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Proof-of-Concept

Capella Proprietary and Confidential ShortDoc_Internal.doc Last updated: 1/9/2006 11:53 PM

Online Juvenile Forensic Interviewing Protocol Training

Candace Winslow

Proof-of-Concept Portfolio Project ED7211Designing Online Instruction

September 12, 2005

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Proof-of-Concept


Abstract A formal Juvenile Forensic Interviewing Protocol has been developed with the purpose of gathering information and evidence regarding suspected child abuse, neglect, and sexual assault. The two day classroom training is currently being provided for protective service workers and police investigators throughout Michigan who must interview children in order to obtain information about possible crimes. However, a formal curriculum to present the Protocol content has not yet been developed and budget cuts create concern for its continued availability. This presents an opportunity to develop an Online Juvenile Forensic Interviewing Protocol Training, which would be based upon sound instructional design principles and best practices in educational technology. The Nichols Group, LLC is currently developing an online version of the Juvenile Forensic Interviewing Protocol under the guidance of the non-profit E-RIDCAN (Education for Reduction, Investigation & Deterrence of Child Abuse & Neglect), Inc. Though the development team has thus far donated labor to advanced the project considerably, much work remains to ensure the final product meets the needs of new juvenile forensic interviewers. It is estimated that the project will require nearly 4,000 more labor hours and approximately $70,000 to complete development, alpha testing and a fully evaluated pilot or beta testing. The Online Protocol Training concept and development guidelines are defined in this document.

1. Background The purpose of the Juvenile Forensic Interviewing Protocol and an online training course is:

1. to prepare local investigators to conduct competent child interviews which will reduce trauma to children, 2. to make the information gained more credible in the court process, and 3. to protect the rights of the accused (State of Michigan, 1998).

An online training program could address the problem of increasing costs of classroom training including travel, the difficulties of scheduling training for law enforcement and protective service workers who regularly must attend to emergencies cases, and reductions in state government budgets. Currently, most state protective service investigators, some non-profit social workers, and a small number of police investigators receive classroom training in juvenile forensic interviewing techniques. In Michigan this is provided primarily through the Prosecutor’s Association. In other states, it may be provided by the state department of social services. A private organization called Cornerstone is also offering training contracts to many states for a very high price. Without proper training, many investigations and prosecutions are less than effective and sometimes the results may be detrimental children’s mental health and physical safety (State of Michigan, 1998) Interpersonal Communication Training. There is skepticism that online training cannot provide the human interaction required to teach an interpersonal communication skill. The Online Protocol Training will strive to provide a framework that presents content within a learner-centered framework. The learning and performance objectives of an online training must be high in order for participants to finish with a real sense of comfort in approaching a juvenile forensic interview. However, competency is difficult to measure since every child interviewee is different and every child abuse, neglect, or sexual assault case is significantly different. The dynamics of human communication and relationships makes it difficult to standardize the interview process, but instead requires a high degree of intuition on the part of the interviewer, as well as the development of listening skills which are contradictory to typical adult-child interactions. The Online Protocol Training therefore, will focus upon the fact that many aspects of the Protocol that require analytical skills and understanding of the theory of unbiased questioning. Those skills can be achieved by presenting the concepts, providing examples, and giving simple assessments to ensure understanding (Clark, 2003). Develop and Provide Real World Examples. Experienced interviewers report that they had to make many mistakes during many interviews before they felt comfortable in conducting interviews. They expressed feelings of embarrassment and fear that their mistakes hindered investigations of abuse during their extended learning period. Through discussions with protective service workers, law

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enforcement investigators, and professional trainers, it is clear that any update in the current training curriculum should include additions of real world examples and opportunities to practice spontaneous interactions with juveniles. An effort must be made to gather examples of typical and unusually difficult examples of conversations from experienced interviewers and present them during online training. In this way, novices can encounter those situations for the first time in a less stressful environment. By providing examples through text, audio, and video clips, learners in an online training will be much better prepared to immediately begin conducting effective interviews. Proposed objectives and specific outcomes of this training include the ability to: 1. Describe the purpose of the Juvenile Forensic Interviewing Protocol 2. List the phases of the Juvenile Forensic Interviewing Protocol 3. Discuss the purposes and important features of each phase 4. Identify common mistakes of interviewers given examples of interviewer statements. 5. Demonstrate basic techniques of each phase including properly phrased statements and questions 6. Demonstrate ability to modify conversational style given the developmental stage, emotional

condition, culture, and any communication disability given a variety of examples. 7. Describe characteristics of special witnesses and victims 8. Describe and demonstrate special techniques for communicating effectively with these groups. 9. List common evidence that can be identified through forensic interviewing, as well as associated

crimes and legal avenues for assisting in those investigations.

