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Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder

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Abstract

Deficits in episodic free-recall memory performance have been reported in children with autism spectrum disorder (ASD), yet best practice dictates that child witness/victim interviews commence with a free-recall account. No ‘tools’ exist to support children with ASD to freely recall episodic information. Here, the efficacy of a novel retrieval technique, Sketch reinstatement of context (Sketch-RC), is compared with mental reinstatement of context and a no support control. Ninety children (45 with ASD; 45 matched typically developing) viewed a stimulus film, and were interviewed using one of the aforementioned techniques. The Sketch-RC technique was most effective, improving ASD participants’ remembering without a concomitant increase in intrusions. This procedure offers a population-appropriate method for supporting free recall in criminal justice settings.

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Notes

  1. From hereon we use the term witness to include both onlookers and victims of crime.

  2. The term ‘best evidence’ is based on the common law rule of evidence, ‘the best [evidence] that the nature of the case will allow’, and is used by the UK Ministry of Justice with reference to assisting vulnerable witnesses and victims to access justice by giving tailored support to help them give their best evidence.

  3. ABE also promotes other interview techniques, for example the International Evidence-Based Interviewing of Children (NICHD).

  4. It should be noted that two of the CI mnemonics are generally accepted as being unsuitable for vulnerable witnesses, namely the Change Perspective, and Change Temporal Order techniques (see Milne and Bull 1999 for further information).

  5. Sketching is offered in the MOJ Achieving Best Evidence as being a technique that might assist vulnerable witness to reinstate the context of a to-be-remembered event. However, it is our understanding that no empirical evaluation has been conducted, to date.

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Acknowledgments

Conducting psychological research with some of the most vulnerable people in society is extremely challenging, but we believe that it adds value to the lives of those who are all too often overlooked. We would like to extend our heartfelt thanks to all of those who trusted us to work with their children. In particular, Cyndy Humphreys from the Tuition and Medical Behaviour Support Service, Shropshire; the children and staff at Hook-a-Gate Education Centre; Michelle Frost, and the children and staff at Platt Bridge Community School, Wigan; and also, the children and staff at: LVS Hassocks, West Sussex; Patcham House School, East Sussex; and Brychall High School, Wigan.

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Authors and Affiliations

  1. Department of Psychology, University of Chester, Chester, CH1 4BJ, UK

    Michelle L. A. Mattison

  2. Institute of Psychology, University of Wolverhampton, Wolverhampton, UK

    Coral J. Dando

  3. School of Psychology, University of Sussex, Falmer, UK

    Thomas C. Ormerod

Authors
  1. Michelle L. A. Mattison
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  2. Coral J. Dando
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  3. Thomas C. Ormerod
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Correspondence to Michelle L. A. Mattison.

Appendix: Mental Reinstatement of Context Instructions

Appendix: Mental Reinstatement of Context Instructions

In a moment I am going to ask you to tell me what you remember about the video that you watched on the iPad, but before you start I would like to spend some time helping you to remember as much as you can

As I talk to you I would like you to think about each of the things I say, as I say them

Closing your eyes or looking at a blank wall may help you to think

To begin I would like you to try to think back to when you saw the video … 5 second pause… thinking really hard, just as you would do if you had lost something and were trying to remember the last time you saw it … 5 second pause…

Think about earlier today … 5 second pause…what had you been doing this morning … pause… who had you seen or spoken to … 5 second pause…

Think about what had you been doing just before coming up to see the video on the iPad … 5 second pause…

Now I would like you to think about the place where you watched the video… 5 second pause…

Try and get a picture of that place in your mind… 5 second pause…

What did it look like? … pause… Did you smell anything … 5 second pause…or did you notice anything about it… 5 second pause…?

Think about where things were in the place that you watched the video… 5 second pause…Think about where the iPad was … 5 second pause…and where you sat to watch the video

Try to remember if anyone else was there with you … 5 second pause…Where were they sitting … 5 second pause…What were they doing … 5 second pause…Think about whether you spoke to anyone

Now think about how you felt as the video started … 5 second pause…What did you think you were going to see… 5 second pause…

Now think about the video … 5 second pause…Think about what you saw on the video …pause…When you feel ready, I would like you to tell me everything that you can remember about what happened on the video, starting from the beginning

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Mattison, M.L.A., Dando, C.J. & Ormerod, T.C. Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder. J Autism Dev Disord 45, 1751–1765 (2015). https://doi.org/10.1007/s10803-014-2335-z

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