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1 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 1
Connecticut Fire Academy
Hazardous Materials OperationsN.F.P.A. 472 – 2013
Chapter 6 “Mission Specific”Jones & Bartlett
Hazardous Materials Awareness and Operations
Chapter 7
January 01, 2013
Slide 2
Connecticut Fire Academy
The goal of the competencies in
this section shall be to provide
the operations level responder
assigned to use personal
protective equipment with the
knowledge and skills to perform
the following task safely and
effectively.
NFPA 6.2.1.2
Goal
6.2.1.2 Goal. The goal of the competencies in this section shall
be to provide the operations level responder assigned to use
personal protective equipment with the knowledge and skills
to perform the following tasks safely and effectively:
• Plan a response within the capabilities of personal protective
equipment provided by the AHJ in order to perform mission
specific tasks assigned.
• Implement the planned response consistent with the standard
operating procedures and site safety and control plan by
donning, working in, and doffing personal protective
equipment provided by the AHJ.
(3) Terminate the incident by completing the reports and
documentation pertaining to personal protective
equipment.
Slide 3
Connecticut Fire Academy
• Describe personal protective equipment
(P.P.E.) for hazardous materials incidents
• Describe the capabilities of the P.P.E.
provided by the authority having
jurisdiction (AHJ) so as to perform any
mission-specific task assigned
• Describe how to Don, Work In, and Doff
the P.P.E. provided by the AHJ
NFPA 6.2.1.2
Objectives
6.2.1.2 Goal. The goal of the competencies in this section shall
be to provide the operations level responder assigned to use
personal protective equipment with the knowledge and skills
to perform the following tasks safely and effectively:
• Plan a response within the capabilities of personal protective
equipment provided by the AHJ in order to perform mission
specific tasks assigned.
• Implement the planned response consistent with the standard
operating procedures and site safety and control plan
by donning, working in, and doffing personal protective
equipment provided by the AHJ.
(3) Terminate the incident by completing the reports and
documentation pertaining to personal protective
equipment.
2 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 4
Connecticut Fire Academy
• Describe P.P.E. performance requirements
• Describe ways to ensure that personnel do
not go beyond their level of training and
equipment
• Describe cooling technologies
• Terminate the incident by completing the
reports and documentation pertaining to
P.P.E.
NFPA 6.2.1.2
Objectives
6.2.1.2 Goal. The goal of the competencies in this section shall
be to provide the operations level responder assigned to use
personal protective equipment with the knowledge and skills
to perform the following tasks safely and effectively:
• Plan a response within the capabilities of personal protective
equipment provided by the AHJ in order to perform mission
specific tasks assigned.
• Implement the planned response consistent with the standard
operating procedures and site safety and control plan
by donning, working in, and doffing personal protective
equipment provided by the AHJ.
(3) Terminate the incident by completing the reports and
documentation pertaining to personal protective
equipment.
Slide 5
Connecticut Fire Academy
NFPA 6.2
Module 1
Mission-Specific
Responsibilities
Personal Protective
Equipment
6.2 Mission-Specific Competencies: Personal Protective
Equipment
Slide 6
Connecticut Fire AcademyNFPA 6.3
Personal Protective Equipment
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5.1 Reporting and Documenting the Incident.
Personal Protection is Nothing New
Personal Protective Equipment has been around for almost as
long as man. From the beginning, humans looked for ways to
protect their bodies. “Knights of Old” wore suits or Armor to go
into battle. Most developments of Personal Protective Equipment
has come about by military research and development and in
many cases being adopted by the civilian sector and in the work
place.
Armor Defined: Protective clothing with the ability to deflect or
absorb arrows, spears, lances, swords, bullets, or other weapons
that may be used against its wearer.
Until recent times, Armor was worn solely by combatants in
warfare. However, the development of lighter protective
materials and an increase in terrorism and the use of powerful
personal weapons by criminals since the 1960s has led to the use
of Armor by police and possible targets of assassination.
3 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 7
Connecticut Fire AcademyNFPA 6.2
Personal Protective Equipment
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5.1 Reporting and Documenting the Incident.
Human weren’t the only beneficiaries of the development of
Personal Protective Equipment. As seen in the photo, the military
knew the importance of their animal “partners” and the need to
protect them as well. Military research and development and in
many cases is adopted by the civilian sector and in the work place
Slide 8
Connecticut Fire AcademyNFPA 6.2.5.1
Personal Protective Equipment
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5.1 Reporting and Documenting the Incident.
Personal Protection is Nothing New
Gas Mask resembling the Disney Creation “Mickey Mouse” were
developed for children during World War II. The thought
being that children who loved the Cartoon Mouse would
accept the mask easier than the traditional awkward mask
worn by soldiers from WW I and on
4 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 9
Connecticut Fire Academy
NFPA 6.2.1.1.1 / 6.2.1.1.2 / 6.2.1.1.3 / 6.2.1.1.4
Personal Protective Equipment
Introduction● Operations Level
● Assigned to use;
Personal Protective Equipment
● Awareness Level Prerequisite Chapter 4
● Operations Level Prerequisite Chapter 5
● Chapter 6 – 6.2 Related Competencies
• Receive Additional Training to meet AHJ
6.2.1.1.1 The operations level responder assigned to use personal
protective equipment shall be that person, competent at the
operations level, who is assigned to use personal protective
equipment at hazardous materials / WMD incidents.
6.2.1.1.2 The operations level responder assigned to use personal
protective equipment at hazardous materials / WMD incidents
shall be trained to meet all competencies at the awareness
level (Chapter 4), all core competencies at the operations
level (Chapter 5), and all competencies in this section.
6.2.1.1.3 The operations level responder assigned to use personal
protective equipment at hazardous materials / WMD incidents
shall operate under the guidance of a hazardous materials
technician, an allied professional, or standard operating
procedures.
6.2.1.1.4* The operations level responder assigned to use
personal protective equipment shall receive the additional
training necessary to meet specific needs of the jurisdiction.
A.6.2.1.1.4 See A.6.1.1.3.
A.6.1.1.3 Additional training opportunities can be available
through local and state law enforcement, public health
agencies, the Federal Bureau of Investigation (FBI), the Drug
Enforcement Administration (DEA), and the Environmental
Protection Agency (EPA).
Slide 10
Connecticut Fire Academy
NFPA 6.2.1.1.3
Important Note
Some information may be taken from
Chapter 7: Hazardous Materials Technician
Operations Level may be asked to perform at
this level but Do Not Replace HMT.
Direct Guidance: Working under control
of a HMT continually being assessed / feedback
6.2.1.1.3 The operations level responder assigned to use personal
protective equipment at hazardous materials / WMD incidents
shall operate under the guidance of a hazardous materials
technician, an allied professional, or standard operating
procedures.
Some Mission-Specific competency information may be taken
from Chapter 7: Hazardous Materials Technician, It should
be pointed out that the Operations Level Responder with a
Mission-Specific competencies are not replacements for the
Technician.
Operations Level Responders may be asked to perform some
technician level skills but they do not have the broader skills
and competencies required of an HMT, particularly in Risk
Assessment and selection of Control Options.
Below are two ways or examples of how guidance can be
provided to ensure Operations level Responders do not go
beyond their level of training and equipment.
Direct Guidance: Working under control of an HMT who has
the ability to (1) continually assess and / or observe actions
and (2) provide feedback. This can be provided through
5 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Direct visual observation or through assessment reports.
