A National Curriculum For First Responders, Forensic Interviewers and Allied Professionals

1. Welcome!Sit in any open seat with a Participant Manual.Please complete the Pre Test before the class begins. The Pre Test is located in the side pocket of your Manual.

2. A National Curriculum For First Responders, Forensic Interviewers and Allied Professionals IMPROVING THE RESPONSE TO CHILD ABUSE VICTIMS WITH DISABILITIES 2 2

3. Module 1Introductions Who we are: A Multidisciplinary Team: Disability Specialist, Prosecutor, Law Enforcement, Child Protective Services, Project Director Who you are Do investigations? Conduct forensic interviews? Experience working on cases of abuse involving children with disabilities PD 3 3

4. Housekeeping Details Please put cell phones and pagers on vibrate There will be 2 breaks in the morning and afternoon and an hour for lunch (provided) Please return promptly from breaks Location of restrooms and exits Sign-in/out sheets for CE credits Emergency Exits PD 4 4

5. Video: People with Disabilities (FI DVD)

6. Why This Training… Our Increasing Awareness Heightened vulnerability of the population Recognition of needs of population Improved effectiveness Agency liability Perceived fear of handling these calls PD & CPS 6 6

7. Disclaimer • Because this is a national curriculum it is always advisable to review your state laws and regulations if any practices or content presented here seem at variance with your practices. • Attempts have been made to include state specific legal content.

8. Course Objectives Improve understanding of disabilities Improve investigative skills for building cases Increase legal knowledge Develop more effective response techniques Improve forensic interviewing skills for these cases Support Multidisciplinary Team work in these cases P 8 8

9. Course Agenda Introduction Common Held Beliefs About Children with Disabilities Overview of Disabilities Legal Update and Disabilities Multidisciplinary Response Preliminary Investigation Overview of Interviewing of Children with Disabilities The Forensic Interview Conducting the Interview Complex Situations P 9 9

10. Participant Manual Follow the Modules Sections by Module contain relevant materials, activities, and space for your notes PowerPoint slides are in a separate section Supplemental materials are provided beginning at page ___

11. The First Responder Can Make or Break a Case! P 11 11

12. People with Disabilities United States Total 54 million Children 6 million Many of these disabilities are “hidden” D *Numbers for disabilities are underestimates due non-disclosure of disability 12 12

13. Population Statistics of Children and Adults with Disabilities STATE SPECIFIC DATA

14. Prevalence of Abuse of Children With Disabilities Children with disabilities 1st National study found that children with disabilities are abused at 1.7 times the rate of their peers without disabilities (Westat, 1991) 2nd National study found that children with disabilities are abused at 3.4 times the rate of their peers without disabilities (Sullivan, 2001) Smaller studies suggest 4-10 times the rate (Garbarino, 1987) Underreporting is a significant problem D 14 14

15. Summary There are significant numbers of children with disabilities. However under-representation both in population surveys and reporting of abuse statistics convey lower than actual numbers.

16. MODULE 2Commonly Held Beliefs and Case Challenges when Handling Cases of Children with Disabilities Who Are Victims of Abuse LE & CPS 16

17. Small Group Activity Group 1: Commonly held beliefs Group 2: What makes these cases difficult? Make a list of issues. How do these affect your work? List strategies that can address the issues so work is effective. LE & CPS 17

18. Common Beliefs Have multiple disabilities Are asexual Are unable to Understand and learn Feel Feel pain Cannot distinguish truth from fantasy Are unable to reliably, effectively communicate Participant Manual page 14 D 18 18

19. Children With Disabilities Most children with disabilities have a single disability Have the same sex drives as their peers Have less information about sexuality Often have no prior sex education D 19 19

20. Children With Disabilities (cont’d) Similar to other children: can be accurate historians and reporters a similar ability as other children to know the difference between truth and untruth a range of abilities within any disability type We cannot generalize about children with disabilities, or the type, severity, or number of disabilities present D 20 20

21. Case Difficulties & Challenges See Chart, Module 2, Page xx

22. Common Reactions to Persons With Disabilities Dread Embarrassment Shame Pity Disbelieve, disregard and discount Dehumanize D 22 22

23. Significance of Beliefs Can make them more of a target for victimization Can make us less effective in handling crimes against them What may look like threatening conduct may be behaviors associated with a disability Importance of distinguishing a disability from suspicious conduct D 23 23

24. MODULE 3 OVERVIEW OF DISABILITIES

25. TYPES OF DISABILITIES Developmental Learning Sensory Mental Illness: Psychiatric and Psychological Disorders Physical Communication Hidden disabilities/not apparent D 25

26. Developmental Disability Legal, not medical term Provides standard for eligibility to use Case management, intervention, and support services for life Each state has it’s own definition Video – Examples of Disabilities; Brothers with Father (FR Part 3, Chapter 4, 17:18 - 20:28) D 26 26

