total of 76 lesson plans were developed and selected for bicycle [11], pedestrian [11], traffic safety [10], and supplemental units [8]. A series of developmental skills have been incorporated into the program, beginning with awareness of traffic safety behaviors and finishing with students serving as peer advocates. Learning goals involve identification of prevention processes, development of strategies for reducing unsafe safety conditions, and assessment of the traffic systems to identify unsafe conditions encountered by at-risk populations. High school students are also required to analyze crash data to further understand and prevent traffic crashes, develop rationales for peer compliance of traffic safety laws, and lead safety advocacy campaigns [12].

The Grade 9–12 section is dominated by driver education training founded upon the MVC Driver Education Manual. As a result, the traffic safety community encountered the need to further promote advocacy and oversight of driver education. When the New Jersey Driver Education Committee (NJ DEC) Charter Plan was adopted in April 2017, this committee began to work on conducting an assessment of classroom instruction and determined that requiring a standardized curriculum would be ineffective, since most current programs are (80%) in compliance with national

**187**

**Table 1.**

*Traffic safety program.*

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers...*

Prekindergarten 1.Use safe practices indoors and outdoors (e.g., wear bike helmets, cars are used,

Kindergarten-Grade 2 1.Identify ways to prevent injury at home, in school, and in the community (e.g., fire safety, poison safety, and accident prevention)

Grades 3–4 1.Determine the characteristics of safe and unsafe situations, and develop strat-

Grades 5–6 1.Summarize the common causes of intentional and unintentional injuries in adolescents and related prevention strategies

people contribute to make the system effective Grades 7–8 1.Assess the degree of risk in a variety of situations, and identify strategies to reduce intentional and unintentional injuries

Grades 9–12 1.Determine the causes and outcomes of intentional and unintentional injuries

their impact on the incidence of crashes and injuries

2.Develop an awareness of warning symbols and their meanings (e.g., red light,

2.Identify procedures associated with pedestrian, bicycle, and traffic safety

2.Summarize the components of the traffic safety system, and explain how

2.Analyze the cause of non-compliance with the traffic safety system and their

3.Develop a rationale to persuade peers to comply with traffic safety laws and

4.Summarize New Jersey motor vehicle laws and regulations, and determine

5.Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to organ/tissue

in adolescents and young adults, and propose prevention strategies 2.Analyze the relationship between alcohol and drug use and the incidence of

egies to reduce the risk of injuries at home, in school, and in the community 2.Examine the impact of unsafe behaviors when traveling in vehicles, as pedestrians and when using other modes of transportation

guidelines. Furthermore, the New Jersey model has been ahead of the country with involving parents in novice driver education and will be discussed the next section.

A national review of Parent/Teen Graduated Driver Licensing (GDL) programs was conducted in 2011 and yielded limited information on behavioral approaches for parents to teach their teenagers to drive. Fortunately, the Children's Hospital of Philadelphia (CHOP) [3] completed a national study that identified teenagers' perspectives on the role of their parents in the GDL process. Under direction of the division, Kean University staff had developed the Parent/Teen Orientation Workshop that empowers parents to support their teens in the development of safe driving skills for life. Learning outcomes were incorporated into this 1–1/2-hour

The Parent/Teen Orientation Program has been organized into three modules: introduction, practice driving, and enforcement of the graduated driver's license. This interactive format requires facilitators to briefly review slides for impact, address talking points on the topic, and engage audiences of parents and teens in discussions. Also, several scenarios are presented as learning experiences (**Table 2**).

orientation program and continue to be measured in pre−/post-study.

*DOI: http://dx.doi.org/10.5772/intechopen.86656*

**Grade level Cumulative progress indicator (CPI)**

and seat belts are worn)

stop signs, etc.)

consequences

motor vehicle crashes

avoid detractors

donation

**2.5 Parent-teen orientation training**

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers... DOI: http://dx.doi.org/10.5772/intechopen.86656*


**Table 1.** *Traffic safety program.*

*Transportation Systems Analysis and Assessment*

a novice driver.

crash reduction countermeasures.