2. Learner characteristics. If the online training participants are similar to classroom training participants, there will be a great variety in experience. There will be a difference in initial attitudes between law enforcement, court, and social workers. It might be helpful to offer a few words from experienced professionals from each field. Certainly there should be respect for each profession expressed and encouragement for cooperation between agencies. Where possible, multiple settings for interviews can be shown and the appearance of interviewers in the examples should show a variety of ages, clothing, races, and gender. It is typical to also have a preponderance of learners who are sensitive to emotion. For them and others it will be important to discuss the feelings that are to be normally expected in the juveniles and as interviewers forced to cover emotionally-charged topics (On Purpose Associates, 2005). It may be beneficial to use an exploratory structure which allows learners to go directly to the topics of their interest or to immediately test on topics To ensure that learners who need more practice are served, many examples should be offered, but not required. Learners preferring more structure and direction will be automatically led through the Protocol phases in order. Others may choose to actively detour from that path. Learners will be given theory behind the techniques, the process and rationale for the Protocol, examples of conversations, questions and problems to urge deeper thinking. (Clark, 2003) There is evidence that some learners benefit from personal attention. At this time, it does not seem feasible to design the online training to be instructor-led. If there is demand later, instructor tools can be added including discussion boards. This would allow learners to ask questions about specific cases or to discuss their own interviewing experiences. But for this project, it might be helpful to develop and add an avatar presence or at least graphics with human faces to symbolize different aspects of the Protocol (Clark & Lyons, 2004). Expected Learners Data

Item Law Enforcement Services Workers Court, Lawyers Age* 28 - 55 25 - 55 35+ Educational level BA min, MA likely JD

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Reading level College College Motivation Avg to high medium Prerequisite knowledge Stronger on

investigation, evidence collection / documentation

Stronger on interpersonal communication, child development

Stronger on evidence of fact, non-biased inquiry

Prerequisite skills None None None Facility with a computer Varies Varies Varies – probably

weakest Familiarity with the Web Varies Varies Varies Typing ability Varies by dept. Strong Varies Access to computers Yes Yes Yes Access to Web Yes Yes Yes Time availability Requires flexibility Requires flexibility Challenging Physical disabilities None Unlikely Possible Language Native English English English Spanish language version is an option for future development

Computer Requirements for Learners Computers: PC DETAILS AND COMMENTS RAM: Monitor resolution: 800x600 or 1024x768 Sound Card: REQUIRED Network: High speed cable connection strongly suggested. CD

version may be developed later. Processor: Pentium 3 Hard Drive capacity: 50 gigabytes CD-ROM: n/a unless CD version developed and ordered Software: Flash player. Quicktime player. Browser – preferably

Explorer or Mozilla. Computers: Macintosh Same as above Computers: Other Same as above

3. Constraints Hardware Computers: PC Both 800x600 or 1024x768 for development Operating system: XP Browser, including version number: Testing on Explorer 6.0 and Mozilla 5.0 Word processing: MSWord if necessary Spreadsheet: n/a Network: Testing on approx. 100 mbps. Authoring system required: Macromedia Suite. Video editing software – not yet

chosen. Testing system required: Use FIA training room, MSP Lansing-Post, and PAM

officer computers.

Client Responsibilities. N/A since there aren’t any established yet.

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Timelines. Due to lack of funding, the project is behind schedule.

Final deadline: September 22, 2005 Prototype for Testing Intermediate deadlines: (List all deadlines here, for both client and developer.)

Deadline 1: September 16 More example stories entered. Deadline 2: September 9 Videos edited, more sound clips created Deadline 3: September 2 Videos scripted and filmed Deadline 4: August 30 Home page graphics & animation, interface design Deadline 5: passed Storyboards and screens Deadline 6: Deadline 7: Deadline 8: Deadline 9: Deadline 10:

Administrative Requirements.

Primary contact persons Contract negotiation and legal: Sales – Scott Nichols Project coordination: Candace & Scott Subject-matter: (Name SME contacts, availability, and any other constraints.)

Scott, Gina, Patrick, Deb’s book, FIA manual – law enforcement & PS workers provide examples

Assets: (Such as video, audio, artwork). Some audio and introductory video done. Technical: (Hardware, networks, Web master). Candace is learning web development and graphic

design Billing: N/A – Last negotiated price was $25/each. PAM

contract may be different. Providing materials: (Scripts, assets, etc. Include persons responsible for doing and for sign-off.)

