Preparing children for cross-examination: How does intervention timing influence efficacy?

Abstract

Recent research has suggested that a comprehensive pretrial intervention utilizing a practice–feedback approach could help children to remain accurate in the face of challenging cross-examination questioning. We do not know, however, the extent to which this type of intervention remains effective as the delay between preparation intervention and cross-examination increases. To answer this question, 5- and 6-year olds (n = 88) and 9- and 10-year olds (n = 108) participated in a staged event and were then interviewed about it (direct examination). Six months later, children watched a videotape of this interview, and were then interviewed in an attempt to talk them out of their direct examination responses, regardless of accuracy (cross-examination). One day, 1 week, or 1 month prior to cross-examination, some children took part in a preparation intervention. These children were given practice at answering cross-examination-style questions about an unrelated topic, and received feedback on their responses. Remaining children received no preparation. Children's direct examination accuracy scores were high, but accuracy decreased markedly during cross-examination, especially for younger children. The preparation intervention significantly improved cross-examination accuracy above that of the control group when the program was delivered 1 day or 1 week prior to cross-examination, but not at a 1-month delay. Although the intervention conveyed considerable benefits, cross-examination still exerted a negative effect on children's accuracy in all preparation conditions. Our findings underscore the importance of considering not only the components of pretrial preparation programs, but also the timing of their delivery.