SFST Instructor Guide PDF
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Uploaded by BetterThanExpectedLeaningTowerOfPisa3791
Lander County Sheriff's Office
2023
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This document is an instructor guide for DWI (Driving While Impaired) detection and Standardized Field Sobriety Testing (SFST). It was revised in February 2023 and covers various aspects of the SFST curriculum, including legal environments, testing procedures, and alcohol workshops, with the goal of preparing law enforcement for DUI investigations.
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SFST DWI Detection and Standardized Field Sobriety Testing INSTRUCTOR GUIDE SFST ADMINISTRATOR GUIDE DWI Detection and Standardized Field Sobriety Testing Course Instructor Guide Table of Contents...
SFST DWI Detection and Standardized Field Sobriety Testing INSTRUCTOR GUIDE SFST ADMINISTRATOR GUIDE DWI Detection and Standardized Field Sobriety Testing Course Instructor Guide Table of Contents 2/2023 Curriculum Acknowledgements Preface Administrator Guide Session 1 Introduction and Overview Session 2 Detection and General Deterrence Session 3 The Legal Environment Session 4 Overview of Detection, Note Taking, and Testimony Session 5 Phase One: Vehicle In Motion Session 6 Phase Two: Personal Contact Session 7 Phase Three: Pre-Arrest Screening Session 8 Concepts and Principles of the SFSTs Session 9 SFST Demonstrations and Practice Session 10 Alcohol Workshop: First Session Session 10-A Dry Lab: First Session Session 11 Processing the Arrested Subject, Report Writing, and Preparation for Trial Session 12 Moot Court (Optional) Session 13 Alcohol Workshop: Second Session Session 13-A Dry Lab: Second Session Session 14 Review and Proficiency Examinations Session 15 Written Examination and Program Conclusion Session 16 Introduction to Drugged Driving (Optional) Pg. 2|Administrator Guide Revised 2/2023 A. ACKNOWLEDGEMENTS The National Highway Traffic Safety Administration (NHTSA) and the International Association of Chiefs of Police (IACP) would like to thank the following individuals for their contributions in updating and revising the 2023 Impaired Driving Enforcement Programs (DRE, SFST, ARIDE) curricula. Kyle Clark, International Association of Chiefs of Police Don Decker, Nahant MA Police Department Chuck Hayes, International Association of Chiefs of Police Jim Maisano, International Association of Chiefs of Police Don Marose, Minnesota Highway Patrol (Retired) Matthew Payne, Kansas Highway Patrol Timothy Plummer, Oregon State Police Christine Frank, U.S. Department of Transportation, National Highway Traffic Safety Administration Pam McCaskill, U.S. Department of Transportation, Transportation Safety Institute Lance McWhorter, U.S. Department of Transportation, Transportation Safety Institute Rocky Wehling, U.S. Department of Transportation, Transportation Safety Institute Amy Ziegler, U.S. Department of Transportation, Transportation Safety Institute Pg. 3|Administrator Guide Revised 2/2023 B. PREFACE The DWI Detection and Standardized Field Sobriety Testing (SFST) training curriculum prepares police officers and other qualified persons to conduct the SFSTs for use in driving while impaired (DWI) investigations. This training, developed under the auspices and direction of NHTSA and the IACP, has experienced remarkable success since its inception in the early 1980s. As in any educational training program, an instructor guide is considered a “living document” that is subject to updates and changes based on advances in technology and science. A thorough review is made of information by the IACP Technical Advisory Panel (TAP) with contributions from sources in health care science, toxicology, jurisprudence, optometry, and law enforcement. Based on this information, any appropriate revisions and modifications in background theory, facts, examination, and decision-making methods are made to improve the quality of the instruction as well as the standardization of guidelines for the implementation of the SFST curriculum. The reorganized manuals are then prepared and disseminated, both domestically and internationally. Changes will take effect after approval by TAP, unless otherwise specified or when so designated. The procedures outlined in this manual describe how the SFSTs are to be administered under ideal conditions. We recognize the SFSTs will not always be administered under ideal conditions in the field because such conditions do not always exist. Even when administered under less than ideal conditions, they will generally serve as valid and useful indicators of impairment. Slight variations from the ideal, i.e., the inability to find a perfectly smooth surface at roadside, may have some effect on the evidentiary weight given to the results; however, this does not necessarily make the SFSTs invalid. Pg. 4|Administrator Guide Revised 2/2023 C. TABLE OF CONTENTS A. ACKNOWLEDGEMENTS...........................................................................................................3 B. PREFACE..................................................................................................................................4 C. TABLE OF CONTENTS...............................................................................................................5 D. APPENDICES............................................................................................................................6 E. SESSION ATTACHMENTS.........................................................................................................6 F. ADDITIONAL RESOURCES........................................................................................................6 G. PURPOSE OF THIS DOCUMENT...............................................................................................7 H. OVERVIEW OF THE COURSE....................................................................................................9 I. OVERVIEW OF THE CURRICULUM PACKAGE.........................................................................16 J. GENERAL ADMINISTRATIVE REQUIREMENTS.......................................................................18 K. GUIDELINES FOR CONTROLLED DRINKING PRACTICE SESSIONS...........................................19 L. COURSE PLANNING AND PREPARATION REQUIREMENTS....................................................21 M. STANDARDS FOR COURSE COMPLETION..............................................................................21 N. GUIDELINES FOR PREPARING POST COURSE EVALUATION..................................................22 O. REQUESTS FOR INFORMATION, ASSISTANCE OR MATERIALS...............................................22 Pg. 5|Administrator Guide Revised 2/2023 D. APPENDICES A. Synopsis of the SFST Curriculum B. Overview of SFST Refresher Training C. Instructor/Participant Roster D. Resources E. NPSRI Technical Report “The Use of Video in Training for SFSTs” – Summary (for Sessions 10-A and 13-A) F. Overcoming Impaired Driving Defenses E. SESSION ATTACHMENTS Glossary of Terms (Session 1) Field Note-Taking Guide (Session 4) 45 Degree Template (Session 8) Participant Proficiency Examination (Sessions 9 and 14) Sample Dry Erase Board Array for Tabulating Results (Session 10, 10-A, 13, and 13-A) SFST Field Arrest Log (Session 10, 10-A, 13, and 13-A) Video Score Sheet (Session 10-A and 13-A) Alcohol Workshop Participant Statement of Informed Consent (Sessions 10 and 13) Volunteer Drinker Questionnaire and Dosing Chart (Sessions 10 and 13) SFST Option Video Subject Results – CD/Video Day 1 (Session 10-A) Trial Tips and Techniques – Courtroom Decorum (Session 11) Sample DWI Incident Report (Session 11) SFST Option Video Subject Results – CD/Video Day 2 (Session 13-A) Course and Instructor Evaluation (Session 15) F. ADDITIONAL RESOURCES HGN Case Law Summary (Session 3) The Visual Detection of DWI Motorists (Session 5) The Detection of DWI Motorcyclists (Session 5) San Diego Field Validation Study (Validation of the Standardized Field Sobriety Test Battery at BACs Below 0.10 Percent) (Session 8) Video Score Sheet (Session 10-A and 13-A) Pg. 6|Administrator Guide Revised 2/2023 G. PURPOSE OF THIS DOCUMENT The Administrator Guide provides an introduction and overview of the SFST training program. The acronym "DWI" means driving while impaired and is synonymous with the acronym "DUI," “driving under the influence.” These terms refer to any and all offenses involving the operation of vehicles by persons under the influence of alcohol and/or other drugs. However, the focus of this curriculum is on the alcohol-impaired driver. The procedures outlined in this guide describe how the SFSTs are to be administered under ideal conditions. We recognize the SFSTs will not always be administered under ideal conditions in the field because such conditions will not always exist. Even when administered under less than ideal conditions, they will serve as useful indicators of impairment. Slight variations from the ideal, i.e., the inability to find a perfectly smooth surface at roadside, do not necessarily make the SFSTs invalid. Enforcement of alcohol-impaired driving is a complex and demanding law enforcement responsibility sufficient to warrant a separate curriculum. This is not to deny or minimize the importance of detecting and arresting drivers impaired by drugs other than alcohol. Indeed, other materials (as referenced in this document) are available from NHTSA to improve police officers' skills in detecting and apprehending drug-impaired drivers. In this regard, NHTSA and IACP have developed three trainings that address drug-impaired driving: Introduction to Drugged Driving is a four-hour overview of drugs other than alcohol that impair. This session contains information to improve the participant’s ability to recognize subjects who may be medically impaired or impaired by drugs other than alcohol and, when encountering such subjects, to take