This strategy can be used for: Data Analysis
Data is collected (using interviews, observations, or other methods) and video and audio recorded. The team then watches or listens to the recordings. Team members identify quotes, actions, or interactions that they think are most important. These "priority" clips can then be used to guide additional analysis and dissemination.
After analysis, team members can watch video recordings as a way to confirm the interpretation of emerging or initial findings.
Security Note: Organizations might limit the way that video or audio recorded data is shared.. Teams should check with their organization to determine the most secure way to share video or audio recorded data.
Modification for remote collaboration
- Video or audio recordings can be viewed during video conference meetings using a share screen/audio feature.
Access Accommodations and Supports
- Team members can dictate their ideas while watching or listening to the data, and other team members can write them down.
Resources
- This document provides a template for organizing analysis of video or audio data: Video/Audio Data Analysis Template
- This link has directions for how to share your screen in Zoom. When you share a video on zoom, everyone on the zoom call can see the video playing on your screen.
Tools to explore
- Windows Media Player is a program you can download to play videos
References
Examples of studies using this strategy
Ellis, L. (2018). Making decisions together? Exploring the decision-making process in an inclusive research project. Disability & Society, 33(3), 454–475. https://doi.org/10.1080/09687599.2017.1392932
Frankena, T. K., Naaldenberg, J., Tobi, H., van der Cruijsen, A., Jansen, H., van Schrojenstein Lantman-de Valk, H., Leusink, G., & Cardol, M. (2018). A membership categorization analysis of roles, activities and relationships in inclusive research conducted by co‐researchers with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 32(3), 719–729. https://doi.org/10.1111/jar.12567
Haigh, A., Lee, D., Shaw, C., Hawthorne, M., Chamberlain, S., Newman, D. W., Clarke, Z., & Beail, N. (2013). What things make people with a learning disability happy and satisfied with their lives: An inclusive research project. Journal of Applied Research in Intellectual Disabilities, 26(1), 26–33. https://doi.org/10.1111/jar.12012
Kramer, J. M., & Schwartz, A. E. (2018). Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates. Scandinavian Journal of Occupational Therapy, 25(5), 335–346. https://doi.org/10.1080/11038128.2018.1502344
Riches, T. N., & O’Brien, P. M. (2017). Togetherness, teamwork and challenges: "Reflections on building an inclusive research network." British Journal of Learning Disabilities, 45(4), 274–281. https://doi.org/10.1111/bld.12199
Schwartz, A. E., & Durkin, B. (2020). "Team is everything": Reflections on trust, logistics, and methodological choices in collaborative interviewing. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12305
Stanley, Z., Lauretani, P., Conforti, D., Cowen, J., DuBois, D., & Renwick, R. (2019). Working to make research inclusive: Perspectives on being members of the Voices of Youths Project. Disability & Society, 34(9–10), 1660–1667. https://doi.org/10.1080/09687599.2019.1619232
Vlot-van Anrooij, K., Hilgenkamp, T. I. M., Leusink, G. L., van der Cruijsen, A., Jansen, H., Naaldenberg, J., & van der Velden, K. (2020). Improving environmental capacities for health promotion in support settings for people with intellectual disabilities: Inclusive design of the DIHASID tool. International Journal of Environmental Research and Public Health, 17(3). https://doi.org/10.3390/ijerph17030794
Williams, V., Ponting, L., Ford, K., & Rudge, P. (2010). Skills for support: Personal assistants and people with learning disabilities. British Journal of Learning Disabilities, 38(1), 59–67. https://doi.org/10.1111/j.1468-3156.2009.00570.x
Examples of studies using this accommodation
Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614–622. https://doi.org/10.3109/09638288.2012.705218
Morgan, M. F., Moni, K. B., & Cuskelly, M. (2015). The development of research skills in young adults with intellectual disability in participatory research. International Journal of Disability, Development, and Education, 62(4), 438–457. https://doi.org/10.1080/1034912X.2015.1028905
Nicolaidis, C., Raymaker, D., Katz, M., Oschwald, M., Goe, R., Leotti, S., Grantham, L., Plourde, E., Salomon, J., Hughes, R. B., & Powers, L. E. (2015). Community-based participatory research to adapt health measures for use by people with developmental disabilities. Progress in Community Health Partnerships : Research, Education, and Action, 9(2), 157–170. https://doi.org/10.1353/cpr.2015.0037
Nicolaidis, C., Raymaker, D., McDonald, K., Dern, S., Ashkenazy, E., Boisclair, C., Robertson, S., & Baggs, A. (2011). Collaboration strategies in nontraditional community-based participatory research partnerships: Lessons from an academic−community partnership with autistic self-advocates. Progress in Community Health Partnerships : Research, Education, and Action, 5(2), 143–150. https://doi.org/10.1353/cpr.2011.0022
Williams, V., Simons, K., Gramlich, S., McBride, G., Snelham, N., & Myers, B. (2003). Paying the Piper and Calling the Tune? The Relationship Between Parents and Direct Payments for People with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 16(3), 219–228. https://doi.org/10.1046/j.1468-3148.2003.00164.x