**2.3 Education component (EDS)**

**2.4 K-12 traffic safety program**

evidence-based prevention programs are implemented in specified areas. Finally, (5) programs are evaluated and monitored for ongoing improvement and success. The SPF procedure resulted in two very important outcomes for the advisory committees to support. The Education Committee has targeted their prevention efforts on the development of a K-12 traffic safety component for educating children (e.g., future drivers) on the importance of following traffic safety procedures. Therefore, rules of the road, seat belt usage, and personal safety are practiced before children mature and become novice drivers, when enrolling in driver education course. Since this is a community-based model, students are involved in activities that promote traffic safety in the community. Therefore, parents and children are engaged in establishing a critical "safety" relationship, long before the child becomes

Since the Enforcement Advisory Committee relies on officers who are dedicated public servants, prevention is focused on implementing community-based safety initiatives to address local needs. This approach begins with the participation in extensive crash investigation training, thus enabling officers to identify potential safety risks that may be overlooked by others in the community. Specifically, the traffic safety specialist certification includes officer recognition as well as the opportunity to participate in projects that involve crash analysis and adoption of

A linear approach to traffic safety has been developed for engaging students in the traffic safety community as a passenger, pedestrian, or bicyclist. Elementary students are trained by health and physical education teachers to adopt safety practices and injury prevention behaviors. Middle school students are then instructed on the assessment and remediation of unsafe traffic conditions, while high school

Implementation of the K-12 roadway safety curriculum has been in targeted

The Grade 9–12 section is dominated by driver education training founded upon the MVC Driver Education Manual. As a result, the traffic safety community encountered the need to further promote advocacy and oversight of driver education. When the New Jersey Driver Education Committee (NJ DEC) Charter Plan was adopted in April 2017, this committee began to work on conducting an assessment of classroom instruction and determined that requiring a standardized curriculum would be ineffective, since most current programs are (80%) in compliance with national

areas of New Jersey, instead of on a statewide basis. The K-12 traffic safety programs include several proven resources which were selected based on their effectiveness (**Table 1**) [9]. A total of 76 lesson plans were developed and selected for bicycle [11], pedestrian [11], traffic safety [10], and supplemental units [8]. A series of developmental skills have been incorporated into the program, beginning with awareness of traffic safety behaviors and finishing with students serving as peer advocates. Learning goals involve identification of prevention processes, development of strategies for reducing unsafe safety conditions, and assessment of the traffic systems to identify unsafe conditions encountered by at-risk populations. High school students are also required to analyze crash data to further understand and prevent traffic crashes, develop rationales for peer compliance of traffic safety laws, and lead safety advocacy

students focus on the role of becoming a driver and safe passenger.

**186**

campaigns [12].

guidelines. Furthermore, the New Jersey model has been ahead of the country with involving parents in novice driver education and will be discussed the next section.

## **2.5 Parent-teen orientation training**

A national review of Parent/Teen Graduated Driver Licensing (GDL) programs was conducted in 2011 and yielded limited information on behavioral approaches for parents to teach their teenagers to drive. Fortunately, the Children's Hospital of Philadelphia (CHOP) [3] completed a national study that identified teenagers' perspectives on the role of their parents in the GDL process. Under direction of the division, Kean University staff had developed the Parent/Teen Orientation Workshop that empowers parents to support their teens in the development of safe driving skills for life. Learning outcomes were incorporated into this 1–1/2-hour orientation program and continue to be measured in pre−/post-study.

The Parent/Teen Orientation Program has been organized into three modules: introduction, practice driving, and enforcement of the graduated driver's license. This interactive format requires facilitators to briefly review slides for impact, address talking points on the topic, and engage audiences of parents and teens in discussions. Also, several scenarios are presented as learning experiences (**Table 2**).


#### **Table 2.**

*Parent-teen orientation program.*

#### **2.6 Enforcement component (ENS)**

The crash investigation component establishes baseline knowledge for the enforcement initiatives. Basic investigation involves the development of investigation skills to prevent crash risks and optimize traffic flow when a crash does occur. Recognition and preservation of evidence is accomplished by utilizing photographing techniques, sketching, and measuring vehicle damage. Speed calculations are performed, in order to determine time-distance factors of a crash. Advanced investigation is an analytic approach to measurement, photography, and sequence analysis. Work and energy formulas are used to determine speed, while vectors have been adopted as effective tools for presenting crash analysis findings. This background offers tools for investigators to identify potential crash sites and develop solutions to address potential crash hazards. Further information will be presented that identifies crash investigation training content, the traffic safety specialist requirements, and resultant safety benefits for the community.