Written Guidance: (See Next Slide)
Slide 11
Connecticut Fire Academy
Written Guidance:● Standard Operating Procedures (SOPs)
● Standard Operating Guidance (SOGs)
● “Rules of Engagement” at Operations Level
Task expected of Operations Level Responders
Task beyond the capability of Operations Level Responders
Required PPE and equipment to perform these expected task
Procedures for ensuring coordination within the local ICS
Personal Protective Equipment
NFPA 6.2.1.1.3
6.2.1.1.3 The operations level responder assigned to use personal
protective equipment at hazardous materials / WMD incidents
shall operate under the guidance of a hazardous materials
technician, an allied professional, or standard operating
procedures.
Written Guidance:
Standard Operating Procedures (SOPs)
Standard Operating Guidance (SOGs)
Both should give clear guidance on the “Rules of Engagement” at
Operations Level
Emphasis should be placed on the following:
• Task expected of Operations Level Responders
• Task beyond the capability of Operations Level Responders
• Required PPE and equipment to perform these expected task
• Procedures for ensuring coordination within the local ICS
Slide 12
Connecticut Fire Academy
GoalAnalyze
Plan
Implement
Evaluate
Terminate
NFPA 6.2.1.2
6.2.1.2 Goal. The goal of the competencies in this section shall
be to provide the operations level responder assigned to use
personal protective equipment with the knowledge and skills
to perform the following tasks safely and effectively:
• Analyze
• Plan
• Implement
• Evaluate
• Terminate
• Plan a response within the capabilities of personal protective
equipment provided by the AHJ in order to perform mission
specific tasks assigned.
6 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
• Implement the planned response consistent with the standard
operating procedures and site safety and control plan by
donning, working in, and doffing personal protective
equipment provided by the AHJ.
• Terminate the incident by completing the reports and
documentation pertaining to personal protective equipment.
Slide 13
Connecticut Fire Academy
NFPA 6.2.3
Personal Protective
Equipment
Planning the Response
Mission-Specific
Responsibilities
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.3 Competencies – Planning the Response.
Slide 14
Connecticut Fire Academy
NFPA 6.2.3.1
Personal Protective Equipment
Given scenarios involving hazardous materials / WMD
incidents with known and unknown hazardous
materials / WMD, and the personal protective
equipment provided by the AHJ, the operations level
responder assigned to use the personal protective
equipment shall select the personal protective
equipment required to support mission-specific tasks
at hazardous materials / WMD incidents based on
local procedures by completing the following
requirements:
6.2.3.1 Selecting Personal Protective Equipment. Given
scenarios involving hazardous materials / WMD incidents
with known and unknown hazardous materials / WMD, the
operations level responder assigned to use personal protective
equipment shall select the personal protective equipment
required to support mission specific tasks at hazardous
materials / WMD incidents based on local procedures and
shall meet the following requirements:
7 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 15
Connecticut Fire Academy
• Use risk-based approach in selecting
• Disposable, single, or limited use
• Reusable
– Need testing at regular intervals
– Store in cool, dry place
Introduction
In selecting personal protective equipment (PPE), employ a risk-
based approach.
Become familiar with the PPE policies and requirements for
the local jurisdiction.
Disposable PPE is designed for single or limited use.
Reusable PPE
Needs testing at regular intervals
Must be stored in a cool, dry place and away from sunlight
Slide 16
Connecticut Fire Academy
Specific Personal Protective Equipment
Street Clothing and Work Uniforms
Least protection
Station Uniform NOMEX Jumpsuit
Level D Protection:
Usually considered “Normal” work uniforms or P.P.E.
Coveralls, safety boots, safety glasses and hard hat may be added
but offer limited protection
Used:
No respiratory hazard, mild skin hazard present
Slide 17
Connecticut Fire Academy
Personal Protective Equipment
Describe the types of personal protective equipment
that are available for response based on
NFPA standards and how these items relate
to EPA levels of protection.
Level A
Level B
Level C
Level DNFPA 6.2.3.1(1)
6.2.3.1(1)* Describe the types of protective clothing and
equipment that are available for response based on NFPA
standards and how these items relate to EPA levels of
protection.
A.6.2.3.1(1) A written personal protective equipment program
should be established in accordance with 29 CFR 1910.120.
Elements of the program should include personal protective
equipment (PPE) selection and use; storage, maintenance,
and inspection; and training consideration.
Proper selection of PPE for individual responders during a
specific emergency must be based on a careful assessment of
two factors:
• The hazards anticipated to be present at the scene
• The probable impact of those hazards, based on the mission
role of the individual
The emergency responder must be provided with appropriate
respiratory and dermal protection from suspect or known
hazards. The amount of protection required is material and
hazard specific. The protective ensembles must be
8 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
sufficiently strong and durable to maintain protection during
operations. According to 29 CFR 1910.120(q)(3)iii, the
individual in charge of the ICS ensures that the personal
protective ensemble worn is appropriate for the hazards to be
encountered. Currently, no single personal protective
ensemble can protect the wearer from exposure to all hazards.
It is important that the appropriate combination of respirator,
ensemble, and other equipment be selected based on a hazard
assessment at the scene. The OSHA / EPA categories of
personal protective equipment are defined in 29 CFR
1910.120, “Hazardous Waste Operations and Emergency
Response” (HAZWOPER), Appendix B, as follows:
Slide 18
Connecticut Fire Academy
Personal Protective Equipment
Describe the types of personal protective equipment
that are available for response based on
NFPA standards and how these items relate
to EPA levels of protection.
NFPA 1991 w/ NIOSH CBRN SCBA Level A
NFPA 1994 Class 2 w/ NIOSH CBRN SCBA Level B
NFPA 1971 w/ CBRN option worn
w/ NIOSH CBRN SCBA Level B
NFPA 1994 Class 3 w/ NIOSH CBRN APR Level C
NFPA 1994 Class 4 w/ NIOSH CBRN APR Level C
NFPA 6.2.3.1(1) taken from Table A.6.2.3.1(1)
6.2.3.1(1)* Describe the types of protective clothing and
equipment that are available for response based on NFPA
standards and how these items relate to EPA levels of
protection.
A.6.2.3.1(1) A written personal protective equipment program
should be established in accordance with 29 CFR 1910.120.
Elements of the program should include personal protective
equipment (PPE) selection and use; storage, maintenance,
and inspection; and training consideration.
Proper selection of PPE for individual responders during a
specific emergency must be based on a careful assessment of
two factors:
• The hazards anticipated to be present at the scene
• The probable impact of those hazards, based on the mission
role of the individual
The emergency responder must be provided with appropriate
respiratory and dermal protection from suspect or known
hazards. The amount of protection required is material and
hazard specific. The protective ensembles must be
sufficiently strong and durable to maintain protection during
operations. According to 29 CFR 1910.120(q)(3)iii, the
individual in charge of the ICS ensures that the personal
protective ensemble worn is appropriate for the hazards to be
encountered. Currently, no single personal protective
ensemble can protect the wearer from exposure to all hazards.