Scott, Gina, Patrick

Course Content. Section Requirements and ACTION STEPS All phases of the Protocol will be covered separately with at least audio demonstration of techniques. All content will offer option of text-based examples and audio examples. Some skills will offer additional video clips examples and graphical models. Colors of text will be dark blue on white or light gray background to provide good contrast for readability. All graphics will be given tags for screen readers. Use of tables will be limited. All sections will be tested on several systems. Development Team Responsibilities for each section (approximately 5 pages for each) 1 Environment Item 1: Photos of different interview environments Item 2: Descriptions of children’s reactions in different environments Item 3: Video clips of good and bad body language with child Item 4: Edit and add to pages including Item 5: Review/Test: 2 Ground Rules Item 1: Audio clips of different ways to establish ground rules – good and bad Item 2: Graphics of children’s reactions to ground rules – to convey their lack of

understanding or fear. Item 3: Edit and add to pages 3 Introduction

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Item 1: Photos of different interview environments Item 2: Descriptions of children’s reactions in different environments Item 3: Video clips of good and bad body language with child Item 4: Edit and add to pages Item 5: Test 4 Free Narrative Item 1: Graphic button created Item 2: Audio clips of different age groups giving free narrative and adult

demonstrative open-ended invitations and active listening skills. Item 3: Audio clip of a short bad example Item 4: Several short scripts with real examples of difficult phases that were (or were

not overcome) Item 5: Edit and add to pages Item 6: Test 5 Questioning and Clarification Item 1 Graphic button created Item 2: Write text on theory Item 3: Audio clips of questioning juveniles of different ages and attitudes Item 4: Audio clip of a short bad examples Item 5: Edit and add to pages Item 6: Test 6 Closure Item 1: Write text on theory and purpose of this phase Item 2: Write script of different children’s reactions. Item 3: Audio clips of different ways to close the topic and say good-bye Item 4: Edit and add to pages Item 5: Test Module 2 Item 1: Create Outline of Special Topics – probably 3 sections. Assessments For each section, at least one simple assessment will be created. A comprehensive assessment will be created for the entire program.

4. Costing Document. Note: Recent adjustments are in red. Content acquisition

Already have most content from open source documents. Supportive research sources can be cited in text. Need to gather additional ideas from experienced investigators to get real life stories and examples. It would also be great to get real life stories from adult survivors who were interviewed as children as they might give additional insight and provide a human face to the “procedural” focus of the course. 1. Contact potential investigators (email and telephone). Request written examples and/or record their stories

5 hours at $20 per hour = $100

$100.00

2. Identify and contact adult survivors and hear their stories. Perhaps ask friends/relatives of partners who are known to have experienced abuse as child. Offer anonymity.

3 hours at $20.00per hour = $30

$30.00

3. Gather additional content from the literature for “Special Topics” section and supporting research.

10 hours at $20 per hour = $200

$200.00

Total hours for Content Acquisition: 18 hours Total cost for Content Acquisition: $320.00

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Development of standards

Assuming this section is similar to scope development, much of this was done for a previous class assignment. Unfortunately, I believe this will evolve as a customer or customers or an intermediary vendor is attracted to the project. Times below include documenting those standards. 1. Create Learning Objectives – DONE. $ 0 $0.00 2. Conduct learner analysis and needs analysis. A basic analysis is available through the Prosecutors’ Association of Michigan. Funds are not available for further studies. $ 0 $______

$0.00

3. Project Manager - Establish the connection speed, browser, and operating system(s) which the course will be designed to used with. Query MI Dept of Human Services, Mich State Police, and a few County Sheriff’s Offices for their input. 5 hours at $20 per hour = $100

$100.00

4. Project Manager - Check with server host company to check on their requirements and services for LMS. 2 hours at $20 per hour = $40

$40.00

Total hours for Development of standards: 7 Total cost for Development of standards: $140

Scripting

1. Project Manager - Basic content pages – section 1: 60 hours at $20 per hour = $1,200

$1,200

2. Project Manager - Examples, practice activities : 60 hours at $20 per hour = $1,200

$1,200

3. Project Manager - Basic content pages – section 2: 60 hours at $20 per hour = $1,200

$1,200

4. Project Manager - Examples, practice activities: 60 hours at $20 per hour = $1,200

$1,200

4. Project Manager – scripts for Videos and audio clips: 60 hours at $20 per hour = $1,200

$1,200

Total hours for Scripting: 300 hours Total cost for Scripting: $6,000

Screens – Web Designer/Graphic Artist

1. Project Home Design 20 hours at $20 per hour = $400 $400 2. Project Home & navigation graphics 60 hours at $20 hour $800 $1200 3. Course Home 20 hours at $20 per hour = $400 $400 4. Home Graphics 120 hours at $20 hours $2,400 $2,400 3. content pages 10 hours at $20 per hour = $200 $200 4. assessment screen 10 hours at $20 per hour = $200 $200 5. video screens 30 hours at $20 per hour = $200 $600 Total hours for Screens: 250 hours Total cost for Screens: $5,400

