Deirdre A. Brown

Conversational Apprentices: Helping Children Become Competent Informants about Their Own Experiences.

Alleged victims of child abuse are often the only sources of information about the crimes, and this places them in the role of experts when conversing about their experiences. Despite developmental deficiencies in memory, cognition, communication skills, and social style, researchers have shown that childrens informativeness in such conversations is profoundly shaped by the interviewing practices of their adult interlocutors. We review techniques that degrade childrens performance as well as those that help children perform to the best of their abilities, and discuss how these findings have important implications for the ways in which children learn to converse and interact with adults, and for their understanding of the roles played by conversations in information exchange. When adult interviewers conduct developmentally appropriate interviews with children, they help children become competent informants about their experiences.

The NICHD investigative interview protocol: an analogue study

One hundred twenty-eight 5- to 7-year-old children were interviewed using the National Institute of Child Health and Human Development (NICHD) Investigative Interview Protocol about an event staged 4 to 6 weeks earlier. Children were prepared for talking about the investigated event using either an invitational or directive style of prompting, with or without additional practice describing experienced events. The open invitation prompts (including those using childrens words to encourage further reporting) elicited more detailed responses than the more focused directive prompts without reducing accuracy. Children were most responsive when they had received preparation that included practice describing experienced events in response to invitation prompts. Overall, children were highly accurate regardless of prompt type. Errors mostly related to peripheral rather than central information and were more likely to be elicited by directive or yes/no questions than by invitations. Children who provided accounts when asked about a false event were less accurate when describing the true event. Children who received preparation that included practice recalling a recent event in response to directive and yes/no questions were least accurate when questioned about the false event first. The data provide the first direct evaluation of the accuracy of information elicited using different prompt types in the course of NICHD Protocol interviews, and underscore the importance of how children are prepared for subsequent reporting.

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took part in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting.

Supportive or suggestive: Do human figure drawings help 5- to 7-year-old children to report touch?

The authors examined the accuracy of information elicited from seventy-nine 5- to 7-year-old children about a staged event that included physical contact-touching. Four to six weeks later, childrens recall for the event was assessed using an interview protocol analogous to those used in forensic investigations with children. Following the verbal interview, children were asked about touch when provided with human figure drawings (drawings only), following practice using the human figure drawings (drawings with instruction), or without drawings (verbal questions only). In this touch-inquiry phase of the interview, most children provided new information. Children in the drawings conditions reported more incorrect information than those in the verbal questions condition. Forensically relevant errors were infrequent and were rarely elaborated on. Although asking children to talk about innocuous touch may lead them to report unreliable information, especially when human figure drawings are used as aids, errors are reduced when open-ended prompts are used to elicit further information about reported touches.

Children’s recall of medical experiences: the impact of stress

OBJECTIVE The study compared childrens reports of two medical events, to assess the effects of the type of event on childrens recall. Additionally, the study examined the effect of props on childrens event reports. METHOD Twenty children between the ages of 37 and 67 months were interviewed following either a voiding cysto-urethrogram (VCUG) or a pediatric assessment (PA) at a hospital. Interviews were conducted between 6 and 8 days after the event and included a doll and prop items. RESULTS Ratings of stress were significantly higher for children who underwent the VCUG than those who underwent the PA. Children who experienced the VCUG procedure reported more correct information than the children who experienced the PA. Age was correlated with the total amount of correct information reported. Stress levels were correlated with both errors and accuracy of information. CONCLUSIONS Children who experienced a stressful medical procedure remembered more than children who experienced a neutral medical event, although this increase in amount recalled was at the expense of accuracy. These findings suggest that stress impacts negatively on recall: however, the unique and structured nature of the VCUG procedure compared to the PA, and the familiarity of the PA prop items to the children who experienced the VCUG procedure, may also have contributed to differences in recall of the two events.

Using motivational interviewing for weight feedback to parents of young children

To determine whether a single session of motivational interviewing (MI) for feedback of a childs overweight status promotes engagement in treatment following screening.

A Tailored Family-Based Obesity Intervention: A Randomized Trial

OBJECTIVE: To determine whether a 2-year family-based intervention using frequent contact and limited expert involvement was effective in reducing excessive weight compared with usual care. METHODS: Two hundred and six overweight and obese (BMI ≥85th percentile) children aged 4 to 8 years were randomized to usual care (UC) or tailored package (TP) sessions at university research rooms. UC families received personalized feedback and generalized advice regarding healthy lifestyles at baseline and 6 months. TP families attended a single multidisciplinary session to develop specific goals suitable for each family, then met with a mentor each month for 12 months, and every third month for another 12 months to discuss progress and provide support. Outcome measurements (anthropometry, questionnaires, dietary intake, accelerometry) were obtained at 0, 12, and 24 months. RESULTS: BMI at 24 months was significantly lower in TP compared with UC children (difference, 95% confidence interval: –0.34, –0.65 to –0.02), as was BMI z score (–0.12, –0.20 to –0.04) and waist circumference (–1.5, –2.5 to –0.5 cm). TP children consumed more fruit and vegetables (P = .038) and fewer noncore foods (P = .020) than UC children, and fewer noncore foods were available in the home (P = .002). TP children were also more physically active (P = .035). No differences in parental feeding practices, parenting, quality of life, child sleep, or behavior were observed. CONCLUSIONS: Frequent, low-dose support was effective for reducing excessive weight in predominantly mild to moderately overweight children over a 2-year period. Such initiatives could feasibly be incorporated into primary care.

What factors influence uptake into family-based obesity treatment after weight screening?

OBJECTIVES To determine what factors drive participation in a family-based weight management program for 4- to 8-year-old children following screening for overweight or obesity. STUDY DESIGN Children (n = 1093) attended a comprehensive screening appointment where parents completed questionnaires on demographics, motivation for healthy lifestyles, feeding practices, and beliefs about child size, prior to feedback about the childs weight. Parents of overweight or obese children (body mass index ≥85th percentile) attended a follow-up interview to assess reactions to feedback and willingness to participate in a 2-year intervention. RESULTS A total of 271 (24.8%) children were overweight or obese with 197 (72.7%) agreeing to the intervention. Socioeconomic status differed in intervention participants (n = 197) compared with non-participants (n = 74), whereas no differences were observed in parental feeding practices, ineffective parenting practices, or self-determined forms of motivation. However, fewer non-participating parents believed their child to be overweight (23% vs 49%, P < .001) or were concerned about it (16% vs 43%, P < .001), despite children having an average body mass index approximating the 95th percentile. Non-participating parents did not expect their child to be overweight (P = .002) and rated receiving this information as less useful (P = .008) than participating parents. CONCLUSION Preconceptions about child weight and reactions to feedback determined intervention uptake more than parenting or motivation for health. Many parents agreed to participate in the intervention despite not viewing their child as overweight.

Competence is in the Eye of the Beholder: Perceptions of intellectually disabled child witnesses

This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.

Preserving the past : an early interview improves delayed event memory in children with intellectual disabilities

The influence of an early interview on childrens (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWIDs recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.