Case-File Analysis
The SVA procedure starts with the analysis of the case
file. A case file should include information about the
child witness (e.g., his or her age, cognitive abilities,
relationship to the accused person); the nature of the
event in question, and previous statements of the child
and other parties involved. The case-file analysis gives
the SVA expert insight into what may have happened
and the issues that are disputed. The SVA analysis
focuses on these disputed elements in the subsequent
three stages.A Semistructured Interview
The second stage of SVA is a semistructured interview
where the child provides his or her own account of the
allegation. Conducting a proper interview is never an
easy task, but interviewing young children is particu-
larly difficult because their descriptions of past events
are notably incomplete. Therefore, interviewers rou-
tinely want more information than is initially pro-
vided, and they have to ask further, specific questions
to learn more about an event. The danger interviewers
face is that their questioning may become sugges-
tive—that is, that the question suggests to the child
what the answer should be and subsequently leads the
child to providing that answer. Special interview tech-
niques based on psychological principles have been
designed to obtain as much information as possible
from interviewees in a free narrative style, without
inappropriate prompts or suggestions.Criteria-Based Content Analysis
The interviews with the child are audiotaped and tran-
scribed, and the transcripts are used for the third part of
SVA: the CBCA. In this third part, SVA evaluators look
for the presence in the transcripts of 19 criteria. The
hypothesis is that truthful statements contain more of
these criteria than do fabricated statements. Examples
of these CBCA criteria are unstructured production
(whether the information is not provided in a chrono-
logical time sequence),contextual embeddings(refer-
ences to time and space: “He approached me for the
first time in the garden during the summer holidays”),
descriptions of interactions(statements that interlink at
least two actors with each other: “The moment my
mother came into the room, he stopped smiling”), and
reproduction of speech(speech in its original form:“And then he asked: ‘Is that your coat?’”). These crite-
ria are more likely to occur in truthful statements than
in fabricated statements because it is thought to be cog-
nitively too difficult for liars to fabricate them. Other
criteria are more likely to occur in truthful statements
than in fabricated statements for motivational reasons.
Truthful persons will not be as concerned with making
a credible impression on the interviewer as deceivers,
because truth tellers often believe that their honesty will
shine through. Therefore, liars will be keener to try to
construct a report that they believe will make a credible
impression on others and will leave out information
that, in their view, will damage their image of being a
sincere person. As a result, a truthful statement is more
likely to contain information that is inconsistentwith
people’s stereotypes of truthfulness. Examples of these
so-called “contrary-to-truthfulness-stereotype” criteria
are spontaneous corrections(corrections made without
prompting from the interviewer: “He wore a black
jacket, no sorry, it was blue”) and raising doubts about
one’s own testimony(anticipated objections against the
veracity of one’s own testimony: “I know this all
sounds really odd”).The Validity Checklist
A CBCA evaluation itself is not sufficient to draw con-
clusions about the truthfulness of a statement, because
CBCA scores may be affected by factors other than the
veracity of the statement. For example, older children
produce statements that typically contain more CBCA
criteria than younger children, and statements are
unlikely to contain many CBCA criteria if the inter-
viewer did not give the child enough opportunity to tell
the whole story. The fourth and final phase of the SVA
method is to examine whether any of these alternative
explanations might have affected the presence of the
CBCA criteria in the transcripts. For this purpose a
checklist, the Validity Checklist, has been compiled,
which consists of 11 issues that are thought to possibly
affect CBCA scores. By systematically addressing each
of the issues addressed in the Validity Checklist, the
evaluator explores and considers alternative interpreta-
tions of the CBCA outcomes. Each affirmative
response that the evaluator gives to an issue raises a
question about the validity of the CBCA outcome.
One issue mentioned in the Validity Checklist is
inappropriateness of affect.This refers to whether the
affect displayed by the child when being interviewed
(usually via nonverbal behavior) is inappropriate for758 ———Statement Validity Assessment (SVA)S-Cutler (Encyc)-45463.qxd 11/18/2007 12:44 PM Page 758