Video – Use SUCH Video, Inc. for introduction and 3 other sample interview clips. All other video will be done by Project Manager using project digital video camera. 1. SUCH Video tech 15 hours at $40 per hour = $600 $600 2. Project Manager 20 hours at $20 per hour = $100 $400 Production costs included Talent costs volunteer only Total hours for video: 20 Total cost for video: $1,000

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Audio

1. Project Manager 20 hours at $20 per hour = $400 $400 Talent costs volunteer Total hours for audio: 10 Total cost for audio: $400

Bookmarking / Record keeping / Correspondence

1. Project Manager 2 hours/week over 50 weeks = 100 hours at $20 hour =

$2,000

2. Clerical support 2 hours/week over 50 weeks = 100 hours at $10 hour =

$1,000

Total hours for bookmarking: 200 Total cost for bookmarking: $3,000

Log on and registration

1. Project Manager 4 hours/week over 25 weeks = 100 hours at $20 hour =

$2,000

2. Clerical support 4 hours/week over 25 weeks = 100 hours at $10 hour =

$1,000

Total hours for log on and registration: 200 Total cost for log on and registration: $3,000 Program Testing (alpha and beta versions).

1. Usability – 3 people 3 hours at $20 per hour = $60 $60 2. Alpha Test of entire module – 3 volunteers needing training from agencies that are potential/probable customers (approx 10 hrs) $0

3. Beta Test of entire module – 3 different volunteers needing training from agencies that are potential/probable customers (approx 10 hrs) $0

$0

4. Web Developer & Tech Support to monitor tests and write up results. 15 hours at $20 hour = $300

$300

5. Editing text, fixing links, etc. 20 hours x $20/hour $400 Total hours for testing: 23 total hours Total cost for testing: $760

Project management (meetings, communications, planning…)

1.PM - 8.2 hours per week for 48 weeks at $20 per hour = $8,300 $19,200 2. 4 Team members - 10 hours per week for 48 weeks at $20 per hour = = 1920 hours/year

$38,400

Total hours for project management: 3,840 Total cost for project management: $57,600

Manuals and Instructions - Protocol QuickGuide which will only be provided as downloadable and printable document. If customer desires hardcopies for employees, then they will subsidize any printing/laminating/shipping costs.

1. Project Manager Text and Design 20 hours at $20 per hour = $400

$400

2. Graphics and Layout 10 hours at $20 per hour = $200 $200 Total hours 30

Total cost $600

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NON SALARY EXPENSES

Travel – NONE except for marketing at local conferences and at various training events.

1. Registration fee for 3 conferences at $120 each + meals $150 $520 Volunteer time for any staff willing to go Desktop Computers – Home computers of Team Members - $0 Printing Ink, Paper, Disks, postage, other office supplies for 1 year $2000 New Computer subsidy to help any team members who have breakdowns – not to exceed 300 for each person

$2000

Web Hosting and LMS Hosting for $25/month for first 12 months only (development and testing period)

$300

TOTAL $4,820

Project Summary

Total work hours: 4665 Total expenses – not salary $4,820 Total salaries: $76,920 Total overhead: NONE $0

TOTAL COSTS $81,740

Planning Document

Content acquisition Hours available: 18 Hours Used: 2 Difference: 16 Development of standards. Hours available: 7 Hours Used: 6.5 Difference: .5 Scripting. Hours available: 300 Hours Used: Difference: Screens and Graphics Hours available: 250 Hours Used: 52 Difference: 198

Video. Hours available: 35 Hours Used: 2 Difference: 33 Audio. Hours available: 20

Hours Used: 3 Difference: Bookkeeping. Hours available: 200 Hours Used: 3 Difference: Log on and Registration. Hours available: 200 Hours Used: 0 Difference: Testing. Hours available: 43 Hours Used: 0 Difference: Project Management. Hours available: Hours Used: 6 Difference: Learning Support Products. Hours available: 30 Hours Used: 0 Difference:

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Timesheet To date, the following hours have been used towards completion of the Juvenile Forensic Interviewing Protocol Online Training.

Date Hours Comments on how you spent your time 07/11/05 3 hours Developing initial proposal and ideas of how to best reach students U2D1 7/14/05 2 hours Researching costs for program and terms used in table 7/15/05 3 hours Completing Cost Table 7/16/05 1 hour Meeting re: graphic ideas for each phase 7/17/05 5 hours Graphic designing 7/20/05 1 hour Meeting for feedback on designs & more brainstorming 7/21/05 3 hours Graphic designing 7/27/05 2 hours Reviewing web accessibility issues and browsing for ways to build in keyboard

access in the places where I had planned to use mouse overs. After re-thinking my heavy reliance upon audio clips, I believe it is safe to assume that only those who can hear conversation with aids would be conducting interviews.

