The Role of Wait Time During the Questioning of Children: A Systematic Review

Abstract

The benefits of wait time in classroom discourses have been well documented in the field of education since the 1970s. While current forensic interview guidelines recognize the importance of pauses, whether there is sufficient empirical evidence to inform wait time guidelines in the legal context remains unanswered. This systematic review aimed to synthesize and provide a holistic update on the available research on the role of wait time when questioning children and recommended future direction to develop wait time guidelines specific to child forensic interviews. Systematic searches were conducted using four databases (PsycINFO, MedLine, ERIC, and Scopus). A total of 3,953 unique articles were returned, following a title and abstract screening, 68 full texts were reviewed, and 26 (including five additional studies identified through a hand search) were included. Inclusion criteria were the study sample included children under 18, published a measure of wait time in a questioning context, and in English. Overall, most knowledge of wait time remains in the field of education. Natural wait time is short, but with training, extended wait time yields significant benefits for both child and adult talk. Only one study examined the role of wait time in the forensic interviewing setting where a 10-s wait time appears to be more productive than shorter pauses. Extended wait time is a promising and simple interviewing practice with the potential to facilitate children’s disclosure. The current review is a call for research in the area as it pertains to forensic interviewing of children and youth.