Evaluation of give kids a boost: A school-based program to increase booster seat use among urban children in economically disadvantaged areas

Objective: This study evaluated the effectiveness of a series of 1-year multifaceted school-based programs aimed at increasing booster seat use among urban children 4–7 years of age in economically disadvantaged areas.

Methods: During 4 consecutive school years, 2011–2015, the Give Kids a Boost (GKB) program was implemented in a total of 8 schools with similar demographics in Dallas County. Observational surveys were conducted at project schools before project implementation (P₀), 1–4 weeks after the completion of project implementation (P₁), and 4–5 months later (P₂). Changes in booster seat use for the 3 time periods were compared for the 8 project and 14 comparison schools that received no intervention using a nonrandomized trial process.

The intervention included (1) train-the-trainer sessions with teachers and parents; (2) presentations about booster seat safety; (3) tailored communication to parents; (4) distribution of fact sheets/resources; (5) walk-around education; and (6) booster seat inspections.

The association between the GKB intervention and proper booster seat use was determined initially using univariate analysis. The association was also estimated using a generalized linear mixed model predicting a binomial outcome (booster seat use) for those aged 4 to 7 years, adjusted for child-level variables (age, sex, race/ethnicity) and car-level variables (vehicle type). The model incorporated the effects of clustering by site and by collection date to account for the possibility of repeated sampling.

Results: In the 8 project schools, booster seat use for children 4–7 years of age increased an average of 20.9 percentage points between P₀ and P₁ (P₀ = 4.8%, P₁ = 25.7%; odds ratio [OR] = 6.9; 95% confidence interval [CI], 5.5, 8.7; P < .001) and remained at that level in the P₂ time period (P₂ = 25.7%; P < .001, for P₀ vs. P₂) in the univariate analysis. The 14 comparison schools had minimal change in booster seat use. The multivariable model showed that children at the project schools were significantly more likely to be properly restrained in a booster seat after the intervention (OR = 2.7; 95% CI, 2.2, 3.3) compared to the P₀ time period and compared to the comparison schools.

Conclusion: Despite study limitations, the GKB program was positively associated with an increase in proper booster seat use for children 4–7 years of age in school settings among diverse populations in economically disadvantaged areas. These increases persisted into the following school year in a majority of the project schools. The GKB model may be a replicable strategy to increase booster seat use among school-age children in similar urban settings.     

Effects of initial seated position in low speed rear-end impacts: a comparison with the TNO rear impact dummy (TRID) model

Injury-producing mechanisms associated with rear-end impact collision has remained a mystery not withstanding numerous investigations devoted to its scrutiny. Several criteria have been proposed to predict the injury-causing mechanism, but none have been universally accepted. The challenge lies in determining a set of testing procedures representative of real-world collisions, wherein the results obtained are not only the same as human testing, but remain consistent with various subjects and impact conditions. It is hypothesized that one of the most important considerations in the testing methodology is the effect of initial seated position (ISP) on occupant kinematics during a rear impact collision. This study involves two parts that evaluates the effects of ISP during rear-end impact. In the first part, head acceleration results of computer simulation using Hybrid III TNO rear impact dummy (TRID) are compared to physical impact testing (PIT) of humans. The second part focuses on the computer simulation using TRID to obtain different neck parameters such as NIC (Neck Injury Criterion), NIJ (Neck Injury Predictor), neck forces and moments to predict the level of neck injury such as whiplash associated disorder (WAD) during low speed rear-end impact. In PIT, a total of 17 rear-impact tests were conducted with a nominal 8-km/hour change in velocity to 5 subjects in four different seated positions comprising of a normal position (NP) and three out of positions (OOP). The first position was a NP, defined as torso against the seat back, looking straight ahead, hands on the steering wheel, and feet on the floor. The second position was a head flex position (HFP), defined as the normal position with head flexed forward approximately 20 degrees. The third position was a torso lean position (TLP), defined as the normal position with torso leaned forward approximately 10 degrees away from the seat back. Lastly, a torso lean head flex position (TLHFP), defined as the normal position with the head flexed forward approximately 20 degrees and torso leaned forward approximately 10 degrees. The head acceleration plots from PIT reveal that for the third and fourth positions (TLP and TLHFP) when the subject torso leaned forward, the peak head acceleration for the subject decreased and there was also a delay in reaching the peak. The Hybrid III-TRID anthropomorphic test dummy (ATD) was used in the same four different seated positions using computer simulation software MAthematical DYnamic MOdel (MADYMO 6.0) and the head acceleration results were compared to PIT. The comparison demonstrates that the Hybrid III-TRID ATD with MADYMO can be a reliable testing procedure during low-speed, rear-end impact for the four ISPs considered since the head acceleration plots deviated within the range of PIT head acceleration plots for different human subjects. This ensures that the second part of the study with neck injury using computer simulation results is a reliable testing procedure. It can be observed that MADYMO results have a greater error when compared to PIT when more than one OOP condition is employed as in TLHFP. All these observations would help in providing a tool to better understand the injury mechanisms and provide an accurate testing procedure for rear-end impact.     

Injury risks in schoolchildren with attention-deficit/hyperactivity or autism spectrum disorder: Results from two school-based health surveys of 6- to 17-year-old children in Sweden

IntroductionInjuries are one of the leading causes of death and disability among children in Sweden and attention-deficit/hyperactivity disorder (ADHD) has previously been associated with an increased risk of injury in pediatric populations elsewhere in the world. Current evidence regarding the possible link between autism spectrum disorder (ASD) and injury risk appears limited, even though some potentially risk-increasing symptoms overlap. The purpose of this study was thus to study the association between both ADHD and ASD concerning the risk of injury among Swedish schoolchildren.MethodsTwo samples were used: a population-based register study containing data from 18,416 children ranging from the ages of 6–17 years collected by school nurses during 2012/2014 (Survey A), and a national cross-sectional study of 3202 ninth-grade children (~ 15 years old) collected from 92 schools in 2011 (Survey B). The data were analyzed using χ²-tests and log-binomial generalized linear models to obtain risk ratios (RR), comparing cases reportedly affected by ADHD or ASD to unaffected controls.ResultsAfter adjusting for confounders, ADHD was associated with a 65% increased risk of injury (RR 1.65 [95% CI: 1.32–2.05] in Survey A, and a 57% increased risk of injury (RR 1.57 [95% CI: 1.27–1.95]) in Survey B. ASD was not significantly associated with any differences in injury risk (RR 0.81 [95% CI: 0.57–1.14]).ConclusionsThe results indicate that there is an elevated injury risk among Swedish schoolchildren with ADHD but not for children with ASD. Future studies should focus on causal mechanisms mediating the association between ADHD and injuries in order to facilitate injury prevention strategies.Practical applicationsParents and teachers of schoolchildren with ADHD should be made aware of the elevated injury risks associated with the diagnosis. Safety experts and injury control professionals should consider the development of specialized prevention strategies in order to reduce these risks.