Henry, LA;
Crane, L;
Nash, G;
Hobson, Z;
Kirke-Smith, M;
Wilcock, R;
(2017)
Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews.
Journal of Autism and Developmental Disorders
, 47
(8)
pp. 2348-2362.
10.1007/s10803-017-3142-0.
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Abstract
Three promising investigative interview interventions were assessed in 270 children (age 6–11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received ‘Verbal Labels’, ‘Sketch Reinstatement of Context’ or ‘Registered Intermediary’ interviews designed to improve interview performance without decreasing accuracy. Children with ASD showed no increases in the number of correct details recalled for any of the three interview types (compared to a Best-Practice police interview), whereas TD children showed significant improvements in the Registered Intermediary and Verbal Labels interviews. Findings suggested that children with ASD can perform as well as TD children in certain types of investigative interviews, but some expected benefits (e.g., of Registered Intermediaries) were not apparent in this study.
| Type: | Article |
|---|---|
| Title: | Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10803-017-3142-0 |
| Publisher version: | http://doi.org/10.1007/s10803-017-3142-0 |
| Language: | English |
| Additional information: | © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
| Keywords: | Autism; Investigative interviews; Eyewitness memory; Verbal labels; Sketch reinstatement of context; Registered intermediaries |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1555524 |
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