It is important that the appropriate combination of respirator,
ensemble, and other equipment be selected based on a hazard
assessment at the scene. The OSHA / EPA categories of
personal protective equipment are defined in 29 CFR
1910.120, “Hazardous Waste Operations and Emergency
Response” (HAZWOPER), Appendix B, as follows:
9 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 19
Connecticut Fire AcademyNFPA 6.2.3.1(1)
• Level A – To be selected when the greatest level of skin,
respiratory, and eye protections is required
• Level B – To be selected when the highest level of
respiratory protection is necessary but a lesser level of skin
protection is needed
(3) Level C – To be selected when the concentration(s) and
type(s) of airborne substances are known and the criteria for
using air-purifying respirators (APRs) are met, Except for the
inflation and inward leakage tests on Level A garments,
HAZWOPER does not specify minimum performance
criteria of protective clothing and respirators required for
specific threats, such as chemical permeation resistance and
physical property characteristics. The use of these general
levels of protection does not ensure that the wearer is
adequately protected from CBRN-specific hazards. Relying
solely on OSHA/EPA nomenclatures in selection of personal
protective equipment could result in exposure above
acceptable limits or an unnecessary reduction in operational
effectiveness through lack of mobility, decreased dexterity,
or reduced operational mission duration. The clothing and
ensemble standards developed by the NFPA Technical
Committee on Hazardous Materials Protective Clothing and
Equipment establish minimum performance requirements for
physical and barrier performance during hazardous materials
emergencies, including those involving chemical, biological,
and radioactive terrorism materials.
10 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 20
Connecticut Fire AcademyNFPA 6.2.3.1(1)
These standards are integrated with the NIOSH and NFPA
standards on respiratory equipment.
Table A.6.2.3.1(1) is provided to assist emergency response
organizations in transitioning from the OSHA/EPA Levels A,
B, and C to protection based standards terminology. Because
the OSHA/EPA levels are expressed in more general terms
than the standards and do not include testing to determine
protection capability, it is not possible to “map” those levels
to specific standards. However, it is possible to look at
specific configurations and infer their OSHA/EPA levels
based on the definitions of those levels. Examples of
ensembles and conservative interpretations of their
corresponding levels are provided in Table A.6.2.3.1(1).
All purchasers of personal protective equipment are cautioned to
examine their hazard and mission requirements closely and to
select appropriate performance standards. All personal
protective equipment must be used in accordance with 29
CFR 1910.120 (or equivalent EPA or state regulations).
Also applicable in states with OSHA-approved health and safety
programs and for Federal employers is 29 CFR 1910.134,
“Respiratory Protection” (or an equivalent EPA or state
regulation). Both 29 CFR 1910.120 and 29 CFR 1910.134
include requirements for formal plans, medical evaluation,
and training to ensure the safety and health of emergency
responders. Additional information, a list of allowable
equipment, and information on related standards,
certifications, and products are available on the Department
of Homeland Security (DHS)–sponsored Responder
Knowledge Base (http://www.rkb.mipt.org).
Slide 21
Connecticut Fire Academy
Personal Protective Equipment
Level A
NFPA 6.2.3.1(1)
Level A Protection
Totally encapsulated chemical protective / vapor protective suit.
Positive Pressure demand SCBA or supplied air respiratory with
escape SCBA
Chemical resistant gloves and boots.
Used:
Whenever severe respiratory, skin, or eye hazards are present.
11 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 22
Connecticut Fire Academy
Personal Protective Equipment
Level B
NFPA 6.2.3.1(1)
Level B Protection:
Chemical Resistant coverall, one or two piece splash unit.
One piece suits are NOT vapor resistive.
Pressure demand SCBA or supplied air respiratory with escape
SCBA gloves, boots.
Used:
Severe respiratory hazard, moderate skin present history
Instructor’s Note:
It should be pointed out that by OSHA / HAZWOPER
regulations, Level B is the lowest level of protection for an
“Unknown”.
Slide 23
Connecticut Fire Academy
Personal Protective Equipment
Level C
NFPA 6.2.3.1(1)
Level C Protection:
Chemical Resistant coveralls, one or two piece splash unit;
Full face piece, air purifying canister equipped respiratory
protection gloves, boots.
Used:
Moderate respiratory or skin hazard present.
Major difference is the APR with Level C versus the SCBA with
the Level B
Slide 24
Connecticut Fire Academy
Personal Protective Equipment
Level D
NFPA 6.2.3.1(1)
Level D Protection:
Usually considered “Normal” work uniforms or P.P.E.
Coveralls, safety boots, safety glasses and hard hat may be added
but offer limited protection
Used:
No respiratory hazard, mild skin hazard present
12 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 25
Connecticut Fire Academy
Personal Protective Equipment
Specialized P.P.E.
NFPA 6.2.3.1(1)
Specialized P.P.E.
Flash Protection for covering Level A or B in a Flammable Vapor
Hazard Short term protection, as stated usually designed for
“Flash” fires
Approach Suits: Approach to within a few yards of flames and
radiant heat up to 2000°F Jumpsuits and coats may also be
adapted to be worn with breathing apparatus.
Aluminized Fiberglass Over-Cover: Used to offer “Flash”
protection over a Level A suit in a Flammable Atmosphere
3.3.66 Vapor-Protective Ensemble with Optional Chemical
Flash Fire Escape and Liquefied Gas Protection.
A compliant vapor-protective ensemble that is also certified as
compliant with the optional requirements for both limited
protection against chemical flash fire for escape only and for
protection against liquefied gases.
Slide 26
Connecticut Fire Academy
Personal Protective Equipment
Specialized P.P.E.
NFPA 6.2.3.1(1)
Specialized P.P.E.
Examples Show:
1. Chemical Warfare Protective Ensemble called MOPP
Gear: (Mission Oriented Protective Posture) (acronym
pronounced as "mop") is a military term used to describe
protective gear, to be used in a toxic environment, i.e., during
a chemical, biological, radiological, nuclear or explosive
(CBRNE) strike:
2. Aircraft Rescue Fire Fighter (ARFF) Protection: For use
with High BTU Fuels know as a Proximity Suit. The
example shown is a military version with the MOPP P.P.E.
worn underneath and a special SCBA / GAS Mask
combination.
3. Explosive Ordinance Disposal (EOD) Bomb Suit:
Note: using Segway transporter due to weight of suit and to
reduce stress on personnel
Slide 27
Connecticut Fire Academy
Compatibility chartsHelp choose right clothing for incident
E = Excellent F = Fair G = Good P = Poor
EFFECTIVENESS OF PROTECTIVE MATERIALS AGAINST CHEMICAL DEGRADATION (BY GENERIC CLASS)
Generic Class Butyl rubber Polyvinyl chloride Neoprene Natural rubber
Alcohols E E E E
Aldehydes E-G G-F E-G E-F
Amines E-F G-F E-G G-F
Esters G-F P G F-P
Ethers G-F G E-G G-F
Fuels & Solvents F-P G-P E-G F-P
Halogenated Hydrocarbons G-P G-P G-F F-P
Hydrocarbons F-P F G-F F-P
Inorganic acids G-F E E-G F-P
Inorganic bases & salts E E E E
Ketones E P G-F G-F
Natural fats and oils G-F G E-G G-F
Organic acids E E E E
Specific Personal Protective Equipment
Chemical Protective Clothing
13 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 28
Connecticut Fire Academy
Personal Protective Equipment
Acronym for potential responder hazards
T – Thermal
R – Radiological
A – Asphyxiating
C – Chemical / Toxic
E – Etiological / biological
M – Mechanical
P – Phychological
NFPA 6.2.3.1(2)
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
• Thermal
• Radiological
• Asphyxiating
• Chemical / Toxic
• Etiological/biological
• Mechanical
These are the “Types of Harm” that can be confronted with in a
Hazardous Materials /
WMD scenario. Knowing the types of harm allows the
Responder to:
• Identify what type of “Protection” is required for
Responders
• Identify Logistical needs such as Medical
Equipment/Supplies and Transportation
• Identify what type of Decontamination may be required.