appropriate action. Advanced Roadside Impaired Driving Enforcement (ARIDE) is a 16-hour course which offers additional information to law enforcement officers on detecting impairment caused by more than just alcohol. Oftentimes law enforcement officers who have not received training regarding drug impairment tend to not be able to identify these characteristics; therefore, they may unknowingly release an impaired driver. The law enforcement officer will also be more familiar with the Drug Evaluation and Classification (DEC) Program and its function. This will facilitate better communication and transfer of critical roadside indicators of impairment to the evaluating Drug Recognition Expert (DRE) for a more complete and accurate assessment of the impairment. The Introduction to Drugged Driving session is an option for the SFST training. The ARIDE course is a stand-alone training for experienced SFST practitioners. BOTH ARE HIGHLY RECOMMENDED, HOWEVER, NEITHER WILL CERTIFY AN OFFICER AS A DRE. Pg. 7|Administrator Guide Revised 2/2023 Drug Recognition Expert (DRE) School is a course consisting of three training phases that, collectively, prepare police officers and other qualified persons to serve as DREs. The phases include the Preliminary School (16 hours), the Main School (56 hours) and certification training which involve evaluating actual impaired individuals. Law enforcement officers who have arrested a drug-impaired driver should utilize the assistance of a DRE to assist in gathering important evidence for the impaired driving investigation. As part of the investigation, the DRE will be able to: 1) Determine if the subject is impaired; 2) Determine if the impairment is resulting from an injury, medical condition, or drugs; and 3) Determine, if drug-related, what category (or categories) of drugs is (or are) the likely cause of the subject’s impairment. These impaired driving courses have been approved by NHTSA and IACP. International Standards have been established by IACP to ensure consistency in the content, delivery, and application of the SFST and drugged driving detection training. The SFST International Standards are provided in this link: (https://www.theiacp.org/sites/default/files/all/c/Combined%20Standards%20DRE%20SFST%2 0ARIDE.pdf). For more information regarding these impaired driver detection programs, contact your State Highway Safety Office (SHSO) or NHTSA Regional Office (Appendix D). Note: Neither NHTSA nor IACP are certifying agencies for impaired driving courses, i.e., SFST, ARIDE, DRE, etc. This includes both practitioners and instructors. The Administrator Guide is intended to facilitate planning and implementation of the SFST course. The core course consists of 15 sessions with two alcohol workshops. The guide outlines acceptable options to the core training procedures (see Course Flexibility below). It overviews the sequence of instruction, documents the materials and the teaching aids that make up the instructional package, describes course administrative requirements, and provides guidelines for discharging those requirements satisfactorily. The guide sets forth the fundamental tasks that make up the job of DWI enforcement and identifies knowledge, skills, and attitudes police officers need to perform those tasks well. The guide also outlines the preparatory work that must be accomplished (primarily at the departmental or academy level) before the course can be conducted and outlines the follow-up work that should be undertaken, subsequent to training, to ensure that the desired outcomes of the training are realized. Pg. 8|Administrator Guide Revised 2/2023 H. OVERVIEW OF THE COURSE Intended Audience Participants should be persons employed and under the direct control of public criminal justice agencies or institutions involved in providing training services to law enforcement agencies. Ideally, officers responsible for DWI enforcement will actually use all aspects of the training, especially the three SFSTs. Officers selected to attend this training should be aware of the hazards caused by impaired drivers and be motivated to arrest those drivers. Their duty assignments should enable them to spend the time required to process DWI offenders. Refer to the International Standards for Impaired Driving Programs for more information on qualification to attend the SFST training. Some law enforcement agencies have concluded the subject matter should be offered only to officers who have amassed substantial on-the-job experience in detecting and arresting impaired drivers. Other agencies have advanced equally strong arguments to support the position the training is appropriate for recruit-level officers. Either assessment is left up to the individual agencies using this curriculum. However, all user agencies should note the ability to maintain the skills learned in this course will rapidly diminish if they are not reinforced by frequent application and regular in-service training. This is not to imply this training is so complex or confusing that it can only be mastered by exceptionally skilled officers. The techniques of the SFSTs can readily be grasped by anyone of average competence, provided they are willing to devote the appropriate time and effort to study and practice. Purpose of the Course The fundamental purpose of this training course is to foster DWI deterrence, i.e., to dissuade people from driving while impaired by increasing the odds that they will be arrested and convicted. This course is based on the assumption that a principal reason for enforcing DWI laws is to deter those who might otherwise be tempted to drive while impaired. If potential DWI violators believe that there is a real risk of being caught, it is reasonable to believe most will refrain from driving while impaired. Police officers can't possibly detect and arrest all DWI violators. Not all who are arrested will be convicted and punished. However, officers can improve the skills that increase the chances of detecting, arresting, recording, articulating, and gathering sufficient evidence to sustain a conviction. The training is based on the premise that officers perform two fundamental tasks which affect the likelihood of apprehending and convicting impaired drivers. The first of those tasks is detection. In this course, "detection" is defined as "the entire process of identifying and gathering evidence to determine whether a suspect should be arrested for DWI." DWI detection begins when an officer’s attention is drawn to a particular vehicle or its operator. The precipitating events are unlimited. The initial "spark" that causes the officer to focus attention on the particular vehicle may carry with it an immediate, strong suspicion of the possibility of Pg. 9|Administrator Guide Revised 2/2023 impairment; or, only a slight suspicion of the possibility of impairment; or, depending on the circumstances, no suspicion at all at that time. Regardless, it sets in motion a process in which the officer focuses on the particular individual and has the opportunity to observe and elicit additional evidence. The detection process ends only when the officer formulates the decision either to arrest or not arrest the individual for DWI. That decision is based on all of the accumulated evidence. Effective DWI enforcers do not leap immediately to the arrest/no arrest decision. Rather, they proceed carefully through a series of intermediate decisions, each of which can elicit evidence. The course clearly outlines each decision step. Successful DWI detectors are those officers who know what to look and listen for, who have the skills to ask the right questions, and choose and use the right tests. They are highly motivated and apply their knowledge and skill whenever they contact someone who may be under the influence. In this way, they tend to make more DWI arrests and gather the best possible evidence to support their charges. The second basic task of effective DWI enforcement is description. Just as detection is the process of collecting evidence, description is the process of articulating evidence. Successful description demands the ability to verbally convey evidence clearly and convincingly. The officer's challenge is to communicate observational evidence to people who weren't there to see, hear, or smell the evidence themselves. The officer's tools are words. These words make up the written report and verbal testimony which the officer uses to “paint a word picture” when communicating with the prosecutor, the judge, the members of the jury, and the defense attorney. This skill allows these people to develop a sharp mental image that allows them to “see,” “hear,” and “smell” the evidence. Successful DWI describers have the verbal skills needed to use descriptive words and phrases to communicate their evidence clearly and convincingly. This training will help officers become more skillful at detection and description, make more DWI arrests, and obtain more convictions. These actions will lead to greater DWI deterrence through less impaired driving and fewer crashes, injuries, and deaths. Benefits of the Training Participants will learn to: Recognize driving behaviors and other indicators commonly exhibited by impaired drivers Become better detectors and better describers by improving their knowledge, attitudes, and skills in detecting the impaired driver and articulating their observations Develop a better understanding of the tasks and decisions involved in the DWI detection process Recognize the magnitude and scope of DWI-related crashes, injuries, deaths, property loss, and other social aspects of the DWI problem P g. 10 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Understand the deterrent effects of DWI enforcement Have a better understanding of the legal environment relevant to DWI enforcement and use of the three SFSTs Know and recognize typical clues of alcohol impairment that may be detected during face-to-face contact with DWI suspects Know