APCO Midterm Review Questions And
Answers
List and describe the informational resources available in a PSAP. -The telephone book.
There is a lot of information available that may be overlooked in a phone book, like something as
little as an area code, neighbourhood listings, campus maps, etc...
List and describe the informational resources available in a PSAP. -The telephone book.
There is a lot of information available that may be overlooked in a phone book, like something as
little as an area code, neighbourhood listings, campus maps, etc.
-Cross reference or city directory. A telecommunicator can match a name to a phone number and
address, or vice versa. It also may show cross streets in connection to building and house
numbers.
-Maps. They are a great and clear tool. Some jurisdictions have more detailed maps versus
commercial maps may include footprints and addresses and in rural locations, private roads and
dirt paths.
-Internet and search engines. The Internet is vast and contains a lot of information, as well as key
words can be used and high lighted when searching information.
-Other resources. They can include route books, street maintenance guide,warrants, CAMEO
software, weather services and language lines.
Summarize the suggestions for handling child callers. When handling child callers, the
Communicator should get the name and age of the child as early in the conversation as possible.
They should also personalize the call by telling the child their name as well.
They should get down to their level asking questions one at a time, repeating and rephrasing
when necessary and at the same time, not discount the child's intelligence based on their age.
, APCO Midterm Review Questions And
Answers
When giving instructions, the Communicator should break it down into simple steps and give the
child one step at a time to complete before providing the next step.
The Communicator should reassure the child by telling them they are doing a good job and
letting them know that they did the right thing in calling 9-1-1 and reminding the child that they
will stay on the phone with them until help arrives.
Communicators should not judge the severity of the call by the level of emotion expressed by the
child. They should always ask if there are any adults present.
Other suggestions include;
Listening for background noise and try to get clarification from the child
Obtaining an address
Avoid big words and dispatcher lingo
Remain patient
Find common ground
Acknowledge the child's fear
Accurately relay the behaviour being described and any background noise without making
assumptions
Don't admonish the child for calling 9-1-1
, APCO Midterm Review Questions And
Answers
Define "pertinent information" The information needed to get response units to the
incident location
The information needed to prepare the response units to deal with what may confront them when
they get there
Explain the dispatch procedures that are specific to the fire service and EMS. The general
aspects stay consistent: once a call reporting a fire or medical emergency is reported, the
communicator must alert the station with the minimal information they know (location and
incident type/chief complaint) and then they follow up the supplemental information once its
gathered.
The process is multi-step like the following:
Notification: Alarm tones are used to specify what kind of call is being dispatched. They may be
broadcast over the radio, sounded over a station's public address system or both. CAD systems
may also send the call to a printer at the station, so that response units may have a printed copy
to take with them. Communicators can initial dispatch alarms by pagers, radios, outdoor sirens or
a combination.
Preliminary Dispatch: Preliminary dispatch information is on location, type of incident and any
important information received. Include location identifiers such as names of subdivisions,
apartment complex or business names. Keep information brief.
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