Teaching Child Investigative Interviewing Skills: Long-Term Retention Requires Cumulative Training

Abstract

Successful interview training includes components beyond content learning (e.g., coding question types, practicing skills in simulated interviews), but the advantages conferred by adding components are unclear. The present research evaluated best practice questioning and behavior following the addition of a series of training components delivered in a logical order. In Study 1, randomly assigned treatment (n = 34) and control (n = 41) participants received an intensive 1-day content lecture. Next, the treatment condition completed workbook exercises (self-paced) followed by small-group practical sessions over 6 weeks. Both conditions were assessed prior to and immediately following the lecture, after the coding exercises, after the small-group sessions, and 9 months posttraining. Improved skill was observed in all participants after the lecture. The treatment condition continued to progress with cumulative training, whereas the control condition leveled off or decreased in skill with time. There was no deterioration for the treatment condition 9 months posttraining. Study 2 replicated the treatment condition from Study 1 except that all training was delivered online (with face-to-face components via videochat) and learners (n = 12) differed from Study 1 participants in their profession, country of employment, and recruitment. Study 2 results indicated that the training program could be delivered completely online with the same positive outcomes as when the program included in-person components. Overall, results indicated increased learning with the addition of components and showed that, when initial learning is intensive, skill is maintained.