8/03/05 1 hour Storyboards 8/04/05 4 hours Storyboards & Style Guide 8/14/05 3 hours Audio clips – 2 samples written & recorded, but need editing 8/21/05 6 hours Graphics for buttons 8/23/05 1 hour Meeting on scripts -- identifying professionals who can provide stories & act in

audio or video clips. Examine deadline for presenting proposal to Task Force. 8/25/05 7 hours Graphics for buttons 8/27/05 2 hours Graphics 2 hours Write welcome script & record a sample video 9/2/05 2 hours Research 9/3/05 6 hours Graphics and re-do links 9/4/05 8 hours Put together a CD with pieces of the Protocol for review by associates – sort of a

mini-prototype. Mostly work on graphics .5 hour Define file organization and naming conventions 9/5/05 4 hours Create more questions for end-of-course assessment to match objectives. 9/7/05 1 hour Present Protocol progress to group 9/9/05 2 hours Adjust the menu items to include both an Intro and Opening of Topic 3 hours Develop evaluations for eventual program 1 hour Update storyboards 9/11/05 3 hours Back-up files 3 hours Work on CSS stylesheet which is more accessible. Learned to link pages and

must redo pages to use stylesheet.

5. Style Manual. The style sheet is in development. During the process of learning many of the multimedia tools, it has been discovered that rules need to be developed on organization of files for easy retrieval and safeguarding. Naming conventions are becoming more important and are expected to become critical when the Flash introduction is being developed. Background Colors: White. Text boxes such as side and bottom bar examples and suggestions will be outlined in gray. Graphics: White background. Buttons will be identical size outlined oval with the same blue (#006699 or 102g, 204b) though if beneficial, some gray is allowed. Audio: Will be automatic only at the home “welcome.” All other audio clips will be announced as an option through the use of Microsoft’s speaker graphic. Once clicked the audio will sound from that page.

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Video: Introductory speaker will be dressed in business attire. Adult investigators in interview clips will be actual investigators and dressed based on research findings and their personal experience. Thus, police officers will NOT be in uniform nor will guns be visible. Caseworkers and police investigators will be dressed business-casual with or without a suit jacket. Youth will be dressed in a variety of styles showing differences in age, culture, and socioeconomic background. A variety of racial, gender, age, and accents will be sought for examples to represent the variety of the professionals being trained and the community served by them. Spelling & Grammar: Must be checked twice after entry into HTML pages. An attempt will be made to use simple language. All examples will be carefully designed to reflect developmentally appropriate language for different aged youth. All examples will be carefully edited to ensure either age-appropriate scripts for adults (good example) or very inappropriate words for adults (bad examples). Text: All the same blue (#006699) and all medium. However, if beneficial, italics will be used to identify text as speech (in examples). If beneficial to provide more emphasis, a dark gray may also be used – perhaps for large font titles. CSS stylesheet will be developed to assist with accessibility, including hidden skip-navigation keyboard option. Naming Conventions and File Organization Actual graphics used (not originals or other prototypes) will be kept in an obsolete folder after the final graphics are finished. Graphic buttons for rollovers, etc. will be kept in the Images file. Quiz buttons - Not sure yet how to keep track of all the other buttons created from quizzes. Hopefully, I'll be able to organize them better into the appropriate phase folder, perhaps under a "quiz" folder. Freehand files (.FH) and Fireworks .png will be at least 290x215 and saved without flattening (all layers kept) Use the following naming conventions for consistency phase name abbreviation_big, same for others, except the picture button will say only “abbrev_btn” and the same size button with the text for rollover will say “abbrev_tl_btn”. The following are examples.

Pre-Interview Preparations prep_big = 290x215 px, prep_btn prep_tl_btn = 89x62 px Ground Rules rule_big rule_btn rule_tl_btn (same sizes)

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6. Brainstorming. The following is a loosely associated list of ideas that were recorded during a brainstorming session on what the Protocol Course should cover.

Hear their entire story I. Protect Children

Empower children to tell their story I. Refrain from planting ideas in their heads

Gather evidence I. Information that can point to culprit II. Indications that there was not a crime III. Information that can exonerate accused

Content I. Phases of the Protocol II. Meaning and Theory behind the Protocol

Phases Kids vary in their ability to communicate Methodology Kids don't know how to talk freely to adults Kids don't always know what happened Kids may feel ambivelent about abuse Kids vary in their ability to remember details Kids vary in their ability to understand instructions and questions Give visual cues for each phase in addition to the textual label Give AUDIO examples of interviewer instructions, questions, and responses Give audio examples of child questions, responses, and narrative Give examples of disturbing behaviors, statements or questions that may be encountered Give trainees suggestions on way sto handle these Give suggestions to trainees about what NOT to do or say. Give VIDEO examples of PROXIMITY,NON-VERBAL Cues (both interviewer and child) Give VIDEO examples of different types of youth Give WRITTEN examples that show DIFFERENT WORDS that children of different ages will use Perhaps use cartoon graphics of what child is thinking when interviewer says certain things (thought clouds) Ask trainee to identify problems with different statements or wording of questions Ask trainee what they think a defense attorney would take advantage of in a sample conversation Analyze Ask trainee to think about how their agency could improve its interview setting and procedures Test participants factual knowledge of the procedures Assessment Provide mini self-assessments

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7. Concept Map.

