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\nCopyright © 2023 All rights reserved by the American Professional Society on the Abuse of Children (APSAC) in Partnership with The New York Foundling. No part may be reproduced without a citation including the following:  \nAuthor: APSAC Taskforce  \nTitle: Forensic Interviewing of Children  \nPublication Date: 2023  \nPublisher: The American Professional Society on the Abuse of Children (APSAC)  \nRetrieved from: [https://www.apsac.org/guidelines](https://www.apsac.org/guidelines)  \nAPSAC encourages broad distribution of the document in its entirety. No pages may be omitted when reproducing this document in electronic or print versions. Any questions regarding use of this document should be directed to [info@apsac.org](info@apsac.org. Learn more about APSAC at)[. Learn more about APSAC at](info@apsac.org. Learn more about APSAC at)[ ](info@apsac.org. Learn more about APSAC at)[www.apsac.org](www.apsac.org).  \nThank you for your interest in this publication from the American Professional Society on the Abuse of Children. APSAC is a non-profit professional society dedicated to translating research into best practices in child maltreatment prevention and all forms of legal and clinical intervention. We are funded almost completely by membership dues and revenue from publications and training. Please consider making a contribution or joining APSAC to enjoy all benefits we offer members!  \nContents  \nINTRODUCTION 1  \nPURPOSE OF A FORENSIC INTERVIEW 3  \n1. Ethical Obligation to Focus on ‘Best Interests ofthe Child’ 3  \n2. Focus on Children as Witnesses and Possible Victims 3  \n3. A Child Forensic Interview Is Only One Part of a Complete Investigation 3  \nINTERVIEWER ATTRIBUTES 4  \n1. Engage in Practice That Is Research-Informed 4  \n2. Participate in Ongoing Training and Peer Review 4  \n3. Exhibit Stance Aimed at Eliciting Accurate & Reliable Information 4  \n4. Use Language That Is Developmentally Appropriate 4  \n5. Adapt to the Individual Child 4  \n6. Demonstrate Respect for Cultural Diversity 5  \n7. Be Aware of Potential Barriers Between the Child and Interviewer 5  \n8. Use Qualified Bilingual Interviewers Whenever Possible 6  \n9. Accommodate Any Unique Needs the Child May Have 7  \n10. Actively Participate as Part of a Multidisciplinary Team 7  \nINTERVIEW CONTEXT 8  \n1. Preparation 8  \n2. Timing and Duration 8  \n3. Caregiver Notification 8  \n4. Location/Setting 8  \n5. Documentation 9  \n6. Number of Interviews 9  \n7. Participants 9  \nA. Number of Interviewers 9  \nB. Advocates or Support Persons 10  \nC. Parents 10  \nD. Suspected Offender 10  \nE. Other Children 10  \n8. Structure 10  \n9. Importance of Establishing/Maintaining Rapport 10  \n10. Linguistic and Developmental Considerations 11  \n11. Questioning Techniques and Types of Prompts 11  \nA. General Considerations 11  \n1) Avoid Inappropriate Suggestion 11  \n2) Script and Episodic Memory 12  \nB. Types of Prompts 12  \n1) Most Preferred Prompts – Broad Open-ended Invitations 12  \na) Breadth, Depth and Cued Invitations 13  \ni. ‘Breadth’ Invitations 13  \nii. ‘Depth’ and ‘Cued Recall’ Invitations 13  \nb) Time Segmentation and Time Framing Invitations 14  \nc) Descriptive Invitations 14  \n2) Wh-Questions and Prompts 15  \na) Preferred Wh-Prompts 15  \ni. Sensory Focus Prompts 15  \nii. Thoughts and Feelings Prompts 15  \niii. Prompts about Clothing and What Occurred with Hands and Mouths 15  \niv. Prompts About Conversations, Disclosures, and Motivations 15  \nb) Less-Preferred Wh-Prompts 16  \n3) Least Preferred Questions-Option-Posing Questions (Y/N & Multiple Choice) 17  \n12. Accommodations for Engagement and Communication 18  \nINTERVIEW COMPONENTS 20  \n1. INTRODUCTORY COMPONENT 20  \nA. Introduction 20  \n1) Introducing Self, Role, and Purpose of the Interview 20  \n2) Informing Child about Documentation Method and Observers 20  \n3) Brief Rapport 20  \nB. Interview Instructions 20  \n1) ‘Don’t Guess’ Instruction 21  \n2) ‘Don’t Understan","cbCaip9dcgyFS0B0","https://ap.wps.com/l/cbCaip9dcgyFS0B0","pdf",790208,41,"English","# Introduction\n## Purpose of a Forensic Interview\n## Interviewer Attributes\n## Interview Context\n## Interview Components\n# Conclusion\n# Acknowledgements\n# Appendices","[{\"question\":\"What is the purpose of a forensic interview with children?\",\"answer\":\"It is an investigative interview conducted by a specially trained, objective professional to gather reliable information from children about allegations of maltreatment, exploitation, or exposure to violence, while minimizing trauma and using developmentally sensitive, research-informed techniques.\"},{\"question\":\"What interviewer attributes does the guideline emphasize?\",\"answer\":\"It emphasizes research-informed practice, ongoing training and peer review, a stance aimed at eliciting accurate and reliable information, developmentally appropriate language, cultural respect, awareness of barriers, use of qualified bilingual interviewers when possible, and participation as part of a multidisciplinary team.\"},{\"question\":\"How does the guideline structure the interview?\",\"answer\":\"The interview is organized into components: an introductory component (including instructions and rapport), an information-gathering component with substantive questions and evidence-related prompts, and a closure component with break and concluding steps.\"}]","APSAC Practice Guidelines - Forensic Interviewing of Children | PDF",103]