This strategy can be used for: Data Collection
A brief and clearly organized piece of paper or document that includes key concepts, behaviors/actions, or information that researchers must remember during data collection. Team members can refer to the tip sheet during data collection for things such as:
- The meaning or definition of a word or idea central to the research project
- An action or behavior they need to demonstrate during data collection such as "ask why" (a follow up question) or "remind people it’s ok to say no" (during consent).
- An abbreviated list of steps to follow during data collection.
- A reminder of key dates or activities that potential participants must be told.
The tip sheet supports consistency across multiple research team members and scaffolds the cognitive tasks (e.g., long term memory, working memory) and social demands required for successful data collection.
Modification for Remote Collaboration
- For team members who may not have access to a printer, tip sheets may need to be printed in a central research office and mailed to team members before data collection.
- Team members may be able to view a pdf or similar formatted file on their smartphone or other device. Help team members change their device settings so the screen remains "on" (does not go into sleep mode) so the tip sheet stays in constant view.
Access Accommodations and Support
- Tip sheets can use visuals instead of or in addition to text to support understanding.
- Use color to call attention to important content.
Resources
- Here are two examples of tip sheets:
References
Examples of studies using this strategy
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
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
White, E. L., & Morgan, M. F. (2012). Yes! I am a researcher. The research story of a young adult with Down syndrome. British Journal of Learning Disabilities, 40(2), 101–108. https://doi.org/10.1007/978-981-10-2779-6_129-1
Williamson, H. J., van Heumen, L., & Schwartz, A. E. (2020). Photovoice with individuals with intellectual and/or developmental disabilities: Lessons learned from inclusive research efforts. Collaborations: A Journal of Community-Based Research and Practice, 3(1), 8. https://doi.org/10.33596/coll.45
Examples of studies using this accommodation
Williamson, H. J., van Heumen, L., & Schwartz, A. E. (2020). Photovoice with individuals with intellectual and/or developmental disabilities: Lessons learned from inclusive research efforts. Collaborations: A Journal of Community-Based Research and Practice, 3(1), 8. https://doi.org/10.33596/coll.45