Protect Children

Hear their entire story

Refrain from

planting ideas in

their heads

Empower children to tell their

story

Gather evidence

Information that can point to culprit

Information that can

exonerate accused

Indications that there was not a

crime

Content

Kids vary in their ability to communicate

Phases of the

Protocol

Meaning and Theory behind the ProtocolPhases

Methodology

Kids don't know how

to talk freely to

adults

Kids don't always

know what happened

Kids may feel

ambivelent about abuse

Kids vary in their

ability to remember

details Kids vary in their ability

to understand instructions

and questions

Give visual cues for each

phase in addition to the

textual label

Give AUDIO examples of interviewer

instructions, questions, and

responses

Give audio examples of

child questions, responses, and

narrative

Give examples of disturbing

behaviors, statements or questions that

may be encountered

Give trainees suggestions on way sto handle

these

Give suggestions to trainees about what NOT to

do or say.

Give VIDEO examples of

PROXIMITY,NON-VERBAL

Cues (both interviewer and

child)

Give VIDEO examples of

different types of youth

Give WRITTEN

examples that show

DIFFERENT WORDS that

children of different ages

will use

Perhaps use cartoon

graphics of what child is

thinking when interviewer says certain

things (thought clouds)

Ask trainee to identify

problems with different

statements or wording of questions

Ask trainee what they think

a defense attorney would take advantage of in a sample conversation

Analyze Ask trainee to think about how their

agency could improve its interview

setting and procedures

Test participants

factual knowledge of

the procedures

Assessment Provide mini self-

assessments

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Evaluation Components

8. Alpha Test Plan Testing will be conducted using three different users who are fairly experienced investigators though unfamiliar with the Online Protocol or classroom Protocol training. Two staff will observe and record the participants’ visible and audible reactions to the training. Participants will also be asked to comment specifically on the following items if their opinions were not obvious. Tests will be conducted using the Users’ equipment which should be standard for state employees. There will be a test run at the CWI computer training lab and at a remote workplace such as the Macomb County DHS office. Test Users will be informed beforehand that they should expect to spend at least 4 hours on the Protocol. They will be given a break each hour. They will be encouraged to finish the Protocol training another day if they have not completed the course after 4 hours. It is expected that most Test users will need 8 hours to complete the entire training. However, some may choose to skip assessments or practices. That information will be documented.

9. Observer Form

Course Elements Write comments in space provided.

Home Page

Loading time

Understanding of Navigation

Welcome Video

User able to access quickly

Moderate to high quality sound and image

Phase 1

User is able to navigate easily into, through, and out of this section.

All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

Phase 2

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All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

Phase 3


All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

Phase 4


All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

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Phase 5


All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

Phase 6


All links work

Graphics attractive

Audio work

Text is clear

Phase 7


All links work

Graphics attractive

Audio work

Text is clear

Time on task

Content passed over

Content repeated

Online Assessment

User is able to navigate easily into, through, and

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out of this section. All links work

Graphics attractive

Audio work

Text is clear

Time on task

Participant Level 1 Survey

Anonymously sends data

10. Multimedia Checklist The quality of the Online Protocol Training will be further evaluated by the development staff and advisory board on the following criteria:

□ The course design was developed to meet the needs of the audience in regards to learning styles, connectivity, culture & language, prior experience, etc.

□ The course content is organized in an easily navigated system that provides the right balance of interactivity, choice, and assurance that all objectives are met.

□ Multimedia is developed in accordance with the connectivity, abilities, platform, and browser of the audience.

□ Plug-ins are provided or easily accessed for all course media.

□ All multimedia components meet copyright regulations.

□ All multimedia components meet accessibility requirements.

□ All multimedia components were chosen and developed in accordance to budget and time constraints.

□ All multimedia components communicate an appropriate mood or style for the subject and the audience.

□ Alternatives to audio and visual content are provided for those with different abilities.

□ Hardware and software providing service to online content is reliable and efficient.

□ Procedures have been developed for emergencies.

□ There are backups for the course files archived in a safe location.

□ Text is balanced between conciseness and thoroughness.

□ Text uses fonts and colors that are legible.

□ Audio supports learning objectives.*

□ Digital audio files are formatted to provide the high quality, fast loading sound.

□ Graphics support learning objectives.*

□ Images are quickly retrieved and clear.

