The Assessment of Anonymous Threatening Communications

Author(s):  
Andre Simons ◽  
Ronald F. Tunkel

Perhaps now more than any time in history, anonymous threatening communications (ATCs) are easily delivered, highly disruptive, and frequently used by offenders who seek to frighten, harass, and intimidate their victims. The ability to quickly and defensibly triage and evaluate ATCs has become a necessary skill for threat assessment professionals who serve on corporate security, education, or community-based teams. In this chapter, the authors (both former members of the FBI’s Behavioral Analysis Unit) provide a step-by-step operational guide for the analysis of ATCs. The methods and strategies shared by the authors can be easily adopted and used by threat assessors to confidently address this growing challenge.

2007 ◽  
Vol 20 (2) ◽  
pp. 142-142
Author(s):  
Edward P Borodzicz ◽  
Steven D Gibson

2006 ◽  
Vol 19 (3) ◽  
pp. 180-195 ◽  
Author(s):  
Edward P Borodzicz ◽  
Stevyn D Gibson

2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz

1999 ◽  
Vol 63 (12) ◽  
pp. 969-975 ◽  
Author(s):  
WR Cinotti ◽  
RA Saporito ◽  
CA Feldman ◽  
G Mardirossian ◽  
J DeCastro

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.


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