#### **2.7 Crash investigation program**

During the past 20 years, New Jersey Division of Highway Traffic Safety (NJDHTS) cosponsors crash investigation training for municipal, county, and state police personnel. In 2010, Kean University was contracted to work with the New Jersey crash instructors and develop a crash investigation training program. After conducting a national review on crash investigation and locating best field practices, courses were created through the Enforcement Advisory Committee. The

**189**

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers...*

curriculum has been based on state needs and national practices. This hybrid course design of a traditional and interactive delivery system adequately accommodates the many challenges faced by law enforcement officers working on the most congested roadways in the nation [4]. A general format of instructional goals and objectives, assessment strategies, content, worksheets, and instructional evaluations has also been employed for the basic and advanced crash investigation courses. These tools have enabled the program to be properly vetted and measured for effectiveness of learning strategies, instructor delivery of content, and ongoing analysis of data

Basic crash investigation is designed to offer police officers an awareness of skills required to conduct traffic crash investigations. Students are provided with a working knowledge of evidence and information needed upon arrival at the scene. The course addresses how to safely obtain the needed information without further endangering themselves, the victim, and the community. Students will be trained on properly transferring evidence and information collected at the traffic crash

The prerequisite for this 2-week course is the completion of basic crash investigation. The course involves interpreting tire marks, road scars, advanced measuring methods, vehicle damage analysis, and vehicle behavior during a crash. If applicants have problems with math from basic crash investigation, they should practice algebra skills prior to signing up for the course, since there is a noticeable emphasis

The traffic safety specialist certification was first established in Maryland to support the Maryland Strategic Highway Safety Plan [6]. This designation has been designed to recognize police officers who have attained notable experience, education, training, and proficiency in highway safety and traffic enforcement methods and procedures. The program began in 2011 and was opened to police agencies that perform law enforcement duties. In New Jersey, the designation was adopted by a criteria selection committee, in coordination with the Police Traffic Officers'

The TSS program requires documentation of experience levels, training, job performance, and skill proficiency as a traffic officer. The first phase enables officers to be recognized for specialized training beyond the academy. *Level I* requirements include 3 years of independent patrol/traffic experience, speed detection device certification, standard field sobriety certification, and 30 points of earned electives. One elective point is also awarded for each year (up to three points) of documented military experience, while up to three points (1 = Associates, 2 = Bachelors, 3 = Masters) are awarded for documented college experience. Officers may also obtain up to seven points for traffic safety awards received during their employment. After the *TSS program-Level I* has been successfully approved, *TSS-Level II* requires applicants to have participated in local traffic studies or traffic safety implementation projects. They must also have 5 years of independent patrol/traffic experience; meet the *TSS-Level I* requirements; and be recognized as a crash reconstruction investigator, drug recognition expert, or commercial vehicle safety

scene to reports and diagrams for courtroom testimony (**Table 3**) [4].

on math formulas that relate to collisions (**Table 4**) [4].

**2.10 Traffic safety specialist (TSS) certification component**

*DOI: http://dx.doi.org/10.5772/intechopen.86656*

collection techniques.

**2.8 Basic crash investigation**

**2.9 Advanced crash investigation**

Association and the state police.

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers... DOI: http://dx.doi.org/10.5772/intechopen.86656*

curriculum has been based on state needs and national practices. This hybrid course design of a traditional and interactive delivery system adequately accommodates the many challenges faced by law enforcement officers working on the most congested roadways in the nation [4]. A general format of instructional goals and objectives, assessment strategies, content, worksheets, and instructional evaluations has also been employed for the basic and advanced crash investigation courses. These tools have enabled the program to be properly vetted and measured for effectiveness of learning strategies, instructor delivery of content, and ongoing analysis of data collection techniques.