□ Animation components support learning objectives.*

□ Animation components are quickly and easily accessed.

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□ Video is formatted to be quickly and easily accessed using appropriate compression and streaming technology.

□ Video supports learning objectives using well-planned scripts.* (Vaughn, 2004) *The effectiveness of the course to meet the learning objectives is further measured by assessing participants’ skills and knowledge following the course.

12. Evaluation of Effectiveness – Employee Supervisor Form

Directions: Please rate your subordinate on the following forensic interviewing behaviors. Compare pre-training knowledge and application of information received during the Juvenile Forensic Interviewing Protocol Online Training with the current level of knowledge and interviewing practices. This information is intended to be used for determining the value of the training and for improving future training. Your responses will not be provided to the employee. However, you may copy this evaluation form for internal purposes.

Questions 3-12: Use the following codes for both Pre-Training and Post-Training columns. 0 - Non-existent or very low, 1 – Average, 2 - Very high

Skill, Knowledge, or Attitude (How do you rate your subordinate’s behavior?)

Behavior BEFORE Training

Behavior AFTER Training

1. The depth and detail of statements gained during interviews. 2. The investigator’s affect on the agency’s handling of child abuse and

sexual assault complaints.

3. Complaints from citizens related to investigations of child abuse and sexual assault are substantiated because proper interview guidelines were used.

4. The quality and quantity of legal actions by the investigators as a result of interviews (For law enforcement - admissions of guilt, plea arrangements, convictions) (For protective services - admissions of guilt, referrals to law enforcement and/or prosecution, court ordered therapies and court ordered removals).

5. The timeliness (resolution) of child abuse and sexual assault investigations.

6. The investigator’s confidence in substantiation of complaints and identification of suspects.

7. The investigator’s confidence in dismissing complaints and in clearing suspects.

8. The cooperation of your investigator with investigators from other agencies and other fields.

9. Investigator’s confidence in scheduling, preparation, and conducting juvenile forensic interviews.

10. The documentation of investigator’s interview results (including electronic recording, report writing, supplementary reports and supporting documents.

13. Reporting. At each stage of evaluation, the results will be documented and the Project Manager will assign staff to make adjustments to the Online Protocol Training.

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14. Executive summary.

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16. Storyboard.

Title: Juvenile Forensic Interviewing Protocol TrainingNotes: The home/Introduction page will show the Course Logo. Each oval.btn will enter from the right and take its place along the left side of the screen where they will remain throughout the course for navigating to the different instructional sections for each phase. The large logo will shrink and move to the top left. I would like to have it clickable to provide a video clip of welcome/ background speaker. More on movie/animation below.

The ovals will hold a different graphic button for each section (a section for each Phase of the Protocol).When moused over, the button will switch to the Title of the Phase. When clicked, that section will come up. Audio: “Welcome”

Title: Home Page Section: 1 – Phases of an Interview

Unit: n/a Graphics: YES Audio: YES Flash movie: YES

Center Logo shrinks and moves to top left after other buttons are in place.

It was decided to put the navigation buttons at the top of the screen since at 800x600 px setting, they all weren’t visible. Text based navigation will be abailable at the bottom of screen.

Special Topics

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17. Storyboard

Notes: NEXT ► n/a BACK ► n/a Participant will likely move to the first/next down button – the Preparing the Environment Phase

Video: Yes. Already recorded, but may need editing or refilming depending upon the results of test. The quality may not be adequate for web streaming. Audio: Yes, but only as part of the Video Clip

Title: Introduction to the Juvenile Forensic Interviewing Protocol

Title: Intro page Section: 1

Unit: 1 Graphics: None unique Audio: YES Video: YES

Welcome to the Juvenile Forensic Interviewing Protocol. The Protocol was developed…..

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18. Storyboard

Notes: The buttons have graphics. The text version (showing Title of the Phase the graphic represents) will show when rolled over. The text/title version of the button will also show when a phase/section is active. This

Audio: None

Title: Phase Name Section: 3 - Establishing the Ground Rules

Unit: 1

Page: 1 sample

Graphics: YES NO Audio: YES NO Video: YES NO

Ground Rules

Title of active section is shown here. All other buttons show the graphic only, though upon rollover they show title. Any phase/section can be accessed from any other section just by clicking on that button. Description of the phase with most important information is provided here on the first page.

Juvenile Forensic Interviewing Protocol

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19. Storyboard.

Notes: NEXT ► BACK ►

Audio: None

Title: Phase Name Section: 1, Page 2: Theory and/or Research information

Unit: 1 Graphics: YES NO Audio: YES NO Video: YES NO

Background theory and research given on next 1-2 page(s). ….blah, blah…Background theory and research given on next 1-2 page(s)…. Background theory and research given on next 1-2 page(s)…..

If room allows, a real world example or suggestion from and experienced practitioner are provided in side bar.