Slide 29
Connecticut Fire Academy
TRACEMP
T – Thermal
NFPA 6.2.3.1(2)
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Thermal.
Normal Firefighting Structural P.P.E. is worn for firefighting.
• Helmet
• Bunker Coat
• Bunker Pants
• Boots
• Gloves
• Fire Protection Hood
• S.C.B.A. with P.A.S.S. device
This P.P.E. has limited or little protection from chemicals and
does not provide complete protection from Gases, Vapors,
Liquids and Dust from Hazardous Materials
More designed for Hot / Cold / Mechanical hazards
For Higher Temperature fuels; Proximity Suits are available
There is “Flash” protection that goes over chemical suits for
“Flash Fires” but offer little protection other than that and
they may not be compatible with the chemical vapor.
It should be noted there is no “Real” protection for Cryogenics
available to First Responders.
14 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 30
Connecticut Fire Academy
R – Radiological
NFPA 6.2.3.1(2)
TRACEMP
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Radiological.
Alpha and Beta are particulate that can be protected against by
most P.P.E.
Firefighter structural P.P.E. will offer protection from most Alpha
and Beta, however the most important component is the use
of an Air Purified Respirator with HEPA filter or an S.C.B.A.
In many cases a lighter coverall type clothing with Foot and hand
protection as well as Respirator Protection will do for Alpha
and Beta.
With Gamma, there is not a level of P.P.E. that will protect the
user.
With Gamma and other high level radiation: the only protection
is:
Time, Distance and Shielding
Slide 31
Connecticut Fire AcademyNFPA 6.2.3.1
A – Asphyxiating
TRACEMP
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Asphyxiating.
For Immediately Dangerous to Life and Health (IDLH)
atmospheres; Self Contained Breathing Apparatus (S.C.B.A.)
or Supplied Air Respirators (SAR) are the “Only” and
highest level of protection.
These units contain their own oxygen supply, require full face
mask and have limitations to the user such as time, weight,
restricted movement.
All other respirators require Oxygen content above 19.5% and
would require chemical specific filters
15 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 32
Connecticut Fire Academy
C – Chemical / Toxic
NFPA 6.2.3.1(2)
TRACEMP
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Chemical.
In chemical incidents or atmospheres the highest level of
protection would be the:
Level A: Encapsulated, Vapor resistant suit which covers the
User and the S.C.B.A. in a one piece ensemble.
Level B: May be an option for some chemicals that require
liquid / splash protection and the use of the S.C.B.A. but
air tight vapor protection is not required
Level C: May be basically the same ensemble as the Level B
but with an Air Purified Respirator and Cartridge Filter
instead of the S.C.B.A.
It will be important to identify the product and verify the time
frame which these ensembles will withstand the chemical
exposure before break down.
Slide 33
Connecticut Fire Academy
E – Etiological / Biological
NFPA 6.2.3.1(2)
TRACEMP
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Etiological / Biological.
Levels of Protection are very similar to those of the Chemicals:
Level of protection depends on the specific Etiological /
Biological threat and the specifics of the agent / product
being encountered.
Some require Level A protection, some may just require
minimum of Level C
Slide 34
Connecticut Fire Academy
M – Mechanical
NFPA 6.2.3.1(2)
TRACEMP
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Mechanical.
Most Hazardous Material ensembles or not designed for
Mechanical damage.
In many cases even sharp metal edges or glass can cut some of
the common suits.
Structural Firefighter P.P.E. has good abrasion wear but limited
chemical protection.
Explosive Ordinance Disposal has specialized suits for Explosive
hazards but they are not designed for the Hazardous Material
environment.
Scene 1 is from Columbine High School
Scene 2 is the World Trade Center
16 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 35
Connecticut Fire Academy
P – Psychological
NFPA 6.2.3.1(2)
TRACEMP
Sick Building Syndrome
Perceived Common
Exposure to a Substance
Dancing PlagueFrance 1518
6.2.3.1(2) Describe personal protective equipment options for the
following hazards:
Psychological.
The syndrome of mass psychogenic illness is common at
high- profile hazardous-materials incidents, and the
resulting vague but very real (to the victim) symptoms
can further tax responders` resources.
Mass psychogenic illness is when groups of people (such as a
class in a school or workers in an office) start feeling sick
at the same time even though there is no physical or
environmental reason for them to be sick.
1- Dancing death In July of 1518, a woman referred to as Frau Troffea
stepped into a narrow street in Strasbourg, France and began a fervent
dancing vigil that lasted between four and six days. By the end of the week,
34 others had joined her and, within a month, the crowd of dancing,
hopping and leaping individuals had swelled to 400. Authorities
prescribed "more dancing" to cure the tormented movers but, by summer's
end, dozens in the Alsatian city had died of heart attacks, strokes and sheer
exhaustion due to nonstop dancing. For centuries this bizarre event,
known variously as the dancing plague or epidemic of 1518, has stumped
scientists attempting to find a cause for the mindless, intense and ultimately
deadly dance.
2 - Tanganyika Laughter Epidemic Perhaps the most unusual documented
case of mass psychogenic illness was the Tanganyika Laughter Epidemic of
1962. A paper published the following year in the Central African Journal
of Medicine described what happened. Triggered by a joke among
students at a Tanzania boarding school, young girls began to laugh
uncontrollably. At first there were spurts of laughter, which extended to
hours and then days. The victims, virtually all female, suffered pain,
fainting, respiratory problems, rashes and crying attacks, all related to the
hysterical laughter. Proving the old adage that laughter can be contagious,
the epidemic spread to the parents of the students as well as to other
schools and surrounding villages. Eighteen months passed before the
laughter epidemic ended.
3 - Raining Animals Yes, it has rained frogs in real life, not just in the movie
Magnolia. Birds, bats, fish and even worms have been reported to fall from
the sky. Scientists theorize that fast-moving storms and waterspouts cross a
body of water and sweep or suck up animals, then deposit them miles
away. Residents of Honduras have celebrated the Lluvia de Peces (Rain of
Fish) annually for more than a century. The fish are believed to be sucked
up from the ocean and deposited 140 miles inland, while others have
indicated that the fish may be from underground water sources.
4 - The most polluted creeks in India, had suddenly turned "sweet" The
2006 Mumbai "sweet" seawater incident was a phenomenon during which
residents of Mumbai claimed that the water at Mahim Creek, one of the
most polluted creeks in India that receives thousands of tonnes of raw
sewage and industrial waste every day had suddenly turned "sweet". Within
hours, residents of Gujarat claimed that seawater at Teethal beach had
turned sweet as well. The Maharashtra Pollution Control Board had warned
people not to drink the water, but despite this many people had collected it
in bottles, even as plastic and rubbish had drifted by on the current. By 2pm
the following day, the devotees said that the water was salty again.
17 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 36
Connecticut Fire Academy
Personal Protective Equipment
Select personal protective equipment for
mission-specific tasks at hazardous materials / WMD
incidents based on local procedures.
NFPA 6.2.3.1(3)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based on
local procedures.
Slide 37
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(a) Describe the following terms and explain their impact
and significance on the selection of chemical-protective clothing:
i. Degradation
ii. Penetration
iii. Permeation
NFPA 6.2.3.1(3)(a)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(a) Describe the following terms and explain their
impact and significance on the selection of chemical-
protective clothing:
3.3.18 Degradation.
(1) A chemical action involving the molecular breakdown of a
protective clothing material or equipment due to contact
with a chemical.