#### **2.8 Basic crash investigation**

*Transportation Systems Analysis and Assessment*

year, CHOP)

crash risks with experience

you are in the vehicle

• Half as likely to crash

• 71% less likely to drive while intoxicated • 30% less likely to use a cell phone while driving

driving habits)

parents

**Module Content**

Enforcement of

GDL

**Table 2.**

**2.6 Enforcement component (ENS)**

*Parent-teen orientation program.*

**2.7 Crash investigation program**

The crash investigation component establishes baseline knowledge for the enforcement initiatives. Basic investigation involves the development of investigation skills to prevent crash risks and optimize traffic flow when a crash does occur. Recognition and preservation of evidence is accomplished by utilizing photographing techniques, sketching, and measuring vehicle damage. Speed calculations are performed, in order to determine time-distance factors of a crash. Advanced investigation is an analytic approach to measurement, photography, and sequence analysis. Work and energy formulas are used to determine speed, while vectors have been adopted as effective tools for presenting crash analysis findings. This background offers tools for investigators to identify potential crash sites and develop solutions to address potential crash hazards. Further information will be presented that identifies crash investigation training content, the traffic safety specialist

Introduction National/teen driver statistics (i.e. no. 1 killer of teens claiming nearly 6000 lives each

lives. Parental roles and their impact on teen driver safety Practice driving National teen driving statistics (NHTSA) and changes in behavior that can decrease

Background on how GDL has worked to improve teen driver safety and save young

Strongly encourage parents to expose their young driver to various road and weather conditions noting that it is safer and smarter to expose them to these conditions while

Presentation of CHOP data showing the safety experience of teens with authoritative

Emphasize that teens need clear instruction and parents act as role models, since they

*Practice scenarios:* Exchange between teen and parent when teen's attempt to justify or plead the case for breaking a restriction (curfew-going to a late movie, passengercarpooling for school activity/sports use of cell phone—they receive a call from parent) Demonstration of the distraction that cell phones create for drivers and the brains inability to focus on both driving and talking on the cell phone at the same time

have been teaching their teen to drive by the example since childhood

Teens who describe authoritative parents, as compared to uninvolved parents are:

Discussion of a typical families schedule taking into account the various types of families (one parent, etc.) showing how an hour a week can be found to practice Alternative approaches for teen driving coaches (e.g., family or friends with safe

During the past 20 years, New Jersey Division of Highway Traffic Safety (NJDHTS) cosponsors crash investigation training for municipal, county, and state police personnel. In 2010, Kean University was contracted to work with the New Jersey crash instructors and develop a crash investigation training program. After conducting a national review on crash investigation and locating best field practices, courses were created through the Enforcement Advisory Committee. The

requirements, and resultant safety benefits for the community.

**188**

Basic crash investigation is designed to offer police officers an awareness of skills required to conduct traffic crash investigations. Students are provided with a working knowledge of evidence and information needed upon arrival at the scene. The course addresses how to safely obtain the needed information without further endangering themselves, the victim, and the community. Students will be trained on properly transferring evidence and information collected at the traffic crash scene to reports and diagrams for courtroom testimony (**Table 3**) [4].

#### **2.9 Advanced crash investigation**

The prerequisite for this 2-week course is the completion of basic crash investigation. The course involves interpreting tire marks, road scars, advanced measuring methods, vehicle damage analysis, and vehicle behavior during a crash. If applicants have problems with math from basic crash investigation, they should practice algebra skills prior to signing up for the course, since there is a noticeable emphasis on math formulas that relate to collisions (**Table 4**) [4].

#### **2.10 Traffic safety specialist (TSS) certification component**

The traffic safety specialist certification was first established in Maryland to support the Maryland Strategic Highway Safety Plan [6]. This designation has been designed to recognize police officers who have attained notable experience, education, training, and proficiency in highway safety and traffic enforcement methods and procedures. The program began in 2011 and was opened to police agencies that perform law enforcement duties. In New Jersey, the designation was adopted by a criteria selection committee, in coordination with the Police Traffic Officers' Association and the state police.

The TSS program requires documentation of experience levels, training, job performance, and skill proficiency as a traffic officer. The first phase enables officers to be recognized for specialized training beyond the academy. *Level I* requirements include 3 years of independent patrol/traffic experience, speed detection device certification, standard field sobriety certification, and 30 points of earned electives. One elective point is also awarded for each year (up to three points) of documented military experience, while up to three points (1 = Associates, 2 = Bachelors, 3 = Masters) are awarded for documented college experience. Officers may also obtain up to seven points for traffic safety awards received during their employment.

