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Journal of Intellectual & Developmental Disability Volume 33, 2008 - Issue 1
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ARTICLES

The effect of intellectual disability on the adherence of child witnesses to a “story grammar” framework

Romana Murfett Deakin University, Melbourne, Australia
,
Martine B. Powell Deakin University, Melbourne, AustraliaCorrespondence[email protected]
&
Pamela C. Snow Monash University, Bendigo, Australia
Pages 2-11 | Published online: 10 Jul 2009

Citations (15)

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Read on this site (3)

Joshua D. Wyman, Jennifer Lavoie & Victoria Talwar. (2019) Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases. Exceptionality 27:3, pages 167-184.
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Mia Gentle, Rebecca Milne, Martine B. Powell & Stefanie J. Sharman. (2013) Does the Cognitive Interview Promote the Coherence of Narrative Accounts in Children With and Without an Intellectual Disability?. International Journal of Disability, Development and Education 60:1, pages 30-43.
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Martine B. Powell. (2008) Designing Effective Training Programs for Investigative Interviewers of Children. Current Issues in Criminal Justice 20:2, pages 189-208.
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Articles from other publishers (12)

Carina Marie Wehmeier. 2020. Developing Narrative Comprehension. Developing Narrative Comprehension 270 296 .
Lucy A. Henry, Laura Crane, Eva Fesser, Anna Harvey, Lucy Palmer & Rachel Wilcock. (2020) The narrative coherence of witness transcripts in children on the autism spectrum. Research in Developmental Disabilities 96, pages 103518.
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Mireille Cyr. 2019. Recueillir la parole de l'enfant témoin ou victime. Recueillir la parole de l'enfant témoin ou victime 83 121 .
Deirdre A. Brown, Emma-Jayne Brown, Charlie N. Lewis & Michael E. Lamb. (2018) Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities. Applied Cognitive Psychology 32:5, pages 550-560.
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Michael E. Lamb, Deirdre A. Brown, Irit Hershkowitz, Yael Orbach & Phillip W. Esplin. 2018. Tell Me What Happened. Tell Me What Happened 251 314 .
. 2018. Language Disorders from Infancy Through Adolescence. Language Disorders from Infancy Through Adolescence 682 779 .
Deirdre Brown, Charlie Lewis, Emma Stephens & Michael Lamb. (2017) Interviewers’ approaches to questioning vulnerable child witnesses: The influences of developmental level versus intellectual disability status. Legal and Criminological Psychology 22:2, pages 332-349.
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Sonja P. Brubacher, Martine B. Powell, Pamela C. Snow, Helen Skouteris & Bronwen Manger. (2016) Guidelines for teachers to elicit detailed and accurate narrative accounts from children. Children and Youth Services Review 63, pages 83-92.
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Nicola Grove. (2014) Personal oral narratives in a special school curriculum: an analysis of key documents. British Journal of Special Education 41:1, pages 6-24.
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Mireille Cyr. 2014. Recueillir la parole de l'enfant témoin ou victime. Recueillir la parole de l'enfant témoin ou victime 81 114 .
Brooke B. Feltis, Martine B. Powell & Kim P. Roberts. (2011) The effect of event repetition on the production of story grammar in children's event narratives. Child Abuse & Neglect 35:3, pages 180-187.
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Brooke B. Feltis, Martine B. Powell, Pamela C. Snow & Carolyn H. Hughes-Scholes. (2010) An examination of the association between interviewer question type and story-grammar detail in child witness interviews about abuse. Child Abuse & Neglect 34:6, pages 407-413.
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