JCPSLP Vol 21 No 1 2019

such as public transport have demonstrated the improved service delivery that can be achieved through this process (Bigby, 2014). However, this holistic approach has not been tested in the justice system. Our study has therefore involved a partnership between Victoria Police and Scope (Aust.), and aims to holistically investigate the concept of a communication accessible watch-house at one 24- hour police station. This process involves investigating the skills, knowledge and confidence of police members through a multi-intervention approach. This approach commenced with a pre-intervention survey to determine: the estimated frequency of police interactions with people with communication disabilities and difficulties (to also encapsulate police interactions with people who are of non-English speaking background); the police’s overall knowledge of people with communication disabilities; and the current and potential range of communication strategies they use or may use to address any communication breakdown. The research questions were: (a) what is the current level of police knowledge of people with communication disabilities at one 24-hour police station?; (b) what roles can a SLP play in providing training and customised communication resources for police? Method A naturalistic approach utilising a survey was employed in order to ascertain the current knowledge of police at one 24-hour police station. Approval was obtained through Scope Human Ethics Research Committee (Reference number: Scope 110/17). Participants and recruitment There are 332 police stations across the state of Victoria, Australia (Victoria Police, 2017). Target participants were “uniform” police based at one 24-hour police station, who are defined as constables, senior constables, sergeants and senior sergeants, who are often the first point of contact for community members. The police station was selected by senior police administrators as being located in a region known to have residents with communication disabilities, and having police who would be willing participants. Participants were notified about the research by station management and provided with a participant information form. Surveys were distributed to 59 potential participants during a 3-week period. Participation was voluntary. The survey was completed by 29 participants (49% response rate) and returned to a locked submission box at the station. Of the respondents, 62% (n = 18) identified as in the rank of constable or senior constable, with 38% of respondents (n = 11) being sergeant or senior sergeant supervisors. One officer reported previous experience in the Sexual Offences and Child Abuse Investigation Team (SOCIT). The majority of respondents (n = 10, 35%) had worked between 6 and10 years, were aged between 31 and 50 years (n = 18, 62%), and male (n = 18, 62%). Survey A paper-based survey consisting of 27 multiple-choice and 6 short-answer response questions was developed specifically for this study through a consultative process between police administrators and the researchers. The paper format was selected by management in order to maximise participation. The survey consisted of four sections: (a) demographics; (b) prior training; (c) knowledge and strategies; and (d) awareness of augmentative and alternative (AAC) strategies.

Rezzani, & Johnson, 2018); Easy English documentation for offenders (Parsons & Sherwood, 2016a, 2016b); and communication intermediary schemes (Hepner, Woodward, & Stewart, 2015). Viljoen et al.’s (2017) systematic review of disability training delivered to police demonstrated limited effectiveness in increasing the police’s knowledge and skill when interacting with people with a disability and suggested a need for a customised approach. Caldwell (2007) indicated the need for training to have an interdisciplinary component, with direct involvement of people with disabilities. Police have advocated for training that has practical, role-play elements that emulate real-life situations, as this training method is more likely to be retained and valued (McAfee & Musso, 1995). The inability of people with cognitive and communicative disabilities to report crime has been related to people not having the necessary vocabulary to convey what had occurred (Delaney, 2015). The provision of customised vocabulary sets may assist, but the role played by supporters needs to be better understood. In Weston’s et al. (2018) study, 16 disability support staff were interviewed three months after training in the use of abuse-specific communication aids. Findings revealed no increase in the use of these aids by people with a communication disability. It was unclear whether this was due to the lack of skills of staff, or lack of access to the aids afforded to residents, but a complex interplay may exist. For people with limited literacy skills, the translation of complex police documentation into Easy English has had some success. Parsons and Sherwood (2016a) introduced symbol-supported information for people with communication disability entering custody over a 4-week period with 14 police staff. Interviews and focus groups with 41 stakeholders (including people with autism spectrum disability, families and senior criminal justice system staff) revealed positive attitudes overall; however, the strategy had not been adopted routinely by police. Several communication assistance or intermediary schemes have been trialled around the world which involve a third person to support vulnerable victims or offenders. In Victoria, an Independent Third Person (ITP) may be involved in police interviews only if a person is identified as a “vulnerable witness” – specifically, youth; having a mental health condition; intellectual disability or other cognitive impairment (Henshaw, Spivak & Thomas, 2018, Victorian Equal Opportunity and Human Rights Commission, 2014b). Several states in Australia are introducing witness support schemes to be inclusive of people with communication disabilities (Cooper, 2016; McSherry et al., 2017) with a communication intermediary scheme pilot commencing in Victoria. This pilot program provides SLP support for child victims and adults with a cognitive impairment who are victims in sexual offences or witnesses in homicide matters, with the outcomes yet to be evaluated (Victorian Equal Opportunity and Human Rights Commission, 2017). The challenges of providing adequate service to people with communication disabilities is not unique to police. Studies have indicated that service barriers exist for people with communication disabilities across industries (National People with Disabilities and Carer Council, 2009). The process of awarding the Communication Access Symbol (CAS) through capacity building aims to address these barriers through equipping staff with customised strategies to meet communication access standards (Solarsh & Johnson, 2017). Completed projects in sectors

Denise West (top), Katie Lyon

(centre) and Mark Nichols

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JCPSLP Volume 21, Number 1 2019

Journal of Clinical Practice in Speech-Language Pathology