27. Developmental Disabilities Act (1984) (PUBLIC LAW 98-527) A Developmental Disability is a severe, chronic disability of a person which (A) is attributable to a mental or physical impairment; (B) begins before the age of 22 (C) is likely to continue indefinitely; (D) results in substantial functional limitations in three or more major areas of life; (E) reflects the person's need for a combination and sequence of special, interdisciplinary support lifelong or extended, that is individually planned and coordinated. See Handout in Participant Manual page xxx

28. Developmental Disability - State Law D 28

29. Developmental Disability - State Law D 29 29

30. Mental Retardation Affects ability to learn Condition does not change Significant variation within and across IQ categories Borderline 70-85 Mild 55-69 Moderate 40-54 Severe 21-39 Profound 5-20 Many children with mental retardation can effectively communicate and reliably recall D 30 30

31. Class Exercise P You are 14 years old with moderate mental retardation living in a group home. How is your world different from your age peers without disabilities? 31 31

32. Issues for Children with Disabilities Privacy is greatly reduced or non-existent Expectations for achievement and adult life are reduced Obedience and passivity are rewarded Negative attitudes, ridicule, being ignored are common Few friendships with typically developing age peers resulting in social isolation Difficulty being accepted into activities, clubs, etc. May be targeted by adults and adolescents for abuse or other crimes due to prejudice against those with disabilities.

33. Values and Beliefs Video #4 - Jason helping police as a crime witness 4’ 31” D 33

34. Class Exercise How is the world of the child with mental retardation different from other 14 year olds? How will this information be useful to you as you interact with this child? Identify 2 or 3 ways in which you can incorporate this into your work

35. Differences and Strategies to Address them. Child’s autonomy is different than age peers, fewer after school activities but rather may attend therapies; few friends outside of school; in-home therapists; always under supervision of someone. Additional therapists and supervisors may be sources of information; child’s significant information about social relationships may derive from TV programs; selection of TV programs may be influenced by the parents Using this information in rapport building, using examples from their real life experience; vocabulary choices.

36. Class Exercise How is their world different? How will you use this information? Identify 2 or 3 ways in which you can incorporate this into your work.

37. Autism Spectrum Disorders Includes: Autism Asperger’s PDD-NOS Rett’s Cause unknown, usually diagnosed by age 3 Deficits in reciprocal social interaction skills IQ ranges between severe disability and extremely bright D 37 37

38. Autism Common Behaviors Rocking, vocalizing grunts, noises, humming, tics Hand wringing Hyperactive, fidgety Flat affect (feelings not connected with expression) Echolalic speech (repeating what you say) May not look you in the eyes Unusual responses to sensory input (visual, auditory, touch, smell, taste) Behaviors may increase with stress Need consistent and familiar environment D 38 38

39. Autism (Cont’d) May need more time to process questions May require more distance between themselves and interviewer May require special assistance with language development, communication skills, learning social interactions, and environmental skills D 39 39

40. VIDEO: Liam

41. Cerebral Palsy Caused by damage to the immature brain Affects muscle tone and control Impaired speech May or may not affect intellectual function May need facilitated or assistive communication to be understood D 41 41

42. “Victims with Disabilities: The Forensic Interview” Dina discussing how she is treated by the public Maria talking with Jerry VIDEO #3 – 2’ 2” D 42 42

43. Understanding Spoken Communication What should you do if you have difficulty understanding the child? What are other reasons it might be difficult to understand the child and/or family members? Focus Repetition Clarification Acknowlegement that speaker is used to having to repeat for persons new to them

44. Summary of Developmental Disabilities D • Children with a developmental disability may be registered at aCommunity Developmental Disability Program (CDDP) • Source of investigative information and witnesses • Developmental disability may not affect intellectual functioning, speech, or language 44 44

45. Learning Disabilities Typically, normal intellectual functioning May effect cognition, memory, communication, and behavior May result in impaired ability to perceive receptive communication or produce expressive communication Hyperactivity and distractibility may co-occur D 45 45

46. Deaf and Hard of Hearing 90% of deaf children have hearing parents Most parents do not use sign language Most deaf children rely on visual communication and ASL or other sign systems Even under ideal circumstances, only a third of spoken information can be adequately understood. D 46 46

47. Deaf and Hard of Hearing (Cont’d) Some use hearing aids, have a cochlear implant or use a service animal, such as a hearing dog Need to use certified interpreters for interviews D 47 47

48. Mental Illness Inaccurate perception of surroundings or interpretation of communications Altered contact with reality Hallucinations and delusions No relationship to retardation though can co-exist Some conditions, but not all, respond to medication Labeling issues D 48 48

49. Mental Illness (Cont’d) Schizophrenia Bipolar Disorder Depression Post Traumatic Stress Disorder (PTSD) Obsessive Compulsive Disorder (OCD) D 49 49

50. Mental Illness (Cont’d) Onset age differs by type of illness Schizophrenia—age 14 to 21 Severe Depression and anxiety—age 7 or older Others usually before age 10 First Responder may be first to recognize Ask if child needs and has taken proper dose of medications at time of incident and prior to interviewing D 50 50