This strategy can be used for: Data Collection
Team members follow a structured script during data collection (qualitative or quantitative) to give participants instructions about the study and ask interview or survey questions. Scripts can also be used to support team members to ask follow-up questions/prompts. The use of the script supports consistent data collection procedures across multiple research team members and scaffolds the cognitive tasks (e.g., long term memory, working memory) and social demands of data collection.
Scripts may be most effective when they are designed with input from all team members, and when team members practice using them prior to data collection using role play.
Modifications for Remote Collaboration
- For team members who may not have access to a printer, scripts may need to be printed in a central research office and mailed to team members before data collection.
Access Accommodations and Support
- Scripts should use large font and sufficient white space.
- Color-code scripts, with each team member assigned a different color. This helps each team member follow the script and know when it is their turn to speak.
- Scripts can include visuals to help convey content (e.g.,show an image of a home when the question asks what makes something feel like "home").
- Language from scripts can be programmed into assistive communication devices.
Resources
- This document shows an example of an interview script that can be used during data collection: Interview script example
References
Examples of studies using this strategy
Benevides, T. W., Shore, S. M., Palmer, K., Duncan, P., Plank, A., Andresen, M. L., Caplan, R., Cook, B., Gassner, D., Hector, B. L., Morgan, L., Nebeker, L., Purkis, Y., Rankowski, B., Wittig, K., & Coughlin, S. S. (2020). Listening to the autistic voice: Mental health priorities to guide research and practice in autism from a stakeholder-driven project. Autism : The International Journal of Research and Practice, 24(4), 822–833. https://doi.org/10.1177/1362361320908410
Bigby, C., Frawley, P., & Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27(1), 3–12. https://doi.org/10.1111/jar.12083
Bonham, G. S., Basehart, S., Schalock, R. L., Marchand, C. B., Kirchner, N., & Remenap, J. M. (2004). Consumer-based quality of life assessment: The Maryland ask me! Project. Mental Retardation, 42(5), 338–355. https://doi.org/10.1352/0047-6765(2004)42%3C338:cqolat%3E2.0.co;2
Di Lorito, C., Bosco, A., Birt, L., & Hassiotis, A. (2018). Co-research with adults with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities, 31(5), 669–686. https://doi.org/10.1111/jar.12435
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
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
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
St. John, B., Mihaila, I., Dorrance, K., DaWalt, L. S., & Ausderau, K. K. (2018). Reflections from co-researchers with intellectual disability: Benefits to inclusion in a research study team. Intellectual and Developmental Disabilities, 56(4), 251–262. https://doi.org/10.1352/1934-9556-56.5.251
Woelders, S., Abma, T., Visser, T., & Schipper, K. (2015). The power of difference in inclusive research. Disability & Society, 30(4), 528–542. https://doi.org/10.1080/09687599.2015.1031880
Examples of studies using this accommodation
Bonham, G. S., Basehart, S., Schalock, R. L., Marchand, C. B., Kirchner, N., & Remenap, J. M. (2004). Consumer-based quality of life assessment: The Maryland ask me! Project. Mental Retardation, 42(5), 338–355. https://doi.org/10.1352/0047-6765(2004)42%3C338:cqolat%3E2.0.co;2
Di Lorito, C., Bosco, A., Birt, L., & Hassiotis, A. (2018). Co-research with adults with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities, 31(5), 669–686. https://doi.org/10.1111/jar.12435
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
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
Walmsley, J. (2004). Involving users with learning difficulties in health improvement: Lessons from inclusive learning disability research. Nursing Inquiry, 11(1), 54–64. https://doi.org/10.1111/j.1440-1800.2004.00197.x