Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases

Wyman, Joshua; Lavoie, Jennifer; Talwar, Victoria

doi:10.1080/09362835.2018.1425623

Cited by 19 publications

(19 citation statements)

References 117 publications

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“…Individuals with ID were also found to be at risk for reduced access to support and healthcare [ 19 , 43 ]. Additionally, children with ID were found at risk of maltreatment as well [ 76 ], by family members or professional caretakers [ 28 , 77 , 78 ]. In fact, children with ID are presumably at least three times more likely to experience violence in their lives than their peers [ 28 , 78 ].…”

Section: Introductionmentioning

confidence: 99%

Adverse Childhood Experiences in Children with Intellectual Disabilities: An Exploratory Case-File Study in Dutch Residential Care

Vervoort-Schel

Mercera²,

Wissink

et al. 2018

IJERPH

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Adverse Childhood Experiences (ACEs) are negative childhood events occurring in a child’s family or social environment, that may cause harm or distress. Children with intellectual disabilities (ID) and their families are underrepresented in international ACEs research, while current insights can also contribute to the improvement of their health and well-being. Deficiencies in intellectual and adaptive functioning and living circumstances can increase their vulnerability to adversities. In the present exploratory study 69 case-files of children referred to a Dutch national center for residential youth care for children with ID were analyzed to assess the prevalence and associations of ACEs. It was found that almost half (49.3%) of the children experienced 2 ACEs from the original ACEs framework or more (M (mean) = 2.1; SD (standard deviation) = 1.8) and that the number of ACEs in children was related to the presence of ACEs in parents. Both child and parental ACEs were also related to attachment- and trauma- and stressor-related disorders. Finally, living circumstances and multiple ACEs from the expanded ACEs framework, especially related to parental characteristics, were found to be related to ACEs in children with ID. This implicates the importance of a transgenerational approach when further investigating the impact of ACEs on mental and physical health in children with ID (intellectual disabilities).

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Section: Introductionmentioning

confidence: 99%

Adverse Childhood Experiences in Children with Intellectual Disabilities: An Exploratory Case-File Study in Dutch Residential Care

Vervoort-Schel

Mercera²,

Wissink

et al. 2018

IJERPH

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“…Visual aids are another way that the narrative capacity of some individuals who are minimally verbal might be improved without needing to resort to specific questions early in the interview (Wyman et al, 2018). Visual scaffolds in the form of mind-maps depicting the narrative elements (e.g.…”

mentioning

confidence: 99%

Trial of three investigative interview techniques with minimally verbal adults reporting about occurrences of a staged repeated event.

Bearman¹,

Brubacher²,

Timms³

et al. 2019

Psychology, Public Policy, and Law

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The current study explored the effectiveness of three interview protocols on the number and specificity of details provided by minimally verbal adults about a staged repeated event. Eighty adults (with expressive sentence length of around 5 words, matched on measures of expressive language and intellectual functioning) participated in three live events and were pseudo-randomly assigned to receive one of three interviews. The narrative-first protocol exhausted recall with open-ended questions before focused questions were asked, the intermixed protocol paired openended questions immediately followed by related focused questions, and the visual cues protocol mimicked the narrative-first protocol but with the use of cue cards. Overall, participants reported more correct information about the last occurrence in the intermixed and visual than narrativefirst interview. The narrative-first interview elicited fewer internal intrusions (experienced details attributed to the wrong occurrence) compared to the visual, but not the intermixed interview.Expressive language and intellectual function were positively associated with the reporting of event-related details. Providing information about repeated events was challenging for minimally verbal adults; reporting of generic event details was more frequent than occurrence-specific details, one-third of participants answered a question about event frequency incorrectly (by saying they participated once), and the remaining participants provided few details about the other occurrences when directed to do so. Findings were consistent with the broader repeated event literature on children and adult witnesses recalling repeated events. This research provides guidance for investigative interviewers on how best to obtain accurate event-related information from minimally verbal adults about their experiences.

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“…All interviews were audio-recorded and later translated and transcribed into English by the researchers. These measures are encouraged by Wyman et al (2019) when interviewing children with intellectual disabilities, as those with mild to moderate intellectual disability are capable of recollecting experiences in a coherent manner, given some cautions such as those taken by this study.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Inclusive Education and Disabilities: Narratives from Ghana

Hamenoo

Dayan

2021

DCID

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Purpose: Inclusive Education (IE) has been recognised internationally as the ideal model of educational access to all. Despite this, it faces many challenges. The present study explored the narratives of 10 participants with diverse disabilities in Accra, Ghana, keeping the focus on (a) how children with disabilities in an Inclusive Educational facility understand their educational experiences, (b) how they perceive their relationship with peers and teachers in school, and (c) how accessible they find existing school infrastructures.Method: Using a phenomenological approach, data was generated through indepth interviews with 10 participants from two selected schools. Results:The experiences of participants, in some instances, were found to be two-sided. While participants felt accepted by some of their peers, they also experienced bullying by others. While some of the teachers were supportive, others were not. All the participants agreed that the physical school environment was disability-unfriendly. Conclusion:Despite limited participation of children with special needs, greater stakeholder commitment was observed. This is promising for the future success of Inclusive Education in Ghana.

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Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases

Cited by 19 publications

References 117 publications

Adverse Childhood Experiences in Children with Intellectual Disabilities: An Exploratory Case-File Study in Dutch Residential Care

Adverse Childhood Experiences in Children with Intellectual Disabilities: An Exploratory Case-File Study in Dutch Residential Care

Trial of three investigative interview techniques with minimally verbal adults reporting about occurrences of a staged repeated event.

Inclusive Education and Disabilities: Narratives from Ghana

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