and perform the appropriate administrative procedures for the divided attention psychophysical tests Know and perform appropriate administrative procedures for the HGN test Know and recognize typical clues of alcohol impairment that may be seen during administration of the SFSTs Understand the DWI prosecution requirements and their relevance to DWI arrest reporting Course Content The course presents a substantial body of information relevant to the entire DWI detection process, including the organization, presentation, and articulation of the evidence gleaned from that process. It also presents supportive information to bolster the participants’ awareness of the importance of effective DWI enforcement. Key elements of the subject matter include: Involvement of impaired driving in traffic crashes, deaths, and injuries, both nationally and within the participants’ State(s) Concept of general deterrence of DWI and evidence of the effectiveness of deterrence in reducing impaired driving Laws governing DWI and its enforcement within the participants’ State(s) Concept of detection as a three-phase process, with specific evidence-gathering and decision-making tasks in each phase Kinds of evidence of alcohol impairment typically associated with each phase of detection Concepts and principles of divided attention (psychophysical) testing Concepts and principles of HGN testing Guidelines for processing suspects arrested for DWI, preparing arrest reports, and delivering testimony in DWI trials Training Activities The principal activity of this course is hands-on practice by the participants. In a variety of ways, they spend approximately three quarters of the total training time actually doing various elements of the detection and description tasks. They observe video presentations of vehicles and operators and gather evidence of impairment. They form decisions, i.e., to stop suspected impaired drivers, to request them to exit their vehicles, to administer SFSTs, and to decide to arrest or not arrest them. They write P g. 11 | A d m i n i s t r a t o r G u i d e Revised 2/2023 narrative and other reports to document that evidence. They organize and testify to the evidence they have observed. Most significantly, they practice administering and interpreting the SFSTs. Even though significant time is spent in lectures and demonstrations by instructors, the participants are actively engaged, never passive listeners. The following are among the most important learning activities of the course: Video presentations of vehicles and operators exhibiting indicators associated with the various phases of DWI detection o Participants view the videos, then identify and record the clues of possible impairment Brief testimony sessions are conducted where selected participants attempt to give clear, convincing verbal descriptions of the clues observed in the video presentation "Dry run" practice in administering SFSTs, in which participants work in small groups, taking turns administering HGN, WAT, and OLS to each other Controlled drinking practice(s), in which participants administer the SFSTs to volunteers (not members of the class) who have consumed various amounts of alcohol o Participants also practice observing, recording, and interpreting test results during these sessions NHTSA/IACP-approved videos of the three SFSTs being performed by volunteer drinkers are available for options one and two only o Videos allow participants to practice observing, interpreting, and recording the tests NOTE: NHTSA/IACP strongly believe that conducting live alcohol workshops is the optimal way of achieving the learning objectives of this training. Report writing exercise, in which participants view a video of a simulated DWI detection/arrest sequence and prepare a detailed narrative report Moot court, in which selected participants "testify" based on the contents of their narrative reports Written tests, in which participants demonstrate their knowledge of the content subject matter A field sobriety proficiency examination, in which participants demonstrate their ability to administer HGN, WAT, and OLS tests P g. 12 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Length of Training The core curriculum consists of 15 sessions and requires three full training days. There is no need to conduct the training for three consecutive days, or to adhere to a traditional 8:00am - 5:00pm class-day schedule. For example, scheduling the alcohol workshops at night makes it easier to recruit volunteer drinkers. Also, evening and nighttime training sessions are less susceptible to interruption. A court appearance could cause a participant to be absent from a daytime class for several hours. Such absences cannot be tolerated in this course: there is simply no way that a participant can achieve the training objectives if several hours of instruction or practice are missed. SESSIONS MISSED DURING EXCUSED ABSENCES MUST BE MADE UP. SFST Schedule The sequence and duration of the 15 core sessions and 2 optional sessions are listed below. (The times listed are based upon a class of 20 participants. Actual times may vary.) Session Title Duration 1 Introduction and Overview 30 Minutes 2 Detection and General Deterrence 50 Minutes 3 The Legal Environment 1 Hour, 10 Minutes 4 Overview of Detection, Note Taking, and Testimony 50 Minutes 5 Phase One: Vehicle in Motion 1 Hour, 30 Minutes 6 Phase Two: Personal Contact 1 Hour, 30 Minutes 7 Phase Three: Pre-Arrest Screening 40 Minutes 8 Concepts and Principles of the SFSTs 3 Hours, 20 Minutes 9 SFST Demonstrations and Practice 1 Hour, 30 Minutes 10 Alcohol Workshop (or Dry Lab): First Session 2 Hours (or 10A) Processing the Arrested Subject, Report Writing, 11 3 Hours and Preparation for Trial 12 OPT Moot Court (Optional) 2 Hours 13 Alcohol Workshop (or Dry Lab) Second Session 2 Hours (or 13A) 14 Review and Proficiency Examinations 1 Hour, 50 Minutes 15 Written Examination and Program Conclusion 50 Minutes 16 OPT Introduction to Drugged Driving (Optional) 4 Hours P g. 13 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Course Flexibility All of the training objectives are applicable and essential for police officers who wish to become proficient at detecting evidence of DWI and at describing that evidence in written reports and verbal testimony. All subject matter is necessary to achieve those objectives and all learning activities are needed to ensure the participants master the subject matter. This curriculum should take a minimum of 24 hours to teach. The participant must have met all of the listed learning goals and performance objectives included. This course is flexible in that it can easily be expanded since it does not cover all dimensions of DWI enforcement. In recognizing the limitation, some agencies have in conducting live alcohol workshops, NHTSA sponsored research involving the use of videos as an alternative training procedure (NOTE: See Appendix B). As a result of this research, NHTSA/IACP allow two options to the core curriculum: OPTION ONE: To substitute NHTSA/IACP-approved videos of "dosed" subjects for one alcohol workshop (See Session 10-A or 13-A) and to conduct the other alcohol workshop "live" as indicated in Session 10 or 13. OPTION TWO: To substitute NHTSA/IACP-approved videos of "dosed" subjects for both live alcohol workshops (See Sessions 10-A and 13-A). It is critical to note that the purpose of this training is to ensure participants become proficient in administering and interpreting the SFSTs. Regardless, if the workshop was a live workshop or video workshop, it is strongly recommended each participant maintain a log of every SFST administered. Note: During training, the SFSTs must be administered each time exactly as outlined in this course. For field conditions, refer to the Preface. Limitations for Virtual Delivery of Content The International Association of Chiefs of Police (IACP) Technical Advisory Panel (TAP) understands that restrictions in place in response to pandemic outbreaks present unique challenges to agencies and academies regarding training and certification. Where possible, and reasonable, the IACP supports video two-way virtual training for non-skill-based components for Standardized Field Sobriety Testing (SFST) conducted in strict accordance with International Association of Directors of Law Enforcement Standards and Training (IADLEST) or equivalent. Sessions should be delivered in the same sequence as listed in the curriculum. Instructors are encouraged to contact their state SFST and/or DEC Program coordinator for further assistance with this requirement. However, realizing that the coaching and practical elements are critical parts of the training environment, it will be necessary for elements of skill-based components to be completed in- person before being issued a certificate of completion or an in-state certification for SFST. P g. 14 | A d m i n i s t r a t o r G u i d e Revised 2/2023 NOTE: The IACP strongly believes that conducting in-person training is the optimal way of achieving the learning objectives of these courses. TAP has identified the below sessions in the SFST course as containing physical, skill-based components to be completed in-person: Session 7 – Phase Three: Pre-Arrest Screening Session 8 – Concepts and Principles of the SFSTs Session 9 – Test Battery Demonstrations Session 10 & Session 10-A – Testing Subjects Practice: First Session Session 11– Processing the Arrested Subject, Report Writing and Preparation for Trial Session 12 – Moot Court Session 13 & Session 13-A – Testing Subjects Practice: Second Session Session 14– Review and Examinations Session 15 – Program Conclusion P g. 15 | A d m i n i s t r a t o r G u i d e Revised 2/2023 I. Overview of the Curriculum Package In addition to this Administrator Guide, the curriculum package for the SFST course consists of the following documents and materials: Instructor Guide Visual Aids Participant Guide Instructor Guide The