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20. Storyboard.

Notes: NEXT ► Page 4 BACK ► Page 2 OPTION ►Pop-up Box Quiz Some Phase examples will come with text and audio. Others may be better served by offering a graphic representation of the child’s reaction to bad and good Interviewer comments and posture.

Audio: YES – At least 1

Title: Section: 1 Page 3 (and possibly more): Examples

Unit: 1 Graphics: NONE NEW Audio: YES Video: NO

Examples are provided with both click-able link to play an audio clip which also brings up the written text.

Option to do a quick “Check understanding” activity before moving on to NEXT page. See “Check” storyboard following page 5 storyboard.

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21. Storyboard.

Notes: Though labeled as Page 4. This could take several pages if there is time to develop many examples. NEXT ► Page 5 BACK ► Page 3

VIDEO: Hopefully, most phases will have these and perhaps there will be several examples. AUDIO: Perhaps if there are extra examples. These scripts will be specific to the phases.

Title: Section: 1, Page 4 Video example(s) if available


Video clip of Example. Text of the discussion may be necessary, particularly if the child is difficult to understand.

Additional examples or suggestions can be provided in side or bottom bar.


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22. Storyboard – Video examples

Notes: Participants are given an example and asked to respond using what they have learned. After submitting their response, a popup box will come up showing their response next to a suggested response(s). Popup may provide additional comments or questions such as, “Did you avoid naming a specific person?” Or, “It appears that the youth is unable to differentiate between a truth and a lie. You may not be able to gain a valid statement.” NEXT ► BACK ►

Audio: None

Title: Phase Practice Section: 1, Page 5

Unit: 1 Graphics: Only for 1 Audio: YES Video: Only for 1 phase

Your victim has just stated, “Then we… Blah, blah…. .” Write an appropriate response below based upon your knowledge of properly establishing the ground rules. Click Submit when you are done.

Listen to this video clip by clicking on it. After listening, write a response below based upon your knowledge of properly establishing the ground rules. Try to respond without listening twice.

Pop-up box comes up with feedback on response.


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23. Storyboard.

Notes: I would like at least one little pop-up for each phase. NEXT ► N/A BACK ► N/A These will be closeable only.

Audio: N/A Reserve those for Practice pages.

Check the appropriate response. □ During the Ground Rules

Phase, I should always ask, “Blah, blah…”

□ I can always return to the Ground Rules Phase if necessary.

□ Ground Rules are for wimps. □ ….. □ …..

Title: Check for Understanding Section: 1 – POP UP Boxes


Submit

You are correct! OR You forgot one important element. Try again.

Feedback popup box.

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24. Storyboard.

Notes: Test will be multiple choice questions (approx. 30). Participant will be able to take more than once. ► “Return to Protocol Training Course” ► “Submit for scoring”

Audio: None

1. ;lkajsd;klfjjj jkl;jkl;jjkkll kljklj. a. jjkkk b. kkkk c. qwqwq jksdj, wewre. d. jjksl e. none of the above

2. 3. 4. Back to Course Submit

Title: Assessment Section: 1

Unit: 1 Graphics: No Audio: NO Video: NO

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25. Storyboard

Notes: This section will likely also have its own check understanding popup boxes and a Test. The previous storyboard layouts will be used. NEXT ► BACK ►

Audio: None

Title: Advanced Topics Section: 2

Unit: Graphics: YES NO Audio: YES NO Video: YES NO

SECTION 2 IS LAYED OUT IN A SIMILAR MANNER as section 1, but only the graphic buttons for the 3 topics in the Advanced Topics Section are shown. To access the Protocol Phases (Section 1), the participant must return to the main course home page – Top Button.

Topic 1

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References Clark, R.C. (2003). Building expertise: Cognitive methods for training and performance improvement,

2nd Edition. Washington, DC: International Society for Performance Improvement. Clark, R. & Lyons, C. (2004). Graphics for Learning. San Francisco: Wiley & Sons, Inc.

Krigsman, M. (n.d.) Managing a Multimedia Project. Retrieved from Cambridge Publications on July 15, 2005 from http://www.cpub.com/articles/managing_multimedia.html

On Purpose Associates. (2005). Learning Styles. Retrieved from Funderstanding on July 12, 2005 from http://www.funderstanding.com/learning_styles.cfm

State of Michigan, Governor’s Task force on Children’s Justice and Family Independence Agency

(1998). Forensic Interviewing Protocol.

Vasu, E.S., Steelman, J., Lambert, J. , and Bean, J. Multimedia Mania 2003 - Judges Rubric. Retrieved on July 15, 2005 from http://www.ncsu.edu/midlink/mm2002.rubric.htm

Vaughan, T. (2004). Making multimedia work, 6th Edition. McGraw Hill.

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