After the *TSS program-Level I* has been successfully approved, *TSS-Level II* requires applicants to have participated in local traffic studies or traffic safety implementation projects. They must also have 5 years of independent patrol/traffic experience; meet the *TSS-Level I* requirements; and be recognized as a crash reconstruction investigator, drug recognition expert, or commercial vehicle safety


**191**

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers...*

2.1. Vehicle damage Skills are presented for obtaining residual crash photographs and measurement

damage are also reviewed in this module

vehicle damage measurements

crash investigation

information

Advanced crash investigation requires students to have knowledge of interpreting tire marks and road scars. Advanced measuring methods, vehicle damage analysis, and vehicle behavior during a crash are addressed in

of vehicle damage. The Cartesian coordinate system will be described along with the linear perimeter measurement system. Vehicle behavior in a crash, PDOF, measurement of residual damage, and determination of width or length of

Field exercise is conducted for obtaining residual damage photographs and

Newton's laws of motion [5] are related to vehicle behavior during a crash. Relationships between motion, acceleration, and action/reaction are applied to

Information is presented for calculating speed estimates from simple skid and

Relationship between time and distance in the crash sequence is reviewed and

heat energy, a tool for determining vehicle speed and a major part of crash investigation. Examples are presented on the amount of change produced or

Examples are presented on the use of angles, triangles, and trigonometry in

Two-dimensional momentum project is conducted using "X" and "Y" axis

Radius and critical speed yaw are presented and measured, in order to calculate

Effective formulas and methods are examined for completing vector diagrams,

crash investigation and principle direction of force (PDOF)

yaw marks, as well as other evidence found at the crash scene

applied to calculate the vehicle location during a crash

work done as there is change in velocity of an object

4.3. Work and energy Work is done when a vehicle slides, while (kinetic) energy dissipates into

4.5. Momentum Collinear momentum analysis for pre-crash determination is developed

an actual average vehicle speed from the marks 4.8. Airborne crashes Speed of a vehicle will be calculated when it has left the road surface

linear-momentum calculations, and scalar exercises

inspector. A traffic study must be submitted by applicants, along with a proof of 30 earned elective points, in order to be eligible for equivalent college credits and the

Over 80 courses are approved in 9 designated areas at county-based police academies. Many national programs (i.e., FBI, IPTM, and NIMS) apply because they are held in New Jersey and often sponsored through NJDHTS and NJSP. One half point is awarded to courses that are 4 hours in duration, while maximum credit of 10 points will be received for 80-hour training programs. Quarterly meetings are held to review the awards with Kean University taking the leadership as committee chairperson for the 10-member committee. The program was piloted in February 2016 and continues to attract participants who are dedicated to promoting crash

A linear approach to traffic safety education has been used for student engagement as passengers, pedestrians, or bicyclists. Elementary students are trained with

TSS credential that is recognized for court testimony (**Table 5**) [6].

reduction and injury prevention initiatives.

*DOI: http://dx.doi.org/10.5772/intechopen.86656*

this course

**Module Content**

1.1. Introduction to advanced crash Investigation

2.2. Vehicle damage

3.1. Vehicle behavior in crashes

4.1. Advanced math

4.2. Time-distance calculations

4.4. Geometry and trigonometry review

4.6. Two-dimensional momentum

4.7. Radius and critical

4.9. Introduction to

*Advanced crash investigation course content.*

speed yaw

vectors

**Table 4.**

review

review

#### **Table 3.**

*Basic crash investigation course content.*

*A Multitiered Holistic Approach to Traffic Safety: Educating Children, Novice Teen Drivers... DOI: http://dx.doi.org/10.5772/intechopen.86656*


#### **Table 4.**

*Transportation Systems Analysis and Assessment*

prosecutable crash cases

presentations

presentations

crash scene

other reference materials

other conditions are further examined

successfully complete basic mathematical functions

the coefficient of friction and speed estimates for skid marks

as it relates to the crash scene

Overview of crash investigation techniques used to support increased

Review of crash investigation techniques that include at scene traffic enforcement, prevention programs, and resuming traffic flow patterns