Instructor Guide is a complete and detailed blueprint of what the course covers and how it is to be taught. It is organized into 14 core sessions and two optional sessions. One of the two optional sessions must be taught with the 14 core sessions for a total of 15 sessions. Each session consists of a cover page, an outline page, and the lesson plans, which include images of the PowerPoint slides referenced in the lesson plans. The cover page presents the session's title and the total instructional time required to complete the session. The outline page lists the specific learning objectives of the session, i.e., what the participants will be able to do once they have successfully completed the session's learning activities. The outline page also lists the session's major content segments and the principal types of learning activities that take place during the session. The Instructor Guide serves as a means of preparing the instructor to teach the course. Every instructor should review the entire set of lesson plans to become familiar with the content and learning activities and develop a clear understanding of how the course fits together. Instructors are expected to become thoroughly familiar with every session they are assigned to teach, to assemble all props and other instructional equipment referenced in the lesson plans, and to augment the instructional notes as necessary to ensure that individual teaching styles and experiences are applied to the content and learning activities. The Instructor Guide serves as an in-class reference document for helping to maintain the sequence and pace of presentations and other learning activities. The information contained in the outlines is not to be read verbatim to the participants. Visual Aids Four types of audio/visual aids are used in this course: Wall charts Dry-erase board and/or easel/easel pad presentations Slides (PowerPoint slides) Videos P g. 16 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Video presentations are provided and referenced in the instructor lesson plans. For example, a presentation entitled "Visual Detection of DWI Motorists" and a video entitled "Motorcycle Visual Detection Cues" are used in Session 5. Other video presentations consist of brief encounters with impaired motorists. These segments cover vehicle in motion observations, personal contact, and pre-arrest screening. Each video provides the participants an opportunity to practice recognizing and documenting observational evidence of DWI. Subsequent to each video, selected participants are called upon to practice "testifying" about their observations. The remainder of the video presentations are classroom lectures and demonstrations covering the three SFSTs and the NHTSA/IACP-approved videos used as options to the controlled drinking workshops in Sessions 10-A and 13-A. Participant Guide The participant guide is a reference manual for the course. It provides a summary of the contents of each session and is intended to be used during the entire training. P g. 17 | A d m i n i s t r a t o r G u i d e Revised 2/2023 J. General Administrative Requirements Facility Requirements The presentation/demonstration sessions of the SFST training require a classroom with ample table/desk space for each participant, a computer, a multimedia projector and screen, and a dry erase board and/or easel pad. The classroom must have sufficient open space to permit clearly visible demonstrations of the SFSTs. When possible, the participants’ tables/desks should be arranged to maximize the learning environment. The hands-on practice sessions and the proficiency examinations require additional space consisting of a large open area (free of any obstructions such as tables, chairs, etc.) in which teams of participants can work without interfering with each other. It must be possible to mark straight lines 12 to 15 feet long on the floor to facilitate practicing the WAT test (i.e., strips of easily removable tape). If weather permits, these practice sessions can be held outdoors to enhance realism. The Alcohol Workshop Sessions (10 and 13) require a separate room for the volunteer drinkers and use of one or more accurate breath testing instrument devices for monitoring their blood alcohol concentrations (BACs). Instructor Qualifications SFST instructors MUST have successfully completed the NHTSA/IACP-approved SFST training, NHTSA/IACP SFST Instructor Development Course (IDC), have experience in administering the SFSTs, and have experience providing DWI testimony in court. Dedicated, qualified instructors are critical to the continued success of the SFST program. SFST instructors are responsible for observing, evaluating, and verifying the performance of SFST candidates throughout the training process. Therefore, only persons experienced in the administration of the SFSTs should become SFST instructors. Instructors planning and managing a live alcohol workshop should have experience in this area. A ratio of at least one instructor for every six participants is recommended. Their responsibilities include coaching participants during the various hands-on practice sessions and conducting the proficiency examinations during Session 14. All instructors must be fully proficient in administering the SFSTs. It is beneficial to recruit a Traffic Safety Resource Prosecutor (TSRP) or an experienced DWI prosecutor to assist in conducting certain segments in Session 3: The Legal Environment, Session 11: Processing the Arrested Subject, Report Writing, and Preparation for Trial, and Session 12: Moot Court. It is preferred SFST instructors delivering the four-hour “Introduction to Drugged Driving” session also be DREs. P g. 18 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Class Size Considerations This course is a highly interactive learning experience. Participants need ample opportunities to practice applying the skills they are learning (i.e., observing, testifying, reporting, and administration of the SFSTs). Participants need individual attention during practice sessions. The recommended maximum class size is 24 participants. It is recommended that a minimum of two instructors teach the classroom portion of the SFST curriculum. Each instructor should be proficient in the administration and interpretation of the SFSTs and be fully conversant with the SFST curriculum. K. Guidelines for Controlled Drinking Practice Sessions NHTSA/IACP strongly recommends the use of live alcohol workshops during this training. If used, volunteers will consume carefully-measured quantities of alcohol and submit to SFSTs administered by the participants. Drinking volunteers are an essential resource for the core curriculum. Therefore, careful steps must be taken to ensure the volunteers' safety as well as their contribution to the overall learning experience. IT IS IMPORTANT FOR THE MANAGERS OF THE ALCOHOL WORKSHOP TO ENSURE THE SAFETY OF ALL PARTICIPANTS. At least one instructor should be experienced in conducting an alcohol workshop. A ratio of at least one instructor for every six participants is recommended. Their responsibilities include coaching participants during the practical portion of this session. NOTE: WEAPONS ARE NOT PERMITTED IN THE VICINITY OF ANY DRINKING VOLUNTEER. Criteria to be considered when selecting volunteer drinkers: They cannot be members of the class They should not be law enforcement officers They must be verified to be at least of legal drinking age and in reasonably good health They cannot have any known history of alcoholism They cannot have any known medical condition that may be exacerbated by alcohol (such as hypertension or diabetes) They cannot be taking any known medication (prescription or otherwise) that might adversely interact with alcohol Managing the Volunteer Drinkers Transportation should be provided for the volunteers to the training session and must be provided from the training session. Under no circumstances may volunteers be permitted to drive from the training session, regardless of their BAC at the time of departure. Volunteers should be released only into the custody of responsible, sober persons. It is recommended there be a minimum of one drinking volunteer for every three to five participants. P g. 19 | A d m i n i s t r a t o r G u i d e Revised 2/2023 From the time of their arrival until they are properly released, volunteers must be kept under constant supervision. It is suggested that at least one monitor be present for every four volunteers. Whenever possible, volunteers should be paired with a monitor of the same gender. The monitors must supervise the volunteers, serve their drinks, make sure they comply with the schedule, and keep them under close observation. It is imperative that all volunteers’ safety and well-being be a primary concern throughout the exercise, transportation, and release to the appropriate persons. At no time shall they be subject to any threatening, harmful, or inappropriate situation. Instructors and monitors shall maintain a professional demeanor at all times. THE EFFECTIVENESS OF THE VOLUNTEERS AS TRAINING RESOURCES DEPENDS ON THEIR BACs. IDEALLY, VOLUNTEERS AT ANY SESSION SHOULD ACHIEVE PEAK BACS BETWEEN 0.06 AND 0.14. Volunteers should be instructed to refrain from eating two hours prior to their arrival at the training facility. Food in their stomachs may affect the absorption of alcohol into their bloodstreams and impede your ability to control their BACs. Volunteers should be brought to the training facility a minimum of three hours before the practice session is scheduled to begin. Each volunteer shall read and sign the “Alcohol Workshop Participant Statement of Informed Consent” form. Each volunteer should be breath tested and have their pulse, blood pressure, and HGN checked and recorded. NOTE: Additional time may be needed for administrative procedures. Guidelines for Achieving Target BACs The table below indicates the ounces of 80-proof distilled alcoholic beverage