• The molecular breakdown of the spilled or released material
to render it less hazardous during control operations. (applies
to product control)
3.3.44 Penetration. The movement of a material through a suit's
closures, such as zippers, buttonholes, seams, flaps, or other
design features of chemical-protective clothing, and through
punctures, cuts, and tears.
3.3.45 Permeation. A chemical action involving the movement
of chemicals, on a molecular level, through intact material.
18 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 38
Connecticut Fire Academy
“There was a brilliant flash
of white and the nozzle man
was covered in burning
magnesium”.
NFPA 6.2.3.1(3)(a)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(a) Describe the following terms and explain their
impact and significance on the selection of chemical-
protective clothing:
3.3.18 Degradation.
(1) A chemical action involving the molecular breakdown of a
protective clothing material or equipment due to contact
with a chemical.
• The molecular breakdown of the spilled or released material
to render it less hazardous during control operations. (applies
to product control)
Slide 39
Connecticut Fire AcademyNFPA 6.2.3.1(3)(a)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(a) Describe the following terms and explain their
impact and significance on the selection of chemical-
protective clothing:
19 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 40
Connecticut Fire Academy
Closures are there
for a reason
NFPA 6.2.3.1(3)(a)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(a) Describe the following terms and explain their
impact and significance on the selection of chemical-
protective clothing:
3.3.44 Penetration. The movement of a material through a suit's
closures, such as zippers, buttonholes, seams, flaps, or other
design features of chemical-protective clothing, and through
punctures, cuts, and tears.
Slide 41
Connecticut Fire Academy
Steam burns from water
applied to a superheated
atmosphere are an example
of Permeation
NFPA 6.2.3.1(3)(a)
6.2.3.1 Selecting Personal Protective Equipment. 6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(a) Describe the following terms and explain their
impact and significance on the selection of chemical-
protective clothing:
3.3.45 Permeation. A chemical action involving the movement
of chemicals, on a molecular level, through intact material.
Slide 42
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(b) Identify at least three indications of material
degradation of chemical-protective clothing.
a) Charring
b) Shrinking
c) Swelling
d) Color Changes
e) Dissolving
f) Weight Change
g) Loss of Tensile Strength
NFPA 6.2.3.1(3)(b)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(b) Identify at least three indications of material
degradation of chemical protective clothing.
May be visible signs such as:
• Charring
• Shrinking
• Swelling
• Color Changes
• Dissolving
May also be detected by:
• Weight Change
• Loss of Tensile Strength
20 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 43
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(c) Identify the different designs of vapor-protective
and splash-protective clothing and describe the advantages
and disadvantages of each type.
Vapor-Protection – NFPA 1991 EPA Level A ensembles – Highest Level of Protection
Worn with SCBA or SABA
Also Components of CBRNE Class 1 and 2 ensembles
Disadvantages: Does NOT protect against all Chemical Hazards
Impairs Mobility, Vision, Communication
Does not allow for Heat to escape – Heat Stress
NFPA 6.2.3.1(3)(c)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3) (c) Identify the different designs of vapor-protective
and splash-protective clothing and describe the advantages
and disadvantages of each type.
NFPA 1991, Standard on Vapor-Protective Ensembles for
Hazardous Materials
Emergencies, 2005 Edition
NFPA 1991 – 3.3.66 Vapor-Protective Ensemble with Optional
Chemical Flash Fire Escape and Liquefied Gas Protection. A
compliant vapor-protective ensemble that is also certified as compliant
with the optional requirements for both limited protection against
chemical flash fire for escape only and for protection against liquefied
gases.
NFPA 1994 – Standard on Protective Ensembles for First
Responders to CBRN Terrorism Incidents, 2007 Edition CBRNE: Acronym coined by U.S. Marines for; Chemical,
Biological, Radiological, Nuclear and Explosive.
FBI refers to WMD: (Weapons of Mass Destruction)
FEMA refers to B-NICE: Biological, Nuclear, Incendiary,
Chemical, Explosive
Slide 44
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(c) Identify the different designs of vapor-protective
and splash-protective clothing and describe the advantages
and disadvantages of each type.
Liquid Splash-Protection – NFPA 1992 EPA Level B ensembles
Encapsulated or Non-Encapsulated
Also Components of CBRNE Class 3
Disadvantages: Does NOT protect against Gases and Vapors
Impairs Mobility, Vision, Communication
Does not allow for Heat to escape – Heat Stress
May not provide full body coverage
NFPA 6.2.3.1(3)(c)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(c) Identify the different designs of vapor-protective
and splash-protective clothing and describe the advantages
and disadvantages of each type.
NFPA 1992, Standard on Liquid Splash-Protective Ensembles and
Clothing for Hazardous Materials Emergencies, 2005 Edition
NFPA 1992 – 3.3.38* Liquid Splash-Protective Clothing. Multiple
items of compliant protective clothing and equipment products that
provide protection from some risks, but not all risks, of hazardous
materials emergency incident operations involving liquids.
NFPA 1992 – A.3.3.38 Liquid Splash-Protective Clothing. Liquid
splash-protective clothing includes, but is not limited to, garments,
gloves, and footwear.
NFPA 1994 – Standard on Protective Ensembles for First
Responders to CBRN
Terrorism Incidents, 2007 Edition
21 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 45
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(d) Identify the relative advantages and disadvantages of
the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
i. Air cooled
ii. Ice cooled
iii. Water cooled
iv. Phase changeNFPA 6.2.3.1(3)(d)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(d)* Identify the relative advantages and disadvantages
of the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
A.6.2.3.1(3)(d) Phase change technology creates a constant
temperature vest and is a completely unique body
management device. The unique cooling formulation
encapsulated in an anatomically designed device makes a
change in minutes from a clear liquid to a semisolid, white
waxy form and maintains a temperature of 59°F (15°C).
Unlike the extremely cold temperatures of ice and gel, the
higher temperature formulation in these devices works in
harmony with the body. When an energized cool vest is
worn, the cool phase change material absorbs the excessive
heat the body creates when wearing protective clothing or
encapsulating suits.
•Air cooled
•Ice cooled
•Water cooled
•Phase change cooling technology
Slide 46
Connecticut Fire Academy
Personal Protective Equipment
i. Air cooledPre-chilled air forced through
vest via system of hoses worn
close to body
Cool air passes body;
drawing heat away
Light weight – long term cooling
Requires hose / umbilical to
external fixed compressor
NFPA 6.2.3.1(3)(d)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(d)* Identify the relative advantages and disadvantages
of the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
• Air cooled
Forced air cooling systems operate by forcing pre-chilled air
through a system of hoses worn close to the body. As cool
air passes by the skin, heat is drawn away by Convection.
These systems are normally light but restricted by an
umbilical hose attached to an external fixed compressor.
22 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 47
Connecticut Fire Academy
Personal Protective Equipment
ii. Ice cooledFrozen Ice Packs placed
into pockets of specially
designed vest
Limitations include:
weight, bulkiness and
close proximity of extreme
cold to skin
Sometimes fools body it’s
cold – retaining more heat
NFPA 6.2.3.1(3)(d)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(d)* Identify the relative advantages and disadvantages
of the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
• Ice cooled
Ice-cooled or Gel-packed are commonly used vest in Haz Mat
due to their low cost, unlimited portability and unlimited
recharging by refreezing the packs.
Vest design worn around torso, the chilled vest absorbs the
heat generated by the body.
