• DOI:10.1080/1034912X.2013.757137
• Corpus ID: 145416090

Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities

@article{Milne2013AssessingTE,
  title={Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities},
  author={Rebecca Milne and Stefanie J. Sharman and Martine B. Powell and Sarah Mead},
  journal={International Journal of Disability, Development and Education},
  year={2013},
  volume={60},
  pages={18 - 29}
}

• R. Milne, Stefanie J. Sharman, +1 author Sarah Mead
• Published 8 February 2013
• Medicine, Psychology
• International Journal of Disability, Development and Education

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.