that volunteers should consume in relation to their weight and the "target" peak BAC during a three-hour interval. Weight (Pounds) MEN WOMEN 110 5 4 120 6 5 130 6 5 140 7 5 150 7 6 160 8 6 170 8 6 180 9 7 190 9 7 200 10 8 210 10 8 220 10 8 230 11 9 240 11 9 250 12 10 P g. 20 | A d m i n i s t r a t o r G u i d e Revised 2/2023 It is suggested that volunteers consume half of the total allocated amount of alcoholic beverage during the first hour. They should refrain from drinking or smoking within 15 minutes prior to any breath test. NOTE: A volunteer may cease drinking at any time. L. Course Planning and Preparation Requirements Course administrative planning and preparation tasks are to: Select officers whom you expect to devote substantial amounts of time to DWI enforcement Identify the learning objectives that are appropriate for your participants Tailor the instructional material, as appropriate, to conform to your learning objectives Select instructors and assign them to teach specific sessions of the course o Review the lesson plans and visual aids with the instructors. Give them sufficient time to prepare. Prepare the instructional facilities by arranging the classroom seating format. Secure the necessary audio/visual equipment and materials If the core curriculum or option one (1) is selected, recruit volunteer drinkers o Arrange for their supervision and transportation and secure the necessary supplies needed for the alcohol workshop(s). M. Standards for Course Completion In order to successfully complete this training, participants must pass the written examination and demonstrate proficiency in administering and interpreting the SFSTs. The Written Examination A written knowledge examination focuses on the administrative and interpretation procedures for the SFSTs. To obtain a copy of the final examination, contact the State SFST Coordinator or DRE Coordinator. Participants must achieve a minimum grade of 80% to successfully complete this training. For retesting requirements refer to the International Standards for Impaired Driving Programs, SFST-Section 1.4— (https://www.theiacp.org/sites/default/files/all/c/Combined%20Standards%20DRE%20SFST%2 0ARIDE.pdf). Assessing Participant Proficiency Instructors must decide whether individual participants are proficient with the SFSTs. This is accomplished by the following: The lesson plans for Session 14 (Review and Proficiency Examinations) set forth a procedure for testing each participant's ability to administer the three SFSTs properly P g. 21 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Passing this proficiency requires participants to administer the complete SFSTs without deleting or erroneously performing any of the administrative elements of the tests N. Guidelines for Preparing Post Course Evaluation Participant Critiques A participant critique form is provided to document their ratings of course content and activities at the conclusion of the training. Evaluation of these critiques by the instructors and/or course coordinator is critical for maintaining a high degree of achievement in learning and delivery. SFST Field Evaluations It is encouraged that DWI enforcement officers completing this training be assessed on a regular basis. This assessment could examine such factors as: The number of DWI arrests The average BAC of those arrests The percentage of arrests resulting in DWI conviction This information could help document the utility of the course, identify officers who may need refresher training, and secure continuing command-level support for the training. NHTSA/IACP encourages officers to document all administrations of SFSTs. At a minimum, this documentation should include subject's name, date, results of each test, and officer's classification of subject's BAC and measured BAC, if available. A sample log is included in Session 8. NOTE: If options utilizing video subjects have been used, maintaining the SFST Field Arrest Log is strongly recommended. Officers utilize an SFST log for the following reasons: Records training proficiency Records field proficiency Documents the officer’s experience All these combined help to establish the officer’s credibility in administering the SFSTs and may be used as evidence in court. O. Requests for Information, Assistance or Materials Please contact your SHSO and/or your NHTSA Regional Office for help in planning and conducting this training. Information can be found at https://www.nhtsa.gov/about-nhtsa. P g. 22 | A d m i n i s t r a t o r G u i d e Revised 2/2023 APPENDIX A SYNOPSIS OF THE SFST CURRICULUM Session 1 - Introduction and Overview This session has three segments: "Welcoming Remarks and Objectives,” "Administrative Details," and "Pretest." Slide 1-1 will require the instructor to insert the city and dates of this course each time it is offered. Give a brief welcome and introduction. Describe your credentials for providing SFST training and carefully state the goals and objectives of the course. During this segment have the participants introduce themselves and print their names clearly on name tent cards so that you will be able to call on them by name. Next, you must attend to some essential "housekeeping duties" by notifying participants of the schedule that will be followed, pointing out the locations of restrooms, lunch rooms, etc. In the final segment, you will have participants complete a pre-test that will allow you to assess how much they already know about the SFSTs. Session 2 - Detection and General Deterrence This session has five segments: "The DWI Problem," "Concept of General Deterrence," "Relating Detection to Deterrence Potential," "Evidence of Effective Detection and Effective Deterrence," and “Physiology of Alcohol.” Instructors will need to add information to slide 2-4 containing figures for the participant’s State and/or community from traffic records data. In most of these segments, you will present and discuss with your participants some statistical information. The second segment, Physiology of Alcohol, is a presentation step in the cognitive domain. It gives participants a brief overview of the nature and effects of alcohol. In this session you will help your participants reach some very important conclusions at the outcome of the course: First, they will realize that impaired driving is responsible for the deaths and serious injuries of thousands of people in their own States o They have to believe that it is a serious problem that must be solved Second, they have to believe that many of the people who drive while impaired will stop doing that, at least some of the time, if they fear getting caught o Your participants must see that we can create the fear of being caught Finally, they have to believe that this notion of deterrence through fear of arrest really does work o You can show them evidence that it has worked in the past and you can show them how to make it work in the future P g. 23 | A d m i n i s t r a t o r G u i d e Revised 2/2023 In this session, participants must realize why it is important for them to improve their skills at DWI detection. But if they don't see the value of what you want them to learn, their learning efficiency will be low. Session 3 - The Legal Environment This session has five segments: "DWI Statute," "Implied Consent Law," "DWI Per Se Statute," "Preliminary Breath Testing," and "Case Law Review." Instructors will need to insert participant’s State information on the following slides: Slide 3-3 DWI Statute Slide 3-11 DWI Per Se Statute Slide 3-14 Implied Consent Law Slide 3-16 State Legal Presumptions Slide 3-19 PBT Statute Information (if applicable) Slide 3-21 SFST Case Law Slide 3-22 HGN Case Law Slide 3-23 Search and Seizure Case Law Slide 3-24 Other Relevant Case Law In addition to the above slides, instructors should research and document, in instructional notes (below the slide), the legal definitions regarding the following slides: Slide 3-4 “Driving” Slide 3-5 “Actual Physical Control” Slide 3-6 “Vehicle/Motor Vehicle” Slide 3-7 “Location” Slide 3-8 “Impaired/Under the Influence” Slide 3-10 “DWI Jury Instructions” Slide 3-14 and 3-15 “Implied Consent Law” The entire session is designed to satisfy the well-recognized fact that "you can't enforce the law unless you know the law." The first four segments cover specific types of legislation that either define impaired driving offenses or that regulate the enforcement and prosecution of those offenses. It is the instructor's job to clarify those laws for the participants so they will understand what they have to prove and how they have to prove it when they arrest someone for impaired driving. Because these laws vary from State-to-State, you may have to modify the content of the first four segments to ensure that the information presented accurately reflects the statutes of your participants’ jurisdictions. The final segment, "Case Law Review" focuses on how courts in various States have treated HGN. You will need to clarify these decisions for your participants so that they understand how they must introduce HGN evidence to ensure its admissibility. P g. 24 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Session 4 - Overview of Detection, Note-Taking and Testimony This session has three segments. In the first segment, "Three Phases of Detection," you will define an important concept of DWI Detection for your participants. This concept views detection as a continual process of evidence gathering that ends in the arrest decision. The concept forms the basis for nearly all of the sessions that follow. In the second segment, "DWI Investigation Field Notes," you will introduce the participants to a field note-taking guide that they will use in several subsequent hands-on practice sessions. In the final segment, "Courtroom Testimony," you will review requirements and procedures for presenting observed evidence of DWI violations. Session 5 - Phase One: Vehicle in Motion This session is the first of several