Technology is bulkier and heavier than the forced air, may
cause discomfort due to ice-cold vest near the skin. Cold
temperature may actually fool the body into thinking it is
cold, thereby encouraging the retention of even more heat.
Slide 48
Connecticut Fire Academy
Personal Protective Equipment
iii. Water cooledFluid-chilled system operates by
pumping ice-chilled liquid from
reservoir through tubes within a vest
like garment back to reservoir
Requires separate battery-operated
unit worn on hip or some larger
systems have remote external pump
Sometimes increasing workload and
generating more heat
NFPA 6.2.3.1(3)(d)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(d)* Identify the relative advantages and disadvantages
of the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
• Water cooled
Fluid-chilled systems operate by pumping ice-chilled liquids
from a reservoir, through a series of tubes held within a vest
like garment and back to the reservoir.
Mobility may be limited with some varieties, the pump may
be located away from the Garment.
Some systems have heavy, battery operated units worn on the
hip. Additional weight may increase the body’s workload and
generate more heat.
23 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 49
Connecticut Fire Academy
Personal Protective Equipment
iv. Phase changeOperate similar to ice-gel packed vest
Temperature of material in
phase change pack is chilled
to approximately 60o
Fabric of vest designed
to “Wick” perspiration
away from body
NFPA 6.2.3.1(3)(d)
6.2.3.1 Selecting Personal Protective Equipment.
6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(d)* Identify the relative advantages and disadvantages
of the following heat exchange units used for the cooling of
personnel operating in personal protective equipment:
A.6.2.3.1(3)(d) Phase change technology creates a constant
temperature vest and is a completely unique body
management device. The unique cooling formulation
encapsulated in an anatomically designed device makes a
change in minutes from a clear liquid to a semisolid, white
waxy form and maintains a temperature of 59°F (15°C).
Unlike the extremely cold temperatures of ice and gel, the
higher temperature formulation in these devices works in
harmony with the body. When an energized cool vest is
worn, the cool phase change material absorbs the excessive
heat the body creates when wearing protective clothing or
encapsulating suits.
• Phase change cooling technology Phase-change operates similar to ice or gel-pack vest. The main
difference is that the temperature of the material used is
chilled to about 60 degrees and the fabric of the vest is
designed to “wick” perspiration away from the body.
Typical recharge is quicker than the other type packs because
they don’t require “Freezing”.
Even though temperature is higher, it is sufficient to absorb body
heat
24 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 50
Connecticut Fire Academy
Personal Protective Equipment
6.2.3.1(3)(e) Identify the physiological and psychological stresses
that can affect users of personal protective equipment.
Knowing Reason for Suit !
Heat Related Illnesses Dehydration
Heat Exhaustion
Heat Stroke
Heat Cramps
Limited Visibility
Limited Mobility
Communications
NFPA 6.2.3.1(3)(e)
6.2.3.1 Selecting Personal Protective Equipment. 6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(e) Identify the physiological and psychological
stresses that can affect users of personal protective
equipment.
1. Knowing Reason for Suit !
● Know that the atmosphere outside the suit can Kill or
Harm you. The what ifs?
2. Heat Related Illnesses
Dehydration
Heat Exhaustion
Heat Stroke
Heat Cramps
3. Limited Visibility
● Wearing an SCBA, sometimes under a Level A Suit
● Moisture Build up causes fogging
4. Limited Mobility
● Bulky suits reduce movement, create larger size for
moving through obstacles
5. Communications
● Extremely difficult at best, at times feels like wearer is all
alone
● Responders hears own breathing, requires concentration
Slide 51
Connecticut Fire Academy
Responders MUST know:
Local Emergency Response Plan (LERP)
and
Authority Having Jurisdiction (AHJ)
Standard Operating Procedures (SOP’s)
or
Standard Operating Guidelines (SOG’s)
Personal Protective Equipment
6.2.3.1(3)(f) Describe local procedures for going through the
technical decontamination process.
NFPA 6.2.3.1(3)(f)
6.2.3.1 Selecting Personal Protective Equipment. 6.2.3.1(3) Select personal protective equipment for mission-
specific tasks at hazardous materials / WMD incidents based
on local procedures.
6.2.3.1(3)(f) Describe local procedures for going through the
technical decontamination process.
Responders MUST know Local Emergency Response Plan
(LERP) and
Authority Having Jurisdiction (AHJ) Standard Operating
Procedures or Guidelines.
These documents should spell out contacts, areas of responsibility
and equipment
Needed to accomplish Decontamination and the follow-up
medical requirements and
Documentation.
Instructor’s Note:
Now would be a good time to have students refer to their local
documents and find the appropriate pages to refer to.
Perhaps have a student read excerpts out loud to class
25 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 52
Connecticut Fire Academy
Personal Protective
Equipment
Implementing the Planned
Response
Mission-Specific
Responsibilities
NFPA 6.2.4
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.4 Competencies – Implementing the Planned Response.
Slide 53
Connecticut Fire Academy
Personal Protective Equipment
Given the personal protective equipment provided by
the AHJ, the operations level responder assigned to
use personal protective equipment shall demonstrate
the ability to don, work in, and doff the equipment
provided to support mission-specific tasks by
completing the following requirements:
NFPA 6.2.4.1
6.2.4 Competencies – Implementing the Planned Response.
6.2.4.1 Using Protective Clothing and Respiratory
Protection. Given the personal protective equipment
provided by the AHJ, the operations level responder assigned
to use personal protective equipment shall demonstrate the
ability to don, work in, and doff the equipment provided to
support mission-specific tasks and shall meet the following
requirements:
Skill Sheet: 5.4.3 A
Skill Sheet: 5.4.3 B
Skill Sheet: 5.4.3 C
Skill Sheet: 6.2.4.1 B
Slide 54
Connecticut Fire AcademyNFPA 6.2.4.1
Personal Protective Equipment
6.2.4 Competencies – Implementing the Planned Response.
6.2.4.1 Using Protective Clothing and Respiratory
Protection. Given the personal protective equipment
provided by the AHJ, the operations level responder assigned
to use personal protective equipment shall demonstrate the
ability to don, work in, and doff the equipment provided to
support mission-specific tasks and shall meet the following
requirements:
Instructor’s Note:
Have the students form up with their Personal Protective Clothing
including S.C.B.A.
They need to perform an Ops check on the SCBA, Don the P.P.E.
and S.C.B.A.; simulate performing a task and then Doff (take
off) the P.P.E. and S.C.B.A. and make them ready for the
next “response”
26 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 55
Connecticut Fire Academy
Personal Protective Equipment
Special Note for All Responders
It is strongly recommended that:
When Doffing the S.C.B.A. from a
Level B suit after Decontamination;
“KEEP THE AIR FLOWING”
This will ensure residual particulate will be
forced away from the Respiratory System
NFPA 6.2.4.1
6.2.4 Competencies – Implementing the Planned Response.
6.2.4.1 Using Protective Clothing and Respiratory Protection.
During Hazardous Materials Incidents, most responders will be
required to go through Decontamination as a Precautionary
Routine.
In Decontamination, the final step in clothing removal involves
the doffing of the S.C.B.A. from the Level B Suit ensemble
Taking a lesson from the NRC requirements dealing with
Radioactives;
It is “Highly” recommended that ALL Responders maintain Air
Flow of the S.C.B.A. while doffing the unit after all incidents
involving Hazardous Materials..
This will ensure that a constant air flow will force any residual
particulate or vapor away from the Mouth and Nose of the
Responder.
