Children with intellectual disabilities constitute a high proportion of all child abuse victims, with most estimates ranging from 30-40% (Conway 1994; Goldman 1994)1. Despite their high risk of abuse, children with intellectual disabilities are less likely than mainstream children to report abuse (Goldman 1994), and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson 1999). The relatively high rate and under-reporting of abuse among these children is related in part to their cognitive and language limitations (Goldman 1994; Henry & Gudjonsson 1999). Children with intellectual disabilities tend to have a high reliance on others for personal care, and are thereby exposed to numerous (potentially abusive) carers (Conway 1994). Further, the cognitive and language limitations experienced by these children can make it difficult for them to communicate their experiences (Westcott 1994; Westcott & Jones 1999), and to resist highly leading or suggestive questioning (Dent 1986; Gudjonsson 1992). Finally, children with intellectual disabilities may be unable to discriminate between appropriate and inappropriate physical contact by adults (Goldman 1994).