sessions in which you will explain and demonstrate techniques of detection and testimony and subsequently coach your participants while they practice using those techniques. Session 5 has six segments. The first, "Overview: Tasks and Decisions," defines what the patrol officer is supposed to do during the first phase of DWI Detection. In the second segment, "Initial Observation: Visual Cues of Impaired Operation (Automobiles)," you will explain and give concrete examples of the most reliable initial indicators of impaired driving. You will introduce fundamental concepts of alcohol impairment in this segment and you will show two videos that portray what research has shown to be the most common visual clues of DWI. The third segment, "Initial Observation: Visual Cues of Impaired Operation (Motorcycles)," will introduce the similar concepts as it relates to motorcycle operation. In the fourth segment, "Recognition and Description of Initial Cues," your participants will watch video segments of vehicles exhibiting possible indicators of impaired driving and they will attempt to recognize those indicators and to describe them clearly and convincingly in written notes. Following each video segment, you will select a participant who will attempt to give a clear and complete verbal description of the observations in a simulated courtroom setting. In the fifth segment, "Typical Reinforcing Cues of the Stopping Sequence," you will explain and give examples of the kinds of indicators of impairment that may be observed when an officer signals a driver to stop. This sets the stage for the final segment, "Recognition and Description of Initial and Reinforcing Cues." Here again, participants watch video segments of vehicles exhibiting some initial clues of DWI and subsequently responding to an officer's stop command. The participants attempt to compile accurate and clearly descriptive notes on their observations of the video segments. You choose representative participants to offer verbal descriptions of the observations. P g. 25 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Session 6 - Phase Two: Personal Contact This session is very similar in structure to Session 5. Our focus now, however, is on the recognition and description of clues of impairment that come to light after the suspect's vehicle has come to a stop and the officer comes into face-to-face contact with the suspect. The first of the five segments of Session 6 is "Overview: Tasks and Decision." In this segment, you set the stage by explaining what it is that the officer is supposed to do during initial personal contact with a possible DWI violator. In the second segment, "Typical Investigation Clues of the Driver Interview," you explain and give examples of evidence that officers may obtain through their sense of sight, hearing, or smell. In the third segment, "Recognition and Description of Investigation Clues," your participants view a video segment that gives an opportunity to practice recognizing some clues. Subsequently, some members of the class are called upon to "testify" about those observations. The fourth segment is "Interview/Questioning Techniques." Here, you explain and give demonstrations of simple procedures for questioning suspects that divide their attention in an effort to elicit additional evidence of impairment. The fifth segment is "Recognition and Description of Clues Associated with the Exit Sequence." In this segment, you explain and give examples of evidence that might be seen or heard when a suspect responds to an officer's request to exit the vehicle and proceed to roadside. Then, your participants view a brief video that portrays a typical exit sequence and they practice recognizing and describing the clues exhibited in that sequence. Session 7 - Phase Three: Pre-Arrest Screening It is in this session that you first introduce the participants to the administrative procedures for the three SFSTs. The first segment, "Overview: Tasks and Decisions," explains what officers should do when employing SFSTs and preliminary breath tests (if applicable) to investigate suspected DWI violators. The second segment, “Gaze Nystagmus - Definition,” will describe the definition of nystagmus and that alcohol and certain other drugs cause HGN. The third segment, "Horizontal Gaze Nystagmus – Definition, Concept and Demonstration," and the fourth segment, “Vertical Gaze Nystagmus – Definition, Concept and Demonstration,” constitute the participants' initial exposure to nystagmus. You explain the phenomenon and relate it to impairment by alcohol. You give initial demonstrations of administrative procedures for HGN and Vertical Gaze Nystagmus (VGN). Note this is a very brief introduction to nystagmus; the instructor is only setting the stage for Session 8. P g. 26 | A d m i n i s t r a t o r G u i d e Revised 2/2023 In the fifth segment, "Divided Attention Tests: Concepts, Examples and Demonstration," you explain the fundamental concept of divided attention and its relationship to alcohol impairment and you give several concrete demonstrations of tests that employ the concept. The two most important of those demonstrations focus on WAT and OLS. In the sixth segment, "Advantages and Limitations of Preliminary Breath Testing," you will explain the role of Preliminary Breath Testing (PBT) in the DWI Detection process. While you need to do a thorough job in explaining how PBTs can help officers arrive at appropriate arrest/no arrest decisions, it is important that you do not oversell this technology. PBTs need to be presented in their proper context, i.e., something that can help corroborate officers' observations. They must not be viewed by participants as the sole or most important basis for the arrest decision (optional if PBTs are not allowed in your State). The final segment is "The Arrest Decision." At this time you will briefly review all of the evidentiary concepts covered in Sessions 5, 6, and 7 and you will stress the importance of basing the arrest decision on all of the evidence gathered during all three phases of DWI Detection. Session 8 - Concepts and Principles of the SFSTs In this session you fully explain and repeatedly demonstrate the three SFSTs. It is also at this time that participants begin to practice administering these tests. Pocket-sized, laminated cards of the SFST administrative procedures are available to agencies and states. These can be requested through NHTSA’s Enforcement and Justice Services Division at [email protected]. The goal of the first segment, "Overview: Development and Validation," is to convince your participants that it is worthwhile to learn and use the SFSTs because they have scientific validity, a commodity not shared by any other field sobriety tests. The second segment is “SFST Field Validation Studies.” This segment discusses the three SFSTs as a scientifically-validated and reliable method for discriminating between impaired and unimpaired drivers. The third segment is "Horizontal Gaze Nystagmus (HGN)." Here, you present each of the three validated clues of HGN in sequence: Lack of Smooth Pursuit; Distinct and Sustained Nystagmus at Maximum Deviation; and, Onset of Nystagmus prior to 45 Degrees. You demonstrate the proper method of checking for each of these clues and monitor brief but productive intervals during which your participants practice checking for each clue. You also explain how to interpret the results of an HGN test, i.e., to evaluate whether or not a suspect is impaired based on the HGN clues and you explain the scientific validity associated with the interpretation of HGN clues. P g. 27 | A d m i n i s t r a t o r G u i d e Revised 2/2023 The fourth segment is “Vertical Gaze Nystagmus (VGN).” You demonstrate the proper method of checking for VGN and monitor brief but productive intervals during which your participants practice. You also explain how to interpret the results of a VGN test. The fifth segment, "Walk and Turn," is identical in structure to the preceding segment. You explain and repeatedly demonstrate the instructional procedures for administering WAT. You involve participants in these demonstrations and you coach the participants in properly giving the verbal instructions and physical demonstrations that must accompany the administration of this test. You explain the eight validated clues of impairment for WAT and you explain how to interpret those clues in accordance with the findings of the validation research. You will set up and monitor practice intervals in which the participants will administer the WAT. The sixth segment is "One Leg Stand." It is structured in much the same way as the fourth and fifth segments. You will explain and demonstrate how OLS is administered. You will explain the four validated clues of impairment for OLS and you will explain how to interpret those clues in accordance with the validation research. You will set up and monitor practice intervals during which the participants will practice administering the OLS. In the final segment, "Taking Field Notes on the Standardized Field Sobriety Tests," you will explain how to record the observed clues. Session 9 - SFST Demonstrations and Practice In this session you will conduct several complete and careful demonstrations of how the three SFSTs are administered and interpreted. Then, you will assign participants to work in teams taking turns administering the three tests to one another. You will monitor their work and provide constructive criticism and commendations, as appropriate. Session 10 (or 10A) - Alcohol Workshop (or Dry Lab): First Session The core curriculum requires a live drinking session or a dry video workshop. The two-hour live drinking session ends the second day of training. Again, you will assign the participants to work in teams. But, instead of testing each other, they will administer the tests to a group of volunteer drinkers who are not members of the class and who have been recruited especially for this purpose. The