The Decontamination Aid will shut off the unit and purge the
system to silence any alarms.
This requires Practice and constant reminders because it goes
against the norm of firefighting duties and doffing
procedures.
Slide 56
Connecticut Fire Academy
Personal Protective Equipment
Describe at least three safety procedures for personnel
wearing protective clothing.
Manufacturers Guidelines
Pre-Medical Evaluation
The Buddy System
Communications
Requirements for Cooling Vest
NFPA 6.2.4.1(1)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(1) Describe at least three safety procedures for personnel
wearing protective Clothing.
It is important the responder follow the manufacturer’s guidelines
and procedures for The use, maintenance, testing, inspection,
cleaning and storage procedures.
Pre-Medical evaluation for the wearing of S.C.B.A. and P.P.E. is
required under OSHA and NFPA 1500. Also Medical
screening at the site prior to deployment and immediately
after decontamination to establish a baseline and after effects
of the responders condition is important.
Using the Buddy System serves many purposes, It is required
under OSHA, it is another set of eyes to watch over their
partner during the incident while working in the Hot Zone.
Provide Backup for Communications with electronic and hand
signal forms of Signaling. Worst case scenarios, provides a
runner for assistance.
Due to the increased demand on the body and workload, Cooling
vest provide much needed relief and protection from Heat
Stress Illnesses
27 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 57
Connecticut Fire Academy
Personal Protective Equipment
Describe at least three emergency procedures for personnel
wearing protective clothing.
The Loss of Air
The Loss of Suit Integrity
The Loss of Communications
Buddy Down in Hot Zone
Requirements for Cooling Vest
NFPA 6.2.4.1(2)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(2) Describe at least three emergency procedures for
personnel wearing protective clothing.
It is important to note that any of the following examples are true
emergencies and require immediate evacuation of the
Responder.
The Loss of Air – Most newer SCBA units have been redesigned
to eliminate malfunctions and with built in emergency
capabilities. Even these can fail, not all responders utilize
emergency escape packs in Haz Mat, if in a level A, a
responder may be able to “re-breathe” the exhaled air inside
the suit, enough to get to emergency decontamination.
The Loss of Suit Integrity – responder needs to evacuate to
Emergency Decontamination Immediately, suits may be
temporarily taped but should not hinder evacuation.
The Loss of Communications – Responders become more reliant
on buddy system and hand signals, Important that safety be
observing responders in Hot Zone.
Buddy Down in Hot Zone – Emergency Evacuation required,
Back-up team sent in immediately to assist responder
removal, second back-up team put in place.
Requirements for Cooling Vest – Anticipate body heating even
on cool atmosphere due to exertion and encapsulation.
Slide 58
Connecticut Fire Academy
Personal Protective Equipment
Demonstrate the ability to don, work in, and doff personal
protective equipment provided by the AHJ.
Structural Protective Clothing
Level C
Level B
NFPA 6.2.4.1(3)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
At Operational level, First Responders may be required to wear
special Personal Protective Clothing.
If they are Firefighters, they may start off responding with
Firefighter Structural Protective Clothing
They may be required to Dress into Level C which is the Air
Purified Respirator (Filter Mask)
The Level B may be the same style garment as the Level C only
with the S.C.B.A.
Skill Sheet: 6.2.4.1 B
Skill Sheet: 6.2.4.1 C
28 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 59
Connecticut Fire Academy
Coat
Pants
Boots
Gloves
Helmet
Hood
SCBA
Structural Protective Clothing
NFPA 6.2.4.1(3)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Structural Protective Clothing are made up of the Following
items:
Structural Coat: they come in different styles
Structural Pants: they come in different styles
Structural Boots: Rubber / Leather, many variations
Structural Gloves: have long gauntlet to go under coat
sleeve
Structural Helmet: Many types and materials, Caution
with Leather
Has affinity for Organo-Phosphates, cannot be
decontaminated
Structural Hood: Made of various designs and materials
Self-Contained Breathing Apparatus as determined by
the AHJ, there are new units manufactured that meet the
standard for CBRNE.
Slide 60
Connecticut Fire Academy
Level “C” Suit
Boots
Inner Gloves
Outer Gloves
Helmet
APR
Chem-Tape
Level C Personal Protective Equipment
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Level C Suits are made up of the Following items:
Level C Suit itself, they come in different styles
Hazardous Materials Boots – Tingley 1300 shown in
slide are what was issued by
DEMHS
Inner gloves are usually the standard Nitrile or Latex
utilized for Bloodbornes
Outer Gloves are long gauntlet rubber
A Hardhat or the Rescue type Helmet is recommended
over the firefighter helmet.
Particularly if the leather helmet is worn, they absorb
organo-phosphates.
Air Purifying Respirator as determined by the AHJ, there
are new units manufactured that meet the standard for
CBRNE.
Specialized Chemical Tape utilized to seal seams, closers
etc.
Do Not Use Duct tape or Masking Tape, they may actually
contribute to the hazard and be difficult to remove in the
event of emergency or standard decontamination.
29 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 61
Connecticut Fire Academy
Level “B” Suit
Boots
Inner Gloves
Outer Gloves
Helmet
SCBA
Chem-Tape
Level B Personal Protective Equipment
NFPA 6.2.4.1(3)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Level B Suits are made up of the Following items:
Level B Suit itself, they come in different styles
Hazardous Materials Boots – Tingley shown in slide are
most common used
Inner gloves are usually the standard Nitrile or Latex
utilized for Bloodbornes
Outer Gloves are long gauntlet rubber
A Hardhat or the Rescue type Helmet is recommended
over the firefighter helmet.
Particularly if the leather helmet is worn, they absorb
organo-phosphates.
Self Contained Breathing Apparatus as determined by the
AHJ, there are new
units manufactured that meet the standard for CBRNE.
Specialized Chemical Tape utilized to seal seams, closers
etc…
Do Not Use Duct tape or Masking Tape, they may actually
contribute to the hazard and be difficult to remove in the
event of emergency or standard decontamination.
30 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 62
Connecticut Fire Academy
Donning Level B / C CPC
NFPA 6.2.4.1(3)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Donning:
Conduct physiological monitoring if necessary.
Remove and secure all personal items (Jewelry, Watch,
Wallet etc.).
Obtain CPC and respiratory protection equipment,
inspect each component.
Utilize Tingley style Haz Mat Boots or structural
firefighting boots (rubber) and Hard Hat as part of
protective ensemble.
Standing or sitting, step into legs of suit, ensure proper
placement of feet and gather suit around the waist.
Put on boots/over boot protector if required.
Don inner and outer gloves.
Create a “Zipper Extension”, this will assist when doffing
with gloves on
While standing place arms into sleeves and partially zip
suit.
Don respiratory protection mask assembly and conduct
mask fit test;
Have assistant adjust clothing to allow effective
movement.
Pull hood overhead carefully as to not disturb facemask
seal; adjust to comfort, Zip Up.
Using chemical tape, tape hand, boot and facemask
interface; don helmet if required.
Don S.C.B.A. Unit, perform functional check – Stage for
assignment
When deployed, activate air supply, attach regulator to
mask, examine gauges and test emergency systems.
Radio communication equipment may be used in
combination with respiratory protection.
31 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 63
Connecticut Fire AcademyNFPA 6.2.4.1(3)
Taping Interfaces
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Taping: Taping should done in the same manner with all
responders, this will help the assistants during the
decontamination and doffing stage.