Identification of conditions affecting the ability of drivers to operate a motor vehicle and pedestrian misconception of driver abilities and motor vehicle capabilities that lead to crashes. Examination of physiological and psychological factors affecting drivers and pedestrians and occupant kinematics concepts

Recognition, investigation, and recording of physical marks from plotting vehicle positions before, during, and after the impact at the crash scene

Skills development includes gathering accurate measurements and recording important data from the crash scene. Roadway configurations and intersections are examined to enhance student abilities on developing scale diagrams, while customized traffic templates are utilized to identify grades and superelevations. Recognizing and recording physical roadway marks also assist investigators in

plotting the vehicle position before, during, and after the impact

Examples are presented on the limitation of measurements, along with techniques for using templates for diagramming crash scenes for and courtroom

Further development and refinement of skills to gather and record accurate measurements and data from the crash scene. Several roadway configurations and intersections are used to enhance student abilities on developing scale diagrams. Illustrations and drawings are also produced from photographs and

Background information is presented on effectively documenting evidence with photography. Emphasis is placed on taking sufficient photographs, based on camera location at the crash scene for reconstruction and courtroom

Vehicle damage assists in determining the cause of a crash. Matching vehicle damage to roadway marks and identifying the difference between contact and induced damage. Also, data collection priorities at the crash scene are featured

Background information on tires and at-scene methodologies are examined relative to documenting evidence. Tire abnormalities, hydroplaning action, and

Descriptions of lamp types and parts and research related to legal statutes. There is also a discussion on incandescent lamps and general terminology used for gaining a better understanding of hot and cold shock. Also, lamp inspection is addressed,

Brief review of concepts and function of calculation tools enables students to

Drag sled and test skid procedures are demonstrated for determining grade and acceleration/deceleration. Emphasis is placed on the importance of locating, recognizing, measuring, and recording physical marks on the roadway at the

Importance of locating, recognizing, measuring, and recording physical roadway marks and evidence is addressed, along with the procedure used for determining

Speed estimates are conducted to calculate time and distance factors of a crash

**Module Content**

1.1. Introduction to crash investigation

2.1. Crash investigation background

3.1. Crash information from

4.1. Recognizing roadway evidence

5.1. Crash scene measurements

5.2. Crash scene measurements (traffic template)

5.3. Crash scene measurements (field

6.1. Documenting crash scene evidence

7.1. Documenting crash scene evidence from vehicles

7.2. Tire inspection and documentation

7.3. Evidence from

8.2. Coefficient of friction and drag

8.3. Estimating vehicle speed

8.4. Time and distance

*Basic crash investigation course content.*

lamps

8.1. Basic mathematics review

factor

sketches)

people

**190**

**Table 3.**

*Advanced crash investigation course content.*

inspector. A traffic study must be submitted by applicants, along with a proof of 30 earned elective points, in order to be eligible for equivalent college credits and the TSS credential that is recognized for court testimony (**Table 5**) [6].

Over 80 courses are approved in 9 designated areas at county-based police academies. Many national programs (i.e., FBI, IPTM, and NIMS) apply because they are held in New Jersey and often sponsored through NJDHTS and NJSP. One half point is awarded to courses that are 4 hours in duration, while maximum credit of 10 points will be received for 80-hour training programs. Quarterly meetings are held to review the awards with Kean University taking the leadership as committee chairperson for the 10-member committee. The program was piloted in February 2016 and continues to attract participants who are dedicated to promoting crash reduction and injury prevention initiatives.

A linear approach to traffic safety education has been used for student engagement as passengers, pedestrians, or bicyclists. Elementary students are trained with


#### **Table 5.**

*Traffic safety specialist designation criteria.*

awareness techniques and practice of injury prevention behaviors, while middle school students address traffic safety issues through assessment and remediation of unsafe conditions. High school students are fully engaged in preparing for their roles as drivers and/or safe passengers, but not without the help of parents and the community. Conversely, the enforcement component provides law enforcement professionals with analytical tools for identifying potential crash conditions and potential crash hazards, which may/or may not be apparent to the general public. Furthermore, officer participation in the traffic safety specialist program enables them to share personal traffic safety accomplishments with their peers.