participants will carefully record and interpret the volunteers' performance of the tests and will assess each volunteer's impairment. In the final segment of this Session, "Session Wrap-up," participants will report their assessments of the volunteers and will be informed of the volunteers' BACs. (Instructions for "dosing" volunteers are in the Administrator Guide). For session 10-A, participants will view the NHTSA/IACP-approved videos designated for this session. This two-hour session ends the second day of training. You will assign the participants to work in teams. They will practice administration of the SFST on another participant, view the videos, assess the video subjects' impairment, and record their observations. In the final P g. 28 | A d m i n i s t r a t o r G u i d e Revised 2/2023 segment of this session, Session Wrap-up, participants will report their assessments of the video subjects and will be informed of the subjects' BACs. NOTE: NHTSA/IACP strongly believe that conducting live alcohol workshops is the optimal way of achieving the learning objectives of this training. Session 11 - Processing the Arrested Subject, Report Writing, and Preparation for Trial In the first of its four segments, "The Processing Phase," you will review the tasks officers are supposed to perform when processing persons arrested for DWI. Since these tasks vary somewhat from agency to agency, you may have to modify the content of this first segment. In the second segment, "Narrative DWI Arrest Report,” you will provide the kind of information officers should include in their DWI reports. Participants will view a DWI stop and arrest scenario and will record their observations. A Field Note-Taking Guide form is available if necessary. You will present and explain a model report-writing format. The narrative DWI Arrest Report will be based on the Field Note-Taking Guide Form. The third segment is "Case Preparation and Pretrial Conference." You will explain the things officers should do in preparing to testify in DWI cases and you will emphasize the role of the pretrial conference with the prosecutor in trial preparation. The final segment is "Guidelines for Direct Testimony." You will present and explain some "dos and don'ts" of testimony in DWI cases. Session 12 - Moot Court (optional) While this session is optional, the experience provided to participants may prove valuable for testifying. It provides a practical application for the session objectives learned in Session 12. If this session is omitted, it does not affect the goals and objectives of the SFST curriculum in developing skills in DWI Investigation. You will inform the participants they will view a video portrayal of a typical DWI detection-to- arrest sequence. After the video, divide the participants into their groups and assign them one of the topics described in this session. After allowing time to prepare, each group will testify about their topic. Session 13 (or 13-A) - Alcohol Workshop (or Dry Lab): Second Session The core curriculum requires a live drinking session or a dry video workshop. The two-hour live drinking session ends the second day of training. Again, you will assign the participants to work in teams. But, instead of testing each other, they will administer the tests to a group of volunteer drinkers who are not members of the class and who have been recruited especially for this purpose. The participants will carefully record and interpret the volunteers' performance of the tests and will assess each volunteer's impairment. In the final segment of this Session, "Session Wrap-up," participants will report their assessments of the volunteers P g. 29 | A d m i n i s t r a t o r G u i d e Revised 2/2023 and will be informed of the volunteers' BACs. (Instructions for "dosing" volunteers are in the Administrator Guide). For session 13-A, participants will view the NHTSA/IACP-approved videos designated for this session. This two-hour session ends the second day of training. You will assign the participants to work in teams. They will practice administration of the SFST on another participant, view the videos, assess the video subjects' impairment, and record their observations. In the final segment of this session, Session Wrap-up, participants will report their assessments of the video subjects and will be informed of the subjects' BACs. NOTE: NHTSA/IACP strongly believe that conducting live alcohol workshops is the optimal way of achieving the learning objectives of this training. Session 14 - Review and Proficiency Examinations In this session, you will select participants to administer the complete SFSTs; they will also explain and interpret the validated clues for each test. You will constructively critique the participants' demonstrations and explanations, as appropriate. Then, you will show a video segment demonstrating the proper administration of a SFST. Next, you will formally test each participant's ability to administer the three tests properly. Participants should not receive a certificate of completion of this training until they have demonstrated proficiency in the SFSTs. Session 15 - Written Examination and Program Conclusion This session is based on a written examination. The passing grade is 80%. The evaluation of the course is based on an anonymous critique form that participants will complete. Session 16 – Introduction to Drugged Driving (optional) This session is a four-hour overview of drugs other than alcohol that impair. This session contains information to improve the participant’s ability to recognize subjects who may be medically impaired or impaired by drugs other than alcohol and, when encountering such subjects, to take appropriate action. P g. 30 | A d m i n i s t r a t o r G u i d e Revised 2/2023 APPENDIX B Overview of SFST Refresher Training In support of SFST training, NHTSA and IACP have developed an SFST Refresher Training. This training is intended for law enforcement officers at the Federal, State, county, and local level who have already taken, and successfully completed, the basic SFST classroom training. These individuals will now be able to refresh their skills at: Recognizing and interpreting evidence of DWI Administering and interpreting the scientifically validated sobriety tests Describing DWI evidence clearly and convincingly The SFST Refresher Training is designed to be taught in a four-hour format or can be expanded to an eight-hour format. To obtain a copy of the SFST Refresher Training, please contact your SHSO or NHTSA Regional Office. P g. 31 | A d m i n i s t r a t o r G u i d e Revised 2/2023 APPENDIX C INSTRUCTOR ROSTER Course Name: Course Date: Course Location: Name: _______________________________ Name:_______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: ______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: _______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: _______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: ______________________ Mailing Address: ______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ (COPY THIS FORM FOR ADDITIONAL NAMES) P g. 32 | A d m i n i s t r a t o r G u i d e Revised 2/2023 PARTICIPANT ROSTER Course Name: Course Date: Course Location: Name: _______________________________ Name:_______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: ______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: _______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: _______________________ Mailing Address: _______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ Name: _______________________________ Name: _______________________________ Title:_________________________________ Title:_________________________________ Organization:__________________________ Organization:__________________________ Mailing Address: ______________________ Mailing Address: ______________________ _____________________________________ _____________________________________ City, State, ZIP:________________________ City, State, ZIP:________________________ Phone:_______________________________ Phone:_______________________________ (COPY THIS FORM FOR ADDITIONAL NAMES) P g. 33 | A d m i n i s t r a t o r G u i d e Revised 2/2023 APPENDIX D Resources List of NHTSA regional offices: https://www.nhtsa.gov/about-nhtsa List of State and Territorial Highway Safety Offices: www.ghsa.org/html/about/shsos.html IACP Drug Evaluation and Classification Program: http://www.decp.org/ P g. 34 | A d m i n i s t r a t o r G u i d e Revised 2/2023 APPENDIX E NPSRI Technical Report “The Use of Video in Training for SFSTs” – Summary The Use of Video in Training for Standardized Field Sobriety Tests (SFST) A. James McKnight and Elizabeth A. Langston National Public Services Research Institute 8201 Corporate Drive, Suite 220 Landover, MD 20785 September 1993 TECHNICAL REPORT NHTSA Contract No. DTNH22-92-C-05109 Prepared for U.S. Department of Transportation National Highway Traffic Safety Administration 400 7th Street, S.W. Washington, D.C. 20590 P g. 35 | A d m i n i s t r a t o r G u i d e Revised 2/2023 1. Report No. 2. Government Accession No. 3. Recipient’s Catalog No. 4. Title and Subtitle 5. Report Date The Use of Video in Training for SFSTs September 1993 6. Performing Organization Code 7. Author(s) 8. Performing Organization Report A.J. McKnight and E.A. Langston No. 9. Performing Organization Name and Address 10. Work Unit No. (TRAIS) National Public Services Research Institute, 8201 Corporate Drive, Suite 220, Landover, MD 20745 11. Contract or Grant No. DTNH22-91-R-05109 12. Sponsoring Agency Name and address 13. Type of Report and Period National Highway Traffic Safety Administration, 400 Seventh Street, S.W. Covered Washington, D.C. 20590 Final Report 6/91-9/93 14. Sponsoring Agency Code 15. Supplementary Notes Dr. Richard Compton served as Contracting Officer’s Technical Representative 16. Abstract The NHTSA training program to certify law enforcement officers in administration of SFSTs includes two “workshops” in which trainees administer sobriety tests to alcohol-dosed subjects has led to consideration of video as an alternative training method. A preliminary study showed that Certified SFST examiners scoring videotaped performance of alcohol-dosed subjects obtained the same results as examiners scoring the subjects directly. An experiment was therefore undertaken to compare three alternative methods of conducting training during the workshops: live alcohol-dosed subjects (alcohol), video-recorded performances of alcohol- dosed subjects (video), and a combination of the video and alcohol methods (video/alcohol). A total of 133 SFST trainees were randomly assigned to the three training methods. The results disclosed extremely small and statistically nonsignificant differences among the three workshop methods in the proficiency with which trainees administered and scored the SFST with alcohol-dosed subjects in a final performance test. It was P g. 36 | A d m i n i s t r a t o r G u i d e Revised 2/2023 concluded that video provides an acceptable alternative to live dosed subjects in training law enforcement officers to administer SFSTs. 