Wrap the tape around Facemask, Wrist and Ankles (if
required, suits with overlap cuff may not require tape)
and finish with making a small “Pull Tab” for easy
removal.
The Pull tabs should be placed as follows:
Facemask: Three Pieces of tape.
1. Across top (Forehead), “pull tab” at one end.
2. Up from chin on left side, “pull tab” at top (forehead)
3. Up from chin on Right side, “pull tab” at top (forehead)
Wrist: Single circle around, start just beyond thumb line Finish at
Thumb Line with “Pull Tab”
Do Not Pull Tight to restrict movement and make hard for
Responder to remove hand
“Pull back hands, making fist; Tape will be as tight as fist,
allowing un-flexed hand removal”
Boot:
Single circle around, start just beyond Front “Shin” line
Finish at Front “Shin” Line with
“Pull Tab”
Zipper: Up to AHJ, Should have an over-flap already, some
agencies like extra precaution
Hard Hat: Use single tape strip on either side to hold Hard Hat
onto head
Tabs inside of seams or outside of body may lead to chaffing and
the tape rubbing open.
32 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 64
Connecticut Fire Academy
Donning S.C.B.A.
NFPA 6.2.4.1(3)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
SCBA: Last item placed on Responder is the SCBA unit.
The assistants will help ensure placement
Have” buddy” perform final check prior to entry into Hot
Zone.
Slide 65
Connecticut Fire AcademyNFPA 6.2.4.1(3)
Doffing Level B / C CPC
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Follow DECON procedures prior to removing chemical
protective clothing.
Remove Hard Hat
Loosen straps to SCBA, assistant will hold back-plate, do
not disconnect regulator
Remove Boots Chemical Tape - Place in “Receptacle”
Remove Boots; Heel Toe Release - Place in “Receptacle”
Remove Hood and Over-flap Chemical Tape, Peel back
Over-flap
Using Zipper Extension, Loosen Zipper
Remove Suit from shoulders, Shake suit down
Important Note: Keep Gloves on “Outside” of suit
Pull Hand out of Outer Glove that is taped to suit sleeve,
shake suit loose
Peel suit down from inside with inner gloved hands
a. Do Not Touch Outside of Suit
Peel Suit from inside down to legs
Remove Legs and Feet
Using inner Gloved Hand, remove Facemask,
Maintaining Air Flow, Assistant will shut off
Peel off Inner Gloves, Rolling from wrist to fingertips
Note: Contaminated clothing and equipment shall be
decontaminated and or disposed of according to recommended
practices and the AHJ.
33 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 66
Connecticut Fire AcademyNFPA 6.2.4.1(3)
Assist Doffing Level A CPC
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(3) Demonstrate the ability to don, work in, and doff
personal protective equipment provided by the AHJ.
Follow DECON procedures prior to removing chemical
protective clothing.
Assistant will Unzip the Suit
Assistant will Pull Suit Sleeve from Left Arm
Assistant will instruct Responder to slide Right Arm out
of suit
Assistant will Pull Suit down below the waist
Assistant will Instruct the Responder to sit on the bench
provided
Assistant will Instruct the Responder to remove the Hard
Hat
Assistant will help Remove the Boots
Assistant will pull off the Suit from the Heels of the Suit
Assistant will instruct the Responder to remove the
S.C.B.A.
Note: Contaminated clothing and equipment shall be
decontaminated and or disposed of according to recommended
practices and the AHJ.
Skill Sheet: 6.2.4.1 A
Slide 67
Connecticut Fire Academy
Personal Protective Equipment
Demonstrate local procedures for responders undergoing
the technical decontamination process.
Responders must know the LERP
and AHJ – SOPs or SOGs
Technical Decontamination
will be covered in Module 3
NFPA 6.2.4.1(4)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(4) Demonstrate local procedures for responders
undergoing the technical decontamination process.
Responders must know the Local Emergency Response Plan
(LERP) and Authority
Having Jurisdiction (AHJ) Standard Operating Procedures or
Guidelines (SOPs or
SOGs)
Technical Decontamination will be covered in Module 3
34 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 68
Connecticut Fire Academy
Personal Protective Equipment
Describe the maintenance, testing, inspection, storage, and
documentation procedures for personal protective equipment
provided by the AHJ according to the manufacturer's
specifications and recommendations.
It is extremely important that each Individual
Responder is familiar with the local requirements and
to insure that the documentation required is complete.
These documents become historical documents that may
be needed in the event of future illness or litigation.
NFPA 6.2.4.1(5)
6.2.4.1 Using Protective Clothing and Respiratory Protection.
6.2.4.1(5) Describe the maintenance, testing, inspection, storage,
and documentation procedures for personal protective
equipment provided by the AHJ according to the
manufacturer's specifications and recommendations.
Slide 69
Connecticut Fire Academy
Personal Protective
Equipment
Terminating the Incident
Mission-Specific
Responsibilities
NFPA 6.2.5
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5 Competencies – Terminating the Incident
Slide 70
Connecticut Fire Academy
Personal Protective Equipment
Given a scenario involving a hazardous materials /
WMD incident, the operations level responder
assigned to use personal protective equipment shall
document use of the personal protective equipment by
completing the documentation requirements of the
emergency response plan or standard operating
procedures regarding personal protective equipment.
NFPA 6.2.5.1
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5.1 Reporting and Documenting the Incident. Given a
scenario involving a hazardous materials / WMD incident,
the operations level responder assigned to use personal
protective equipment shall document use of the personal
protective equipment by completing the documentation
requirements of the emergency response plan or standard
operating procedures regarding personal protective
equipment.
35 of 35 Revision: 091514
The Connecticut Fire Academy
Recruit Firefighter Program
Presentation Instructor Notes
Session HM 4.1.1
Chapter 7
HM: Personal Protective Clothing
Slide 71
Connecticut Fire Academy
Personal Protective Equipment
Reporting and Documentation
LERP / SOPs / SOGs
NIMS Requirements
OSHA Requirements
NFIRS Requirements
NFPA 6.2.5.1
6.2 Mission-Specific Competencies: Personal Protective
Equipment
6.2.5.1 Reporting and Documenting the Incident.
Personnel must know their own Authority Having Jurisdictions
LERP and SOPs / SOGs.
These local documents normally follow the requirements of the
Manufacturer, the Local Risk Management and the Authority
Having Jurisdiction Insurer.
Such documents would be the Medical Exposure Forms,
Maintenance and Use Form for the S.C.B.A., Equipment
Manufacturers Recommendations, P.P.E. Exposure and
Cleaning
NIMS has multiple Forms available for the Incident Command
System that would be beneficial as historical documents of
assignments, Incident Action Plan etc.
OSHA has specific requirements for Hazardous Materials
regarding Medical Evaluations, P.P.E. Cleaning and
Inspection
NFIRS reporting requirements for National Statistics also become
historical documents as a record of the event and related
information.
Slide 72
Connecticut Fire Academy
Module 1 – Practical Application
Donning & Doffing Structural
Firefighting P.P.E.
Donning & Doffing S.C.B.A.
Donning & Doffing Level B
Assisting Doffing Level A
NFPA 6.2
6.2 Mission-Specific Competencies: Personal Protective
Equipment Practical Applications
Students need to demonstrate capability to “In-Service” check
and S.C.B.A.
Students need to Don a Level B Suit, perform a task in Suit
Students need to Doff a Level B Suit
Students need to demonstrate “Assisting” a responder Doff a
Level A Suit
Slide 73
Connecticut Fire Academy
NEVER FORGET