Training of Traffic Incident Responders (2012) / Chapter Skim
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4Research Approach The research approach designed for the development and testing of the SHRP 2 L12 traffic incident responder training was predicated on one primary objective: the involvement of field practitioners representing all traffic incident response stakeholder groups. The rationale for stakeholder group involvement was to ensure that • Course materials and content are relevant and beneficial to field practitioners; • The viewpoints and needs of multiple stakeholder groups are identified and incorporated into course materials; and • Stakeholders are involved in the development, testing, and verification of course materials on an iterative basis.
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5Figure 2.1. Overview of research approach for project.
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6for a disabled vehicle may be dramatically different from how this action may be implemented for an incident involving fatalities. • A number of on-scene responder actions are unique to a specific incident type.
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7secondary core competencies would enable incident responders to reduce secondary incidents and improve the safety and effectiveness of incident response by reducing both the time required to clear an incident and overall congestion. Content incorporated in lessons prompts students to consider questions such as the following: • How frequently do secondary incidents occur?
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8Table 2.2. Incident Responder Terminal and Enabling Learning Objectives by Lesson Lesson Title Terminal Learning Objective Enabling Learning Objectives Course introduction Restate the consequences of congestion and list some of the organizations and strategies that aim to alleviate congestion and improve reliability.
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9Lesson Title Terminal Learning Objective Enabling Learning Objectives Safety, patient care, and investigation Recount the key safetyrelated tasks for law enforcement, fire and rescue, EMS, DOT, and towing and recovery as they pertain to general safety, fire prevention or suppression, patient care, and crash scene investigation. List the types of high-visibility markings on responder vehicles.
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10 Table 2.2. Incident Responder Terminal and Enabling Learning Objectives by Lesson (continued)
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11 and kinesthetic. Individuals vary in their orientation toward each category, meaning that some individuals use only one method, and some use a combination of two or three.
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12 content. When a course is intended to be delivered by multiple instructors in multiple locations, this approach ensures that all instructors can follow a cohesive course outline and that students receive a consistent course delivery and set of training materials, regardless of where they receive the training.
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13 text, video, and graphic elements, such as images, charts, and diagrams. The presentation is designed in Microsoft PowerPoint 2007 with associated video files and could be distributed on a CD.
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14 • Model vehicles. These aids, often Matchbox cars, represent civilian and responder vehicles and are used to simulate accidents and response steps during the hands-on tabletop activity.
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15 Trucking Association, Towing and Recovery Association of Georgia, and traffic engineering and transportation consulting firms)
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