17. Key Words 18. Distribution Statement Alcohol, Drinking and Driving, Available to the public through the Sobriety Tests National Technical Information Service, Springfield, VA 22161 19. Security Classif. (of this report) 20. Security Classif. (of this 21. No. of Pages 22. Price Unclassified page) Unclassified P g. 37 | A d m i n i s t r a t o r G u i d e Revised 2/2023 The Role of Video Training The use of videos in Sessions XA and XIIIA is not intended to imply that video can serve as a “substitute” for training with live dosed subjects. However, a combination of practical and moral obstacles to use of alcohol-dosed subjects in training has threatened to prevent the administration of SFST courses in many jurisdictions. Here the choice is not between video and alcohol workshops but between video and no instruction at all. The results of this study clearly resolve that decision. REMINDER: Only the NHTSA/IACP options videos are approved for this instruction. The Conclusions of this Study From the results of this study, the following conclusions may be offered: 1. Video administration of the SFST of alcohol-dosed subjects can be used as an alternative to the use of live alcohol- dosed subjects in either or both of the current training “workshops” without altering the ability of trainees to administer or score the test. 2. Current SFST training leads to significant gains in knowledge of administration procedures and scoring criteria. However, gains in scoring the Walk and Turn and One Leg Stand are minimal owing to the objectivity of the scoring criteria. 3. The only significant differences among approaches to teaching the workshop involve the direction of trainee scoring errors on the Walk and Turn and One Leg Stand, where trainees from the video workshop tend to report slightly fewer impairment clues than certified examiners, while those participating in either or both alcohol workshops tend to report more clues. REFERENCES Burns, M.; Moskowitz, H. Final Report on NHTSA Contract No. DOT-HS-8-01999: Methods for Estimating Expected Blood Alcohol Concentration. Washington, DC: NHTSA; 1980. Burns, M.; Moskowitz, H. (Southern California Research Institute). Prepared for U.S. Department of Transportation, NHTSA: Psychophysical Tests for DWI Arrest. Springfield, VA: National Technical Information Service; 1977 June; DOT HS 802 424. 126. McKnight, A. J.; Marques, P. R. Estimating alcohol impairment from behavioral clues. Journal of Alcohol Studies. 1991; 52(5): pp 389-397 Russ, N. W.; Geller, E. S. Evaluation of a server intervention program for preventing drunk driving. Final Report No. DD-3 ed.; Blacksburg, VA: Virginia Polytechnic Institute and State University, Department of Psychology; 1986. 56 pages. Tharp, V.; Burns, M.; Moskowitz, H. Development and field test of psychophysical tests for DWI arrest; 1981; NHTSA Report # DOT-HS-805-864. Available from NTIS, Springfield, VA 22151. P g. 38 | A d m i n i s t r a t o r G u i d e Revised 2/2023 Estimated time for session: 30 Minutes 1 SFST Introduction and Overview LEARNING OBJECTIVES State the goals and objectives of the training Overview the training schedule and activities Describe the Participant Manual contents Demonstrate pre-training knowledge of training topics CONTENTS A. Welcoming Remarks and Objectives..................................................................................3 B. Housekeeping.....................................................................................................................4 C. Participant Introductions....................................................................................................5 D. Training Goals.....................................................................................................................6 E. Statistics and Data..............................................................................................................7 F. Training Objectives.............................................................................................................8 G. Overview of Participant Manual.......................................................................................10 H. Training Schedule.............................................................................................................11 I. Glossary of Terms.............................................................................................................11 J. Course Pre-Test Administration.......................................................................................12 LEARNING ACTIVITIES Instructor-Led Presentation Written Examination MATERIALS NEEDED FOR THIS SESSION Pre-tests Participant Manual with current training schedule 1. 1. EXPLAIN that the course consists of live lecture, presentation slides, group activities, and supplemental materials. The Participant Manual is theirs to keep. The following icons are used throughout the guide. Indicates an activity such as a discussion, game, or work session. Indicates a website resource (web address). Indicates a playable video. Indicates an instructor note All instructor notes appear in bold, italic font. Instructor notes do not appear in the participant manual. Pg. 2|Session 1 Revised 2/2023 A. Welcoming Remarks and Objectives Slide 2. Instructor needs to put in Location and Date. Before beginning this session fill in the blanks with local statistics on slide 9. Write your names on dry erase board or easel/easel pad. State names, agency, and relevant background information. Introductions - Representatives of Host Agencies and Other Dignitaries. Dignitary introductions and their welcoming remarks must be kept brief; no more than 10 minutes can be devoted to this. Faculty Introductions - The lead-off instructor introduces the instructor faculty. State names, agency affiliations, and experience. Ask each instructor to stand as they are introduced. Welcome to the DWI Detection and Standardized Field Sobriety Testing (SFST) Training. The SFST training focuses on a set of examination procedures that provide officers knowledge and tools for DWI detection. The SFST training provides detailed explanations of the evaluation procedures, careful demonstrations of these procedures (both "live" and via video), and ample opportunities for the participants to practice administering the evaluations. Upon successfully completing this session, the participant will be able to: State the goals and objectives of the training Overview the training schedule and activities Describe the Participant Manual contents Demonstrate their pre-training knowledge of training topics Pg. 3|Session 1 Revised 2/2023 B. Housekeeping Slide 3. Paperwork - Completion of registration forms, travel vouchers, etc. Attendance - Mandatory attendance at all sessions of this school. If a participant misses any portion of this school, he or she must make up the deficiency via after-hours tutoring before completing the program. Breaks - Time allotted for breaks and reconvening. Facility - Locations of restrooms, lunchrooms, etc. Interruptions - No texting or email monitoring. Turn off all electronic devices. Reading Assignments in Participant Manuals - Develop a list of reading assignments for each day and prepare a handout. Reading assignments at the end of Day One should cover materials presented on day one and day two. Subsequent reading assignments should cover material to be presented on the following day. Point out Sessions 2-8 have review questions at the end of each Session. Refer to the Glossary of Terms located at the end of Session 1. Pg. 4|Session 1 Revised 2/2023 C. Participant Introductions Slide 4. Participant Introductions - Whenever possible, the instructor should consider using creative and innovative icebreaking techniques. At a minimum, instruct each participant to stand and give their name, agency, duty assignment, and experience. Slide 5. Play MADD video “No More Victims” (approximately 10 minutes). Pg. 5|Session 1 Revised 2/2023 D. Training Goals Slide 6. The goal of this training is to ultimately increase deterrence of DWI violations; thereby reducing the number of crashes, deaths, and injuries caused by impaired drivers. Slide 7. Enforcement goals are to identify: Enforcement’s role in general DWI deterrence DWI detection phases, clues, and techniques Requirements for organizing and presenting testimonial and documentary evidence in DWI cases Pg. 6|Session 1 Revised 2/2023 E. Statistics and Data Slide 8. In 2020 there were 11,654 fatalities in motor vehicle traffic crashes in which at least one driver was alcohol-impaired. This represented 30 percent of all traffic fatalities in the United States for the year. Spread across the year, this amounted to 32 people dying each day in alcohol- impaired crashes, or one person every 45 minutes. Source:
